PUPIL NONDISCRIMINATION SELF-EVALUATION REPORT

(s. 118.13, PI 9)

Independence School District

Approved by School Board on: April 5, 2017


Table of Contents

  1. Contributors to the Plan

  1. Introduction to the Pupil Nondiscrimination Self-Evaluation

  1. Wisconsin State Statute 118.13 & Administrative Rule PI 9.06

  1. School Counseling PI 9.06(1)(c)

  1. Participation Trends and Patterns and School District Support of Athletic,

        Extracurricular and Recreational Activities PI 9.06(1)(e)

  1. Trends and Patterns in Awarding Scholarships and Other Forms of Recognition and

        Achievement Provided or Administered by the School District PI 9.06 (1)(f)

  1. Methods Used in Conducting the Self-Evaluation PI 9.06(2)

  1.  Written Report  PI 9.06(3)


SECTION I:  CONTRIBUTORS TO THE PUPIL NONDISCRIMINATION SELF-EVALUATION

DPI:  Prepare a written summary that describes the methods used to conduct the evaluation, who participated in the process and what contributions the participants provided.  Include this summary in your report.

The School District of Independence has provided an opportunity for participation in the evaluation by pupils, teachers, administrators, parents and residents of the school district.  The following individuals and groups either assisted in developing the plan or reviewed the plan for comments and/or changes prior to school board approval.

Names

Position

Barry Schmitt

District Administrator

High School Principal

Rob Vanderloop

Elementary/Middle School Principal

Special Education Director

Dawn Woychik

School Counselor

Curriculum Director

Jeff Ruhland

Physical Education Instructor

Athletic Director

Chad Risler

Physical Education Director

Wrestling, Football, Softball Coach

Sue Wozney

Administrative Assistant

Melissa Pientok

Enrichment Coordinator

Technology Integration Specialist

Opportunities to Participate in the Writing/Development of the Pupil Nondiscrimination Self-Evaluation Cycle IV Report PI 9.06(2)

Opportunity for participation in the writing/development of this report was offered to pupils, teachers, administrators, parents and residents of the school district in the following manner:

Opportunities to Participate in the Final Review/Evaluation of the Pupil Nondiscrimination Self-Evaluation Cycle IV Report PI 9.06(2)

Opportunity for participation in the final review/evaluation of this report was offered to pupils, teachers, administrators, parents and residents of the school district in the following manner:


SECTION II:  INTRODUCTION TO THE PUPIL NONDISCRIMINATION SELF-EVALUATION

The self-evaluation required by PI 9.06, Wis. Admin. Code, is more than simply a legal requirement.  It is an invaluable tool that can be used to strengthen our commitment and efforts to foster equitable and successful schools for all students.

CYCLE I     Between 1989 and 1994, Wisconsin school districts evaluated the status of pupil nondiscrimination and equality of educational opportunity within their own districts and then reported on their evaluation to the Department of Public Instruction.  This process is referred to as Cycle I.  The focus of Cycle I was primarily on whether compliance had been achieved with the procedural requirements established under s.118.13, Stats., Wisconsin’s pupil nondiscrimination law.  School districts were asked, for example, whether the requisite nondiscrimination policies and procedures had been developed and implemented.

CYCLE II     In 2000-2001, districts were required to conduct a second self-evaluation, which was referred to as Cycle II.  The Cycle II evaluation required more than an assessment of whether compliance has been achieved with the procedural requirements of the law.  In Cycle II, school districts were asked to assess the effectiveness of their efforts in achieving pupil nondiscrimination and equality of educational opportunity.  In other words, school districts were asked to report “how they are doing” in achieving these goals.

CYCLE III     During the 2006-2007 school year, districts were required to complete Cycle III of the self-evaluation.  Reporting requirements under Cycle III are much different than under Cycle I or II because of a detailed data analysis conducted by the department.  After a review of all data collection requirements, the department identified only three required data elements of the self-evaluation that were not currently collected and evaluated:

CYCLE IV   In 2011, districts are required to complete Cycle IV of the self-evaluation.  Cycle IV requires districts to evaluate the same three elements as in Cycle III, create an evaluation report, and assure the DPI of their work.  The following report has been constructed to meet this requirement.

In 2016-2017 school year, districts are required to continue the self-evaluation from Cycle III.  Districts will create an evaluation report and assure DPI of their work.  The following report may aid districts in creating the written report.

COORDINATE AND CONSOLIDATE MULTIPLE, EQUITY-RELATED PLAN REQUIREMENTS      It is our hope that schools will use the information gained in the self-evaluation when they prepare consolidated plans, the district’s strategic plan, a district equity plan, and/or in other school improvement processes, plans or programs.

SECTION III:  LEGAL BASIS FOR AN EQUITY PLANNING PROCESS

FOR CREATING EQUITY IN WISCONSIN SCHOOLS

Wisconsin State Statute 118.13

Administrative Rule PI 9.06

118.13  Pupil discrimination prohibited.  (1)  No person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person’s:

-Sex

-Ancestry

-Sexual orientation

-Race

-Religion

-National Origin

-Creed

-Pregnancy, marital or parental status

-Physical, mental, emotional or learning disability

PI 9.06  Evaluation.  (1)  In order to provide the information necessary for the state superintendent to report on the compliance with s. 118.13, Stats., as required under s. 118.13 (3) (a)3., Stats., each board shall evaluate the status of nondiscrimination and equality of educational opportunity in the school district at least once every 5 years on a schedule established by the state superintendent.  The evaluation shall include the following:

  1. School board policies and administrative procedures.
  2. Enrollment trends in classes and programs.
  3. Methods, practices, curriculum and materials used in instruction, counseling, and pupil assessment and testing.
  4. Trends and patterns of disciplinary actions, including suspensions expulsions and handling of pupil harassment.
  5. Participation trends and patterns and school district support of athletic, extracurricular and recreational activities.
  6. Trends and patters in awarding scholarships and other forms of recognition and achievement provided or administered by the school district.
  7. School district efforts to achieve quality of education opportunity and nondiscrimination.

(2)  The board shall provide an opportunity for participation in the evaluation by pupils, teachers, administrators, parents and residents of the school district.

(3)  The board shall prepare a written report of the evaluation which shall be available for examination by residents of the school district.


SECTION IV:  METHODS, PRACTICES, CURRICULUM AND MATERIALS

USED IN COUNSELING PI 9.06(1)(c)

The purpose of this section is to ask the district to examine the method, practices, curriculum and materials used in PK-12 school counseling to determine whether all students are being included in the learning process.

By evaluating this area, school districts will have an opportunity to:

  1. Ensure that the goals of equity and excellence for all students are demonstrated through the school counseling practices in the district.

  1. Determine whether and how current methods, practices, and materials influence student achievement.

  1. Identify and develop ways to ensure that every student is provided with an optimal learning environment that leads to proficient and advanced performance for all students.

Only respond to the questions that are most pertinent to your district.

  1. Is the school counseling department currently trained in the Wisconsin School Counseling Comprehensive Model (WCSCM)?  If yes, what has been the outcome of that involvement?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

 March 1, 2017

Current school counselor is trained in WCSM.

     

     

2.  Is the district pupil nondiscrimination statement included in both the course registration booklet and the student handbook?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

February 23, 2017

A complete statement is included in the course registration booklet and student handbook

     

Continue to verify annually

3.  How does the district ensure that bias and stereotyping are absent from counseling materials and techniques?

 

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

4.  Does the district provide culturally and linguistically accessible support services to students and families?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

5.   Do academic planning and support services assist students in closing the achievement gap?  How are counseling or student services aligned with mainstream curriculum, instruction and assessment?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

6.   Are there opportunities for students to explore new, nontraditional career, or high wage opportunities?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

7.   Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     


SUMMARY—COUNSELING

PI 9 Code

Recommendations for Improvement

Target Date for Development/Revision

or Implentation

Person/Committee Monitoring Recommendations

Outcome

PI 9.06 (1)(c)

PI 9.06 (1)(c)

PI 9.06 (1)(c)

PI 9.06 (1)(c)


SECTION V:  TRENDS AND PATTERNS OF SCHOOL DISTRICT SUPPORT OF

ATHLETIC, EXTRACURRICULAR, AND RECREATIONAL ACTIVITIES PI 9.06(1)(e)

In this section, the district is asked to review participation trends in PK-12 athletic, extracurricular and recreational activities to determine whether all of the protected groups participate and/or are encouraged to participate in these school sponsored activities.

By evaluating this area, school districts will have the opportunity to:

1.        Foster and promote the goals of equity and inclusiveness in athletic, extracurricular, and recreational programs and any school-        sponsored or approved activity.

2.        Determine whether current practices might deter some students from participating in these activities.

3.        Identify and develop ways to increase participation of underrepresented groups.

4.        Identify and formulate ways for students to develop and act on knowledge and skills for fairness, equity, inclusiveness, and human         relations and diversity.

Athletic Programs & Activities

Only respond to the questions that are most pertinent to your district.

  1. Review participation data in athletic activities for at least the past three years.  Disaggregate data by race, sex, national origin or disability.  Identify trends and patterns.  Compare data with overall enrollment data.  (“School enrollment” serves as a baseline.)

-Are some groups underrepresented in athletic programs and activities?

-If so, how?

-Identify factors that might influence enrollment.

-Develop and implement strategies to increase participation by underrepresented groups.

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     


  1. Are effective procedures in place to trace participation in athletic programs and activites by race, sex, disability and national origin?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. In responding to the following questions, review interscholastic athletic opportunities for male and female students.

-Are interscholastic athletic opportunities for males and females provided in numbers substantially proportionate to their respective enrollments in the district?

-Are the opportunities comparable in type, scope, and support?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Review the district’s separate interscholastic athletic programs for males and females.  Is equitable support provided in the following areas:

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Are school mascots, team names, and logos free from bias or stereotyping?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Does attendance at athletic events refelct the diversity of the students in the school?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Do coaches receive training

-in recognizing and neutralizing bias or sterotyping?

-to prevent bullying, hazing and harassment of athletes?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Does the selection of specific sports and levels of competition accommodate the interests and abilities of:  members of both sexes, students with special needs, students with lmited-English proficiency, or diverse racial/ethnic groups?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Has the district periodically conducted surveys in order to determine whether athletic interests are being met by the current athletic program?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Are special accommodations available for students with disabilities?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. In regard to publication and notice,

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1.  Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

Other Extracurricular, Recreational and School-Sponsored or Approved Activities

Only respond to the questions that are most pertinent to your district.

  1. Review data of participation in extracurricular and recreational activities for at least the past three years.  Identify trends and patterns.  

-To what extend do participation rates in extracurricular and other recreational activities reflect the overall composition of the  student population by race, gender, national origin or disability?

-If not, how do they differ?

-What factors might influence enrollment?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

2.  Are effective procedures in place to track participation, by group, in extracurricular and recreational activities?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

3.  Are activities provided to meet the expressed interests of all groups?  What guidelines/procedures assess students’ extracurricular interests?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

4.  Are students and their parents/guardians encouraged to organize extracurricular activities or clubs that target their needs as members of a protected class?  Has the district surveyed students, staff and parents/guardians to determine what these needs or interests may be?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

5.  Are special accomodations available for children with disabilities?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

6.  Is there a fair process by which all groups seeking school-aproved status can apply?  Are all groups that follow the process and meet criteria approved?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

7.  What strategies has the district used to encourage participation by underrepresented groups?  Have these strategies been effective?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

8.  Review special presentations, speakers, and programs to determine if they reflect the diverse interests of students and the pluralistic nature of the school and the community.

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

9.  In regard to publications and notice,

-  Are the qualifications for extracurricular, recreational and other program activity participation published and made available to all students and parents?

-  What process is used to ensure that all public information regarding extracurricular, recreational and other program activities is inclusive and free of bias, sterotyping and discrimination?

-How often and in what forums are the district’s nondiscrimnation policies and practices regarding extracurricular, recreational and other activities communicated to students and parents?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

10.  Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

SUMMARY – ATHLETIC, EXTRACURRICULAR & RECREATIONAL ACTIVITIES

PI 9 Code

Recommendations for Improvement

Target Date for Development/Revision

or Implentation

Person/Committee Monitoring Recommendations

Outcome

PI 9.06(1)(e)

PI 9.06(1)(e)

PI 9.06(1)(e)

PI 9.06(1)(e)

SECTION VI:  TRENDS AND PATTERNS IN AWARDING SCHOLARSHIPS

AND OTHER FORMS OF RECOGNITION AND ACHIEVEMENT PI 9.06(1)(f)

The purpose of this section is to evaluate the trends and patterns in awarding scholarships, other forms of recognition and achievement and determine whether some groups of students are significantly underrepresented as recipients of awards or other forms of recognition.

By evaluating this area, school districts will have an opportunity to:

  1. Ensure that all scholarships and other forms of recognition are awarded in a way that does not discriminate in violation of S.118.13.

  1. Identify and develop ways to effectively publicize scholarship and award opportunities so that all students and parent/guardians are

        informed.

  1. Develop recommendations to ensure that the amount and number of scholarships and other types of awards are equitably distributed.

Special note:  The following legal requirements should be followed for scholarships, awards, gifts and grants.  Please consult the DPI website for details and statute citations.

School districts may administer sex-restrictive scholarships or financial aid established through wills, trusts, bequests, and other legal instruments if the overall effect is not discriminatory.  To determine if the overall effect is nondiscriminatory, a school district must first select students on the bases of nondiscriminatory criteria.  The school district may then award all scholarships and aid, including sex-restricted scholarships.  However, in doing so, none of the selected students can be denied aid or scholarships because some of the awards were originally designated for persons of the other sex.  A district may also choose to not administer or assist in administering sex-restricted scholarships.

Athletic scholarships must be available for both males and females in proportion to the number of males and females participating in the interscholastic athletic programs.

Awards that are Directly Administered

Only respond to the questions that are most pertinent to your district.

The following questions refer to scholarships, awards, and other forms of recognition that school districts or individual schools directly administer.  Examples include varsity letters, “Student of the Month” awards, and post-secondary scholarships.

  1.  Is scholarship/award information disseminated to all students and accessible to parents?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

  1. Review data information on award recipients and applicants for the past three years.  Identify trends and patterns.

-To what extent do the application for scholarships and other awards reflect the overall composition of the student population by race, sex, national origin or disability?  Compare data with school enrollment baseline.  Who’s applying?

-To what extent do the number and amount of scholarships and other awards reflect the overall composition of the student population by race, sex, national origin or disability?  Compare data to school enrollment baseline.  What’s offered?

-What criteria does the district use in order to ensure or promote a representative distribution?  What other efforts does the district undertake to ensure or promote a representative eligibility and distribution?  Note:  DPI suggests a 5% disparity be considered significant.

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

3.  What procedures are in place to track and analyze applications for and awarding of scholarships and other forms of recognition by protected class status?  Do these procedures need to be updated, broadened, or otherwise modified to ensure a representative distribution or to increase participation of unrepresented groups?  What factors contribute to possible disparities?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

4.  What criteria are used in selecting recipients?  Do they contain bias, discrimination, or stereotyping that may exclude some groups?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

5.  In regard to publication and notice,

-How does the district involve parents and community members from diverse backgrounds in developing effective strategies to publicize available awards and explain how to pursue these opportunities?

-How are students and parents made aware of the district’s nondiscrimination policies and practices for awarding scholarships?

-Does the disseminated information related to the scholarships/awards clearly explain the application process?  How does the district know that this information is made available to all students?

-Is the award process clearly defined and available to all students?  Is such information available in languages other than English, in Braille, video, or audio versions?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

6.  Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     


Other Scholarships and Awards

Only respond to the questions that are most pertinent to your district.

The following questions refer to those scholarships, awards, and other forms of recognition that are not sponsored by the school district but require an active role by school officials.  Examples of an active role include nominating or writing letters of recommendation.

1.  To what extent do students assisted by school officials for scholarships and other awards reflect the overall composition of the student population by race, sex, national origin and disability?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

2.  What criteria does the district use in order to ensure or promote a representative distribution?  What other efforts does the district undertake to ensure or promote a representative distribution?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

3.  What annual procedures are in place to track and analyze the role of school officials in assisting students?  Do these procedures need to be updated, broadened or otherwise modified to ensure a representative distribution?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

4.  In regard to publication notice,

-How does the district involve parents and community members from diverse backgrounds in developing effective strategies to publicize available awards and explain how to pursue these opportunities?

-How are students and parents made aware of the district’s nondiscrimination policies and practices for awarding scholarships?

-Does the disseminated information related to the scholarships/awards clearly explain the application process?  How does the district know that this information is made available to all students?

-Is the award process clearly defined and available to all students?  Is such information available in languages other than English, in Braille, video, or audio versions?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

5.  Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

SUMMARY—SCHOLARSHIPS AND OTHER FORMS OF RECOGNITION AND ACHIEVEMENT

PI 9 Code

Recommendations for Improvement

Target Date for Development/Revision

or Implentation

Person/Committee Monitoring Recommendations

Outcome

PI  9.06(1)(f)

PI  9.06(1)(f)

PI  9.06(1)(f)

PI  9.06(1)(f)


SECTION VII – METHODS USED IN CONDUCTING THE SELF-EVALUATION PI 9.06(2)

The purpose of this section is to assess how the district provided residents, students, teachers, administrators, and parents with an opportunity to participate in the self-evaluation.  Active and meaningful participation of each of these groups is essential to achieving a comprehensive and informative evaluation.

By evaluating this area, school districts will have an opportunity to:

1.  Evaluate whether the self-evaluation was comprehensive and whether there was inclusive and broad-based participation.

2.  Develop and build partnerships and networks that will help strengthen and support the district’s equity goals and help ensure a school environment that will promote safety and respect for all students.

3.  Identify, develop, and rely upon resources that will assist in achieving the district’s equity goals.

Conducting an Evaluation

1.  Methods

-What were the methods used in conducting the self-evaluation?

-How did teachers, students, parents, school administrators and residents participate in the self-evaluation process?

-What contributions did each group provide?

-How were people notified of the opportunity to participate in the self-evaluation process?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

2.  Diversity

-Did the participants in the evaluation reflect the diversity within the school?

-Did the participants in the evaluation reflect the diversity within the community?

-Was the notification of the opportunity to participate in the self-evaluation process publicized in other languages in addition to English?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

3.  Outcomes

-How will staff and others learn about the PI 9 self-evaluation findings completed for the Cycle IV report?

-Where will the PI 9 Cycle IV written report be filed so that it remains available for review by residents of the district?

-Who will be responsible for monitoring the “Recommendations for Improvements” and “Implementation Strategies” for the district?

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

4.  Other

Data Examined

Findings

Analysis & Supporting Information

Recommendations

     

     

     

     

        

SUMMARY—METHODS USED IN CONDUCTING THE SELF-EVALUATION

PI 9 Code

Recommendations for Improvement

Target Date for Development/Revision

or Implentation

Person/Committee Monitoring Recommendations

Outcome

PI 9.06(2)

PI 9.06(2)

PI 9.06(2)

PI 9.06(2)

SECTION VIII:  WRITTEN REPORT PI 9.06(3)

Copy the four “Summary” pages from counseling, athletic and extracurricular, scholarships and recognition, and methods.  Paste here.

  CESA #4, September 2016