|
Spring is here, and the OSPI Equity and Civil Rights team wants to remind you that we are available to support schools' anti-discrimination work with resources and technical assistance. Visiting the Equity and Civil Rights website is always a good starting place when looking for information related to school districts' and charter schools' responsibilities under civil rights laws.
You are also welcome to reach out to us directly for technical assistance by phone at 360-725-6162 or email by at equity@k12.wa.us.
New Gender-Inclusive Schools Training Available on OSPI's Website
If you missed OSPI’s March webinar, “Creating Gender-Inclusive Schools in Washington,” the webinar and training handout are now available on OSPI’s Gender-Inclusive Schools webpage, along with other important information and self-guided training resources relating to the rights of LGBTQ+ students in Washington schools.
Note: While OSPI strongly recommends Gender-Inclusive Schools Coordinators review this webinar, state law also requires Coordinators to receive at least one OSPI training on Harassment, Intimidation, and Bullying (HIB). For information on HIB training, contact OSPI's Safety Center.
New Fact Sheet: Section 504 During the Pandemic
In February, the U.S. Department of Education, Office for Civil Rights (OCR) released a fact sheet reminding schools of their obligation to ensure free appropriate public education (FAPE) under Section 504 for students with disabilities during the pandemic, including schools’ responsibilities to provide compensatory services.
Highlights from the fact sheet:
- Even with the unique challenges the COVID-19 pandemic presents, students with disabilities retain their right to FAPE under Section 504, regardless of how schools provide education: virtually, in-person, or with a hybrid learning model.
- If a student with a disability did not receive appropriate evaluations or services during the pandemic, then the student’s Section 504 team must determine whether, and to what extent, compensatory services are required to remedy any education or other deficits from the student not receiving the evaluations or services to which they were entitled.
- When meeting to assess the impact of the pandemic upon a particular student, the student’s Section 504 team should make an individualized determination of whether a student’s current services should be changed due to the effects of the COVID-19 pandemic, such as the impact of the loss of services on skills, mental health and trauma concerns, or the physical health effects of long COVID (post-COVID conditions).
- Several factors may be relevant for the Section 504 team to consider in determining the appropriate type and amount of compensatory services, including the frequency and duration of missed instruction and related services, and whether services provided during the pandemic were appropriate based on the student’s individual needs (see the fact sheet for additional factors).
Additional information about Section 504, including a list of key federal COVID-19-related resources, can be found on OSPI’s Section 504 webpage.
Reviewing Athletics Programs for Sex Equity
If your school district’s athletics programs are back up and running, spring can be a great time to review your district’s system for ensuring athletics programs are offering equitable opportunities, benefits, and treatment to all students, regardless of sex or gender.
A complete review of athletic programs for sex equity includes:
-
Administering OSPI’s Student Athletic Interest Survey at least once every three years to identify your students’ current athletic interests and abilities.
-
Completing an Athletics Evaluation each year to determine whether your girls’ and boys’ athletic programs are equitable with regard to a set of required factors (e.g., athletic opportunities, scheduling, equipment, facilities, etc.).
-
Completing OSPI’s Athletics Opportunities (“Three-Part Test”) Worksheet each year to assess whether athletic programs are providing equitable participation opportunities for girls and boys.
-
Maintaining a system to track outside sources of athletic funding (e.g., fundraisers, booster clubs, donations, etc.) to show that they are being distributed equitably between your girls’ and boys’ athletics programs.
OSPI has survey tools, sample evaluation worksheets, instructions, and best practices for each of these items on OSPI’s Sex Equity in Athletics webpage.
To learn more about the resources, recorded webinars, virtual trainings, and technical assistance that we offer to help educators understand their responsibilities under civil rights laws, please visit the Equity and Civil Rights website. You are also welcome to contact us directly at (360) 725-6162 or equity@k12.wa.us.
|
