0000s
- 0000 Name, Territory, Components, and Boundaries of Guilderland School District
- 0001 Educational Philosophy
0100s
- 0100 Non-discrimination and Equal Opportunity
- 0101 Gender Neutral Single-Occupancy Bathrooms
- 0105 Equity Inclusivity and Diversity in Education
- 0105-R Equity Inclusivity and Diversity in Education Regulation
- 0105-E Anti Hate Diversity Equity and Inclusivity in Education Exhibit
- 0110 Sexual Harassment
- 0110-R Sexual Harassment Regulation
- 0115 Student Harassment and Bullying Prevention and Intervention
- 0115-R Student Harassment and Bullying Prevention and Intervention Regulation
- 0115-E Equity, Inclusivity and Diversity in Education Exhibit
0200s
0300s
- 0310 Evaluation of School Board Operational Procedures
- 0320 Evaluation of Superintendent
- 0330 Evaluation of Staff
- 0350 Evaluation of Instructional Programs
0000 Name, Territory, Components and Boundaries of Guilderland School District
The official name of the school district is “Guilderland Central School District.”*
The district, comprising 62 ½ square miles, is located on the southwest quadrant of the axis formed by the New York State Thruway-Northway, running north and south, and the New York State Thruway, running west. The district extends fifteen miles east-to-west and five miles north-to-south. Sections of the school district are located in the following townships:
- Town of Guilderland: 88% of the territory of the district
- Town of Bethlehem: 4% of the territory of the district
- Town of New Scotland: 3% of the territory of the district
- Town of Knox: 5% of the territory of the district
The central school district was created in June-July 1950, by the joining together of the following common and union free school districts:
- Common School District # 2: Dunnsville
- Common School District # 3: Parker’s Corners
- Common School District # 4: Guilderland Village
- Common School District # 6: Guilderland Center
- Common School District # 9: Osborne’s Corners
- Common School District #11: McKownville
- Common School District #13: Fuller’s Station
- Common School District #14: Fort Hunter
- Common School District #14: North Bethlehem
- Union Free School District #7: Altamont
- **Common School District #4: Knox (Annexed June 1957)
- **Common School District #13: North Bethlehem-Albany-New Scotland (Annexed August 1967)
*The name above was adopted by the Board of Education and approved by the Commissioner of Education of the State of New York on March 22, 1973, pursuant to the provisions of Chapter 429 of the Laws of 1972. The school district’s previous official name was “Central School District No.2 of the Towns of Guilderland, Bethlehem, New Scotland, and Knox, Albany County.”
**Small portions of these two original common school districts were annexed to Guilderland.
Adopted April 4, 1995
Adopted September 10, 2013
Reviewed July 5, 2018
Reviewed December 8, 2020
0001 Educational Philosophy
The Guilderland Central School District is dedicated to serving its students, their families, and the entire community. To this end we will be attentive and responsive to the diverse needs of all. By serving our students we mean to empower them for success and effectiveness both now and throughout their lives. The district will support students as they develop:
- The full range of human intelligences and capabilities;
- wise and humane habits of mind and dispositions of character;
- the skills necessary to live, work, and succeed in our modern society and an ever-changing world; and
- their unique expression and life-long respect for others.
Our mission is to inspire all students to be active life-long learners, able to achieve their highest potential in a demanding and ever-changing global community.
In order to achieve this, we maintain a vision to provide for all a safe and welcoming environment, where students, parents and staff are joined in the pursuit of academic excellence and personal growth. Thus, we shall provide a rich and rigorous education for all learners so that, upon graduation, they are poised, capable and ready to meet the developments, challenges and opportunities of the future.
Staff members are expected to direct their energies to doing what is necessary to meet our students’ needs. To that end, all staff shall do their work with the belief that:
- Students are the center of the educational process and the school system must be relentless in the pursuit of decisions made on the basis of what is best for each child.
- Every student, without exception, has the potential for growth, improvement, and success in life.
- All students, given the right environment, will learn and excel, when provided with authentically engaging work based on high standards and expectations.
- All students, when given the right environment and unwavering guidance, will develop the skills needed to face moral and ethical life challenges with integrity, honesty, and self-respect.
- There is worth in every student and that diversity is an asset to be enthusiastically embraced.
- Our school system is dependent on utilizing the talents and perspectives of the community, parents, families, students, and staff.
The district actively supports employee efforts to improve their professional practice aimed at learning and implementing effective ways in which to meet students’ needs.
Recognizing that the whole community is affected by its schools, the Board of Education encourages participation and conversations about what students are learning, what schools and families are seeking to do, and what the community needs. We will operate in an arena of collaboration and partnership. Our actions and relationships will foster mutual respect, trust, and support. We will make decisions based on what we believe is in the best interest of students and on what we know is effective in enhancing the full range of human development.
Adopted December 10, 1996
Replaced and Adopted September 10, 2013
Revised, Adopted July 5, 2018
Revised, Adopted December 8, 2020
0100 Non-discrimination and Equal Opportunity
- Adding the text equivalent to every image;
- Posting documents in a text-based format such as HTML or RTF in addition to PDFs;
- Avoiding dictating colors and font settings;
- Including audio descriptions and captions to videos;
- Identifying other barriers to access; and
- Making other considerations when developing the district’s website.
Annual Notification
- inform parents, guardians, employees, students and the community that education programs, including but not limited to vocational programs, are offered without regard to actual or perceived race (including traits historically associated with race, such as hair texture and protective hairstyles like braids, locks, and twists), color, national origin, religion (including religious practices), marital status, sex (including pregnancy, childbirth, or related medical condition), gender identity and expression (i.e. actual or perceived gender-related identity, appearance, behavior, expression, or other gender-related characteristic regardless of the sex assigned to that person at birth, including but not limited to the status of being transgender), age, sexual orientation, disability (physical or mental), predisposing genetic characteristic, military work or status, domestic violence victim status, or use of a guide dog, hearing dog, or service dog, as applicable;
- provide the name, address and telephone number of the person designated to coordinate activities concerning discrimination; and
- be included in announcements, bulletins, catalogues, and applications made available by the district.
0101 Gender Neutral Single-Occupancy Bathrooms
All single-occupancy bathroom facilities in the district are designated as gender neutral. Signs designating gender neutral single-occupancy bathrooms must be posted on the wall next to the door of that bathroom facility.
A “single-occupancy bathroom” is as defined in Public Buildings Law §145(d) as “a bathroom intended for use by no more than one occupant at a time or for family or assisted use and which has a door for entry into and egress from the bathroom that may be locked by the occupant to ensure privacy.”
The Superintendent of Schools or designee is directed to post appropriate signage to implement this policy consistent with applicable laws. Handbooks, directional signs, memos, safety plans, and maps will also be updated as necessary.
Ref:
Education Law §409-m (single-occupancy bathrooms designated gender neutral)
Public Buildings Law §145(d)
Adopted March 16, 2021
Revised, Adopted December 7, 2021
0105 Equity, Inclusivity, and Diversity in Education
Our greater school community is made up of diverse individuals and groups, and, as such, the District is committed to creating and maintaining a positive and inclusive learning environment where all students, including those currently and historically marginalized, feel safe, included, welcomed, and accepted, and experience a sense of belonging and academic success.
The District affirms that respecting and championing the diversity and life experiences of all community members is essential to supporting the District’s mission, values, goals, and operating principles.
The district recognizes its responsibility to address racism, hate speech, symbols of hate, bigotry and discrimination in all forms against currently and historically marginalized and racialized students, staff, and families. Doing so does not come at the expense of or loss to non-racialized or white students, staff, or families. Rather, the District’s actions benefit all community members equally and strengthen the District’s mission to “provide for all a safe and welcoming environment, where students, parents and staff are joined in the pursuit of academic excellence and personal growth.”
Generally Accepted Beliefs and Agreements
All children deserve to have equal access to opportunity regardless of the color of their skin, sex, race, perceived race, ethnicity, sexual orientation, gender (including gender identity and gender expression), age, socioeconomic status, religion, and disability/ability, and other human differences, the language they speak or their background. This freedom is fundamental to our K-12 education program and is extended to everyone without exception.
The District, however, recognizes that students have been historically marginalized due to inequities associated with aspects of their identities and their contexts, including but not limited to, race, color, weight, national origin, ethnic group, religion, religious practice, disability/ability, sex, sexual orientation, economic status or gender (including gender identity and expression). Racism, discrimination, and marginalization of any people or groups of people, whether intentional or not, have no place in our schools, our district or our community. Such actions are damaging to those individuals and groups at which they are directed, and our community as a whole.
We are committed to addressing these inequities and helping each and every member of our school community to equitably access learning opportunities in school to enable them all to thrive and to build a better society.
The District rejects and condemns all forms of racism, hate speech, symbols of hate, bigotry, misogyny, and all forms of discrimination as contrary to the District’s mission, values, goals, policies, and operating principles.
The District further rejects and prohibits any hate speech, symbols of hate, bullying, harassment or expressions against any individual or group because of traits of sex (including transgender status, change of sex, or gender identity), race, color, national origin, religion, creed, ancestry, marital or parental status, sexual orientation, or physical, mental, emotional or learning abilities, or any other characteristic protected by Federal or state civil rights laws. Hateful acts within our schools, whether explicit or implicit are dangerous, disturbing, and disruptive and will not define our District, but they do test the District’s culture and climate.
Goals
A goal of the District is to ensure an educational experience that is free from hate and that provides equitable, inclusive and diverse opportunities for all students to reach their highest potential. To achieve educational and racial equity/parity and more inclusive and anti-racist education free from hate, the District acknowledges the histories and experiences of culturally diverse students and the need for students to find relevant connections among themselves and the subject matter and the activities teachers ask them to perform. The District will develop the individual and organizational knowledge, attitudes, skills, and practices to create culturally responsive learning and working environments that expect and support high academic achievement for all. Differences will not just be seen as strengths, they will be nourished, celebrated, and welcomed because they are what make students and families unique, and make our community rich.
In order to truly realize this goal, it is imperative that the Board, its officers, and all District employees, be fully conversant in the historical injustices and inequalities that have shaped our society and to recognize and eliminate the institutional barriers – including but not limited to racism, biases (both explicit and implicit) – that have contributed to the disparate educational outcomes within our schools. Equity and inclusive education aims to understand, identify, address, and eliminate the biases, barriers, and disparities that limit a student’s chance to graduate high school prepared for college, for a career, and for life.
The Superintendent or designee(s) will ensure that curriculum and instructional materials reflect the District’s commitment to educational equity/parity and racial equity/parity. Curriculum and instructional materials for all grades will reflect diversity and include a range of perspectives and experiences, including those of historically underrepresented and marginalized groups. All curriculum materials will be examined for implicit and explicit bias. Class instructional activities and extracurricular programs will be designed to provide opportunities for cross-cultural, cross-racial, multi-abled interactions that foster respect for diversity.
An equitable and inclusive education is an ongoing process that requires shared commitment and leadership if the district is to meet the unique learning needs of all students in our ever evolving society. The District understands that equity and inclusive education free from hate is achieved when all stakeholders collaborate and affirm each student by creating a respectful learning environment inclusive of actual or perceived personal characteristics.
Educational equity and parity is based on the principles of fairness and ensuring that every student has access to the resources and educational rigor they need at the right moment in their education, despite any individual’s actual or perceived personal characteristics, not to be used interchangeably with principles of equality, treating all students the same.
Inclusive education is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings and the broader environment, in which diversity is honored and all individuals are respected.
Anti-racist education seeks to demystify and deconstruct old ways of doing and thinking that perpetuates racist and discriminatory practices in the school system today. It further involves teaching about race, the relationship between racism and colonialism, and how organizational policies and procedures rooted in colonial practices, for instance, continue to subjugate members from racialized communities in the school system today.
Diversity in education means students, staff, families and community are our greatest strength and diversity is viewed as an asset. Diversity means a range of lived experiences, including, but not limited to, sex, race, perceived race, ethnicity, sexual orientation, gender (including gender identity and gender expression), age, socioeconomic status, religion, and disability/ability, and other human differences. Embracing these diversities and moving beyond tolerance and celebration to inclusivity and respect will help the District reach our goal of creating a community that ensures that each and every voice is heard and valued.
Accountability, Transparency and Review
The Board, the District and its employees, accept responsibility and will hold themselves and each other accountable for every student having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and sufficient, individually-tailored support for learning so they can achieve at excellent levels in academic and other student outcomes.
The District also accepts its responsibility for moving forward on this journey and committing time, energy and resources to develop a more equitable, inclusive, and diverse welcoming environment for all students, parents and staff.
To this end, the Superintendent will establish a District-wide DEI Committee. The committee will include representation from staff, administration, students, parents/guardians and the community. The District-wide committee will assist the administration in developing and implementing specific prevention initiatives, including the adoption and revision of policies and implementation of practices designed to promote diversity, prevent discrimination, assure equitable access to educational staff, facilities and materials, and to maximize achievement for all students.
The Superintendent, or designee, will adopt goals and corresponding metrics related to this policy. The District will identify the multiple indicators necessary to monitor student outcomes, engagement, and school climate, and specific data that will be used to ensure accountability for student, school, and district-wide performance; to reduce variability in outcomes; and strive to ensure that academic outcomes will not be predictable by actual or perceived personal characteristics and can be assessed and reported transparently to the public. Reporting may include, but is not limited to, standardized test scores; referrals, suspension and expulsion reports; the percentage of students referred to the Committee on Special Education, Advanced Placement and remedial classes; as well as employee, parent and student perceptions about school.
To the extent possible, the District will collect and disaggregate available data to measure and address gaps in opportunity and achievement among student groups. The district will also gather and review data regarding instances of hate speech, symbols of hate, bigotry, and discrimination in all forms against individuals from currently and historically marginalized groups so that trends can be identified and corrective action can be taken. The District will enhance accountability and transparency by periodically sharing data with the community.
With input from the DEI Committee, the Superintendent is directed to develop and implement a plan for ensuring that equitable educational opportunities are being provided to all students. In addition, the Board directs that programs be established for students, and annually for employees, to raise awareness of the issues surrounding cultural responsiveness, equity and inclusion and to implement preventative measures to help counteract biases (both explicit and implicit) and practices that perpetuate achievement disparities and lead to disproportionate levels of student success. Age-appropriate instructional materials will be incorporated into the curriculum to educate students so that they can learn from a diverse range of experiences and points of view. Curricular materials and staffing decisions will support these efforts.
The Board of Education and the Superintendent will monitor and review, on a regular and continual basis, the District’s metrics and equity activities to determine the extent to which District schools are complying with this policy. That review will consider the progress made toward attaining the goals of this policy, the extent to which this policy is having a positive effect on improving academic opportunities for all students, is reducing gaps in achievement and is increasing family engagement in school and district activities. The Superintendent will regularly report progress on the diversity, equity, and inclusivity plan and outcomes. Based on those results, this policy, and the specific objectives set to meet its goals, may be revised as needed.
The District will create mechanisms that ensure that schools treat racial discrimination and bias not only as serious matters, but also educational opportunities. When there is an incident involving hate speech, symbols of hate, bigotry or discrimination in any of its forms, the district will offer anti-hate/anti-racism training to those who committed the act or acts. This district will also provide mental and emotional support to those impacted by such acts. The District will create and promote accessible reporting tools and complaint-handling processes for those experiencing or witnessing such acts.
The Board and the Superintendent will seek to incorporate the aims and goals of this Policy into all aspects of the District’s operations, including but not limited to hiring and retention, professional development, leadership and administration, athletics, business practices, and curriculum and instruction
Equity Policy Communication
To be successful in this endeavor, it is imperative that all members of the school community are aware of this policy, its purpose, procedures and the District’s commitment to anti-hate and diversity, equity and inclusion by fostering a positive learning environment that embraces all diverse, unique and individual differences.
The Superintendent, or designee(s), is directed to ensure that this policy is communicated to students, staff, and the community, by posting a copy of Policy Statement in every school building in a location visible to students, staff, and visitors entering the school and will make available for any student, staff, and community member a copy of such statement in other languages as necessary. Furthermore, the Policy Statement will be posted at the District’s main offices and on the District’s website, and published in student registration materials, student, parent and employee handbooks, and other appropriate school publications.
At the beginning of each school year, all personnel will receive a copy of this Policy and associated Regulation (0105-R) and Exhibit (0105-E).
Policy Enforcement
The Board directs the Superintendent or designee(s) to enforce this policy and create regulations and practices to implement this policy. The Board will annually review the District’s implementation of this policy and take appropriate action to ensure compliance with and enforcement of this policy.
Cross-ref:
0105-E Anti-Hate and Equity, Inclusivity, and Diversity in Education Exhibit
1900 Parent and Family Engagement
1920 Relations with Persons with Disabilities
2000 Board Operational Goals
2460 Policy Review and Evaluation
3300 Policy Implementation
4000 Instructional Goals
4511 Textbook and or Tradebook Selection and Adoption
4810 Teaching About Controversial Issues
5010 Harassment (including Sexual Harassment) and Discrimination
5020 Equal Educational Opportunities
5020.2 & 9110.5 Racial Harassment of Students, Racial Harassment of Staff
5020.3 Students with Disabilities Pursuant to Section 504
5300.00 Code of Conduct – Why Do We Have a Code of Conduct?
5300.05 Code of Conduct – Introduction
5300.10 Code of Conduct – Definitions
5300.15 Code of Conduct – Student Rights and Responsibilities
5300.20 Code of Conduct – Essential Partners
5300.25 Code of Conduct — Student Dress Code
5300.30 Code of Conduct – Prohibited Student Conduct
5300.35 Code of Conduct — Reporting Violations
5300.40 Code of Conduct — Disciplinary Penalties, Procedures and Referrals
5300.70 Code of Conduct – Public Conduct on School Property
5300.75 Code of Conduct – Dissemination and Review
5310 Student Discipline
5313 Penalties
5313.1 Detention
5313.2 In-school Detention
5313.2-R In-school Detention Regulation
5313.3 Student Suspension
5313.3-R Student Suspension Regulation
6100 Annual Budget
6110 Budget Planning
6700 Purchasing
9240 Recruiting and Hiring
9700 Professional Learning and Staff Development
Adopted July 5, 2022
Revised and Adopted May 23, 2023
0105-R Equity, Inclusivity, and Diversity in Education Regulation
The following outlines the process for achieving educational equity and the elimination of barriers and bias, particularly institutionalized racism and cultural biases, and disparities that limit a student’s chance to graduate high school prepared for college, for a career, and for life.
Educational equity means differentiating resource allocation, within budgetary limitations, to meet the needs of students who need more supports and opportunities to succeed academically. Resource allocation will support the definition of educational equity adopted in this regulation and board policy while complying with state and federal funding requirements.
Educational equity ensures that all students have equal access to courses, teachers, school environments, regardless of students’ race or ethnicity, socio-economic status, or language.
A. Eliminate and Disrupt Systemic Inequities
The Board of Education believes that all students can learn and that every student has a right to an equitable educational experience and a sense of belonging at school. Therefore, the Board and district officers will intentionally act to reduce achievement gaps and to establish a climate of high expectations for all learners, regardless of the color of their skin, socio-economic background, religion, their gender, gender identity, their sexual orientation, disability/ability, the language they speak, or their background. To achieve high levels of achievement and eliminate and disrupt systemic inequities, the Board and its leaders will:
1. lead and inspire by example by examining personal biases and the way we may be privileged or unaware, building empathy and respect for others, becoming comfortable with vulnerability, and creating a culture of deliberate inclusion and diversity;
2. acknowledge historical institutions, such as racism, sexism, classism, ableism, heterosexism and other forms of oppression or “isms,” that have systematically limited the educational and societal advancement of marginalized groups.
3. promote and publicly announce actions that address systemic inequities at both the building and district levels;
4. develop and support effective equity and inclusive leadership at the school and district levels;
5. develop a shared district and community understanding and definition of equity, inclusion, and diversity;
6. invite and include people from diverse backgrounds to examine issues and develop solutions that address root causes and systems rather than one-time fixes;
7. address opportunity and achievement gaps at every level of our district through review of policies, procedures, and practices necessary to ensure success for every student;
8. eliminate practices, including policies and procedures, that result in predictably lower academic achievement for any student group, especially those historically marginalized groups, compared to other students or groups.
9. model equity, inclusion, and diversity in business and operational practices;
10. develop reporting, investigation, communication, and accountability processes related to actions of racism and occurrences
11. provide professional development to address the role and presence of bias, prejudice, and racism, the district will:
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- address the impact on historically marginalized learners;
- address the causes of distrust/mistrust in marginalized communities; and
- dismantle narratives and structures that promote discrimination and problematize students, especially students of color.
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B. Ensure Systemic Equity
To ensure educational equity for all, the district will develop the individual and organizational knowledge, attitudes, skills, and practices to create culturally responsive learning and working environments that expect and support high academic achievement for all members of the school community. Differences will not just be seen as strengths, but they will be nourished, celebrated, and welcomed because they are what make students and families unique. The district will:
1. intentionally seek and include voices (e.g., student government) and experiences of students who have historically been excluded from leadership roles and who are actively engaged in the development and implementation of culturally responsive teaching and learning practices and curriculum;
2. engage family and community members in the development and implementation of culturally appropriate and effective partnerships between home and school;
3. invite and include community members to bring multiple perspectives to examining and solving issues that arise; and,
4. ensure each school building is welcoming and inclusive to all who enter.
5. establish, support, and sustain building-level and district-wide equity and inclusion committees consisting of varied community leaders, including students, parents, staff, and administrators to strengthen community dialogue regarding equity, inclusion and, diversity initiatives.
6. review existing policies, programs, professional development, and procedures to ensure the promotion of equity, and all applicable new policies, programs, and procedures will be developed using an equity lens.
7. remedy the practices, including assessment, that may lead to the over-representation of student groups in areas such as special education and discipline, and the under-representation of groups in programs such as Honors and Advanced Placement;
8. provide every student, regardless of the color of their skin, gender, gender identity, their sexual orientation, socio-economic status, religion, disability/ability, the language they speak or their background, with equitable access to high quality and relevant instruction, curriculum, support, facilities, and other educational resources, even when this means differentiating resources to accomplish this goal.
9. be intentional about attracting, retaining, and supporting a workforce that reflects the diversity of our student body;
10. ensure a positive, supportive, and academically rigorous school environment that engages all students and includes multiple pathways for success;
11. create and implement culturally responsive instructional practices, curriculum and assessments;
12. recruit, employ, support, and retain racially and linguistically diverse and culturally competent administrative, instructional, and support personnel;
13. create multiple pathways to success in order to meet the needs of students, and will actively encourage, support, and expect high academic achievement for students from all student groups. The district will strive to ensure that every student graduates ready to succeed in a diverse society.
14. provide materials and assessments that reflect the diversity of students and staff, and which are geared towards the understanding and appreciation of culture, class, language, ethnicity, and other differences that contribute to the uniqueness of each student and staff member.
C. Use Data and Metrics
The district will ensure that information related to students is used as a data set in school improvement efforts, including but not limited to, the following:
1. access to educational opportunities;
2. student achievement data at each school, disaggregated by race, gender, ethnicity, socio-economic status, English Language Learners, and special education;
3. student enrollment at each school, disaggregated by race, gender, ethnicity, socio-economic status, English Language Learners, and special education;
4. student suspension/discipline data for each school and student average daily attendance data for each school;
5. the amount of federal funding allocated to each school;
6. the annual funding allocated to each school outside of federal funding;
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-
- the number of highly qualified teachers at each school as defined by the New York State Department of Education (NYSED) and the number of highly effective teachers;
- the experience level of teachers at each school; and
- the teacher retention rate at each school.
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7. the allocation of funding for resources (personnel and non- personnel) will be provided based upon student enrollment (baseline data);
8. a differentiated funding formula for schools with significant percentages of students in subgroups such as race/ethnicity, socioeconomic status (SES), English language learners (ELL) and, students with disabilities (SWD), will be developed and implemented;
9. the facilities condition index;
10. the placement of mobile units;
11. the allocation of experienced teachers;
12. the annual funding allocation to each school space; and
13. the extent of family and community engagement and involvement.
D. Implement an Equity Lens
The purpose of an equity lens is to be intentionally inclusive as the district makes decisions. It poses questions that help the decision-makers focus on equity in both the process and outcomes. These questions are designed to create a more inclusive perspective, drawing attention to how the decision holds the potential to affect marginalized groups. By applying an equity lens, the district intends to:
1. identify clear goals, objectives, and measurable outcomes;
2. provide a common vocabulary and protocol for evaluating policies programs, practices, and decisions for racial equity; and
3. produce policies, programs, practices, and decisions which result in more equitable outcomes.
The district will apply an equity lens when making any decisions that will have an impact on students by answering the following questions:
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identify clear goals, objectives, and measurable outcomes;
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provide a common vocabulary and protocol for evaluating policies programs, practices, and decisions for racial equity; and
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produce policies, programs, practices, and decisions which result in more equitable outcomes.
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E. Monitoring and review
The Superintendent of Schools or designee, in consultation with the Board, will, at least annually, monitor and report progress on the district’s equity goals.
Adoption date: July 5, 2022
0105-E Anti Hate Diversity Equity and Inclusivity in Education Exhibit
Key Equity Definitions and Resources
The following definitions have been taken from several sources, listed below. These definitions are offered to foster a deeper understanding of anti-hate, diversity, equity, and inclusivity.
Definitions
- Achievement gap refers to the unequal or inequitable distribution of educational results and benefits – the outputs. Compare to Opportunity gap and Learning gap.1
- Anti-racism is the proactive commitment and process of identifying, examining, challenging and changing the values, environments, structures, and behaviors that perpetuate systemic racism with the goal of creating educational and employment equity.
- Anti-Racist Education is “a proactive strategy for dismantling racist structures and for building racial justice and equality” according to Enid Lee (anti-racism theorist and educator), anti-racist education is “a perspective that permeates all subject areas and school practices”. It entails demystifying and deconstructing old ways of doing and thinking that perpetuate racist and discriminatory practices in the school system today. This involves teaching about race, the relationship between racism and colonialism, and how organizational policies and procedures may continue to subjugate members from racialized communities in the school system today. Examples: high suspension rates, streaming students into low education tracks, streaming related to giftedness, etc.
- Bias Incident is any act of prejudice that is not a crime and does not involve violence, threats, or property damage, but might come in the form of clothing-certain colors or styles of music, or symbols associated with hate groups. Bias incidences are also widespread online and in social media.
- Culture is defined as the multiple components of one’s identity, including but not limited to: race, economic background, gender, gender identity, language, sexual orientation, nationality, religion, and disability/ability. Therefore, it far transcends practices such as cuisines, art, music, and celebrations to also include ways of thinking, values, and forms of expression.2
- Cultural competence refers to an ability to interact effectively with people of different cultures and is comprised of four components:
1. Awareness of your own cultural worldview;
2. Attitude towards cultural differences;
3. Knowledge of different cultural practices and worldviews; and
4. Cross‐cultural skills.6 - Cultural Racism refers to representations, messages and stories conveying the idea that behaviors and values associated with white people or “whiteness” are automatically “better” or more “normal” than those associated with other racially defined groups. Cultural racism shows up in advertising, movies, history books, definitions of patriotism, and in policies and laws. Cultural racism is also a powerful force in maintaining systems of internalized privilege and internalized racism. It does that by influencing collective beliefs about what constitutes appropriate behavior, what is seen as beautiful, and the value placed on various forms of expression.
- Cultural responsiveness acknowledges the presence of culturally diverse students and the need for students to find relevant connections among themselves and the subject matter and the tasks teachers ask them to perform. 4
- Disaggregated data means the numerical or non-numerical information that has been (1) collected from multiple sources and/or on multiple measures, variables, or individuals; (2) compiled into aggregate data—i.e., summaries of data—typically for the purposes of public reporting or statistical analysis; and then (3) broken down in component parts or smaller units of data. For example, information about whether individual students graduated from high school can be compiled and summarized into a single graduation rate for a school or a graduating class, and annual graduation rates for individual schools can then be aggregated into graduation rates for districts, states, and countries. Graduation rates can then be disaggregated to show, for example, the percentage of male and female students, or white and non-white students, who graduated. Generally speaking, data is disaggregated for the purpose of revealing underlying trends, patterns, or insights that would not be observable in aggregated data sets, such as disparities in standardized-test scores or enrollment patterns across different categories of students.1
- Disparities mean the unequal outcomes of one subgroup (e.g., racial or ethnic groups) as compared to outcomes for another subgroup.3
- Disproportionality is the underrepresentation or overrepresentation of a subgroup (e.g., racial or ethnic groups) compared to its percentage in the total population.3
- Diversity is a reality created by individuals and groups from a broad spectrum of demographic and philosophical differences. These differences can exist along dimensions of race, ethnicity, gender, language heritage, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of difference contained within everyone. Finally, we acknowledge that categories of difference are not always fixed but can be fluid, and we respect individual rights to self- identification, as no one culture is intrinsically superior to another.
- Educational equity means raising the achievement of all students by (1) narrowing the gaps between the lowest and highest performing students, and (2) eliminating the racial or cultural predictability and disproportionality of which student groups occupy the highest and lowest achievement categories including rates of graduation. The principle of educational equity goes beyond formal equality where students are treated the same. Instead, educational equity fosters a barrier-free environment in which all students have the opportunity to benefit equally.4
- Equity lens means an intentional focus on analyzing or diagnosing the impact of the design and implementation of policies on under-served and marginalized individuals and groups, and to identify and potentially eliminate barriers.5
- Ethnicity is a social construct used to categorize people according to their place of origin and cultural expression (e.g., language, religion, tribe, etc.).
- Hate Crime is any crime motivated by bias against race, religion, disability, sexual orientation, ethnicity, gender, or gender identity.
- Hate and/or Bias Motivated Occurrences is any activity targeting a legally-protected group, publicly communicated, and willfully intended to promote or incite bias or hatred against such a group.
- Hate Speech is a communication that carries no meaning other than to vilify, humiliate, or incite hatred for a group or class of people, especially in circumstances in which the communication is likely to provoke violence. It is an incitement to hatred primarily against a group of persons defined in terms of race, ethnicity, national origin, gender, religion, sexual orientation, disability, etc.. Hate speech can be any form of expression regarded as offensive to racial, ethnic and religious groups and other discrete minorities or to women. It can be communicated using words, symbols, images, memes, emojis, hand gestures, and video.
- Historically marginalized refers to individuals who have not been able, due to societal constraints, to compete fairly in society (definition created by NYSSBA).
- Inclusive education is education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honored and all individuals are respected. An inclusive school system ensures that each student can participate in the classroom and in the community in positive and contributing ways. 1
- Implicit Bias, which is also known as unconscious or hidden bias, is the negative associations that people unknowingly hold. They are expressed automatically, without conscious awareness. Many studies have indicated that implicit biases affect individuals’ attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves. Notably, implicit biases have been shown to overshadow individuals’ stated commitments to equality and fairness, thereby producing behavior that diverges from the explicit attitudes that many people profess. It is a belief or attitude that affects our understanding, decision, and actions, and that exists without our conscious awareness. 1
- Inclusion and Safe Learning Cultures embrace diversity and promote full acceptance of all persons regardless of racial identities and varied intersectionality. Human dignity and fulfillment of every individual’s full potential is to be achieved through nurturing, coaching, and mentoring of persons most impacted by systemic racism, especially during this period of change and transition towards race equity.
- Individual/Personal Racism is the pre-judgment, bias, or discrimination by an individual based on race. Individual racism includes both privately held beliefs, conscious and unconscious, and external behaviors and actions towards others.
- Institutional racism is distinguished from the explicit attitudes or racial bias of individuals by the existence of systematic policies or laws and practices that provide differential access to goods, services and opportunities of society by race. Institutional racism results in data showing racial gaps across every system. For children and families, it affects where they live, the quality of the education they receive, their income, types of food they have access to, their exposure to pollutants, whether they have access to clean air, clean water or adequate medical treatment, and the types of interactions they have with the criminal justice system. 7
- Internalized racism is the private racial beliefs held by and within individuals. The way we absorb social messages about race and adopt them as personal beliefs, biases, and prejudices are all within the realm of internalized racism. For people of color, internalized oppression can involve believing in negative messages about oneself or one’s racial group. For whites, internalized privilege can involve feeling a sense of superiority and entitlement or holding negative beliefs about people of color. 2
- Learning gap refers to relative performance of individual students—i.e., the disparity between what students have actually learned and what they were expected to learn at a particular age or grade level, as compared to “achievement gap” and “opportunity gap”. 1
- Microaggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. In many cases, these hidden messages may invalidate the group identity or experiential reality of targeted persons, demean them on a personal or group level, communicate the perception that they are lesser human beings, suggest they do not belong with the majority group, threaten and intimidate, or relegate them to inferior status and treatment. 2
- Misogyny is the hatred of, aversion to, or prejudice against women.
- Opportunity gap is the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other factors contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of students. 1
- Race is a socially constructed concept that delineates the trait differences that exist among people as the basis of categorization (e.g., skin color, hair texture, etc.).
- Racial Discrimination is the unequal treatment of people motivated by ethno-racial prejudices and stereotypes. Common forms of discrimination include anti-Black racism, anti-indigenous racism, anti-Asian racism, Islamophobia, and antisemitism. Racial discrimination manifests in the form of unequal opportunities, lower socio-economic status, higher unemployment, disparities in poverty rates and overrepresentation in the criminal justice system, particularly for people belonging to Black and Indigenous communities. It may also be expressed as particular stereotypes, such as Jewish people being “powerful, wealthy, able to manipulate the world to their will”, which racialize socially perceived members of the group.
- Racial Equity & Racial Parity refers to the fair treatment of all people, with equitable opportunities and outcomes. It entails consideration of the unique barriers that different ethno-racial groups face and engages with them on policies and practices that impact them. Similarly, racial parity refers to the equitable representation of racial composition and representation across the board. It also refers to equitable access to employment and educational opportunities and outcomes for people of all socially constructed racial groups.
- Racism is the assertion of a belief in the superiority of one socially perceived racial group over others (e.g., white vs. people of color). It may be manifest in the form of negative interpersonal attitudes and treatment toward members of the race perceived as inferior; with forms of expression ranging from racial microaggressions to discrimination or harassment in violation of the law, including acts of hate. Racism exists at the individual, systemic, and societal levels of society.
- Rigor is defined as instruction, schoolwork, learning experiences, and educational expectations that are academically, intellectually, and personally challenging. Rigorous learning experiences, for example, help students understand knowledge and concepts that are complex, ambiguous, or contentious, and they help students acquire skills that can be applied in a variety of educational, career, and civic contexts throughout their lives. 1
- Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, as well as issues related to privilege, power, and control. 2
- Sociocultural responsiveness involves sensitivity to what all students need to be successful academically, psychologically, emotionally, and socially. Such responsiveness recognizes that all students are different and must be uniquely responded to, challenged and stimulated, and that strategies must be adapted to meet the needs of individual and groups of students. 2
- Structural (Systemic) Racism encompasses the history and current reality of racism across all institutions and society. It refers to the history, culture, ideology, and interactions of institutions, laws and policies that perpetuate a system of racial inequity that harms historically marginalized and racialized communities.
- Student engagement is the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged”. 1
- Symbols of Hate are constantly changing, but include swastikas, confederate flag, Ku Klux Klan (burning cross and hooded robes), “SS” lightning bolts, Totenkopf (death’s head), iron cross, “white power,” “14 words,” Star of David with a swastika in the center, racist graffiti, noose imagery, and “Gadsden Flag.” For further examples, the Anti-Defamation League (ADL) maintains a database of hate symbols on its website (https://www.adl.org).
- White Privilege is a historically based, institutionally perpetuated system of exploitation and oppression of continents, nations and racialized peoples by white peoples and nations of the European continent; for the purpose of maintaining and defending a system of wealth, power and privilege.
Sources
- The Glossary of Education Reform. (2014). An online resource produced by the Education Writers Association and the Nellie Mae Education Foundation. Available at https://www.edglossary.org Accessed 4/15/2020
- Culturally Responsive-Sustaining Education (CR-S), New York State Education Department. (2018) Available at http://www.nysed.gov/bilingual-ed/culturally-responsive-sustaining-education-framework Accessed 2/25/2020
- Key Equity Terms and Concepts: A Glossary for Shared Understanding. (2019). Center for the Study of Social Policy. Available at https://cssp.org/our-work/project/equity-justice#glossary-of-terms Accessed 6/25/2020
- New York State’s Final Every Student Succeeds Act (ESSA) Plan Summary. (2018). New York State Education Department. Available at www.nysed.gov/common/nysed/files/programs/essa/nys-essa-plan-summary.pdf Accessed 7/25/2020
- Equity Lens. (2018). University of Minnesota. Available at https://policy.umn.edu/equity-lens Accessed 8/18/2020
- Equity Toolkit for Administrators. (2010). Colorado Department of Education and the Office of Language, Culture and Equity. Available at https://www.cde.state.co.us/sites/default/files/documents/cde_english/download/resources-links/equity%20toolkit%20final_2010.pdf Accessed 8/10/2020
- Morgan, J. D., De Marco. A. C., LaForett, D. R., Oh, S., Ayankoya, B., Morgan. W., Franco, X., & FPG’s Race, Culture, and Ethnicity Committee. (2018, May). What Racism Looks Like: An Infographic. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Available at: http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/other-resources
Resources
Equity in Education
Thinking Maps, “Equity in Education: What it is and why it Matters”
https://www.thinkingmaps.com/resources/blog/equity-education-matters/
RIDES Improvement Cycle for Equity– Overview and Usage Guide
https://rides.gse.harvard.edu/equity-improvement-cycle
Advancing and Advocating for Social Justice & Equity
https://www.nameorg.org/learn/what_is_equity.php
NSBA Center for Public Education “Educational Equity: What does it mean? How do we know when we reach it?”
https://www.nsba.org/-/media/nsba/file/cpe-educational-equity-research-brief-january-2016
Equity Literacy Institute
www.equityliteracy.org
Race and Diversity
Learning for Justice, “Responding to Hate and Bias at School”
https://www.learningforjustice.org/magazine/publications/responding-to-hate-and-bias-at-school
EAB (Education Advisory Board) “How school and district leaders can address systemic racism with their communities”
https://eab.com/insights/blogs/district-leadership/address-systemic-racism-school-district-leaders/
Equity Lens
Maryland Association of Boards of Education Equity Lens Poster
https://www.mabe.org/wp-content/uploads/2018/09/equity-lens.jpg
Northeast Regional Education Service District (NWRESD)
https://drive.google.com/file/d/1ozJJYotytqi8IQ_PhNehUwncrm7kBBu/view
National Equity Project, Lens of Systemic Oppression
https://www.nationalequityproject.org/frameworks/lens-of-systemic-oppression
Equity Lens, University Policy Program, University of Minnesota
https://policy.umn.edu/equity-lens
Glossary of Terms
The Glossary of Education Reform
www.edglossary.org
Racial Equity Tools
https://www.racialequitytools.org/glossary
School Boards
Ten Ways School Boards Can Champion Racial Equity, Illinois Association of School Boards
https://issuu.com/iasbeditor/docs/iasb_journal_september_october_2020/s/10941048
LGBT
Learning for Justice, Creating an LGBT-Inclusive School Climate (2017)
https://www.learningforjustice.org/sites/default/files/2017-11/Teaching-Tolerance-LGBT-Best-Practices-2017-WEB-Oct2017.pdf
Students with disabilities
Inclusion Works!
https://inclusionworks.us/
Rural Schools
American Association of School Administrators, “Leveling the Playing Field for Rural Students” Nov. 2017
https://www.aasa.org/uploadedFiles/Equity/AASA_Rural_Equity_Report_FINAL.pdf
Education Writers Association, “Why it’s Time to Focus on Equity in Rural Schools”
https://www.ewa.org/blog-educated-reporter/why-its-time-focus-equity-rural-schools
Immigrant students
Mid-Atlantic Equity Consortium (MAEC) “Exploring Equity Issues: Promoting a Safe and Welcoming Environment for Immigrant Students”
https://maec.org/wp-content/uploads/2017/06/Exploring-Equity-Welcoming-Environment-for-Immigrant-Students-1.pdf
Intercultural Development Research Association, “Equity, Access and Excellence in Education for Immigrant Students”
https://files.eric.ed.gov/fulltext/ED505919.pdf
Edutopia and Lucas Education Research “Equity for English-Language Learners”
https://www.edutopia.org/blog/equity-for-english-language-learners-rusul-alrubail
Best Practices for Serving ELL Students and Families
http://www.learningforjustice.org/magazine/publications/serving-ell-students-and-families
Climate/Culture
NYSED, Culturally Responsive-Sustaining Education Framework
http://www.nysed.gov/bilingual-ed/culturally-responsive-sustaining-education-framework
Equity Assistance Center, “Culturally Responsive Teaching: A Guide to Evidence-Based Practices for Teaching All Students Equitably” (2016)
https://educationnorthwest.org/resources/culturally-responsive-teaching-guide-evidence-based-practices-teaching-all-students
National School Climate Center
www.schoolclimate.org
Social Emotional Learning
National Equity Project
https://nationalequityproject.org/about/social-emotional-learning-equity
Recruiting and Hiring
Learning Policy Institute, “Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color” (2018)
https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report
Adopted June 13, 2023
0110 Sexual Harassment
The Board of Education recognizes that harassment of students, employees (including all staff, applicants for employment, both paid and unpaid interns, exempt and non-exempt status, part-time, seasonal, and temporary workers, regardless of immigration status) and certain “non-employees” (which includes contractors, subcontractors, vendors, consultant and other persons providing services pursuant to a contract, or their employees) on the basis of sex, gender and/or sexual orientation is abusive and illegal behavior that harms targets and negatively impacts the school culture by creating an environment of fear, distrust, intimidation and intolerance. The Board further recognizes that preventing and remedying such harassment in schools is essential to ensure a healthy, nondiscriminatory environment in which students can learn and employees and “non-employees” can work productively.
Sexual harassment is a form of sex discrimination and is unlawful under federal, state, and (where applicable) local law. Sexual harassment includes harassment on the basis of actual or perceived or self-identified sex, sexual orientation, gender identity, gender expression, and transgender status. Sexual harassment of a student can deny or limit the student’s ability to participate in or to receive benefits, services, or opportunities from the school’s program.
Sexual harassment includes unwelcome conduct which is either of a sexual nature, or which is directed at an individual because of that individual’s sex, when:
- submission to that conduct is made either explicitly or implicitly a term or condition of an individual’s employment or a student’s education;
- submission to or rejection of such conduct is used as the basis for decisions affecting an individual’s employment or a student’s education; or
- the conduct has the purpose or effect of unreasonably interfering with an employee’s or “non-employee’s” work or student’s school performance or creating an intimidating, hostile or offensive work or educational environment, even if the complaining individual is not the intended target of the sexual harassment;
Sexual harassment can include unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature, or verbal, nonverbal or physical aggression, intimidation or hostility that is based on actual or perceived gender and sexual stereotypes. Examples of sexual harassment can be found in the accompanying regulation (0110-R).
The Board is committed to providing an educational and working environment that promotes respect, dignity and equality and that is free from all forms of sexual harassment. To this end, the Board condemns and strictly prohibits all forms of sexual harassment on school grounds, school buses and at all school-sponsored activities, programs and events, including those that take place at locations outside the district, or outside the school setting if the harassment impacts the individual’s education or employment in a way that violates their legal rights, including when employees and “non-employees” travel on district business, or when harassment is done by electronic means (including on social media). For employees, sexual harassment is considered a form of employee misconduct. It shall be a violation of this policy for any student, employee, or non-employee to sexually harass and other student, employee, or non-employee. Sanctions will be enforced against all those who engage in sexual harassment, and against supervisory and managerial personnel who knowingly allow such behavior to continue or engage in retaliation.
Sexual harassment may subject the district to liability for harm done to targets. Harassers may also be individually subject to civil liability if sued in a court of law or criminal liability if prosecuted.
Under various state and federal laws, students, employees and “non-employees” have legal protections against sexual harassment in the school environment as described above. Those laws are listed in the references section. Additionally, local laws (e.g., county, city, town, village) may apply to the district. The district’s Code of Conduct also addresses appropriate behavior in the school environment. Sexual harassment can occur between persons of all ages and genders.
In order for the Board to effectively enforce this policy and to take prompt corrective measures, it is essential that all targets of sexual harassment and persons with knowledge of sexual harassment report the harassment immediately. The district will promptly investigate all complaints of sexual harassment, either formal or informal, verbal or written. To the extent possible, all complaints will be treated in a confidential manner. Limited disclosure may be necessary to complete a thorough investigation. If the complainant reports that they feel unsafe at school due to the nature of the complaint, the district will determine if accommodations need to be made until the issue is resolved.
If, after appropriate investigation, the district finds that a student, an employee, a “non-employee” or a third party has violated this policy, prompt corrective action will be taken in accordance with the applicable collective bargaining agreement, contract, district policy and state law. Individual nondisclosure agreements may only be used as permitted by law, described in the accompanying regulation. Mandatory arbitration clauses are prohibited in all district contracts and agreements.
All complainants and those who participate in sexual harassment complaints or the investigation of a complaint of sexual harassment have the right to be free from retaliation of any kind, when they do so with a good faith belief that sexual harassment has occurred. Such prohibited retaliation can include, but is not limited to, discipline, discrimination, demotion, denial of privileges, or any action that would keep a person from coming forward to make or support a sexual harassment claim. Such actions need not be job- or education-related, or occur in the workplace or educational environment, to constitute unlawful retaliation.
The Superintendent of Schools is directed to develop and implement regulations for reporting, investigating and remedying allegations of sexual harassment. These regulations are to be attached to this policy. In addition, training programs shall be established for students, and annually for employees, to raise awareness of the issues surrounding sexual harassment and to implement preventative measures to help reduce incidents of sexual harassment. Age-appropriate instructional materials will be incorporated into the curriculum to educate students so that they can recognize and reduce the incidence of sexual harassment.
This policy shall be posted in a prominent place in each district facility, on the district’s website, and shall also be published in student registration materials, student, parent and employee handbooks, and other appropriate school publications.
Cross Ref: Student Code of Conduct
Ref:
- Education Amendments of 1972, Title IX, 20 U.S.C.§1681 et sea.
- Title VII of Civil Rights Act (1964), 42 U.S.C. §2000-e; 34 CFR §100 et seq.
- Executive Law §296-d (prohibition of sexual harassment of non-employees)
- Labor Law §201-g (required sexual harassment policy and training)
- Civil Practice Law and Rules §§5003-b (nondisclosure agreements optional); 7515 (mandatory arbitration prohibited)
- General Obligations Law §5-336 (nondisclosure agreements optional)
- Davis v. Monroe County Board of Education, 526 U.S. 629, 652 (1999)
- Gebser v. Lago Vista Independent School District, 524 U.S, 274 (1998)
- Faragher v. City of Boca Raton, 524 U.S. 775 (1998)
- Burlington Industries v. Ellerth, 524 U.S. 742 (1998)
- Oncale v. Sundowner Offshore Services, Inc., 523 U.S. 75 (1998)
- Franklin v. Gwinnett County Public Schools, 503 U.S. 60 (1992)
- Meritor Savings Bank, FSB v. Vinson, 477 U.S. 57 (1986)
- Cannon v. University of Chicago, 441 U.S. 677 (1979)
- Office for Civil Rights Revised Sexual Harassment Guidance (January 19, 2001)
- Office for Civil Rights, Dear Colleague Letter: Sexual Harassment Issues (2006)
- Office for Civil Rights, Dear Colleague Letter: Bullying (October 26, 2010)
Adopted May 8, 2012
Replaced, Adopted November 13, 2018
Reviewed, Adopted June 18, 2020
0110-R Sexual Harassment Regulation
This regulation is intended to create and preserve an educational and working environment free from unlawful sexual harassment on the basis of sex, gender and/or sexual orientation or expression in furtherance of the district’s commitment to provide a healthy and productive environment for all students and employees and “non-employees” (i.e. contractors, subcontractors, vendors, consultant and other persons providing services pursuant to a contract, or their employees) that promotes respect, dignity and equality.
Sexual Harassment Defined
“Sexual harassment” means harassment on the basis of perceived or self-identified sex, sexual orientation, gender identity, gender expression, and transgender status, and includes, without limitation, activities such as unwelcome sexual advances, requests for sexual favors, verbal, non-verbal or physical aggression, and intimidation or hostility based on actual or perceived gender identity or expression.
Sexual or gender-based harassment occurs when:
- submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of an employee’s or “non-employee’s” employment or a student’s education (including any aspect of the student’s participation in school-sponsored activities, or any other aspect of the student’s education); or
- submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting an employee’s or “non-employee’s” employment or a student’s education; or
-
the conduct or communication has the purpose or effect of substantially or unreasonably interfering with an employee’s or “non-employee’s” work performance or a student’s academic performance or participation in school-sponsored activities, or creating an intimidating, hostile or offensive working or educational environment.
Subjecting an individual to inferior terms, conditions or privileges of employment due to the individual’s perceived or self-identified sex, sexual orientation, gender identity or expression, or transgender status is also considered a form of sexual harassment under this policy and the NYS Human Rights Law.
Unacceptable Conduct
School-related conduct that the district considers unacceptable and which may constitute sexual harassment includes, but is not limited to, the following:
- rape, attempted rape, sexual assault, attempted sexual assault, forcible sexual abuse, hazing, and other sexual and gender-based activity of a criminal nature as defined under the State Penal Law;
- unwelcome sexual invitations or requests for sexual activity in exchange for grades, promotions, preferences, favors, selection for extracurricular activities or job assignments, homework, etc.;
- unwelcome and offensive public sexual display of affection, including kissing, making out, groping, fondling, petting, inappropriate touching of one’s self or others, sexually suggestive dancing, and massages;
- any unwelcome communication that is sexually suggestive, sexually degrading or implies sexual motives or intentions, such as sexual remarks or innuendoes about an individual’s clothing, appearance or activities; sexual jokes; sexual gestures; public conversations about sexual activities or exploits; sexual rumors and “ratings lists;” howling, catcalls, and whistles; sexually graphic computer files, messages or games, etc;
- unwelcome and offensive name calling or profanity that is sexually suggestive, sexually degrading, implies sexual intentions, or that is based on sexual stereotypes or sexual orientation, gender identity or expression;
- unwelcome physical contact or closeness that is sexually suggestive, sexually degrading, or sexually intimidating such as the unwelcome touching of another’s body parts, cornering or blocking an individual, standing too close, spanking, pinching, following, stalking, frontal body hugs, etc.;
- unwelcome and sexually offensive physical pranks or touching of an individual’s clothing, such as hazing and initiation, “streaking,” “mooning,” “snuggies” or “wedgies” (pulling underwear up at the waist so it goes in between the buttocks), bra-snapping, skirt “flip-ups,” “spiking” (pulling down someone’s pants or swimming suit); pinching; placing hands inside an individual’s pants, shirt, blouse, or dress, etc.;
- unwelcome leers, stares, gestures, or slang that are sexually suggestive; sexually degrading or imply sexual motives or intentions;
- clothing with sexually obscene or sexually explicit slogans or messages;
- unwelcome and offensive skits, assemblies, and productions that are sexually suggestive, sexually degrading, or that imply sexual motives or intentions, or that are based on sexual stereotypes;
- unwelcome written or pictorial display or distribution of pornographic or other sexually explicit materials such as magazines, videos, films, Internet material, etc.;
- any unwelcome behavior based on sexual stereotypes and attitudes that is offensive, degrading, intimidating, or demeaning, including, but not limited to:
- disparaging remarks, slurs, jokes about or aggression toward an individual because the person displays mannerisms or a style of dress inconsistent with stereotypical characteristics of the person’s sex;
- ostracizing or refusing to participate in group activities with an individual during class projects, physical education classes or field trips because of the individual’s sex, gender expression or gender identity;
- taunting or teasing an individual because they are participating in an activity not typically associated with the individual’s sex or gender
For purposes of this regulation, action or conduct will be considered “unwelcome” if the student or employee or “non-employee” did not request or invite it and regarded the conduct as undesirable or offensive. Such harassment need not be severe or pervasive to be unlawful and can be any harassing conduct that includes petty slights or trivial inconveniences.
Determining if Prohibited Conduct is Sexual Harassment
Complaints of sexual harassment will be thoroughly investigated to determine whether the totality of the behavior and circumstances meet any of the elements of the above definition of sexual harassment and should therefore be treated as sexual harassment. Not all unacceptable conduct with sexual connotations may constitute sexual harassment. In many cases (other than quid pro quo situations where the alleged harasser offers academic or employment rewards or threatens punishment as an inducement for sexual favors), unacceptable behavior must be sufficiently severe, pervasive and objectively offensive to be considered sexual harassment. If the behavior doesn’t rise to the level of sexual harassment, but is found to be objectionable behavior, the individual will be educated and counseled in order to prevent the behavior from continuing.
In evaluating the totality of the circumstances and making a determination of whether conduct constitutes sexual harassment, the individual investigating the complaint should consider:
- the degree to which the conduct affected the ability of the student to participate in or benefit from his or her education or altered the conditions of the student’s learning environment or altered the conditions of the employee’s working environment;
- the type, frequency and duration of the conduct;
- the identity of and relationship between the alleged harasser and the subject of the harassment (e.g., sexually based conduct by an authority figure is more likely to create a hostile environment than similar conduct by another student or a co-worker);
- the number of individuals involved;
- the age and sex of the alleged harasser and the subject of the harassment;
- the location of the incidents and context in which they occurred;
- other incidents at the school; and
- incidents of gender-based, but non-sexual harassment.
Reporting Complaints
Any person who believes he or she has been the target of sexual harassment by a student, district employee, “non-employee,” or third party related to the school is required to report complaints as soon as possible after the incident in order to enable the district to effectively investigate and resolve the complaint. Targets are encouraged to submit the complaint in writing; however, complaints may be filed verbally.
Complaints should be filed with the Principal or the Title IX coordinator.
Any school employee who receives a complaint of sexual harassment from a student will inform the student of the employee’s obligation to report the complaint to the school administration, and then will immediately notify the Principal and/or the Title IX coordinator. School employees receiving complaints of sexual harassment from non-employees should direct the complaint to their building principal.
In order to assist investigators, targets should document the harassment as soon as it occurs and with as much detail as possible including: the nature of the harassment; dates, times, places it has occurred; name of harasser(s); witnesses to the harassment; and the target’s response to the harassment.
Confidentiality
It is district policy to respect the privacy of all parties and witnesses to complaints of sexual harassment. To the extent possible, the district will not release the details of a complaint or the identity of the complainant or the individual(s) against whom the complaint is filed to any third parties who do not need to know such information. However, because an individual’s need for confidentiality must be balanced with the district’s legal obligation to provide due process to the accused, to conduct a thorough investigation, or to take necessary action to resolve the complaint, the district retains the right to disclose the identity of parties and witnesses to complaints in appropriate circumstances to individuals with a need to know. The staff member responsible for investigating complaints will discuss confidentiality standards and concerns with all complainants.
If a complainant requests that his/her name not be revealed to the individual(s) against whom a complaint is filed, the staff member responsible for conducting the investigation will inform the complainant that:
- the request may limit the district’s ability to respond to his/her complaint;
- district policy and federal law prohibit retaliation against complainants and witnesses;
- the district will attempt to prevent any retaliation; and
- the district will take strong responsive action if retaliation occurs.
If the complainant still requests confidentiality after being given the notice above, the investigator will take all reasonable steps to investigate and respond to the complaint consistent with the request as long as doing so does not prevent the district from complying with the requirements of due process or preclude the district from responding effectively to the harassment and preventing the harassment of other students or employees.
Investigation and Resolution Procedure
A. Initial (Building-level) Procedure
The Principal or the Title IX coordinator will conduct a preliminary review when they receive a verbal or written complaint of sexual harassment, or if they observe sexual harassment. Except in the case of severe or criminal conduct, the Principal or the Title IX coordinator should make all reasonable efforts to resolve complaints informally at the school level. The goal of informal investigation and resolution procedures is to end the harassment and obtain a prompt and equitable resolution to a complaint.
As soon as possible but no later than three school business days following receipt of a complaint, the Principal or Title IX coordinator should begin an investigation of the complaint according to the following steps:
- Interview the target and document the conversation. Instruct the target to have no contact or communication regarding the complaint with the alleged harasser. Ask the target specifically what action he/she wants taken in order to resolve the complaint. Refer the target, as appropriate, to school social workers, school psychologists, crisis team managers, other school staff, or appropriate outside agencies for counseling services.
- Review any written documentation of the harassment prepared by the target. If the target has not prepared written documentation, instruct the target to do so, providing alternative formats for individuals with disabilities and young children, who have difficulty writing and need accommodation.
- Interview the alleged harasser regarding the complaint and inform the alleged harasser that if the objectionable conduct has occurred, it must cease immediately. Document the conversation. Provide the alleged harasser an opportunity to respond to the charges in writing.
- Instruct the alleged harasser to have no contact or communication regarding the complaint with the target and to not retaliate against the target. Warn the alleged harasser that if he/she makes contact with or retaliates against the target, he/she will be subject to immediate disciplinary action.
- Interview any witnesses to the complaint. Where appropriate, obtain a written statement from each witness. Caution each witness to keep the complaint and his/her statement confidential.
- Review all documentation and information relevant to the complaint.
- Where appropriate, suggest mediation as a potential means of resolving the complaint. In addition to mediation, use appropriate informal methods to resolve the complaint, including but not limited to:
- discussion with the accused, informing him or her of the district’s policies and indicating that the behavior must stop;
- suggesting counseling and/or sensitivity training;
- conducting training for the department or school in which the behavior occurred, calling attention to the consequences of engaging in such behavior;
- requesting a letter of apology to the complainant;
- writing letters of caution or reprimand; and/or
- separating the parties.
- Parent/Student/Employee/”Non-Employee” Involvement and Notification
- Parents/guardians of student targets and accused students will be notified within one school business day of allegations that are serious or involve repeated conduct.
- The parents/guardians of students who file complaints are welcome to participate at each stage of both informal and formal investigation and resolution procedures.
- If either the target or the accused is a disabled student receiving special education services under an IEP or section 504/Americans with Disabilities Act accommodations, the committee on special education will be consulted to determine the degree to which the student’s disability either caused or is affected by the discrimination or policy violation. In addition, due process procedures required for persons with disabilities under state and federal law will be followed.
- The Principal or Title IX Coordinator (i.e., the investigator) will submit a copy of all investigation and interview documentation to the Superintendent.
- The investigator will report back to both the target and the accused, notifying them in writing, and also in person as appropriate, regarding the outcome of the investigation and the action taken to resolve the complaint. The investigator will instruct the target to report immediately if the objectionable behavior occurs again or if the alleged harasser retaliates against him/her.
- The investigator will notify the target that if he/she desires further investigation and action, he/she may request a district level investigation by contacting the Superintendent of Schools. The investigator will also notify the target of his/her right to contact the U.S. Department of Education’s Office for Civil Rights and/or a private attorney. Employees may also contact the U.S. Equal Employment Opportunity Commission or the New York State Division of Human Rights, as applicable.
If the initial investigation results in a determination that sexual harassment did occur, the investigator will promptly notify the Superintendent, who will then take prompt disciplinary action in accordance with district policy, the applicable collective bargaining agreement or state law.
If a complaint received by the Principal or the Title IX Coordinator contains evidence or allegations of serious or extreme harassment, such as employee to student harassment, criminal touching, quid pro quo (e.g., offering an academic or employment reward or punishment as an inducement for sexual favors), or acts which shock the conscience of a reasonable person, the complaint will be referred promptly to the Superintendent. In addition, where the Principal or the Title IX coordinator has a reasonable suspicion that the alleged harassment involves criminal activity, he/she should immediately notify the Superintendent, who will then contact appropriate child protection and law enforcement authorities. Where criminal activity is alleged or suspected by a district employee, the accused employee will be suspended pending the outcome of the investigation, consistent with all contractual or statutory requirements.
Any party who is not satisfied with the outcome of the initial investigation by the Principal or the Title IX coordinator may request a district-level investigation by submitting a written complaint to the Superintendent within 30 calendar days.
B. District-level Procedure
The Superintendent will promptly investigate and resolve all sexual harassment complaints that are referred to him/her by a Principal or Title IX coordinator, as well as those appealed to the Superintendent following an initial investigation by a Principal or Title IX coordinator. In the event the complaint of sexual harassment involves the Superintendent, the complaint will be filed with or referred to the Board President, who will refer the complaint to a trained investigator not employed by the district for investigation.
The district level investigation should begin as soon as possible but not later than three school business days following receipt of the complaint by the Superintendent or Board President.
In conducting the formal district level investigation, the district will use investigators who have received formal training in sexual harassment investigation or that have previous experience investigating sexual harassment complaints.
If a district investigation results in a determination that sexual harassment did occur, prompt corrective action will be taken to end the harassment. Where appropriate, district investigators may suggest mediation as a means of exploring options of corrective action and informally resolving the complaint.
No later than 30 calendar days following receipt of the complaint, the Superintendent (or in cases involving the Superintendent, the Board-appointed investigator) will notify the target and alleged harasser, in writing, of the outcome of the investigation. If additional time is needed to complete the investigation or take appropriate action, the Superintendent or Board-appointed investigator will provide all parties with a written status report within 30 calendar days following receipt of the complaint.
The target and the alleged harasser have the right to be represented by a person of their choice, at their own expense, during sexual harassment investigations and hearings. In addition, targets have the right to register sexual harassment complaints with the U.S. Department of Education’s Office for Civil Rights.
Employee targets also have the right to register complaints with the federal Equal Employment Opportunity Commission and the New York State Division of Human Rights. Nothing in these regulations will be construed to limit the right of the complainant to file a lawsuit in either state or federal court.
Retaliation Prohibited
Any act of retaliation against any person who opposes sexually harassing behavior, or who has filed a complaint, is prohibited and illegal, and therefore subject to disciplinary action. Likewise, retaliation against any person who has testified, assisted, or participated in any manner in an investigation, proceeding, or hearing of a sexual harassment complaint is prohibited. For purposes of this policy, retaliation includes but is not limited to: verbal or physical threats, intimidation, ridicule, bribes, destruction of property, spreading rumors, stalking, harassing phone calls, and any other form of harassment. Any person who retaliates is subject to immediate disciplinary action, up to and including suspension or termination.
Discipline/Penalties
Any individual who violates the sexual harassment policy by engaging in prohibited sexual harassment will be subject to appropriate disciplinary action. Disciplinary measures available to school authorities include, but are not limited to the following:
Students: Discipline may range from a reprimand up to and including suspension from school, to be imposed consistent with the student conduct and discipline policy and applicable law.
Employees: Discipline may range from a warning up to and including termination, to be imposed consistent with all applicable contractual and statutory rights.
Volunteers: Penalties may range from a warning up to and including loss of volunteer assignment.
“Non-Employees”: Penalties may range from a warning up to and including loss of district business.
Other individuals: Penalties may range from a warning up to and including denial of future access to school property.
False Complaints
Complaints of sexual harassment made maliciously or made by an individual knowing or suspecting them to be false will result in disciplinary action taken against the complainant.
Training
All students and employees will be informed of this policy in student and employee handbooks, on the district website and student registration materials.
In addition, age-appropriate curricular materials will be made available so that it can be incorporated in instruction K-12 to ensure that all students are educated to recognize and report sexual harassment and on appropriate and inappropriate behavior.
All new employees will receive information about this policy and regulation at new employee orientation and will sign a statement to indicate the receipt of those documents. All other employees will be provided information at least once a year regarding this policy and the district’s commitment to a harassment-free learning and working environment. Principals, Title IX coordinators, and other administrative employees who have specific responsibilities for investigating and resolving complaints of sexual harassment will receive yearly training on this policy, regulation and related legal developments.
Annual employee training programs will include: (i) an explanation of sexual harassment consistent with guidance issued by the NYS Department of Labor and the NYS Division of Human Rights; (ii) examples of conduct that is unlawful sexual harassment; (iii) information on federal and state laws about sexual harassment and remedies available to victims of sexual harassment; and (iv) information concerning employees’ right to make complaints and all available forums for investigating complaints.
Principals in each school and program directors will be responsible for informing students and staff on a yearly basis of the terms of this policy, including the procedures established for investigation and resolution of complaints, general issues surrounding sexual harassment, the rights and responsibilities of students and employees, and the impact of sexual harassment on the target.
Adopted May 8, 2012
Revised and Adopted October 29, 2019
Revised and Reviewed June 16, 2020
0115 Student Harassment and Bullying Prevention and Intervention
The Board of Education is committed to providing an educational and working environment that promotes respect, dignity and equality. The Board recognizes that all forms of discrimination, including, but not limited to harassment, hazing and bullying, are detrimental to student learning and achievement. These behaviors interfere with the mission of the district to educate its students and disrupt the operation of the schools. Such behavior affects not only the students who are its targets but also those individuals who participate and witness such acts.
To this end, the Board condemns and strictly prohibits all forms of discrimination, including, but not limited to harassment, hazing and bullying on school grounds, school buses and at all school-sponsored activities, programs and events. Discrimination, harassment, hazing or bullying that takes place at locations outside of school grounds which can be reasonably expected to create a material and substantial interference with the requirements of appropriate discipline in the operation of the school or impinge on the rights of other students are prohibited, and may be subject to disciplinary consequences.
Definitions
1. Bullying
Bullying, under the amended Dignity for All Students Act, has the same meaning as harassment (see below). The accompanying regulation provides more guidance regarding the definition and characteristics of bullying to help the school community recognize the behavior.
2. Cyberbullying
Cyberbullying is defined as harassment (see below) through any form of electronic communication.
3. Discrimination
Discrimination is the act of denying rights, benefits, justice, equitable treatment or access to facilities available to all others, to an individual or group of people because of the group, class or category to which that person belongs (as enumerated in the Definitions section, under Harassment, below).
4. Hazing
Hazing is an induction, initiation or membership process involving harassment which produces public humiliation, physical or emotional discomfort, bodily injury or public ridicule or creates a situation where public humiliation, physical or emotional discomfort, bodily injury or public ridicule is likely to occur.
5. Harassment
Harassment has been defined in various ways in federal and state law and regulation. The Board recognizes that these definitions are important standards, but the Board’s goal is to prevent misbehavior from escalating in order to promote a positive school environment and to limit liability. The Dignity for All Students Act (§§10-18 of Education Law) defines harassment as the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse, including cyberbullying, that (a) has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being; (b) reasonably causes or would reasonably be expected to cause a student to fear for their physical safety; (c) reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student; or (d) occurs off school property and creates or would foreseeably create a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. The harassing behavior may be based on any characteristic, including but not limited to a person’s actual or perceived:
- Race (including traits historically associated with race, including, but not limited to, hair texture and protective hairstyles such as but not limited to braids, locks, and twists),
- color,
- weight,
- national origin,
- ethnic group,
- religion,
- religious practice,
- disability,
- physical or mental health condition,
- sex,
- sexual orientation, or
- gender (including gender identity and expression)
For the purpose of this definition the term “threats, intimidation or abuse” includes verbal and non-verbal actions.
In some instances, bullying or harassment may constitute a violation of an individual’s civil rights. The district is mindful of its responsibilities under the law and in accordance with district policy regarding civil rights protections
In order to streamline the wording of this policy and regulation the term bullying will be used throughout to encompass harassment, intimidation, cyberbullying and hazing behaviors.
Prevention
The school setting provides an opportunity to teach children, and emphasize among staff, that cooperation with and respect for others is a key district value. A program geared to prevention is designed to not only decrease incidents of bullying but to help students build more supportive relationships with one another by integrating the bullying prevention program into classroom instruction. Staff members and students will be sensitized, through district-wide professional development and instruction, to the warning signs of bullying, as well as to their responsibility to become actively involved in the prevention of bullying before overt acts occur.
Curricular material that raises awareness and sensitivity to discrimination or harassment and civility in the relationships of people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, sexes or gender expression or identities will be included in the instructional program K-12.
In order to implement this program, the Board will designate at its annual organizational meeting a district-wide Dignity Act Coordinator (DAC), whose responsibilities are described in the accompanying regulation. The board will also appoint a Dignity Act Coordinator for each school building in the district. The role each DAC is to oversee and enforce this policy in the school to which they are assigned.
Intervention
Intervention by adults and bystanders is an important step in preventing escalation and resolving issues at the earliest stages. Intervention will emphasize education and skill-building.
Successful intervention may involve remediation. Remedial responses to bullying and harassment include measures designed to correct the problem behavior, prevent another occurrence of the behavior and protect the target. Remediation may be targeted to the individual(s) involved in the bullying behavior or environmental approaches which are targeted to the school or district as a whole.
In addition, intervention will focus upon the safety of the target. Staff is expected, when aware of bullying, to report it in accordance with this policy, refer the student to designated resources for assistance, or to intervene in accordance with this policy and regulation.
Provisions For Students Who Do Not Feel Safe at School
The Board acknowledges that, notwithstanding actions taken by district staff, intervention may require a specific coordinated approach if the child does not feel safe at school. Students who do not feel safe at school are limited in their capacity to learn and reach their academic potential. Staff, when aware of bullying, should determine if accommodations are needed in order to help ensure the safety of the student and bring this to the attention of the building principal. The building principal, other appropriate staff, the student and the student’s parent(s)/guardian(s) will work together to define and implement any needed accommodations.
The district recognizes that there is a need to balance accommodations which enhance student safety against the potential to further stigmatize the targeted student. Therefore, each case will be handled individually. The student, parent/guardian, and school administration will collaborate to establish safety provisions that best meet the needs of the targeted student. Follow-up discussion and/or meetings will be scheduled, as needed, to ensure that safety concerns have been adequately addressed and to determine when and if accommodations need to be changed or discontinued.
Incident Reporting and Investigation
Although it can be difficult for individuals to come forward, the district can’t effectively address bullying if incidents are not reported. Students who have been bullied, parents whose children have been bullied or other students or staff who observe bullying behavior are encouraged and expected to make a verbal and/or written complaint to any school personnel in accordance with the training and guidelines provided. Staff who observe or learn of incident(s) of bullying are required, in accordance with State law, to make an oral report to the building principal within one school day and to fill out the district reporting form within two school days. Staff who are unsure of the reporting procedure are expected to ask their supervisors how to proceed. District employees may be deemed to have permitted unlawful discrimination or harassment if they fail to report and observed incident, whether or not the target complains.
At all times, complaints will be documented, tracked and handled in accordance with the regulations and procedures accompanying this policy, or, if applicable, [0100, Equal Opportunity and Nondiscrimination, or 0110, Sexual Harassment] and the district’s Code of Conduct. The building principal will prepare a biannual report for the Superintendent based on complaints filed.
An equitable and thorough investigation will be carried out by the Dignity Act Coordinator in accordance with the accompanying regulation. If either of the parties disagrees with the results of the investigation, they can appeal the finding in accordance with the regulations that accompany this policy. Verified bullying incidents that meet the criteria established by the state will be included in the statewide reporting system when applicable, in accordance with law and regulation.
The Board will receive the annual School Safety and Education Climate (SSEC), the state-required report relevant to bullying, violent and disruptive incidents, and the school climate, for each building and for the district as whole. Based on the review of the data, the Board may consider further action, including but not limited to modification of this policy and additional training.
Disciplinary Consequences/Remediation
While the focus of this policy is on prevention, acts of bullying may still occur. In these cases, offenders will be given the clear message that their actions are wrong and the behavior must improve. Student offenders will receive in-school guidance in making positive choices in their relationships with others. If appropriate, disciplinary action that is measured balanced and age-appropriate will be taken by the administration in accordance with the district’s Code of Conduct, as applicable. If the behavior rises to the level of criminal activity, law enforcement will be contacted.
Consequences for a student who commits an act of bullying will be unique to the individual incident and will vary in method and severity according to the nature of the behavior, the developmental age of the student, and the student’s history of problem behaviors, and must be consistent with the district’s Code of Conduct.
Non-Retaliation
Training
Dissemination, Monitoring, Review, and Reporting
This policy, or a plain language summary, will be published in student registration materials, student, parent and employee handbooks, and posted on the district’s website. A bullying complaint form will be available on the district’s website. The district will ensure that the process of reporting bullying is clearly explained to students, staff and parents on an annual basis.
Each year, as part of the annual review of the Code of Conduct, this policy will be reviewed to assess its effectiveness and compliance with state and federal law. If changes are needed, revisions will be recommended to the Board for its consideration.
0110, Sexual Harassment
4321, Programs for Students with Disabilities
5300 Code of Conduct
9700 Staff Development
Americans with Disabilities Act, 42 U.S.C. §12101 et seq.
Title VI, Civil Rights Act of 1964, 42 U.S.C. §2000d et seq.
Title VII, Civil Rights Act of 1964, 42 U.S.C. §2000e et seq.; 34 CFR §100 et seq.
Title IX, Education Amendments of 1972, 20 U.S.C. §1681 et seq.
§504, Rehabilitation Act of 1973, 29 U.S.C. §794
Individuals with Disabilities Education Law, 20 U.S.C §§1400 et seq.
Executive Law §290 et seq. (New York State Human Rights Law)
Education Law §§313(3), 3201, 3201-a
8 NYCRR §§100.2(c), (l), (jj), (kk); 119.6
Tinker v. DesMoines Independent Community School Dist., 393 US 503, (1969)
Mahonoy Area School District v. B.L., 594 U.S., 141 S. Ct. 2038 (2021)
Pollnow v. Glennon, 594 FSup. 220, 224 aff’d 757 F.2d.496
Zeno v. Pine Plains 702 F3rd 655 (2nd Cir. 2012)
Cuff v. Valley Central School District F3rd 109 (2nd Cir 2012)
Davis v. Monroe County Board of Education, 526 U.S. 629 (1999)
Gebser v. Lago Vista Independent School District, 524 U.S, 274 (1998)
Faragher v. City of Boca Raton, 524 U.S. 775 (1998)
Burlington Industries v. Ellerth, 524 U.S. 742 (1998)
Oncale v. Sundowner Offshore Services, Inc., 523 U.S. 75 (1998)
Franklin v. Gwinnett County Public Schools, 503 U.S. 60 (1992)
Meritor Savings Bank, FSB v. Vinson, 477 U.S. 57 (1986)
Appeal of K.S., 43 Ed. Dept. Rep. 492
Appeal of Ravick, 40 Ed. Dept. Rep. 262
Appeal or Orman, 39 Ed. Dept. Rep. 811
Adopted May 8, 2012
Revised and Adopted January 11, 2022
Revised and Adopted August 9, 2022
Revised and Adopted May 23, 2023
Revised and Adopted January 16, 2024
0115-R Student Harassment and Bullying Prevention and Intervention Regulation
The Board condemns and strictly prohibits all forms of discrimination, including, but not limited to harassment, hazing, intimidation and bullying on school grounds, school buses and at all school-sponsored activities, programs and events. Discrimination, harassment, hazing or bullying that takes place at locations outside of school grounds, such as cyberbullying, which can be reasonably expected to materially and substantially interfere with the requirements of appropriate discipline in the operation of the school or impinge on the rights of other student are prohibited, and may be subject to disciplinary consequences.
Definitions
1. Bullying
Under the amended Dignity for All Students Act, bullying and harassment are equivalent and used interchangeably. In order to facilitate implementation, provide meaningful guidance and prevent behaviors from rising to a violation of law, bullying is further understood to be a hostile activity which harms or induces fear through the threat of further aggression and/or creates terror. Bullying may be premeditated or a sudden activity. It may be subtle or easy to identify, done by one person or a group. Bullying often includes the following characteristics:
1. Power imbalance – occurs when a bully uses their physical or social power over a target.
2. Intent to harm – the bully seeks to inflict physical or emotional harm and/or takes pleasure in this activity.
3. Threat of further aggression – the bully and the target believe the bullying will continue.
2. Discrimination
Discrimination is the act of denying rights, benefits, justice, equitable treatment or access to facilities available to all others, to an individual or group of people because of the group, class or category to which that person belongs (as listed under Harassment as defined below).
3. Harassment
Harassment has been defined in various ways in federal and state law (including the penal law) and regulation. The Board recognizes that these definitions are important standards, but the Board’s goal is to prevent behaviors from escalating to violations of law and, instead, to promote a positive school environment and limit liability. The Dignity for All Students Act (§§10-18 of Education Law) defines harassment as the creation of a hostile environment by conduct or by verbal threats, intimidation or abuse, including cyberbullying, that (a) has or would have the effect of unreasonably and substantially interfering with a student’s educational performance, opportunities or benefits, or mental, emotional or physical well-being; (b) reasonably causes or would reasonably be expected to cause a student to fear for their physical safety; (c) reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student; or (d) occurs off school property and creates or would foreseeably create a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school property. The harassing behavior may be based on any characteristic, including but not limited to a person’s actual or perceived:
- Race (including traits historically associated with race, including but not limited to hair texture and protective hairstyles (such as but not limited to braids, locks, and twists)),
- color,
- weight,
- national origin,
- ethnic group,
- religion,
- religious practice,
- disability,
- mental or physical health condition
- sex,
- sexual orientation, or
- gender (including gender identity and expression).
- Gender identity is one’s self-conception as being male or female, as distinguished from actual biological sex or sex assigned at birth.
- Gender expression is the manner in which a person represents or expresses gender to others, often through behavior, clothing, hairstyles, activities, voice or mannerisms.
For the purposes of this definition, the term “threats, intimidation or abuse” includes verbal and non-verbal actions.
Hazing
Hazing is an induction, initiation or membership process involving harassment which produces public humiliation, physical or emotional discomfort, bodily injury or public ridicule or creates a situation where public humiliation, physical or emotional discomfort, bodily injury or public ridicule is likely to occur.
Prevention
Prevention is the cornerstone of the district’s effort to address bullying and harassment. The components of such an effort include:
- District curriculum will emphasize developing empathy, tolerance and respect for others.
- Learning about and identifying the early warning signs and precursor behaviors that may lead to bullying.
- Gathering information about bullying at school directly from students (through surveys and other mechanisms); analyzing and using the data gathered to assist in decision-making about programming and resource allocation.
- Establishing clear school wide and classroom rules about bullying consistent with the district’s code of conduct.
- Training adults in the school community to respond sensitively and consistently to bullying.
- Raising awareness among adults, through training, of the school experiences of marginalized student populations (as enumerated in the Definitions section above), social stigma in the school environment, gender norms in the school environment, and strategies for disrupting bullying, intimidation, harassment or other forms of violence.
- Providing adequate supervision, particularly in less structured areas such as in the hallways, cafeteria, school bus and playground.
- Raising parental awareness and involvement in the prevention program and in addressing problems.
- Using educational opportunities or curriculum, including, if applicable, the Individual Educational Program (IEP), to address the underlying causes and impact of bullying.
Role of the Dignity Act Coordinators
The Board of Education will annually designate staff members, who have been thoroughly trained in human relations in the areas of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender (including gender identity and expression), and sex, as the Dignity Act Coordinators, accountable for implementation of this policy at each building. Dignity Act Coordinators will be responsible for coordinating and enforcing this policy and regulation in each school building, including but not limited to coordination of:
- the work of the building-level committees;
- professional development for staff members and,
- the complaint process, and
- management of the Dignity Act’s civility curriculum components.
Incident(s) Reporting
In order for the Board to effectively enforce this policy and to take prompt corrective measures, it is essential that all targets and persons with knowledge of bullying report such behavior immediately to the Dignity Act Coordinator (the principal or principal’s designee) as soon as possible after the incident so that it may be effectively investigated and resolved. The district will also make a bullying complaint form available on its website to facilitate reporting. The district will collect relevant data from written and verbal complaints to allow for systematic reporting.
Staff who observe or learn of incident(s) of bullying are required, in accordance with State law, to orally report it to the DAC within one school day and to fill out the district reporting form within two school days. Staff who are unsure of the reporting procedure are expected to ask their supervisors how to proceed. District employees may be deemed to have permitted unlawful discrimination or harassment if they fail to report an incident whether or not the target complains.
The district will thoroughly, promptly and equitably investigate all complaints, formal or informal, verbal or written. To the extent possible, all complaints will be treated in a confidential manner, although limited disclosure may be necessary to complete a thorough investigation.
In order to assist investigators, individuals should document the bullying as soon as it occurs and with as much detail as possible including: the nature of the incident(s); dates, times, places it has occurred; name of perpetrator(s); witnesses to the incident(s); and the target’s response to the incident.
Confidentiality
It is district policy to respect the privacy of all parties and witnesses to bullying. To the extent possible, the district will not release the details of a complaint or the identity of the complainant or the individual(s) against whom the complaint is filed to any third parties who do not need to know such information. However, because an individual’s desire for confidentiality must be balanced with the district’s legal obligation to provide due process to the accused, to conduct a prompt and thorough investigation, and/or to take necessary action to resolve the complaint, the district retains the right to disclose the identity of parties and witnesses to complaints in appropriate circumstances to individuals with a need to know. The staff member responsible for investigating complaints will discuss confidentiality standards and concerns with all complainants.
If a complainant requests that their name not be revealed to the individual(s) against whom a complaint is filed, the staff member responsible for conducting the investigation will inform the complainant that:
1. the request may limit the district’s ability to respond to the complaint;
2. district policy and federal law prohibit retaliation against complainants and witnesses;
3. the district will attempt to prevent any retaliation; and
4. the district will take strong responsive action if retaliation occurs.
If the complainant still requests confidentiality after being given the notice above, the investigator will take all reasonable steps to investigate and respond to the complaint consistent with the request as long as doing so does not preclude the district from responding effectively to the bullying and preventing the bullying of other students.
Investigation and Resolution Procedure
A. Initial (Building-level) Procedure
Whenever a complaint of bullying is received whether verbal or written, it will be subject to a preliminary review and investigation. Except in the case of severe or criminal conduct, the Dignity Act Coordinator (the principal or principal’s designee) will make all reasonable efforts to resolve complaints informally at the school level. The goal of informal procedures is to end the bullying, prevent future incidents, ensure the safety of the target and obtain a prompt and equitable resolution to a complaint.
As soon as possible, but no later than three school business days following receipt of a complaint, the Dignity Act Coordinator (the principal or principal’s designee) should begin an investigation of the complaint by:
- Reviewing any written documentation provided by the target(s).
- Conducting separate interviews of the target(s), alleged perpetrator(s), and witnesses, if any, and documenting the conversations.
- Providing the alleged perpetrator(s) a chance to respond and notify them that if objectionable behavior has occurred, it must cease immediately. The individual will be made aware of remediation opportunities as well as potential disciplinary consequences.
- Determining whether the complainant needs any accommodations to ensure their safety, and following up periodically until the complaint has been resolved. Accommodations may include, but are not limited to:
- A “permanent” hall pass that allows the student to visit a designated adult at any time;
- Access to private bathroom facilities;
- Access to private locker room facilities;
- An escort during passing periods;
- If the student feels unsafe in a specific class, an opportunity for individual tutoring or independent study until the case is resolved;
- An opportunity for independent study at home with district-provided tutor until the case is resolved;
- Permission to use personal cell phone in the event that the student feels threatened and needs immediate access to parent or guardian;
- Assignment of a bus monitor.
The district recognizes that there is a need to balance accommodations which enhance student safety against the potential to further stigmatize the targeted student. Therefore, each case will be handled individually, and the student, parent(s)/guardian(s), and school administration will collaborate to establish safety provisions that best meet the needs of the targeted student. Follow-up discussion and/or meetings will be scheduled, as needed, to ensure that safety concerns have been adequately addressed and to determine when and if accommodations need to be changed or discontinued.
Parents/guardians of student targets and accused students should be notified within one school day of allegations that are serious or involve repeated conduct.
Where appropriate, informal methods may be used to resolve the complaint, including but not limited to:
a. discussion with the accused, informing them of the district’s policies and indicating that the behavior must stop;
b. suggesting counseling, skill building activities and/or sensitivity training;
c. conducting training for the department or school in which the behavior occurred, calling attention to the consequences of engaging in such behavior;
d. requesting a letter of apology to the target;
e. writing letters of caution or reprimand; and/or
f. separating the parties.
Appropriate disciplinary action will be recommended and imposed in accordance with district policy, the applicable collective bargaining agreement or state law. The district will make every reasonable effort to attempt to first resolve the misconduct through non-punitive measures.
The investigator will report back to both the target and the accused, within five school business days notifying them in writing, and also in person, as appropriate, regarding the outcome of the investigation and the action taken to resolve the complaint. The actions taken will be in conformance with the Remediation/Discipline/Penalties section of this regulation. The target will be asked to report immediately if the objectionable behavior occurs again or if the alleged perpetrator retaliates against them.
If a complaint contains evidence or allegations of serious or extreme bullying, or a civil rights violation, the complaint will be referred promptly to the Superintendent. The complainant will also be advised of other avenues to pursue their complaint, including contact information for state and federal authorities.
In addition, where the Dignity Act Coordinator (the principal or principal’s designee) has a reasonable suspicion that the alleged bullying incident involves criminal activity, they must immediately notify the Superintendent, who will then contact the school attorney, appropriate child protection and, if appropriate, law enforcement authorities.
B. District-level Procedure
The Superintendent or designee will promptly investigate and equitably resolve all bullying complaints that are referred to them, as well as those appealed to the Superintendent following an initial investigation. In the event the complaint involves the Superintendent, the complaint will be filed with or referred to the Board President, who will refer the complaint to an appropriate independent individual for investigation.
The district level investigation should begin as soon as possible, but not later than three school business days, following receipt of the complaint by the Superintendent or Board President.
In conducting the formal district level investigation, the district will endeavor to use individuals who have received formal training regarding such investigations or that have previous experience investigating such complaints.
If a district level investigation results in a determination that bullying did occur, prompt corrective action will be taken to end the misbehavior in accordance with the Remediation/Discipline/Penalties section of this regulation.
No later than 30 calendar days following receipt of the complaint, the Superintendent (or in cases involving the Superintendent, the Board-appointed investigator) will notify the target and alleged perpetrator, in writing, of the outcome of the investigation. If additional time is needed to complete the investigation or take appropriate action, the Superintendent or Board-appointed investigator will provide all parties with a written status report within 30 calendar days following receipt of the complaint.
Any party who is not satisfied with the outcome of the district-level investigation may appeal to the Board of Education by submitting a written request to the Board President within 30 calendar days.
C. Board-level Procedure
When a request for review by the Board has been made, the Superintendent will submit all written statements and other materials concerning the case to the President of the Board.
The Board will notify all parties concerned of the time and place when a hearing will be held. Such hearing will be held within 15 school business days of the receipt of the request of the complainant.
The Board will render a decision in writing within 15 calendar days after the hearing has been concluded.
The district will retain documentation associated with complaints and investigations in accordance with Schedule LGS-1.
Retaliation Prohibited
Any act of retaliation against any person who opposes bullying behavior, or who has filed a complaint, is prohibited and illegal, and therefore subject to disciplinary action. Likewise, retaliation against any person who has testified, assisted, or participated in any manner in an investigation, proceeding, or hearing of a bullying complaint is prohibited. For purposes of this policy, retaliation includes but is not limited to: verbal or physical threats, intimidation, ridicule, bribes, destruction of property, spreading rumors, stalking, harassing phone calls, and any other form of harassment. Any person who retaliates is subject to immediate disciplinary action up to and including suspension or termination.
Remediation/Discipline/Penalties
Any individual who violates this policy by engaging in bullying will be subject to appropriate action, which may include disciplinary action. Remedial responses to bullying include measures designed to correct the problem behavior, prevent another occurrence of the behavior, and protect the target of the act. Appropriate remedial measures may include, but are not limited to:
- Restitution and restoration;
- Peer support group;
- Corrective instruction or other relevant learning or service experience;
- Changes in class schedule
- Supportive intervention;
- Behavioral assessment or evaluation;
- Behavioral management plan, with benchmarks that are closely monitored;
- Student counseling;
- Parent/guardian conferences; or
- Student treatment or therapy.
Environmental remediation may include, but is not limited to:
- School and community surveys or other strategies for determining the conditions contributing to the relevant behavior;
- Modification of schedules;
- Adjustment in hallway traffic and other student routes of travel;
- Targeted use of monitors;
- Parent/guardian education seminars/workshops;
- Peer support groups.
Disciplinary measures available to school authorities include, but are not limited to the following:
Students: Discipline may range from a reprimand up to and including suspension from school, to be imposed consistent with the Code of Conduct and applicable law.
Employees: Discipline may range from a warning up to and including termination, to be imposed consistent with all applicable contractual and statutory rights.
Volunteers: Penalties may range from a warning up to and including loss of volunteer assignment.
Vendors: Penalties may range from a warning up to and including loss of district business.
Other individuals: Penalties may range from a warning up to and including denial of future access to school property.
Policy Dissemination
All students and employees will be informed of this policy on the district website and student registration materials. Information summarizing the policy will also be posted in a prominent location at each school.
All employees will receive information about this policy and regulation at least once a year.
Principals in each school will be responsible for informing students and staff on a yearly basis of the terms of this policy, including the procedures for filing a complaint and information about the impact of bullying on the target and bystanders.
Training
Training needs in support of this bullying prevention and intervention program will be reflected in the district’s annual professional development plan, new teacher orientation, in curriculum and will be considered in the budget process. The DAC(s), administrative employees and other staff, such as counselors or social workers who have specific responsibilities for investigating and/or resolving complaints of bullying will receive yearly training to support implementation of this policy, regulation and on related legal developments.
Ref: https://www.hrc.org/resources/sexual-orientation-and-gender-identity-terminology-and-definitions
Note: Replaces Policy #5040-R
Adopted May 8, 2012
Revised and Adopted January 11, 2022
Revised and Adopted August 9, 2022
Revised and Reviewed January 16, 2024
0200 School District Operations Goals
To further its educational philosophy, and to achieve its educational mission, the Board of Education establishes the following goals:
1. to employ the best possible school staff, including both professional and support personnel;
2. to encourage the development of positive and supportive interpersonal relationships among the students, the staff and members of the community;
3. to ensure that staff, students, and parents are afforded opportunities for meaningful participation in the development and evaluation of programs and policies;
4. to strive for maximum efficiency in the use of district resources to meet the goals and objectives of the various programs and policies;
5. to provide educational programs and services which fulfill the needs of the district and comply with Commissioner’s Regulations;
6. to promote the development of programs and services which encourage cooperative interaction between the community-at-large and district staff and students; and
7. to promote the continued learning and development of its staff members.
Adopted June 6, 1995
Reviewed, Adopted April 9, 2013
Reviewed July 5, 2018
0310 Evaluation of School Board Operational Procedures
The Board of Education shall review the effective¬ness of its internal operations at least once annually. The Superintendent of Schools and others who work regularly with the Board shall be asked to participate in this review and to suggest ways by which the Board can improve its functioning as a deliberative and legislative body.
The Board shall set forth the standards by which it will evaluate itself, taking into account the following:
- the district’s needs and the Board’s ability to meet such needs;
- the district’s goals for its instructional programs;
- the fiscal health of the district;
- the Board’s relationship with the Superintendent and district staff;
- the Board’s relationship with its supervisory district (BOCES); and
- the community’s perception of Board members as educational leaders.
All decisions of the Board are to be supported by as much objective evidence and reasoning as possible. Implied in this approach is an assumption that any school board is capable of improvement. The chances that improvement will result are enhanced if evaluation is carried out systemati¬cally in accordance with good planning, conscientious follow-through, and careful assessment of results.
Cross-Ref: 2000, Board Operational Goals
Adopted June 20, 1995
Reviewed, Adopted April 9, 2013
Revised, Adopted January 26, 2021
0320 Evaluation of Superintendent
The Board of Education recognizes that student growth, district progress, and community satisfaction are all affected by the performance of the Superintendent of Schools. The Superintendent cannot function effectively without periodic feedback about his/her performance. Therefore the Board recognizes its responsibilities to evaluate the Superintendent.
During each year of the Superintendent’s appointment, the Board and the Superintendent will meet to discuss a plan of performance review and accountability for that school year. The evaluation shall be based upon performance criteria and goals mutually agreed upon by the Board and the Superintendent. Such evaluation shall occur at least annually, pursuant to the regulations of the Commissioner of Education, and will be discussed only during an executive session. The evaluation process is intended to provide the highest quality leadership for the school system.
Adopted April 4, 1995
Revised, Adopted April 9, 2013
Reviewed July 5, 2018
0330 Evaluation of Staff
The principles of evaluation outlined in this policy shall be applied to all members of the district’s staff.
Principles and criteria for evaluation of staff should be drawn from and reflect the district’s educational philosophy and mission (reference 0000) which insures the continuing existence of a secure and healthful learning environment for all students.
The purposes of staff evaluations are:
1. to provide an objective basis for improving and upgrading individual performance;
2. to ensure that employees meet performance standards.
The evaluation process should produce an outcome which is positive, emphasizes excellence, and promotes the continued learning and development of staff.
Performance evaluations will be based on job descriptions which reflect the responsibilities of each position.
Performance should be measured by clearly stated and commonly understood criteria.
Each staff member will be formally evaluated at least once each year by the administrative or supervisory staff assigned that responsibility.
The development of procedures and guidelines for evaluations shall be the responsibility of the Superintendent.
Where applicable, the procedures and guidelines for evaluations shall be consistent with Education Law, Commissioner’s Regulations and the collective bargaining agreements in effect between the district and the appropriate bargaining unit.
Adopted June 6, 1995
Revised, Adopted April 9, 2013
Revised, Adopted July 5, 2018
0350 Evaluation of Instructional Programs
The Board of Education recognizes that learning is a continuous process that cannot be satisfactorily achieved without the coordination and cooperation of all components of the system. To achieve the highest quality of education on all levels, a critical appraisal of the program as it operates in each school and at each level is essential. The Superintendent of Schools shall develop standards and procedures for the evaluation of instructional programs.
The purposes of evaluating the instructional programs are to:
1. indicate instructional strengths and weaknesses;
2. provide information needed for advance planning;
3. provide data for public information;
4. show the relationship between achievement and the school system’s stated goals; and
5. review the suitability of the instructional program in terms of community values and priorities.
The Board shall receive regular reports of the results of instructional program evaluations.
Adopted April 8, 1997
Revised, Adopted April 9, 2013
Revised, Adopted July 5, 2018