Equity, Justice and Inclusion (27)
Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person’s limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals).
Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972. This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex).
Discrimination against persons with disabilities is prohibited by Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (Title II prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance). This includes discrimination against individuals currently without an impairment that substantially limits of a major life activity, but who have a record of or are regarded as having a disability.
Discrimination on the basis of age is prohibited by Age Discrimination Act of 1975.
These civil rights laws extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries and museums that receive federal financial assistance from ED. These include all public schools and most public and private colleges and universities.
Weber School District is committed to ensuring a safe learning and working environment for all our students and employees. Weber School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational programs, activities, admissions, access, treatment, or employment practices. Board Policy 4120 and 7100 prohibits discrimination based on race, color and national origin, sex, handicap or disability, in accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973,the Americans with Disabilities Act, Title VII of the Civil Rights Act of 1964, Age Discrimination in Employment Act, Equal Access Act, and Utah Code 34A-5-106. Related inquiries and complaints may be directed to a school administrator or to the Weber School District Compiance Officer, Heather Hardy, (801) 476-7850. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695 or, if you believe you have been discriminated in your employment, the Utah Antidiscrimination and Labor Division (UALD) at (801) 530-6801 or the federal Equal Employment Opportunity Commission (EEOC) at 1-800-669-4000.
SPANISH VERSION: Cómo presentar una queja o reclamo ante la Oficina de Derechos Civiles (OCR)
Title IX
If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint.
The Title IX Coordinator for Weber School District is Compliance Officer, Heather Hardy. Her contact information is: ; 801-476-7850.
Section 504
If you believe your student has been discriminated against on the basis of a disability, you are directed to Policy 4120, paragraphs 2.7A through 2.7G, which outlines the procedures for filing a Section 504 complaint. The Section 504 Coordinator for Weber School District is Loralee Gacioch, in the WSD Student Services Department. She can be reached by email at , and by phone at (801) 476-7817.
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The Title IX of the Education Amendments of 1972 states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Schools may not retaliate against any person for opposing an unlawful educational practice or policy, or made charges, testified or participated in any complaint action under Title IX. All districts and charter schools must have a designated Title IX coordinator with their contact information prominently posted in visible areas of the schools, including handbooks, and on the school's website to ensure protections to students who are being discriminated based on their sex.
If you believe your student has been discriminated against on the basis of sex, including gender identity and sexual orientation, in its educational programs and activities, or harassed in a manner that is creating a hostile environment for your student, you are directed to Policy 4120, paragraphs 1.5A through 1.5G which outlines procedures for filing a Title IX complaint.
The Title IX Coordinator for Weber School District is Compliance Officer, Heather Hardy.
Her contact information is: ; 801-476-7850
Resources
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Equity, Justice and Inclusion
We take reports of bullying and/or harassment very seriously. In an effort to be as responsive as possible we have created a centralized reporting form. This system ensures a consistent, immediate response and allows for collection of data to further inform our decision making.
While an immediate response is important, our focus is on preventing these incidents and their impact on our students. We are here to offer answers, support and guidance in dealing with concerns of bullying and harassment in our schools.
Reporting Bullying, Discrimination and Harassment:
Complaint Form
Response Form
Witness Statement Form
Investigation Report Form
Board Policy regarding bullying:
WSD 5201 Bullying Policy [ENGLISH]
WSD 5201 Bullying Policy / Politica de Intimación Acoso Escolar [SPANISH]
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Equity, Justice and Inclusion
School Climate and Equity
Equity is intrinsic to all aspects of school climate work. It is not a separate issue. The National School Climate Center defines this to be the quality and character of school life that fosters children’s, youth’s, and families’ full access to:
- Appropriately supported, high expectations for learning and achievement
- Emotionally and physically safe, healthy learning environments
- Caring relationships with peers and adults
- Participation that meaningfully enhances academic, social-emotional, civic, and moral development.
An equitable school climate responds to the wide range of cultural norms, goals, values, interpersonal relationships, leadership practices, and organizational structures within the broader community.
Schools can create more equitable communities through the following promising strategies:
- Encourage reflective practice and build cultural awareness in students and adults
- Increase understanding of diverse cultures
- Keep diverse schools physically and emotionally safe
- Make high expectations culturally responsive
- Design multiple pathways to meaningful participation
- Demonstrate caring by knowing students’ unique emotional needs
Weber School District Equity, Justice, and Inclusion Framework Standards -PDF document
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Professional development is the strategy schools and school districts use to ensure that educators continue to strengthen their practice throughout their career. The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success. The Equity, Justice, and Inclusion Department can help leaders with a multitude of training on various topics.
Teacher Resources:
[click IMAGE or LINK to open resource page in new window]
- May
LINK: UTAH EDUCATION NETWORK: Asian American and Pacific Islander Resources
- February
[Answer Key: Level 2.8 here] [Answer Key: Level 5.6 here] [Answer Key: Level 2.8 here]
- January
- September-October (Hispanic Heritage Month)
LINK: UTAH EDUCATION NETWORK: Latino Resources
*Answer key.
- November (National Native American Heritage Month)
LINK: UTAH EDUCATION NETWORK: American Indian Resources
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Weber School District’s Family Resource Center
Located at Burch Creek Elementary
(The center is located through the front doors to the left)
4300 S. Madison Ave. South Ogden, UT 84403
801.476.5311 Public Welcome!
LINK: Weber Family Resource Center Webpage
The Family Resource Center follows Weber School District’s calendar.
Center hours are 7:30 a.m. to 5:00 p.m. Monday – Thursday, when school is in session.
The Center is closed during the summer.
Centro de Recursos Familiares del Distrito Escolar de Weber
Situado en la Primaria Burch Creek
(El centro se encuentra a la izquierda, pasando las puertas principales)
4300 S. Madison Avenue, South Ogden, UT 84403
801.476.5311 El public es Bienvenido
El Centro de Recursos Familiares sigue Calendario del Distrito Escolar Weber.
El horario del centro es de 7:30 a.m. a 5:00 p.m. Lunes a jueves, cuando la escuela está en sesión.
El Centro está cerrado durante el verano.
Weber State University Cultural Centers
Urban Indian Center of Salt Lake
- Urban Indian Center of Salt Lake Newsletter - October 2023
- Link to subscribe to the UICSL Newsletter
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Book of the Month Review
August/September
Culturally Responsive Teaching and the Brain
by Zaretta Hammond Published in 2014
To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implemention - until now.
In this book, Zaretta Hammond draws on cultting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes:
- Information on how one's culture programs the brain to process data and affects learning relationships.
- Ten "key moves" to build students' learners operating systems and prepare them to become independent learners
- Prompts for action and value self-reflection
October/November
Blind Spot
by Banaji and Greenwald Published 2013
"I know my own mind.
I am able to assess others in a fair and accurate way."
These self-perceptions are challenged by leading psychologists Mahzarin R. Banaji and Anthony G. Greenwald as they explore the hidden biases we all carry from a lifetime of exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality.
“Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups―without our awareness or conscious control―shape our likes and dislikes and our judgments about people’s character, abilities, and potential.
In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot.
December/January
Excellence Through Equity - Five Principles of Courageous Leadership to Guide Achievement for Every Student
by Alan M. Blankstein and Pedro Noguera with Lorena Kelly Published 2016
Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential—and succeed.
To help educators with what can at times be a difficult and challenging journey, Blankstein and Noguera frame the book with five guiding principles of Courageous Leadership:
- Getting to your core
- Making organizational meaning
- Ensuring constancy and consistency of purpose
- Facing the facts and your fears
- Building sustainable relationships
They further emphasize that the practices are grounded in three important areas of research that are too often disregarded: (1) child development, (2) neuroscience, and (3) environmental influences on child development and learning.
February/March
We Can't Teach What We Don't Know
by Gary Howard Published 2016
Gary Howard outlines what good teachers know, what they do, and how they embrace culturally responsive teaching. Change Begins With Us: School transformation begins with the teachers' willingness to change their classroom structures, school structures, and themselves. It is crucial that teachers make the commitment to look deep inside themselves to see how they can better their attitudes, practices, and beliefs related to race and cultural differences. This book is a reminder to teaching is more than a job; it is a vocation in which we must dedicate our entire self.
April/May
June/July/August
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WSD Equity, Justice and Inclusion Mission Statement
Help create a safe and inclusive climate throughout the district
wherein diversity/differences are embraced and celebrated,
every student and employee is inspired to achieve, thrive and grow,
and where each is empowered to act against any form of intolerance, bigotry (and/or) injustice.
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Immigrant/Migrant/Refugee Education
Highlighting schools in Weber School District working towards Equity, Justice, and Inclusion.
Valley View Elementary School
Riverdale Elementary School
Schoolwide assembly for students on "See Something. Do Something." Assembly was led by Bonneville High School studentbody officers, with performance by the Bonneville High School Drumline.
Orion Junior High School
Latinos In Action Parent Night
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More...
Planting Seeds of Equity
Change is a continuous process. You cannot assess it with the static yardstick of a limited time frame. When a seed is sown into the ground, you cannot immediately see the plant. You have to be patient. With time, it grows into a large tree. And then the flowers bloom, and only then can the fruits be plucked. - Mamata Banerjee
Culturally Responsive Teaching
Culturally Responsive Teaching is teaching and leading in such a way that more of your students, across more of their differencing, achieve at a high level and engage at a deeper level. It is knowing and understanding your students.
Cultural Competence
Cultural Competence is the will and ability to form authentic and effective relationships across differences.
Resources
The 7 principles of Culturally Responsive Teaching - .pdf document - Gary Howard
- Students are affirmed in their cultural connections
- Teachers are personally inviting
- The classroom is physically and culturally inviting
- Students are reinforced for academic development
- Instructional changes are made to accommodate differences
- The classroom is managed with a firm, consistent, loving control
- Interactions stress collectivity as well as individuality
Culture Responsive Teaching & The Brain - website
Culturally responsive pedagogy can be a game-changer in a school’s pursuit of educational equity. There are misconceptions about what culturally responsive pedagogy is and how it works. CRT is more than just a set of multicultural activities, social justice lessons, or kinesthetic learning strategies. It is so much more. Check out the resources at this site.
Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.
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Calendar
Hispanic Heritage Month - September/October
Bullying Prevention Month - October
Unity Day - October 20, 2021
LGBT History Month - October
National American Indian Heritage Month - November
International Holocaust Remembrance Day - January 27
American History Month - February
Black History Month - Feburary
Greek-American Heritage Month - March
Gender Equality Month - March
National Women's History Month - March
World Autism Awareness Day - April 2
National Asian American and Pacific Islander Heritage Month - May
Jewish American Heritage Month - May
LGBT Pride Month - June
Community Connections
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CHILD FIND NOTICE
It is the responsibility of Weber School District (WSD) to identify any child who is a resident of WSD who may have a disability, regardless of the severity of the disability. Children eligible for Section 504 accommodations or services include those children who have a physical or mental impairment that substantially limits a major life activity.
If you suspect your child has a disability and does not qualify special education services,
please contact your child’s teacher, or call the District’s Student Services Coordinators at 801-476-7811 to ask about 504 accommodations or for additional information.
Resources for parents:
Section 504 Parent Guide of the Rehabilitation Act of 1973 [ENGLISH]
Section 504 Parent Guide of the Rehabilitation Act of 1973 [SPANISH]
Section 504 Parent & Student Rights and Safeguards [ENGLISH]
Section 504 Parent & Student Rights and Safeguards [SPANISH]
Section 504 Complaint Form
Section 504 Letter to Health Care Professionals
Section 504 Consent for Evaluation Form
Sección 504 Formulario De Consentimiento Para Evaluación
Transition Timeline - For Students in Grades 9-12 Transitioning from High School to College
[SPANISH] Transicón Cronograma - For Students in Grades 9-12 Transitioning from High School to College
Post-Seconday 504 Accommodation Plans
Resources for school administrators:
Section 504 Consent for Evaluation Form [ENGLISH]
Section 504 Consent for Evaluation Form [SPANISH]
Section 504 Eligibility and Planning Worksheet
Section 504 Teacher Input Form
Dear Colleague Letter
A Parent Guide to Section 504 - Tri-fold Brochure [ENGLISH]
A Parent Guide to Section 504 - Tri-fold Brochure [SPANISH]
(click to images to enlarge)
504 VS. IEP
Don't ask which plan is better? What plan should I get? Instead, ask which plan is my student eligible for?
Similarities (Both Plans) 
- Support students with disabilities
- Require a proper evaluation for eligibility
- Require a proper team to make decisions
- Are available in public schools
- Are provided at no additional cost to parents
- Allow for parent or teacher to refer
Differences
| Category | 504 | IEP |
|---|---|---|
| Law | 504 from the Rehabilitation Act of 1973, in conjunction with the Americans with Disabilities Act of 1990 (amended in 2009) | Individuals with Disabilities Education Act of 1990 (amended in 2004) |
| Purpose | Provides equal access, non-discrimination, and accomodations in the learning environment. | Provides an individualized education plan for students who require specialized instruction to progress. |
| Eligibility | Must have a disability that "substantially limits a major life activity" and requires accommodation. | Must have a disability that adversely impacts learning and requires "specialized instruction" to make progress. Must fit within one of 13 eligibility categories. |
| The Plan | Accommodations to ensure equal access in the learning environment. | Includes accommodations and/or modifications, goals, services and times, and other supports. |
| Team | Persons knowledgeable about the student, evaluation, and programs. | Parent, regular ed. teacher, administrator, student (if old enough), and other professionals as appropriate. |
| Review | Plan and eligibility reviewed "periodically". Also when a major change of service is requested. | Plan reviewed annually. Eligibility reviewed every three years. |
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