COUNCIL BLUFFS COMMUNITY SCHOOL DISTRICT

Transcription

1 BOARD OF DIRECTORS COUNCIL BLUFFS COMMUNITY SCHOOL DISTRICT EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION PLAN Updated October 2014 Page 1

2 BOARD OF DIRECTORS Mission Statement 2 Affirmative Action Compliance Program 2 Mrs. J.J. Harvey President Serving through 2015 Mr. Troy Arthur Vice President Serving through 2015 Mr. Bill Grove Board Member Serving through 2015 Mr. David Coziahr Board Member Serving through 2015 Mr. Scott Hansen Board Member Serving through 2017 Dr. Jill Ogg Gress Board Member Serving through 2017 Mrs. Susan Riley Board Member Serving through 2017 Page 1

3 STATEMENTS & RESOLUTIONS Mission Statement The mission of the Council Bluffs Community School District is to guarantee that every student graduates with the knowledge, skills and character to become a responsible citizen and to succeed in a changing world by creating a leading edge, inclusive educational system which provides challenging expectations, diverse experiences, engaging curriculum and innovative teaching within a collaborative, caring community. Belief Statements Every person is unique and has inherent worth. High quality education is a fundamental right of every individual. Family experience has a critical impact on the development of the individual. Success is a basic human desire that can be fostered and developed. Hard work and persistence are essential to achieve full potential. Challenging expectations inspire people to reach higher levels of achievement. Individuals are responsible for their actions. It is the responsibility of each individual to contribute to the betterment of the community. Honesty and integrity are vital to build trust and respect within a community. Embracing diversity and inclusiveness enriches our community. Educated citizens are crucial for a democratic society to thrive. The entire community is responsible for the social and educational well being of its children. Change involves risk but is necessary to meet the challenges of the future. Strategic Objectives All students will meet or exceed state proficiency standards in reading, writing, math, science, and social studies. Each student will meet or exceed expected growth targets on state assessments. 100% of students will graduate and demonstrate the knowledge, skills, and attributes to successfully transition to post secondary education or a career. Page 2

4 STATE EMENTS & RESOLUTIONS Page 3

5 POLICIES & PROCEDURES Affirmative Action Compliance Program Administrative Procedures The Council Bluffs Community School District has an established policy of Equal Employment Opportunity with respect to qualifications, credentials and records of the applicants and their veteran status without regard to race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic and has an established policy of taking affirmative action in recruitment, appointment, assignment and advancement of women, minorities, people with disabilities and veterans. The administration is expected to know and accept the equal opportunity and affirmative action policies and to ensure that no employee or applicant shall suffer any form of discrimination because of qualifications, credentials and records of the applicants and their veteran status without regard to race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic. In order to effectively communicate and interpret the District s policies to all levels of administration, all other employees, students, parents, community agencies and the public in general, the following will be undertaken: 1. Dissemination of Equal Employment Opportunity Statement and/or Policy. A. Employees will be informed annually of the District s written statement of policy through staff handbooks, on the District intranet and through communication from the district Human Resource Department. B. Students, parents and the general public will be informed annually through the District website, District Annual Report, on posters in the District buildings, job postings and advertisements. C. Employment advertisements and application forms will include assurance of equal employment opportunity and affirmative action. D. All employment and recruiting sources where the District lists jobs will be informed of the policy. E. Notices will be posted on bulletin boards and in locations where applicants are interviewed. These will inform employees of their rights under Federal and State civil rights laws. 2. Responsibility for Implementing the Affirmative Action Program Responsibility for implementing the Affirmative Action Program is assigned to the Affirmative Action Coordinator who will render full assistance and support to those seeking help and assistance in taking affirmative action. A review of affirmative action efforts will be shared with the community through school with local groups representing minority interests to include The Latino Center, Urban League and League of Human Dignity. Inquiries by employees or applicants for employment regarding compliance with equal employment opportunity and affirmative action shall be directed to the Affirmative Action Coordinator, Council Bluffs Community School District, 300 W Broadway, Suite 1600, Council Bluffs, Iowa Inquiries may also be Page 4

6 POLICIES & PROCEDURES directed in writing to the Iowa Civil Rights Department or to the Director of the Region VII Office of Civil Rights, Department of Education, Kansas City, Missouri. Such inquiry or complaint to the State or Federal office may be done instead of, or in addition to, an inquiry or complaint at the local level. Information and copies of the procedures for filing a complaint are available at the District s Human Resources Department, 300 W Broadway, Suite 1600, Council Bluffs, Iowa The Affirmative Action and Equal Employment Opportunity Complaint Form is attached as an addendum to this Administrative Procedure Statement. The plan will be monitored on an ongoing basis through the following areas. 3. Recruiting and Selection Emphasis will be given to seeking and encouraging applicants from minority groups, underrepresented groups and the people with disabilities where such applicants with the necessary qualifications or potentials are available when under representation exists. All District employees who are involved in the interview process will receive training on the interview process with emphasis on restriction of all recruiting and selection inquiries to job related information. Further, all personnel involved in recruiting, selection, promotion, evaluation and related processes will receive training to insure elimination of bias in all personnel actions. 4. Training All training and in service programs supported or sponsored by the District will continue to be equally open to all employees including minority employees and people with disabilities. Training will be provided for all staff regarding all aspects of inappropriate treatment in the workplace on the basis of qualifications, credentials and records of the applicants and their veteran status without regard to race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic. 5. Hiring, Placement, Transfer, Promotion, Lay Off and Recall The District recognizes that to accomplish the long range objectives of its equal employment opportunity policy, continued affirmative action must be taken to ensure that job opportunities of all kinds are called to the specific attention of members of minority groups, women and the people with disabilities and that qualified members of such groups must be offered position on the same basis as all other applicants or employees. To assure achievement of the objectives, the District will periodically review its practices in the hiring, placement, promotion, transfer, lay off and recall of applicants and employees. 6. Compensation All employees, including women, minority groups and people with disabilities will continue to receive compensation in accordance with the same standards. Opportunities for performing overtime work or otherwise earning increased compensation will be afforded to all qualified employees without discrimination based on qualifications, credentials and records of the applicants and their veteran status without regard to race, religion, creed, color, gender, marital status, citizenship, geographic location, socioeconomic status, national origin, ancestry, age, physical or mental disability, sexual orientation, gender identity, genetic information, or any other legally protected trait or characteristic.. Further information regarding equal employment opportunity and affirmative action is available at the Human Resources Department, 300 W Broadway, Suite 1600, Council Bluffs, Iowa Page 5

7 POLICIES & PROCEDURES Code: 402 Title: Human Relations and Interpersonal Responsibilities It is the basic function of the School District and staff of the schools to provide students with instruction and opportunity for the development of those skills, habits, attitudes and character traits essential in our society. To teach these attributes, staff must be effective models in their interactions with other adults and students. All persons employed by, or acting on behalf of, Council Bluffs Community Schools are expected to recognize and support the following: 1. Demonstrate at all times a respect for others regardless of veteran status without regard to race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic. 2. Language or action of any kind which is disparaging or demeaning to others will not be tolerated. This includes racial, ethnic, religious or sexist epithets and language or action which demeans or disparages the individual in his or her person, appearance, ability or other personal attribute. 3. Staff will be expected to exhibit mature good judgment, respect and sensitivity toward others and to adhere to all District policies and local, state and federal laws. 4. Staff will use instructional and behavior management techniques which demonstrate respect for the individual. 5. Licensed staff members will adhere at all times to the standards for professional behavior as defined in the Code of Professional Conduct and Ethics in the Iowa Code. 6. Paraeducators certified by the State of Iowa will adhere to the standards and criteria for professional practice as defined by the State of Iowa under chapter 282 of the Iowa Code. Cross References: Legal References:102, 102.1, 403, 402.1, 405, 405.1, 406, Iowa Code Chapters 25, (5), , 511, 513 Approved: Aug. 18, 1992 Reviewed: Revised: March 28, 2006 March 30, 2010 Page 6

8 POLICIES & PROCEDURES Title: Code: 418 Equal Employment Opportunity and Affirmative Action The School District shall provide equal opportunity to all employees and applicants for employment in accordance with all applicable equal employment opportunity and affirmative action laws, directives and regulations of federal, state and local governing bodies and agencies. Opportunity to all employees and applicants for employment includes hiring, placement, promotion, transfer or demotion, recruitment, advertising or solicitation for employment, treatment during employment, rates of pay or other forms of compensation and layoff or termination. The District will establish affirmative action goals in major job categories where women, men, minorities and persons with disabilities are underrepresented. Employees will support and comply with the District s established equal employment opportunity and affirmative action policy. Employees will be given notice of this policy annually. The District s equal employment opportunity and affirmative action plan will be made available to employees involved in the hiring or management of personnel as well as to all other employees, students, and the public via District intranet and District website. The Board of Directors will appoint an equal opportunity and affirmative action coordinator, who shall have the responsibility for reviewing the affirmative action plan at least every two years. Individuals who submit an application with the District will be given consideration for employment if they meet or exceed the qualifications set by the Board, administration and State Department of Education for the class or position for which they apply. In employing District personnel, consideration shall be given to qualifications, credentials and records of the applicants and their veteran status without regard to race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic. Prior to a final offer of employment for any position, the District will perform the background checks required by law and/or District policy. Based upon the results of the background checks, the District will determine whether an offer will be extended. Advertisements and notices for vacancies within the District will contain the following statement: The Council Bluffs Community School District is an EEO employer. The statement will also appear on application forms. Any applicant or employee alleging a violation of this policy may file a complaint with the district complaint officer. The complaint officer will be the Chief Human Resource Officer for the district as appointed annually by the Board. If the Chief Human Resource officer is the alleged perpetrator, the applicant or employee may file the complaint with the Executive Director of Student and Family Services. Page 7

9 POLICIES & PROCEDURES Complaints of discrimination shall be investigated and remain confidential to the extent reasonably possible. Inquiries or complaints may also be directed to local, state and federal agencies including the Council Bluffs Civil Rights Commission, Iowa Civil Rights Commission, the Equal Employment Opportunity Commission, and the Office of Civil Rights of the United States Department of Education. The District will take action to halt any improper discrimination and will take other appropriate corrective actions to remedy all violations of this policy. Retaliation against an employee because the employee in good faith filed a discrimination complaint, assisted or participated in an investigation, or opposed language or conduct that violates this policy, is prohibited. The Chief Human Resource Officer shall be responsible for coordinating the ongoing implementation of the equal opportunity and affirmative action plans and ensuring that applicants and employees are treated in accordance with this policy. Cross References: Legal References: 418.1, Iowa Code, Chapters 19B.11; 35 C; 216; 279.8; 281Iowa Admin, Code Chapter 95;_ 29 U.S.C. 621; 42 U.S.C. 2000e et seq; 42, U.S.C ; P.L Approved: June 19, 1990 Reviewed: February 24, 2004 Revised: June 10, 1993 May 27, 2008 March 26, 2013 Page 8

10 POLICIES & PROCEDURES Title: Compliance Complaint Procedure A. Affirmative Action and Americans with Disabilities Complaint Officer: NAME Chief Human Resources Officer Janet Reiners OFFICE ADDRESS 300 W Broadway, Suite 1600 Council Bluffs, IA PHONE NUMBER ADDRESS jreiners@cbcsd.org OFFICE HOURS 8:00 to 5:00 Monday through Friday Code: Alternate: NAME Jenny Barnett Executive Director of Student and Family Services OFFICE ADDRESS 300 W Broadway, Suite 1600 Council Bluffs, IA PHONE NUMBER ADDRESS bgabrick@cbcsd.org or lwrinkle@cbcsd.org OFFICE HOURS 8:00 to 5:00 Monday through Friday B. Procedure 1. Any employee or applicant who believes that he or she has been subjected to discrimination in hiring, placement, upgrading, transfer or demotion, recruitment, advertising or solicitation for employment, treatment during employment, rates of pay or other forms of compensation, and layoff or termination, based on race, religion, creed, color, gender, marital status, citizenship, geographic location, socioeconomic status, national origin, ancestry, age, physical or mental disability, sexual orientation, gender identity or any other protected trait or characteristic as outlined and mandated by the Americans with Disabilities Act, shall file a written report with the Board appointed complaint officer. A Complaint Form is provided for this purpose. 2. The complaint officer receiving complaints shall investigate the complaint in an informal manner through the following process: a. The complaint officer shall review the information as stated on the written complaint and confer with the complainant in order to obtain a clear understanding of that party s statement of facts. Page 9

11 POLICIES & PROCEDURES b. The complaint officer may hold as many meetings with all parties involved as is necessary to gather information. c. On the basis of the complaint officer s perception of the situation, he or she may: 1) attempt to resolve the matter informally through conciliation; 2) report the incident and transfer the records to the Superintendent, and also notify the complainant. 3. After reviewing the record made before the complaint officer, the Superintendent may attempt to gather more information necessary to make a determination of the disposition of the case. 4. The complainant may, at any time, file a charge of discrimination with the following governmental agencies: U.S. Equal Employment Opportunity Commission 1801 L Street NW Washington, DC Phone: EEOC AND/OR Iowa Civil Rights Commission 211 East Maple Street 2nd Floor Des Moines, IA Phone: Approved: June 10, 1993 Reviewed: March 25, 2002 Revised: February 24, 2004 May 27, 2008_ March 30, 2010 Code: 405 Title: Harassment In The Workplace Harassment of employees and students will not be tolerated in the District. This policy applies to actions in District facilities, on District premises and in or on other school property, including school vehicles. This policy also includes those times when the employee or student is at any school sponsored, approved or related activity or function, such as a field trip or athletic event where students are under the control of the District or where the employee is engaged in school business. Harassment prohibited by the District includes, but is not limited to, discriminatory Page 10

12 POLICIES & PROCEDURES harassment based race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other personal attribute. Harassment by Board members and officers, employees, volunteers, students, parents/guardians, vendors and others doing business with the District is prohibited. Employees and students whose behavior is alleged to be in violation of this policy will be subject to an investigation. If allegations of harassment are founded, the employee or student may be subject to discipline, up to and including, discharge or expulsion, or other appropriate action. Other individuals whose behavior is alleged to be in violation of this policy will be subject to appropriate sanctions as determined and imposed by the Superintendent or Board. Sexual harassment of employees will include, but not be limited to, unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment, submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual or such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile or offensive working environment. Other types of harassment may include, but not be limited to, comments, jokes, stories, pictures or objects that are offensive, tend to alarm, annoy, abuse or demean certain protected individuals and groups. Such behavior is considered harassment when it has the purpose or effect of unreasonably interfering with an individual s work performance or creating an intimidating, hostile, or offensive working environment, or it results in an adverse employment decision. The Board shall annually appoint a male and female complaint officer who shall be vested with the authority and responsibility to process all harassment complaints in accordance with this policy. Employees and students who believe they have suffered harassment will report such matters to the complaint officer. If the complaint officer becomes a party to the harassment complaint, an alternate officer shall be appointed by the Superintendent. Upon receiving a complaint, the complaint officer will confer with the complainant to obtain an understanding and a statement of the facts. District employees, students, parents, and volunteers shall fully and fairly cooperate in the investigation. It is the responsibility of the complaint officer to promptly and reasonably investigate claims of harassment and to pass the findings on to the Superintendent who Page 11

13 POLICIES & PROCEDURES will complete such further investigation as deemed necessary and take such final action as deemed appropriate. Information regarding an investigation of harassment is confidential to the extent reasonably possible, and those individuals who are involved in the investigation will not discuss information regarding the complaint outside the investigation process. No person shall retaliate against an employee or student because the employee or student has in good faith: filed a harassment complaint, assisted or participated in a harassment investigation, assisted or participated in a proceeding or hearing regarding a harassment charge or opposed language or conduct that violates this policy. Retaliators will be subject to appropriate sanctions as determined and imposed by the Superintendent or Board. Complaints may be filed using Harassment Complaint Form, Administrative Regulation It is the responsibility of the Board members and officers, administrators, licensed and classified employees, volunteers, students, parents/guardians, vendors, and others having business or other contact with the District to act appropriately under this policy. It is the responsibility of any employee to report suspected or observed harassment in the workplace to their immediate supervisor or the office of Human Resources. It is the responsibility of the Superintendent and complaint officer to inform and educate employees or students and others involved with the District about harassment and the District's policy prohibiting harassment. This policy and accompanying regulations will only apply when an employee is the victim of an alleged harasser or an employee is the alleged harasser. It is the responsibility of the Superintendent, in conjunction with the complaint officer, to develop administrative rules regarding this policy. Cross References: Legal References: 102, 102.1, 402, 405.1, 405.2, 405.3, 29 U.S.C. 621; 42 U.S.C. 2000e et seq.; 42 U.S.C ; 412, 512, 513 P.L ; 29 C.F.R. Pt ;Iowa Code Ch Approved: Nov. 17, 1987 Reviewed: Revised: Feb. 24, 2004 April 22, 2008 March 30, 2010 March 26, 2013 July 22, 2014 Page 12

14 POLICIES & PROCEDURES Code: Title: Harassment Complaint Procedure COMPLAINT PROCEDURE An employee or student who believes that they have been harassed will notify the Harassment Complaint Officer. The appointed complaint officer is the Executive Director of Student Services, Jenny Barnett. The alternate complaint officer is the Chief Human Resources Officer, Janet Reiners. The complaint officer may request that the employee or student turn over evidence of the harassment, including, but not limited to, letters, tapes, or pictures. District employees, students, parents, and volunteers shall fully and fairly cooperate in the investigation. Information received during the investigation is kept confidential to the extent reasonably possible. The complaint officer, with the approval of the Superintendent, or the Superintendent has the authority to initiate a harassment investigation in the absence of a written complaint. INVESTIGATION PROCEDURE The complaint officer will reasonably and promptly commence the investigation upon receipt of the complaint. The complaint officer will interview the complainant and the alleged harasser. The alleged harasser may file a written statement refuting or explaining the behavior outlined in the complaint. The complaint officer may also interview witnesses as deemed appropriate. Upon completion of the investigation, the complaint officer will report to the Superintendent. The complaint officer will outline the findings of the investigation to the Superintendent. RESOLUTION OF THE COMPLAINT The Superintendent will complete the next step in the investigation reasonably and promptly upon receipt of the complaint officer s report. Following the complaint officer s report, the Superintendent may investigate further, if deemed necessary, and make a determination of the appropriate next step which, for employees, may include discipline up to and including discharge. Prior to the determination of the appropriate remedial action, the Superintendent may, at the Superintendent's discretion, interview the complainant and the alleged harasser. The Superintendent will file a written report closing the case. The complainant, the alleged harasser and the complaint officer will receive notice as to the conclusion of the investigation. POINTS TO REMEMBER IN THE INVESTIGATION Evidence uncovered in the investigation is confidential to the extent reasonably possible. Complaints must be taken seriously and investigated. No retaliation will be taken against individuals involved in the investigation process. Page 13

15 POLICIES & PROCEDURES Retaliators will be disciplined up to and including discharge. CONFLICTS If the complaint officer is the alleged harasser or a witness to the incident, the complaint should be filed with the alternate complaint officer. If the alleged harasser is the Superintendent, the alternate complaint officer will take the Superintendent's place in the investigation process. The alternate complaint officer will report the findings to the Board. Approved: Aug. 18, 1992 Reviewed: May 2, 1995 Revised: May 27, 2003 April 22, 2008 March 26, 2013 July 22, 2014 Code: 513 Title: Anti Bullying/Harassment Involving Students Harassment and bullying of students and employees are against federal, state and District policy and are not tolerated by the Board of Directors. The Board is committed to providing a safe and civil school environment in which all members of the school community are treated with dignity and respect. To that end, the Board has in place policies, procedures and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents of bullying and harassment. Bullying and harassment of students by other students, by school employees and by volunteers who have regular, significant and direct contact with students will not be tolerated in the school or District. The Board prohibits harassment, bullying, hazing or any other victimization of students and employees based on any of the following actual or perceived traits or characteristics of the student, including, but not limited to, race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other personal attribute. This policy is in effect while students, employees or volunteers are in school, while on District property, while in school owned or school operated vehicles, while attending or engaged in school functions or school sponsored activities regardless of location and while away from District property if the misconduct directly affects the good order, efficient management and welfare of the school or District. Page 14

16 POLICIES & PROCEDURES If, after an investigation, a student is found to be in violation of this policy, the student shall be disciplined by appropriate measures which may include suspension or expulsion. If, after an investigation, a school employee is found to be in violation of this policy, the employee shall be disciplined by appropriate measures which may include termination. If, after an investigation, a school volunteer is found to be in violation of this policy, the volunteer shall be subject to appropriate measures which may include exclusion from school grounds. Harassment and bullying can include, but may not be limited to, electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student as identified above and which creates an objectively hostile school environment that meets one or more of the following conditions: places the student in reasonable fear of harm to the student s person or property, has a substantially detrimental effect on the student s physical or mental health, has the effect of substantially interfering with the student s academic performance or has the effect of substantially interfering with the student s ability to participate in or benefit from the services, activities, or privileges provided by a school. Electronic means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic or other similar means. Electronic includes, but is not limited to, communication via electronic mail, internet based communications, pager service, cell phones, electronic text messaging or similar technologies. Harassment and bullying may include, but are not limited to, the following behaviors and circumstances: Repeated remarks of a demeaning nature, Implied or explicit threats concerning one's grades, achievements, property, etc., Demeaning jokes, stories or activities directed at the student and/or Unreasonable interference with a student's performance. Discriminatory harassment of students may include, but is not limited to, verbal or physical conduct that has the purpose or effect of substantially interfering with the student s academic performance or other ability to participate in or benefit from an education program or activity, or creating an intimidating, hostile or offensive education environment. Sexual harassment of a student means unwelcome sexual advances, requests for sexual favors or other verbal or physical conduct of a sexual nature when: Page 15

17 POLICIES & PROCEDURES submission to the conduct is made either implicitly or explicitly a term or condition of the student s education or benefits; submission to or rejection of the conduct is used as the basis for academic decisions affecting that student or the conduct has the purpose or effect of substantially interfering with the student s academic performance or other ability to participate in or benefit from an education program or activity, or creating an intimidating, hostile or offensive education environment. In situations between students and school officials, faculty, staff or volunteers who have direct contact with students, bullying and harassment of students may also include the following behaviors: requiring that a student submit to bullying or harassment by another student, either explicitly or implicitly, as a term or condition of the targeted student s education or participation in school programs or activities and/or requiring submission to or rejection of such conduct as a basis for decisions affecting the student. Any school employee, volunteer, student, or parent/guardian who promptly, reasonably and in good faith reports an incident of bullying or harassment to the appropriate school official in compliance with school procedures shall be immune from civil or criminal liability relating to such report and to the person s participation in any administrative or judicial proceeding resulting from or relating to the report, to the extent provided by law. Individuals who knowingly file a false complaint may be subject to appropriate disciplinary action. District employees, students, parents, and volunteers shall fully and fairly cooperate in the investigation. Retaliation or reprisal against any person because the person has filed a bullying or harassment complaint or assisted or participated in a bullying or harassment investigation or proceeding in good faith, or opposed language or conduct that violates this policy, is prohibited. Individuals who knowingly file false harassment or bullying complaints and any person who gives false statements in an investigation shall be subject to discipline by appropriate measures, as shall any person who is found to have retaliated against another in violation of this policy. Any student found to have retaliated in violation of this policy shall be subject to measures up to, and including, suspension and expulsion. Any school employee found to have retaliated in violation of this policy shall be subject to measures up to, and including, termination of employment. Any school volunteer found to have retaliated in violation of this policy shall be subject to measures up to, and including, exclusion from school grounds. Page 16

18 POLICIES & PROCEDURES The Board appointed investigator will be responsible for the handling of all complaints by students and employees alleging bullying or harassment and will promptly and reasonably investigate any allegations. The investigator will consider the totality of the circumstances presented in determining whether conduct objectively constitutes harassment or bullying under state law. It also is the responsibility of the Superintendent, in conjunction with the investigator and principals, to develop procedures regarding this policy. The Superintendent also is responsible for organizing training for students, and employees. The training will include how to recognize harassment and what to do in case a student is harassed. It will also include proven effective harassment prevention strategies. Volunteers with regular, significant and direct contact with students will receive a copy of this policy and be instructed to report to an administrator any prohibited or suspected bullying or harassment behavior. The Superintendent will also develop a process for reviewing the effectiveness of prevention efforts in reducing bullying and harassment in the School District. The policy will be publicized by the following means: District wide Student and Family Handbook, Employee Procedures Guide and Intranet, District web site. and a copy shall be made available at the district administrative office at 300 W Broadway, Suite 1600, Council Bluffs, IA Cross References: Legal References: 102, 102.1, 102.2, 405, 405.1, 513.1, , 511, 512, 513.1, 903, Title VI, Civil Rights Act 1964, Title IX of Education Amendments 1972, Section 504 of Rehabilitation Act 1973,280.28, 281 IAC 12.3(13) Approved: March 21, 1995 Reviewed: Revised: July 25, 2006 Feb.26, 2008 March 30, 2010 May 28, 2013 July 22, 2014 Page 17

19 POLICIES & PROCEDURES Code: Title: Anti Bullying/Harassment Investigation Procedure Individuals who feel that they have been harassed should: Communicate to the harasser that the individual expects the behavior to stop, if the individual is comfortable doing so. If the individual wants assistance communicating with the harasser, the individual should ask a teacher, counselor or principal to help. If the harassment does not stop, or the individual does not feel comfortable confronting the harasser, the individual should: tell a teacher, counselor or principal; and write down exactly what happened, keep a copy and give another copy to the teacher, counselor or principal including; o what, when and where it happened; o who was involved; o exactly what was said or what the harasser did; o witnesses to the harassment; o what the s/he said or did, either at the time or later; o how s/he felt; and o how the harasser responded. COMPLAINT PROCEDURE An individual who believes that s/he has been harassed or bullied will notify District administrator Jenny Barnett, the designated investigator. The alternate investigator is District administrator Janet Reiners. The investigator may request that the individual complete the Anti Bullying/Harassment Complaint Form (513.2) and turn over evidence of the harassment, including, but not limited to, letters, tapes or pictures. The complainant shall be given a copy of the completed complaint form. Information received during the investigation is kept confidential to the extent possible. The principal or the investigator, with the approval of the principal, each has the authority to initiate an investigation in the absence of a written complaint. INVESTIGATION PROCEDURE The investigator will reasonably and promptly commence the investigation upon receipt of the complaint. The investigator will interview the complainant and the alleged harasser. The alleged harasser may file a written statement in response to the complaint. The investigator may also interview witnesses as deemed appropriate. Page 18

20 POLICIES & PROCEDURES Upon completion of the investigation, the investigator will make written findings and conclusions as to each allegation of harassment and report the findings and conclusions to the principal. The investigator will provide a written copy of the findings of the investigation to the principal. RESOLUTION OF THE COMPLAINT Following receipt of the investigator's report, the principal may investigate further, if deemed necessary, and make a determination of any appropriate additional steps which may include discipline. Prior to the determination of the appropriate remedial action, the principal may, at the principal's discretion, interview the complainant and the alleged harasser. The principal will file a written report closing the case and documenting any disciplinary action taken or any other action taken in response to the complaint. The complainant, the alleged harasser and the investigator will receive notice as to the conclusion of the investigation. The principal will maintain a log of information necessary to comply with Iowa Department of Education reporting procedures. POINTS TO REMEMBER IN THE INVESTIGATION Evidence uncovered in the investigation is confidential. Complaints shall be taken seriously and investigated. No retaliation will be taken against individuals involved in the investigation process. Retaliators will be disciplined up to and including suspension and expulsion. CONFLICTS If the investigator is a witness to the incident, the alternate investigator shall investigate. Approved: Aug 18, 1992 Reviewed: May 2, 1995 Revised: July25, 2006 May 28, 2013 Feb.26, 2008 Page 19

21 QUALITATIVE ANALYSES POLICY REVIEW An analysis of the District policies and handbooks was completed by the Human Resources and Student Services Departments. Several policies, handbooks, and web pages were reviewed and revised to include the most updated protected classes and language. These documents were modified on paper and electronically so potential candidates, current employees, students, families, and the general public understands the District s equal employment opportunity and affirmative action policies. All of the District s policies are reviewed on a regular schedule to ensure there is no adverse impact to individual employees or employee groups as well as to maintain compliance with changing equal employment legislation. SELECTION PROCEDURES The current selection process is under ongoing review to ensure there is no adverse impact and that the District is hiring the most qualified candidates for positions. Candidates are required to complete an application in order to be considered for a position. The applications are then screened by Human Resources and qualified candidates are contacted for a structured interview. The District has shifted to administering all structured interviews over the phone to maintain consistency between licensed and nonlicensed staff and to ensure equal employment opportunity. This change was made for non licensed staff in the school year. In addition, all selection committee members are reminded regularly of the District s affirmative action policies and are required to comply with these policies for each position for which they are providing input. STAFF DEVELOPMENT Each year the District provides materials and training to employees regarding equal employment opportunity and affirmative action. District policies are distributed at the beginning of the year and are available at any time electronically from the District s website and employee intranet. Employees are required to sign an acknowledgement of receipt for these publications. New employees are provided materials and training at orientation sessions throughout the year to ensure compliance with these District procedures. The District requires all employees to complete mandatory training yearly. The required trainings are reviewed annually by the Chief Human Resources Officer and are assigned by job title. In addition to the annual trainings, the District also requires employees to complete Sexual Harassment and Diversity Awareness modules through Safe Schools every 3 years. For new staff this is required to be completed within their first 90 days of employment. Page 20

22 QUALITATIVE ANALYSES District representatives attend conferences and trainings as available through local, state or regional agencies as available. District Human Resources professionals attend round table discussions held by the Diversity Committee through the Human Resources Association of the Midlands (HRAM). They also attend various seminars sponsored by the Southwest Employers Council of Iowa (SWECI) covering topics including Discrimination, Harassment, and Retaliation as well as forums with subject matter experts related to employment laws governed by the OFCCP and EEOC. In May of 2014 a District representative sat in on the inaugural employer summit focusing on Building A Diverse Workforce. This was co sponsored by the Urban League of Nebraska, Kaplan University, and Workforce Solutions Center, One Source Background Checks, and Omaha 360. The District will also be represented at the Iowa Civil Rights Commission Conference in November of this year. Various District departments coordinate meetings for staff to attend 1 2 days of professional development yearly. In October of 2014 the District administrators were trained on the affirmative action policies and diversity awareness. This training focused on external hiring, internal transfers, and compensation specifically related to overtime and opportunities for extra duties. In the school year our Administrative Assistants and support staff job categories were given training on the impact poverty has on students based on research published by Ruby Payne as well as a presentation by a representative from Iowa Western Community College on the Intergenerational Workforce. EMPLOYEE EVALUATION Administrators and supervisors are responsible for the evaluation process. A group of District employees are working to gather and analyze turnover motives in order to develop strategies to improve turnover among various groups of employees. The evaluation process aids in decreasing turnover and establishes a means by which diverse and underrepresented employees have opportunities for equal employment and success. Administrators and supervisors are required to keep current on completing evaluations for their staff and providing assistance in the event an employee s performance is less than satisfactory. It is the District s view that all employees should have an opportunity to succeed within the Council Bluffs Community School District. RETENTION AND RECRUITMENT EFFORTS A group of District employees are working to gather and analyze turnover information in order to develop strategies to improve turnover among various groups of employees. This analysis aids the district in identifying causes for turnover and to more specifically target any workplace practices that may contribute to employee turnover.. Exit survey data is being analyzed to determine if employee exits are due in any way to perceived unfair work practices. Page 21

23 QUALITATIVE ANALYSES In recent years the District has shifted its advertising strategy from printed media to website listings, social media and job fair attendance. The reasons for this strategy shift are the ability to reach a larger audience of applicants online and the ability to focus recruitment in specific job markets and on attracting candidates from a more diverse pool. This shift has increased the number of applications the District receives and has freed up money that the District has been able to reallocate toward new online target markets including social media sites and subscriptions to application/job posting databases such as Nemnet and employment fairs to attract minority candidates such as those put on by the Urban League and Latino Center. The chart below summarizes the referral source for all applications received and employee new hires. The table below is reflective of the most recent three years of applications received. From August 2011 to August 2014 we have collected 44,182 applications. There are 3,907 candidates that have identified themselves in one of the above minority categories. This is a 10.54% minority rate among applicants in the Council Bluffs Community School District. ETHNIC ADMINS ELEM SEC SUPPORT CUST MAINT SPECIALIST CATEGORY SUPERVISORS TEACHERS TEACHERS STAFF TRADES NUTRITION Total Applicants Female Male No Gender Response White (not of Hispanic Origin) Black (not of Hispanic Origin) Hispanic Asian/ Pacific Islander American Indian / Alaskan Native More Than Two Races No Race Response Page 22

24 QUALITATIVE ANALYSES APPLICATIONS REFERRAL SOURCE RECEIVED NEW HIRES NEW HIRES AEA CADRE Program Careerbuilder.com Careerlink.com College/University Website Craigslist Des Moines Register District Employee Facebook IA REAP Indeed.com Internet Research Iowa Jobs Job Fair Omaha World Herald Non Pareil Newspaper Omaha.com Posting in Building ROTC Website School s Website Student Taught/Internship Teach Iowa Website Workforce Development K12JobSpot.com Other Page 23

25 QUALITATIVE GOALS The majority of our applications come from our school s website followed by Career Link, District Employees, and then Indeed.com. Of the new hires the District has made in the last two years these same categories follow the same trend with the District Website being the highest referral source. After a review of our qualitative and availability analyses the District has outlined several goals for the upcoming school years. The objective of these goals will be for the District to improve processes, be more transparent, and increase the number of minority candidates for open positions. POLICY REVIEW Although all District policies are reviewed on a rotating set schedule, a member of the Human Resource Department will review the policies in this report annually to ensure all identified protected classes are included as legislation changes. In doing this review the Human Resource representative will also assess the District website and employee intranet to ensure the correct language is current and transparent for all stake holders of the Council Bluffs Community School District. SELECTION PROCEDURES During the selection process the Human Resource representative completing the initial screening of candidates will review all applications for minority and disabled candidates who self identify and interview all candidates who meet the minimum qualifications for the position. Minority and disabled candidates who pass the initial screening interview will then be given a second in person interview by the hiring administrator and/or selection committee. The Human Resources Department will work with each building administrator and department supervisor to set hiring goals. The selection committees will be reminded regularly of the importance of increasing our staff in underrepresented categories, however the final decision will be for the candidate who is most qualified for the position. STAFF DEVELOPMENT As part of regular staff development the Human Resource Department will continue to monitor the completion of all District required training including Sexual Harassment and Diversity Awareness. Individual building administration and supervisors will aid in this process for each of their employees. In addition to monitoring the completions of required training for regular staff, it will also be the responsibility of individuals who oversee part time, temporary, coaching, substitutes, etc. to ensure these employees also have access and are completing the District required trainings. District representatives will continue to be able to attend local seminars and forums to keep up to date on the changing workforce in our region, collaborate on new strategies that other organizations are developing, and learn about new legislation changes that may be developing or changing. Page 24

26 QUALITATIVE GOALS For new staff coming into the District a session on diversity or cultural awareness will be offered during the first 90 days. The Human Resource Department will continue to collaborate with the Student and Family Services, Nutrition Services, Custodial/Maintenance, Technology, Special Education, and Curriculum departments to offer training during professional development times. EMPLOYEE EVALUATION The Human Resources Department and Department of Teaching and Learning will monitor administrators and supervisors to ensure accountability for fair and consistent evaluation of staff. Performance issues will be addressed with employees utilizing a process of improvement that allows all employees opportunity to improve skills. Furthermore, any disciplinary action will be clearly documented and every employee will be given appropriate due process. RECRUITMENT EFFORTS As part of the recruiting process the District has outlined the following steps to increase exposure and attract candidates from any or all under represented categories. Our HR Specialist will continue to work with colleges and universities in the placement of students from underrepresented groups in practicum and student teaching assignments. The Chief Human Resource Officer will continue to coordinate an interview day in the Fall and Spring for student teachers in the District. The Chief Human Resource Officer and HR Specialist will coordinate with student teacher placement offices to invite other student teachers to the Fall and Spring interview day. The District will continue to send representatives to university recruiting fairs The Human Resources Department will continue to advertise open positions on websites serving underrepresented groups. The Chief Human Resource Officer and HR Specialists will continue relationships with organizations serving underrepresented groups including but not limited to the Iowa and Nebraska Workforce Development offices, Urban League in Nebraska and Iowa, Latino Center, Department of Veterans Affairs and the Vocational Rehabilitation of Iowa and Nebraska. A representative will also be sent regularly to local recruiting fairs that target underrepresented groups. A representative will attend at least one national educational cultural competency conference or recruitment fair. Page 25

27 WORKFORCE ANALYSES DISTRICT EMPLOYEE PROFILE District employees have been broke down into 7 groups based on their job title, qualifications, and their required job duties. All data tables in the remainder of this report will follow these job groups. Administrators/Supervisors: This group includes employees identified as Chief Administration, Principals, Assistant Principals, School Administrative Managers, and Department Directors and Supervisors. Elementary Teachers/Coaches: This group includes employees whose home building is assigned to an elementary school. Job titles included in this group are Teachers, Strategists, Interventionists, Teacher Leaders, Coaches, School Nurses and Counselors. Secondary Teachers/Coaches: This group includes employees whose home building is assigned to a secondary school. Job titles included in this group are Teachers, Strategists, Interventionists, Teacher Leaders, Coaches, School Nurses and Counselors. Specialist: This group includes employees who are non licensed staff in the areas of Technology, Human Resources, Finance, Payroll, and Special Projects. Job titles included are technicians, specialist, accountants, interpreters, program coordinators, and behavior interventionists. Support Staff: This group includes employees whose main role is of support to students and staff. Job titles included are Administrative Assistants, Support Specialists, Paraeducators, Library Clerks, and Health Associates. Custodial/Maintenance/Trades: This group includes employees who service the buildings and grounds for the District. Job titles included are Custodians, System Wide Maintenance, Grounds, and Trades including Carpenter, Electrician, Painter, and HVAC Technician. Nutrition Services: This group includes employees who are involved in food service for the District. Job titles included are Cook/Server, Managers, Coordinators, Nutrition Education, Warehouse, and Drivers. Page 26

28 WORKFORCE ANALYSES An important goal of the District is the recruitment and retention of a diverse workforce. Our employment statistics are reported every two years to the Equal Employment Opportunity Commission. The table below lists the current diversity statistics by gender, race/ethnicity, and disability by job category. ETHNIC ADMINS ELEM SEC SUPPORT CUST MAINT SPECIALIST CATEGORY SUPERVISORS TEACHERS TEACHERS STAFF TRADES NUTRITION Total Employees Female Male Disability White (not of Hispanic Origin) Black (not of Hispanic Origin) Hispanic Asian/ Pacific Islander American Indian / Alaskan Native Multiple Races *Note: The numbers in this table are reflective of current employment as of August The table below summarizes the employee minority rate change over the past several years. YEAR TOTAL TOTAL PERCENT TOTAL MINORITY PERCENT EMPLOYEES MALE/FEMALE MALE/FEMALE EMPLOYEES MINORITY RATE / %/76.9% % / %/76.2% % / %/76.5% % / %/77.0% % / %/77.8% % Page 27

29 STUDENT ENROLLMENT PROFILE ELEMENTARY STUDENT ENROLLMENT PROFILE ETHNIC CATEGORY TOTAL MALE FEMALE % OF TOTAL ENROLLED Asian/Pacific Islander % Black % Hispanic % American Indian/ Alaskan Native % White % Multiple Races % Total Students *Note: The numbers in this table represent 11 Elementary Schools for the school year. SECONDARY STUDENT ENROLLMENT PROFILE ETHNIC CATEGORY TOTAL MALE FEMALE % OF TOTAL ENROLLED Asian/Pacific Islander % Black % Hispanic % American Indian/ Alaskan Native % White % Multiple Races % Total Students *Note: The numbers in this table represent 6 Secondary Schools for the school year. The table below summarizes the student minority rate change over the past several years. SCHOOL YEAR TOTAL STUDENTS TOTAL MALE/FEMALE PERCENT MALE/FEMALE TOTAL MINORITY STUDENTS PERCENT MINORITY RATE / %/48.0% % / %/48.2% % / %/48.3% % / %/48.3% % Page 28

30 QUANTITATIVE ANALYSES RELEVANT LABOR MARKETS IOWA State of Iowa Iowa Department of Education City of Council Bluffs Fremont County Harrison County Mills County Pottawattamie County Iowa Western Community College Buena Vista University Iowa State University University of Iowa University of Northern Iowa NEBRASKA State of Nebraska Nebraska Department of Education City of Omaha Cass County Dodge County Douglas County Sarpy County Saunders County Washington County Metropolitan Community College Creighton University University of Nebraska Lincoln University of Nebraska Omaha Page 29

31 QUANTITATIVE ANALYSES Data for the relevant labor market was collected through the American Fact Finder website which is an application connected to the United States Census. The relevant labor market for each job category was identified based on the residential location of current employees as well as the previous residential location of new hires. For our Administrators & Supervisors, Elementary Teachers, Secondary Teachers, and Specialist job categories we used state wide labor market data for Iowa and Nebraska. Our Support Staff and Custodial, Maintenance, Trades job categories we used labor market data for Pottawattamie, Mills, Harrison and Fremont counties in Iowa as well as Cass, Dodge, Douglas, Sarpy, Saunders, and Washington counties in Nebraska. Finally, for our Nutrition Services job category we used Pottawattamie and Mills counties in Iowa and Douglas and Sarpy counties in Nebraska. The disability statistics for each job category were identified state wide for Iowa and Nebraska as those were the furthest the data was broke down on the American Fact Finder website. DISTRICT EMPLOYEE REPRESENTATION OF MINORITIES CURRENT DIFFERENCE JOB CATEGORY TOTAL AVAILABILITY REPRESENTATION REPRESENTATION Administrators & Supervisors % 5.8% Under by 2.1% Elem Teachers & Coaches % 4.8% Under by 2.6% Sec Teachers & Coaches % 4.3% Under by 1.8% Specialist % 7.7% Under by 5.2% Support Staff % 14.6% Under by 10.4% Custodial Maintenance Trades % 22.3% Under by 15.1% Nutrition % 27.7% Under by 20.3% DISTRICT EMPLOYEE REPRESENTATION OF DISABILITIES CURRENT DIFFERENCE JOB CATEGORY TOTAL AVAILABILITY REPRESENTATION REPRESENTATION Administrators & Supervisors % 14.9% Under by 13.0% Elem Teachers & Coaches % 3.3% Under by 3.0% Sec Teachers & Coaches % 3.2% Under by 1.7% Specialist % 5.6% Over by 1.9% Support Staff % 9.3% Under by 7.5% Custodial Maintenance Trades % 11.4% Under by 6.6% Nutrition % 13.4% Under by 9.7% Page 30

32 QUANTITATIVE ANALYSES DISTRICT EMPLOYEE REPRESENTATION OF MALES JOB CATEGORY TOTAL CURRENT DIFFERENCE AVAILABILITY REPRESENTATION REPRESENTATION Administrators Supervisors % 56.0% Under by 13.4% Elem Teachers & Coaches % 20.7% Under by 13.5% Sec Teachers & Coaches % 25.8% Over by 9.8% Specialist % 41.1% Under by 8.6% Support Staff % 26.8% Under by 15.5% Custodial Maintenance Trades % 72.6% Over by 10.5% Nutrition % 49.9% Under by 43.7% DISTRICT EMPLOYEE REPRESENTATION OF FEMALES JOB CATEGORY TOTAL CURRENT DIFFERENCE AVAILABILITY REPRESENTATION REPRESENTATION Administrators Supervisors % 44.0% Over by 13.4% Elem Teachers & Coaches % 79.3% Over by 13.5% Sec Teachers & Coaches % 74.2% Under by 9.8% Specialist % 58.6% Over by 8.9% Support Staff % 73.3% Over by 15.4% Custodial Maintenance Trades % 29.2% Under by 11.1% Nutrition % 50.1% Over by 43.7% *Definition: Representation percentage is a calculation of minority, disabled, male, and female employees with the District as compared to the percentage of minority, disabled, male, and females by job category in the workforce as identified in the EEO tabulation for the civilian labor force from Page 31

33 QUANTITATIVE ANALYSES STUDENT OVERVIEW As reported by the New America Foundation the PreK 12 student enrollment population in the United States has seen a shift in recent years. In 2012 the United States had a student minority rate of 47.9%. This has been a 3.2% increase from The State of Iowa reported less than half that minority rate for Minority enrollment in Iowa was at 19.3% in The minority rate increase in Iowa from 2009 to 2012 has seen a slightly larger percent increase as compared to nationally of 3.8%. The Council Bluffs Community School District has reported a slightly larger minority rate compared to the State of Iowa. In 2012 the District reported 22.4% of students were of a minority. This rate has also seen a shift since The overall growth of enrolled minority students has increased from to by 3.9% or 286 students. Of these school years the largest growth took place in the school year. The increase in minority students went up by 1.7% or 151 students. This rate of change didn t hold for the school year however. From to the District saw only a 0.4% rate increase or 34 additional minority students. This was the smallest rate shift since ADMINISTRATOR/SUPERVISOR OVERVIEW Currently the District has a 3.7% minority rate among its administrators and supervisors. This is an increase from the previous report where no administrators or supervisors were of a minority. The State of Iowa Annual Condition of Education Report (2013) outlined a 2.4% minority rate among public school principals in the school year. However, as compared to the availability data the District is under representative of minorities by 2.1%. The Council Bluffs Community School District has a 1.9% disability rate among its administrators/supervisors workforce. The State of Iowa did not release information regarding disability statistics on its Annual Condition of Education Report. In comparing the District to the availability study it has an underrepresentation of employees with disabilities of 13.0%. The current rate of male administrators and supervisors is 42.6%. This is a 2.6% decrease as compared to the previous report. In comparing this to the State reported principals for public schools in the District is lower than the state rate of 58.9%. Our availability study indicates we have an underrepresentation of males by 13.4%. TEACHER OVERVIEW As of August 2014, the Council Bluffs Community School District had a 2.2% minority rate among its elementary teachers and a 0.3% minority rate among its secondary teaching staff. As a District the minority rate for teachers is 2.4%. This percentage is slightly higher than the rate for all Districts in the State of Iowa. According to the Annual Condition of Education Report (2013), the minority rate for public school teachers in Iowa was 2.2%. When comparing itself to the available workforce however the Council Bluffs Community School District is underrepresented for minorities by 2.6% at the elementary level and 1.8% at the secondary level. When matched up to the District s previous Affirmative Action Plan it has increased its minority rate for elementary teachers from 1.5% to 2.2%. The minority rate among secondary teachers is Page 32

34 QUANTITATIVE ANALYSES slightly less (0.3%) than the previous report. Currently the District has 0.3% disability rate among elementary teachers and a 1.4% disability rate among secondary teachers. The Department of Education did not release state wide data for teachers with disabilities however according to the availability data the Council Bluffs Community School District is underrepresented with elementary teachers by 3.0% and underrepresented with secondary teachers by 1.7%. The previous Affirmative Action Plan did not outline employees with disabilities so there is no comparison between reports. The rate among male teachers in the District has decreased at both the elementary and secondary level as compared to the previous report. The District currently has a male rate of 7.2% at the elementary level and a 35.6% male rate at the secondary level. The male rate for all teachers in the district is 22.3%. The State of Iowa reported a 24.9% male rate among all public school teachers. Although the Council Bluffs Community School District has a male rate below the State s rate the availability study indicated that our District has an underrepresentation of males at the elementary level by 13.5% and an overrepresentation of males at the secondary level by 9.8%. SPECIALIST OVERVIEW Due to a large number of added specialty positions in the District and variance in their job titles as compared to the other job categories outlined in our previous report, this is an added job group. The few individuals employed during the previous plan were identified as part of the support staff and custodial/maintenance/trades groups. Because of this change there are no clear lines to draw in referencing previous reports numbers. The District currently has a 2.5% minority rate within the specialist job category. The availability study indicates there is 7.7% availability rate and shows an underrepresentation of 5.2% in this area. In the previous report these employees were grouped into the support staff group which had a minority rate of 3.1% and the custodial/maintenance/trades group that had a minority rate of 10.9%. The disability rate for specialist is 7.5%. This is a over representation of 1.9% as compared to the availability study. The previous report didn t have disability data so there are no changes to discuss. The male rate for specialist is currently at 32.5% and is an underrepresentation of 8.6%. In previous reports the representation for support staff was 2.3% and in the custodial/maintenance/trades group it was 73.1%. SUPPORT STAFF OVERVIEW Our minority rate for current support staff is 4.2%. This is a 1.1% increase compared the previous report. The availability rate is 14.6% indicating that the Council Bluffs Community School District is under representative of minorities in this category by 10.4%. The disability rate among support staff is 7.5%. The availability study for this category is 5.6% resulting in District over representation of 1.9%. In addition the District currently employs 32 males in this category. This makes up a representation of 11.3%. This rate has increased from the previous year s report by 9.0%. Despite the large increase in males in this category the District is still under represented among males by 15.5% Page 33

35 QUANTITATIVE ANALYSES CUSTODIAL/MAINTENANCE/TRADES OVERVIEW Within the custodial/maintenance/trades job category the District has a reported minority rate of 7.2%. This is a decrease as compared to the previous report of 3.7%. The availability study indicates that the District is under represented among minorities by 15.1%. The current disability rate among our custodial/maintenance/trades group is 4.8%. The study indicates there is a minority rate in this job category of 11.4%. This District is under represented among people with disabilities by 6.6%. This job category is largely dominated by men as compared to the other job categories in the District. The District has a female rate of 18.1% which is a 8.7% decrease compared to the previous report. The availability study indicates there is a female rate of 29.2% in our relevant labor market. This would indicate the District has an under representation of females by 11.1%. NUTRITION SERVICES OVERVIEW Our Nutrition Services group has increased its number of minorities as compared to the previous report. Currently, the District has a minority rate in this job category of 7.4%. The previous report outlined a 4.9% minority rate indicating the District has increased in this category by 2.5%. Although this is a positive indicator, we are still under represented among minorities in this category by 20.3%. The District s disability rate among nutrition services staff is 3.7%. The availability analysis for this job category is 13.4%. The District is currently underrepresented of individuals with disabilities by 9.7%. The District has increased the number of males in this category from 0% to 6.2% since the last report. This is an improvement in the right direction however the availability analysis indicates there is 49.9% availability and that the District is under represented by 43.7%. Page 34

36 PROGRESS & NUMERICAL GOALS ADMINISTRATORS/ SUPERVISORS ELEMENTARY TEACHERS/ COACHES SECONDARY TEACHERS/ COACHES SPECIALIST SUPPORT STAFF CUSTODIAL/ MAINTENANCE / TRADES NUTRITION SERVICES Minorities: Under by 3.9% Minorities: Under by 2.6% Minorities: Under by 1.8% Minorities: Under by 5.2% The District Currently Meets the Availability Males: Under by 8.6% Minorities: Under by 10.4% Minorities: Under by 15.1% Minorities: Under by 20.3% Disabilities: Under by 13.0% Disabilities: Under by 3.0% Disabilities: Under by 1.7% Disabilities: Under by 7.5% Disabilities: Under by 6.6% Disabilities: Under by 9.7% Males: Under by 13.4% Males: Under by 13.5% Females: Under by 9.8% Males: Under by 15.5% Females: Under by 11.1% Males: Under by 43.7% 5 Positions 30 Positions 30 Positions 8 Positions 50 Positions 6 Positions 20 Positions ADMINISTRATORS/SUPERVISORS In the previous plan the District s goal in this category was to recruit more minorities and males. As compared to the previous report the District has increased its representation of minorities from 0% to 1.9% however this still falls short of the availability for this category. Although the District representation of males decreased from the previous plan the job category has seen several changes. The District had offered an incentive for early retirement to our administrative group of which several took advantage of the offering. Those that took advantage were largely of the male gender. Since this offering the District has made an effort to recruit and consider male candidates. In the past 2 years the District has hired 7 males out of 10 hires (70%) in In there were 5 total administrators/supervisors hired. Out of these 5, 2 or 40% were male. Over the course of the next two years the District will work toward hiring at least 1 individual of a minority each year. This would be a 20% hiring rate in this category based on the need of 5 new employees. If this is achieved it will bring the representation up to within 1% of the availability. In addition to recruiting minorities and males the District will also work to recruit candidates with disabilities. Increased recruitment in this area has not been a goal for the District in the past but focus on it should bring more qualified candidates to the search pools. In the next year the District will work toward hiring at least 3 male administrators or supervisors based on a projected turnover of 5 positions. If the total number of positions for administrators/supervisors remains at 54 this would bring the male representation up to 48% and close the gap between the labor force availability. Page 35

37 PROGRESS & NUMERICAL GOALS ELEMENTARY TEACHERS Since the last Affirmative Action Plan update the District has increased its total staff in this category. The District has continued to keep up with its recruitment goals both from the qualitative and quantitative section for minorities and males. The workforce representation of elementary teacher has increased since the last report from 1.5% to 2.2% (+.7%). In the District hired4 males which reflected 12.5% of all elementary teachers and in the school year there were 3 male elementary teachers hired. In the next two years the District will work toward of goal of hiring at least 3 individuals of minority or 10% of all new staff each year. This will bring the District representation up to 4.1% and within a percent of the available market. The District will work toward the same goal for disabled elementary teachers bringing the representation in this category up to 2.2%. Additionally, the focus of recruiting and hiring male elementary teachers will continue. The District will work toward hiring 15 male elementary teachers to achieve a 50% representation rate for all teachers hired in this category. SECONDARY TEACHERS Previously the District was only slightly underrepresented for minorities in this category. In comparison to the current workforce in the District now, the representation has not changed. As in the previous category the District has made an effort to recruit more minorities in this category. The representation for disabled individuals in this category is also slightly underrepresented. Finally, female teachers in this category have also increased in the past few years. The District has raised its representation in this category from 57.5% to 64.4% (+6.9%). In the school year the District hired 22 female teachers and in the school year 27 female teachers. The District s recruitment focus in this category will continue to emphasize recruitment of individuals of a minority, disability, and female. The District will work to hire 2 individuals or 7% from among the minority and disability category. This will bring the representation in these categories up to 3.6% and 2.5% respectively by the end of the school year. In addition, the district will work toward the hiring of 17 female secondary teachers or toward a 57% representation rate. This would bring the representation in this category up to 73.8% and within 1% of the available workforce. SPECIALIST This is a new category for the District and did not have goals outlined for it in the previous plan. This category was created because of the increased positions that the District has added and the job duties of these individuals. Many of these positions are grant funded and continued employment in these positions will be based on continuation of funding through the grants. The positions more accurately reflect the census data and job categories reported on the census versus other job categories. Page 36

38 PROGRESS & NUMERICAL GOALS Within this category the District needs to recruit minorities and males. The District will maintain its representation of employees with disabilities. In each of the next two years the District should hire 1 individual of a minority or a 12% representation of hires in this category. This will raise the District s minority representation to 7.5%. Additionally, it will attempt to hire 2 male individuals each year or 25% to raise the representation in this category to 42.5%. SUPPORT STAFF The support staff category has also grown in size since the last report. The District has almost doubled the number of staff in this category. Through this workforce change the District has maintained its goal of recruiting for individuals of a minority as well as of the male gender. Since the last report the District representation of minorities in this category has increased from 3.1% to 4.2% (+1.1%). This has moved the District in the right direction however more progress needs to be made. In the District employed 7 males in this category representing 20.6% of all support staff hires. In there were 9 males hired representing 12%. The increase in the amount of staff as well as a high turnover rate among existing staff has made it difficult to meet the labor force availability however the District will continue to work on recruiting for individuals in underrepresented categories as well as work with administrators/supervisors to identify reasons for high turnover. The District should employ 15 individuals who are minorities, 10 individuals with a disability, and 20 male individuals in each of the next two years to bring the district rate to the availability levels.. CUSTODIAL/MAINTENANCE/TRADES The District has seen an increase in the number of applications it receives for candidates in this category however it has been a barrier for the District to receive qualified candidates among these job positions. The District has worked with outside agencies to establish relationships and place candidates temporarily in positions as they acquire skills. These relationships have increased exposure for the District and have resulted in an increase of applications. In the school year the District hired 2 individuals. Although neither of these individuals were female or of a minority the District maintained its recruitment strategies for these openings. In the District hired 14 individuals in this category. Of these 14 individuals 14% were of a minority and 7% were female. Page 37

39 PROGRESS & NUMERICAL GOALS The District will continue its efforts to recruit minority, disabled, and female candidates. The District will continue to maintain relationships with outside agencies to place disabled individuals within the District. In each of the next two years the District should hire 3 individuals of a minority 50% of anticipated openings, 2 individuals with a disability 34% of the anticipated openings, and 3 female individuals 50% of anticipated openings. This will raise the District representation in these categories to 14.5% in the minority category, 9.6% in the disability category, and 25.3% females. NUTRITION SERVICES The nutrition services job category is the lowest paid category in the District and also has the least amount of FTE. Because of these two characteristics and the limited hours these individuals work it has become a challenge to recruit and maintain employees. The District has worked toward its previous goal of recruiting more minorities and males and has become creative trying new recruitment strategies including sending flyers home with students and through social media. The District has raised its representation of minorities by 2.5% as well as raised its representation of males from 0% to 6.2%. Recruitment in this category will continue to focus on minorities, disabilities, and males. The new recruitment strategies have helped to generate more applications and will be continued. In each of the next two years the District should hire 8 individuals among minorities or 40% of expected openings bringing the District representation up to 27.2% for the school year. There should be 4 individuals 20% of expected openings hired in the school year and 3 individuals 15% of expected openings in the school year to bring the representation in this category up to 12.4%. Finally, the District should employ 10 male individuals, 50% of the expected openings, to bring this representation up to 30.9% Page 38

40 PROGRESS & NUMERICAL GOALS HIRES FOR JOB CATEGORY Administrators/ Supervisors Elementary Teachers/ Coaches Secondary Teachers/ Coaches Specialist Support Staff Custodial/ Maintenance/ Trades Nutrition Services ANTICIPATED OPENINGS MINORITY GOAL DISABILITY GOAL GENDER GOAL 5 Positions Increase Recruitment 1 Individual/20% 3 Male Individuals/60% 1 Individual/20% Representation: 3.7% Representation: 48.2% Representation: 5.6% 30 Positions 30 Positions 8 Positions 40 Positions 6 Positions 20 Positions 3 Individuals/10% Representation: 3.1% 2 Individuals/7% Representation: 3.0% 1 Individual/12% Representation: 5.0% 15 Individuals/38% Representation: 9.2% 3 Individuals/50% Representation: 10.8% Increase Recruitment 8 Individuals/40% Representation: 17.3% 3 Individuals/10% Representation: 1.3% 2 Individuals/7% Representation: 1.9% Maintain Current Representation 10 Individuals/25% Representation: 5.3% 2 Individuals/34% Representation: 7.2% 4 Individuals/20% Representation: 8.6% 15 Male Individuals/50% Representation: 11.9% 17 Female Individuals/57% Representation: 69.1% 2 Male Individuals/25% Representation: 37.5% 20 Male Individuals/50% Representation: 18.0% Increase Recruitment 3 Female Individuals/50% Representation: 21.7% Increase Recruitment 10 Male Individuals/50% Representation: 18.5% HIRES FOR JOB CATEGORY Administrators/ Supervisors Elementary Teachers/ Coaches Secondary Teachers/ Coaches Specialist Support Staff Custodial/ Maintenance/ Trades Nutrition Services ANTICIPATED OPENINGS 5 Positions 30 Positions 30 Positions 8 Positions 40 Positions 6 Positions 20 Positions MINORITY GOAL DISABILITY GOAL GENDER GOAL 1 Individual/20% Representation: 5.6% 3 Individuals/10% Representation: 4.1% 2 Individuals/7% Representation: 3.6% 1 Individual/12% Representation: 7.5% 15 Individuals/38% Representation: 14.5% 3 Individuals/50% Representation: 14.5% Increase Recruitment 8 Individuals/40% Representation: 27.2% Increase Recruitment 1 Individual/20% Representation: 9.3% 3 Individuals/10% Representation: 2.2% 2 Individuals/7% Representation: 2.5% Maintain Current Representation 10 Individuals/25% Representation: 8.8% 2 Individuals/34% Representation: 9.6% 3 Individuals/15% Representation: 12.4% 3 Male Individuals/60% Representation: 53.7% 15 Male Individuals/50% Representation: 16.6% 17 Female Individuals/57% Representation: 73.8% 2 Male Individuals/25% Representation: 42.5% 20 Male Individuals/50% Representation: 25.1% Increase Recruitment 3 Female Individuals/50% Representation: 25.3% Increase Recruitment 10 Male Individuals/50% Representation: 30.9% Page 39

41 APPENDIX A Forms Equal Employment Opportunity Complaint Form (Code 418.2) Harassment Complaint Form (Code: 405.2) Harassment Witness Disclosure Form (Code 405.3) Voluntary Reporting Form Job Application Page 40

42 FORMS Code: EQUAL EMPLOYMENT OPPORTUNITY AFFIRMATIVE ACTION AMERICANS WITH DISABILITIES ACT COMPLAINT FORM Council Bluffs Community School District 300 W. Broadway, Ste Council Bluffs, IA Name of Complainant: Address: Phone: Charge of Discrimination Based on [check appropriate area(s)]: Race Color Sex Religion National Origin Disability Other Date that alleged violation occurred or began: Complaint (Please write a brief statement of the complaint. Use back side or attach additional sheets if necessary): If complaint is being filed by a representative of the complainant, sign here and state relationship to complainant: Complainant s Signature: Date: Date received by Complaint Officer: Approved: June 10, 1993 Reviewed: March 25, 2002 Revised: February 24, 2004 Page 41

43 FORMS HARASSMENT COMPLAINT FORM Code: Name of complainant: Position of complainant: Date of complaint: Name of alleged harasser: Date and place of incident(s): Description of misconduct: Name of witnesses (if any): Evidence of harassment, i.e., letters, photos, etc. (attach evidence if possible): Any other information: I agree that all of the information on this form is accurate and true to the best of my knowledge. Signature: Date: Approved: Aug. 18, 1992 Reviewed: May 2, 1995 Revised: May 27, 2003 April 22, 2008 March 26, 2013 July 22, 2014 Page 42

44 FORMS WITNESS DISCOLOSURE FORM Code: Name of witness: Position of witness: Date of testimony, interview: Description of instance witnessed: Any other information: I agree that all of the information on this form is accurate and true to the best of my knowledge. Signed: Date: Approved: Aug. 18, 1992 Reviewed: May 2, 1995 Revised: May 27, 2003 April 22, 2008 March 26, 2013 July 22, 2014 Page 43

45 FORMS Name of complainant: Position of complainant: Name of student or employee target: Date of complaint: Name of alleged harasser or bully: Date and place of incident or incidents: ANTI BULLYING/HARASSMENT COMPLAINT FORM Code: Nature of Discrimination or Harassment Alleged (Check all that apply) Age Physical Attribute Sex Disability Physical/Mental Ability Sexual Orientation Familial Status Political Belief Socio economic Background Gender Identity Political Party Preference Other Please Specify: Marital Status Race/Color National Origin/Ethnic Background/Ancestry Religion/Creed Description of misconduct: Name of witnesses (if any): Evidence of harassment or bullying, i.e., letters, photos, etc. (attach evidence if possible): Any other information: I agree that all of the information on this form is accurate and true to the best of my knowledge. Signature: Date: / / Approved: Aug. 18, 1992 Reviewed: July 25, 2006 Revised: May 27, 2003 May 28, 2013 Feb 26, 2008 Page 44

46 FORMS Human Resources Educational Service Center 300 West Broadway, Suite 1600 Council Bluffs, IA Ph: , Fax: To: All Employees of the Council Bluffs Community School District From: Brandi Gabrick, Human Resource Specialist Re: Voluntary Identification for Equal Employment Requirements Council Bluffs Community Schools is subject to certain governmental recordkeeping and reporting requirements for the administration of civil rights laws and regulations. Government agencies require us to collect information and file periodic reports regarding veteran status, race, color, age, national origin, sex, sexual orientation, gender identity, marital status, socioeconomic status, physical or mental disability, religion, creed, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status or any other protected trait or characteristic of applicants and employees. The data collected enables us to analyze our hiring processes, and to ensure equal employment opportunity. This information is kept separate from your employment personnel file so that it remains confidential. The information collected will only be used in accordance with the provisions of applicable laws, executive orders and regulations, including those that require the information to be summarized and reported to the federal government for civil rights enforcement. I would like to thank you in advance for helping us maintain compliance with these government regulations. Page 45

47 FORMS Equal Employment Opportunity and Affirmative Action Voluntary Reporting Form What is your Full Name: (Please Print) What is your Gender: Female Male What is your Ethnicity: Hispanic or Latino Not Hispanic or Latino What is your Race: This question is about race, not ethnicity. No matter what you selected above, please continue to answer the following by marking one or more boxes to indicate what you consider your race to be. Please select all that apply. White/Caucasian Asian Black/African American American Indian or Alaska Native Native Hawaiian or Pacific Islander Could you be considered a Veteran as identified by the Iowa Code? Yes No To review the definition of a veteran as identified by Iowa Code please go to this web address. UFcqSIXlgPvc0KYxjpkBq 3Do/edit Could you be considered disabled as identified by the Americans with Disabilities Act (ADA)? As defined by the ADA, the term disability means, with respect to an individual a. a physical or mental impairment that substantially limits one or more major life activities of such individual; b. a record of such an impairment; or c. being regarded as having such an impairment. Yes No Please Return This Form To: Human Resources ESC 300 W Broadway, Suite 1600, Council Bluffs, IA Equal Opportunity Employer Page 46

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