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School District of Washburn Pupil Nondiscrimination Self Evaluation

March 16, 2017

Introduction

The School District of Washburn has undertaken a pupil nondiscrimination self-evaluation to address the areas of:

*Methods, practices, curriculum, and materials used in counseling;

*Participation trends and patterns and school district support of athletic, extracurricular, and recreational activities; and *Trends and patterns in awarding scholarships and other forms of recognition and achievement provided or administered by the school district. to comply with PI 9.06, Wis. Admin. Code.

Opportunity for Involvement

The High School Principal (who is also the athletic administrator) and High School Counselor (who is also the District Equity Coordinator) were primarily responsible for the completion of this report. Pupils, teachers, administrators, parents, and residents of the school district have had an opportunity to participate in this self-evaluation as follows: Pupils: Students were invited to participate in this self-study through the high school/middle school announcements. Interested students were asked to contact the high school counselor or middle school counselor if they wanted to participate. One student came forward to assist. The high school counselor and high school principal met with the high school Student Government members to review the document and ask for their input. The student government membership includes the class presidents, vice presidents, secretaries, treasurers, and at-large members for each class elected by their class to represent them. Staff Members: Staff members had an opportunity to review a draft of this document and asked for their input. In addition, the high school secretary gathered computer-generated reports and partially analyzed data. Our math teacher worked for a full day to complete a statistical analysis of the data to find out if there were any significant areas that need to be addressed. The Pre K -8 counselor was consulted in the review of methods, practices, curriculum, and materials used in counseling; Administrators: The District Administrator was responsible for attaining School Board approval of the report. Parents and Residents of the District: Parents and residents of the district were invited to provide input on the document during a public school board meeting. Their input was also sought through the District’s website.

Report Availability An electronic version of this report was distributed to each Washburn School District staff member. An electronic version is available on the district website. A printed copy is available for public examination in the following locations: -The elementary/middle school Learning Resource Center -The high school Learning Resource Center -The school district administrative office -From the pre K-8 principal, pre K-8 counselor, 9-12 principal, and 9-12 counselor

Pupil Nondiscrimination – Counseling

The two district counselors met to complete this portion of the self-evaluation. Question 1: What are the district’s policies and practices regarding multiple perspectives in and through counseling?

In 2002, the Washburn School District adopted the Comprehensive School Counseling Model. This model focuses on the components of individual planning, guidance curriculum, responsive services, and system support. The guidance curriculum addresses career education, social emotional learning, and academic skills. Our school counseling program mission statement is to maximize the potential of all students, helping them to become responsible members of society. Everything we do in the School Counseling program involves ALL students in our district regardless of sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, homeless status, handicap, or physical, mental, emotional, or learning disability. Question 2: Types of training the district’s counselors have received: A/B. How have the school counselors been trained to recognize bias or stereotypes and how have they been trained to recognize and present multiple perspectives in and through counseling?

Both of the Washburn Counselors have attended the Wisconsin School Counselor Association Conference and/or the Heart of Successful School Conference on a regular basis. They have participated in sectional presentations dealing specifically with pupil nondiscrimination issues. In addition, many of the other sectionals and keynote speakers attended by the counselors have addressed various areas of pupil nondiscrimination, bias, or stereotyping. The Pre K-8 counselor has taken a three credit Multicultural Class in her graduate work. This course provided many different cultural aspects that may affect the counseling relationship. She has also participated in a two day Poverty training to recognize how poverty may affect our students. Currently, this counselor is attending training about trauma informed schools, which touches on pupil nondiscrimination issues.

As the district’s pupil nondiscrimination and equity coordinator, the high school counselor has attended a number of workshops dealing with a variety of pupil nondiscrimination issues including DPI sponsored events to assist in the completion of pupil nondiscrimination reports, CESA 12 Equity Cadre presentations, and investigating complaints of pupil discrimination and harassment. Both school counselors have school counseling degrees from accredited universities. In these programs, they studied and internalized a theoretical basis for their role as school counselors. One area of intensive study included Person Centered Counseling. The whole theory behind Person Centered Counseling is that the counselor is genuine, empathic, and has unconditional positive regard for all people. On a daily basis the counselors use this theory that requires the recognition of the perspective of the students, as well as try to offer students some other ideas or perspectives. Additionally, both of the school counselors have also had a variety of experiences in their roles as school counselors. They teach lessons on conflict resolution, harassment, bullying, and other topics related to pupil nondiscrimination while presenting multiple perspectives. They have worked with 32 foreign exchange students in the past five years. They have assisted transgendered students through high school. They served on Individual Educational Plan (IEP) teams to help students with a variety of disabilities to be successful at school. They work with students with a variety of sexual orientations. They have helped to establish programs for teen parents. They have learned a great deal through these experiences and through consulting with DPI staff when necessary. C. How often has the above training occurred? Was the training optional or required? The trainings have occurred on almost an annual basis when opportunities arise through CESA 12, the WSCA Conference, or Heart of Successful Schools Conference. They are not required by the district but are selected by the counselors as they work to continually improve their skills and comprehensive school counseling program. The school district highly supports the counselors’ participation in these professional development opportunities. The multicultural graduate course was taken by the Pre K-8 counselor to meet a graduate program graduation requirement. She is also currently participating in training about trauma informed school, which touches on pupil nondiscrimination issues. The trainings are optional but both counselors are conscientious about learning more to help all students. 3. How does the district ensure that bias and stereotyping are absent from counseling materials and techniques?

The district respects the philosophy that the School Counseling program values, which is that our program is “By All, For All”. That means that the entire school community (staff, students, administrators, counselors) is the counseling program and the program is available to each student in our district. In everything we do, that message is always in the back of our minds. We feel that by holding true to our program, bias and stereotypes are kept out of our counseling program. In addition, packaged counseling programs, such as the Second Step Program, that are purchased by the district are research based and do not include any bias or stereotyping content. The counselors also consciously make sure that any posters, pennants, mascots, and other materials in their office areas are inclusive.

4. Does the district provide culturally and linguistically accessible support services to students and families? The need for culturally and linguistically accessible support services does not arise often in our district. We do not have any ELL students. We are very open to families bringing Native American representatives into meetings. We whole heartedly welcome parent advocates to IEP meetings. Occasionally, we will have an exchange student who does not speak English. Fortunately, we have several staff members who speak different languages enough to help them. However, the goal of their attendance at our school is for them to become proficient in the English language and American culture. During times of the transition between their home country and adjusting to life in America, teachers are very flexible with their school work and other course requirements.

5/6. Do academic planning and support services assist students in closing the achievement gap? How are counseling or student services aligned with mainstream curriculum, instruction, and assessment? We provide career and educational planning conferences to ALL students in grades 8 and 11, regardless of how they are doing academically. In those meetings we discuss future plans as they relate to postsecondary options. We have found that if students have a future goal to work toward it helps to close the achievement gap. All students have classroom guidance in grade K-8. All students participate in the Wisconsin Forward exams in grades 3, 4, 5, 6, 7, 8, and 10. All freshmen and sophomores take the ACT Aspire. All juniors take the ACT and ACT WorkKeys. Accommodations are secured and utilized as necessary to serve the needs of students with various disabilities. The results of each of these assessments are used to identify achievement gaps so the district can work to close them. In addition, the results are also used to help students to identify their strengths and guide them in their career paths. 7. What are your recommendations for improvement? How will these recommendations be implemented? Continue to support the counselors in providing a comprehensive program that is available to all students. That means that every child from 4-year-old kindergarten through 12th grade will have access to a full time counselor and counseling program. This recommendation will be given to the District Administrator to share with the school board as staffing decisions are made for the district.

Continue to support professional development for the counselors to stay abreast of emerging issues in the area of pupil nondiscrimination. This recommendation will be given to the District Administrator/Director of Pupil Services and two principals to have them keep this in mind when the counselors request to participate in future trainings. Work on the district’s comprehensive School Counseling program to make the transition to the new American School Counseling (ASCA) Model through time for program and curriculum development. This recommendation will be given to the District Administrator and Curriculum Committee to have them keep this in mind when the counselors request time or resources to advance the counseling program.

Participation Trends and Patterns and School District Support of Athletic, Extracurricular and Recreational Activities

1. Review participation data in athletic programs and activities for at least the past three years. Review data by race, gender, national origin, or students with disabilities. Identify trends and patterns.

A/B. Are some groups underrepresented in athletic programs and activities? If so, how?

Our High School/Pupil Services Secretary, Shellie Heglund, completed a data analysis for the graduating classes of 2014, 2015, and 2016. Students who have participated in an athletic activity sometime during their high school career were identified for this analysis. (See Appendix A)

The only group that is underrepresented in athletic programs and activities is the EEN student population. The p-value of our two proportion test for each academic school year for this group indicates that the difference between EEN student participation in athletics and non-EEN student participation in athletics is statistically significant at the α=0.01 level. The difference in male and female participation in athletics was statistically insignificant. To run a statistical test to determine student participation by race, we grouped the student population into the groups of white and non-white. Our two-proportion test comparing white and non-white student participation in athletics showed that the difference in participation between the two groups is statistically insignificant.

2. Are procedures in place to track participation?

Data is available from the district’s Skyward student management computer program. This information was added to the list of students in each class with their race, gender, and EEN status designated

3. Are the opportunities comparable in scope and type?

Washburn High School students have the opportunity to participate in the following athletic activities: Female Participation-High School Male Participation-High School

Cross Country Cross Country Volleyball Football Soccer Soccer Basketball Basketball Alpine Skiing Alpine Skiing Softball Baseball Track and Field Track and Field Golf (on males’ team) Golf

Female Participation-Middle School Male Participation-Middle School

Cross Country Cross Country Basketball Basketball Volleyball Football Track & Field Track & Field

Other athletic activities sponsored by community organizations are also available to students.

As demonstrated by the chart, the interscholastic athletic opportunities for male and female students are very comparable in scope and type.

4. Is equitable support provided for the following?

A. Coaching and other staff salaries All coaching salaries are based upon the staff handbook schedule of extra duty pay. The salaries earned by coaches of comparable sports, such as girls and boys basketball, receive the same pay. The only differentiation between salaries occurs with a longevity agreement in which individuals receive a 10% increase after coaching for five years and another 10% increase after coaching for ten years. None of the salaries is based on the gender of the coach or gender of the athletes. Salaries do take in to consideration the length of season.

B. Provision of uniforms

Uniforms are purchased on a rotational basis. The money is doled out equally for the male and

female sports. Some teams choose to do fundraising to get new uniforms more quickly, but this is

not required.

C. Equipment and supplies Every sport is different due to the nature of the activity, which skews the budget. For instance, the equipment in football costs a great deal more than ski team in order to keep the athletes safe. However, the ski team spends a great deal more on their transportation budget, which offsets the difference. All of the other sports that are comparable (such as boys and girls basketball) have a comparable equipment/supply budget. (In 2015-2016 school year the district increased the budget for each athletic program 10%.)

D. Scheduling of games and practice times

With the comparable sports, many of the games are scheduled at the same time or the same night. The practice times are sometimes determined by the availability of the coach due to their own personal schedule. If coaches are available at the same times, the practice times are alternated between the boys’ and girls’ teams.

E. Provision of transportation

Transportation for team members is provided for all athletic events.

F. Access to locker rooms, practice and facilities

The boys and girls have their own locker rooms that are similar in size and design. They practice in the same gym and play their games in the same facilities.

G. Publicity Whenever something is done for one sport, it is also done for the comparable sport. The details of the event are up to the individual coach. Posters and pocket schedules include all of the sports whose schedules are available at the time of the printing.

H. Availability of pep band, cheerleaders, pompon, for all teams.

The district does not have cheerleaders nor a pompon squad. The pep band is available to the basketball, volleyball, and football teams. Some of the teams choose to play their own pre-recorded music as a way to motivate themselves for the game.

5. Are school mascots, team names, and logos free from bias or stereotyping? The school’s mascot is the “Castle Guard” which is a gender-neutral term. A masked knight on a horse represents the mascot. The gender, race, ethnicity, and disability status of the knight is not identifiable because of the armor.

6. Do coaches receive training to prevent hazing and harassment of and by athletes?

This topic is currently addressed in the coaches’ handbook and the Athletic Administrator discusses

them at the pre-season athletic meetings with all coaches.

7. Do coaches receive training in recognizing and neutralizing bias or stereotyping? This is addressed in the coaches’ handbook.

8. Are accommodations made for students with disabilities? Yes. Special accommodations in athletic programs are available for students with disabilities as needed and the sport allows. Any supplementary aids or services as well as program modifications or supports necessary to assist an EEN student in athletic programs are identified in that student’s IEP.

Other extracurricular, recreational, and school-sponsored or approved activities

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

A. To what extent do participation rates in extracurricular and other recreational activities reflect the

overall composition of the student population by race, gender, national origin or disability? B. If not, how do they differ?

Our High School/Pupil Services Secretary, Shellie Heglund, performed a data analysis for the 2013-2014, 2014-2015, and 2015-2016 school years. Students who have participated in an

extracurricular activity sometime during their high school career were identified for this analysis. (See Appendix A) The participation rates between males and females as well as whites and non-whites who participate in extracurricular events are not significantly different. The rate of participation of students with disabilities is similar to that of students without disabilities.

10. Are procedures in place to track participation?

Data is available from the district’s Skyward student management computer program. This information is added to the list of students in each class with their race, gender, and EEN status designated.

11. Are activities provided to meet the expressed interests of all groups? The following co-curricular activities are available for student participation: American Field Service (AFS)/International Club Business Education Volunteers National Honor Society Forensics Quiz Bowl Student Government Visual Arts Classic Gay-Straight Alliance 4-H CanSki Clay Target League Solo and Ensemble Show Choir Competition Group Show Choir Band Competition Group

12. Are special accommodations available for children with disabilities?

Yes, special accommodations in extracurricular activities are available for students with disabilities as needed. Any supplementary aids or services as well as program modifications or supports necessary to assist an EEN student in extracurricular activities are identified in that student’s IEP.

Notice

13. How often and in what forums are the district’s nondiscrimination policies and practices regarding athletic, extracurricular, recreational, and other activities communicated to students and parents/guardians? How might this communication be improved?

The district’s nondiscrimination policies are communicated to students and parents/guardians through the student handbook, athletic handbook, and co-curricular handbook for which students and parents/guardians must sign a form verifying that they have read. Additionally, the policies are annually printed in the local newspaper, on the District website, and are included in the course description handbook. The district is satisfied with the current communication methods and structure.

14. Is there a permanent process in place for ensuring that all public information regarding

athletic, extracurricular and recreational activities is inclusive and free of bias, stereotyping, and discrimination, including language and visuals? Public information includes press releases, brochures, outreach/recruiting materials, posters, public service announcements, et cetera.

Yes. This is included in district policy which is reviewed annually by Neola, a company that specializes in assisting districts with establishing appropriate school board policies. The district pays for this service for this purpose.

Recommendations

15. What are your recommendations for increasing participation of underrepresented groups in athletic, extracurricular, and recreational activities? What are your recommendations for ensuring that equitable support is provided in the district’s athletic programs? How will these recommendations be implemented?

During student IEP meetings, students are encouraged to get involved in school sponsored athletics and extracurricular activities. Additionally, incoming freshmen are encouraged to become involved in school activities when they register for their classes during their eighth grade year. This will be continued in the future.

Trends and Patterns in Awarding Scholarships and Other Forms of Recognition Awards that are directly administered

1. Identify and list types of scholarships, awards and recognitions supported by the district. Review descriptive materials pertaining to financial assistance to students, criteria for eligibility and selection, and application materials to ensure that they clearly state the students of comparable qualifications are provided comparable funds for education. Review procedure to ensure that the policy is being implemented in a nondiscriminatory fashion. Review procedures and practices to ensure that forms of recognition for achievement other than financial assistance are awarded without discrimination. Compare data on gender and ethnicity/race of pupils receiving scholarships and other forms of recognition with overall enrollment data.

The high school counselor, who is in charge of scholarships, has completed an analysis of the scholarship data from the past three years. She has disaggregated the data in terms of sex, race, and disability status. The high school statistics teacher analyzed the data to determine the significance of the results. (See Appendix B)

A. To what extent do the applications for scholarships and other awards reflect the overall composition of the student population?

According to the data analysis, the only significant difference found was that there are significantly fewer students who have been identified as having a disability who apply for scholarships.

B. To what extent does the awarding of scholarships and other awards reflect the overall composition

of the student population?

According to the data analysis, there were no significant differences in the composition of the student population by race, sex, or disability in terms of the number of scholarships awarded.

C. What criteria does the district use in order to promote a representative distribution?

Annually, Washburn High School selects and awards between 17-20 scholarships to graduating seniors. The scholarships originate from area banks, businesses, individuals, and from funds that have been bequeathed to the district for the purpose of scholarships. All of these scholarships are combined into one Common Scholarship Application form.

In the spring, the high school counselor meets with all of the seniors at a senior class meeting to explain the scholarship application and awarding process. A copy of the “Common Scholarship Application” is given to each senior. This document includes a list of the available local scholarships, the qualification criteria, and the application form. To guarantee that each senior receives a copy of the application, a label with the name of each senior is attached on a form for distribution. The process for applying for the scholarships is explained at that time or individually to students who were absent during the group presentation. By completing this single application form, students are applying for all of the scholarships selected by the school. All of these materials are printed in English since there are no non-English speaking students at our school. EVERY senior, regardless of race, color, national origin, sex, religion, ancestry, creed, pregnancy, marital or parental status, sexual orientation, homeless status, handicap, or physical, mental, emotional, or learning disability receives an application form for the scholarships awarded by the district. There are no graphics on this application form. A statement regarding the district’s nondiscrimination policy is included on the form.

2. What procedures are in place to track and analyze applications and awarding of scholarships and

awards by protected class status? Do these procedures need to be updated?

The school counselor, who is also the organizer of local scholarships, has developed a form to collect the data on the names of students who apply, their disability status, gender, and race, and if they have received a scholarship awarded by the district and if so, the amount. This data, along with the same data for the graduating class, is used to analyze applications. The data is collected on an annual basis to make reporting of the results an easier task to undertake. So far, this procedure has been working.

3. What criteria are used to select recipients of scholarships and awards? Do they contain bias or stereotyping that may exclude some groups?

A scholarship committee is responsible for selecting the scholarship recipients. This committee is comprised of three members of the community who have agreed to serve on the local scholarship committee. Committee membership includes both genders. Each member serves a three-year term. The high school principal and the high school counselor serve as advisors to this committee to answer any questions that the committee members may have. This committee meets as a group and comes to consensus to make the awards. Each committee member is given a copy of the scholarship applications and the scholarship criteria prior to this meeting.

Each scholarship has specific criteria that must be met by the scholarship recipient. An example is that the Rae Johnson Memorial Scholarships must be given to two graduates who plan to major in the area of education. Other criteria include a minimal GPA, community involvement, plans to attend a vocational school, or other variables. In general, class rank, financial need, an individual’s character, and the quality of the application are deciding factors to distinguish who will receive an award if more than one student is qualified. Therefore, bias or stereotyping is not an issue that would exclude a student from receiving a scholarship.

Although the WHS scholarship committee awards between 17-20 scholarships, many other scholarships are awarded by other organizations or individuals outside of the district. In an attempt to give scholarship awards to a larger number of students, the committee is made aware of as many of the other scholarship awards that each of the students has received from outside sources as possible. Therefore, a larger percentage of graduates in each class will receive at least one scholarship. The emphasis of the committee is to try to award scholarships to the students who rank in the top 50% of the class as a priority, regardless of race, color, national origin, sex, religion, ancestry, creed, pregnancy, marital or parental status, sexual orientation, homeless status, handicap, or physical, mental, emotional, or learning disability. This is another way that bias and discrimination are avoided.

4. To what extent does the school provide support to students applying for scholarships and awards and is that support provided in an equitable manner? Staff members write letters of recommendation for students upon request. The high school counselor assists with scholarship applications for each student who asks for assistance. The EEN teachers also assist the EEN students with scholarship applications. All students who ask for assistance are given assistance during any part of the application process.

5. How often and in what manner are students and parents made aware of the availability of scholarships and awards? How often are students and parents made aware of the district’s nondiscrimination policy pertaining to the awarding of scholarships, awards, and recognitions?

The high school counselor keeps an ongoing list of available scholarships. This list is posted on the high school website as well as in a paper format that is available to students on a bulletin board in a common hallway or in the counselor’s office. The counselor is currently adding available scholarships to the Career Cruising program, which is currently being adopted by our district. This

list is discussed during the junior Student/Parent Planning Conferences as well as the annual financial aid night presentation. The district’s nondiscrimination policies are explicitly stated in the student handbook, student course description booklet, the school website, on the printed and online lists of available scholarships, in the eleventh grade Student/Parent Planning Conferencing Information Guide, on the Common Scholarship Application form, and in various other publications.

6. Is there an effective process in place for ensuring that all public information regarding

scholarships and other forms of recognition are inclusive and free of bias, stereotyping, and discrimination, including the use of visuals

The listing of available scholarships is just that, a listing. There are no graphics. Care is taken to avoid using male or female pronouns.

7. Does the dissemination of information clearly explain the scholarship application process? Is the

information available in other languages evident in the district? Is it available in braille, video, or audio versions?

We believe that the instructions printed on the Common Scholarship Application Form clearly explain the application process. In addition, the school counselor reviews the application process with all seniors and is available to answer questions. At this point in time, our small high school does not have any non-English speakers, blind, or deaf students. If the need arises, our district would provide the scholarship information in a format to meet the needs of the student.

8. What are your recommendations for increasing distribution of scholarship and other awards to

underrepresented groups? How will these recommendations be implemented? Students who are interested in applying for scholarships, especially those awarded by the school, are given ample opportunity to do so. Since each student is given an application with his/her name on it, information is distributed equally to each student regardless of gender, race, or EEN status. Improvement is not needed in this area.

Currently, in addition to the school website, the list of available scholarships is located in the counselor’s office and in a common hallway. To increase the distribution of the scholarship information, lists will also be posted in the library and special education classrooms. The school counselor will also discuss the availability of scholarships to the special education staff to enlist their assistance in promoting scholarship opportunities to students with disabilities. This year, the District adopted the Career Cruising career exploration and planning software. The available scholarships are entered into this program. As students become more familiar with this program, will we be better able to access scholarship information from this source.

Observations from the data analysis

Class of 2014

Only two students who applied for scholarships did not receive a scholarship. This was due to the fact that

they did not meet scholarship criteria for many of the awards. One was an EEN student and the other was

a Native American student.

Gender: When disaggregated by gender, a similar percentage of males and females who had completed

scholarship applications received scholarships (87.5% male vs. 85.7% female).

Race: There were not enough (5 or less) non-white students receiving awards to report this data without

risking the disclosure of confidential information.

EEN Status: There were not enough (5 or less) EEN students in this class to report this data without risking

the disclosure of confidential information.

Class of 2015

For the class of 2015, each student who applied for a scholarship received a scholarship with the exception

of one EEN student and one white student. In the case of the EEN student, he already had received a

substantial scholarship from the State of Wisconsin. At the point of scholarship selection, it was unknown

whether the other student was actually going to graduate. The policy of the district is to award

scholarships for “graduating” seniors.

Gender: When disaggregated by gender, there is a significantly larger percentage of females than males

who had completed scholarship applications and received scholarships (100% female vs. 85.7% male). This

is because one of the two students who did not receive a local scholarship has already received a significant

outside scholarship. The other student was at risk of not graduating with his class at the time that

scholarships were selected.



EEN Status: There were not enough (5 or less) EEN students in this class to report this data without risking

the disclosure of confidential information.

Class of 2016

For the class of 2016, nine students did not receive a scholarship. Five of these students received other

substantial scholarships from other sources. The other four did not rank in the top 50% of the class. This

was a very academically competitive class. The scholarship committee tends to reward students who have

worked hard to earn good grades.

Gender: When disaggregated by gender, a similar percentage of males who had completed scholarship

applications received scholarships compared to females (66.7% male vs. 61.5% female).



EEN Status: There were not enough (5 or less) EEN students applying for or receiving awards in this class to

report this data without risking the disclosure of confidential information.

Because of the low enrollments, low number of students of a specific group applying for scholarships or

receiving scholarships, the data cannot be analyzed by race or EEN status. As far as gender is concerned, in

2014, the percentage of males/females receiving scholarships is very similar. In 2015, a higher percentage

of females than males received scholarships. In 2016, the scholarship distribution between males/females

was again comparable. Therefore, there is not a pattern of gender discrimination apparent in the area of

awarding of scholarships over this three-year period.

Although the WHS scholarship committee awards between 17-20 scholarships, many other scholarships are

awarded by other organizations or individuals outside of the district. In an attempt to give scholarship

awards to a larger number of students, the committee is made aware of the other scholarship awards that

each of the students has received from outside sources. Therefore, a larger percentage of graduates in each

class will receive at least one scholarship. This is another way that bias and discrimination are avoided.

Recommendations

1. Students who are interested in applying for scholarships, especially those awarded by the school, are

given ample opportunity to do so. Since each student is given an application with his/her name on it,

information is given to each student regardless of gender, race or EEN status. Improvement is not needed

in this area.

2. One way to improve access to the outside scholarship opportunities is to print out the scholarship

information available on the website. Copies can then be made available in the senior English classroom,

EEN classrooms in which senior English is taught as well as in the Learning Resource Center. This would

allow students who do not have internet access at home to more easily see which scholarship applications

are currently available.

3. Another improvement would be to modify the form used in the collection of data. The name, race, and

EEN status of each applicant was succinctly gathered and available for this report. As a result of the

previous five-year self-evaluation, the overall number of students of each race, gender, and their EEN status

for each class had been gathered for this self-evaluation. To streamline the process even further, at the

end of each year, the information about race, gender, and disability status for the entire high school

population will be recorded to make the self-evaluation process more efficient.

Overall Recommendations

1. The current Skyward student management computer system is capable of generating a wide variety

of reports. Better collection of data to put into this system would greatly assist in the writing of

such reports as this.

2. This year was the first year that our current statistics teacher participated in the self-evaluation

process and development of this report. She will keep track of the various methods for analyzing

the data to make the task much easier in the future.

APPENDIX A: Analysis of the Athletic and Extracurricular Participation Data from 2013-2016 Disaggregated by Sex,

Race, and Disability

2015-16 Total # Athletes % of hs population in athletics Total # Students in Activities % of hs population in Activities

Male 63 34% 44 24%

Female 55 30% 60 33%

Total Unduplicated 118 64% 104 57%

EEN Students 20 11% 7 4%

Non EEN Students 98 53% 97 53%


Am Ind or Alaska Native 19 10% 21 12%

Asian or Pacific Islander 4 2% 4 2%

Black, Non Hispanic 2 1% 1 1%

Hispanic 3 2% 1 1%

White, Non Hispanic 90 49% 77 42%


Non White 28 15% 27 15%


Male 62 33% 38 20%

Female 55 30% 63 34%








Hispanic 2 1% 0 0%



Non White 25 13% 19 10%


Male 56 32% 40 23%

Female 57 33% 53 31%








Hispanic 3 2% 1 1%



Non White 25 14% 18 10%

APPENDIX B: Analysis of the Scholarship Data from 2014-2016 Disaggregated by Sex, Race, and Disability

Scholarships for the class of 2014

Characteristic

Class of 2014

Total #

35

# of

apps

15

% of

specific

population

completing

apps

# of

awards

13

% of

specific

population

receiving

awards

% of specific

population that

completed

applications who

received awards

Male 23 8 34.8% 7 30.4% 87.5%

Female 12 7 58.3% 6 50% 85.7%

EEN students 12 3 25% * * *

Native Am. 4 3 75% 2 50% 66.7%

Asian 1 0 0% * * *

African Am. 0 0 0% * * *

Hispanic 1 0 0% * * *

Non-White 6 3 50% 2 33% 66.7%

White 29 12 41.4% 11 37.9% 91.7%


Characteristic

2015

Total #

31

# of

apps

14

% of

specific

population

completing

apps

# of

awards

12

% of

specific

population

receiving

awards

% of specific

population that

completed

applications who

received awards

Male 19 7 36.8% 5 26.3% 85.7%

Female 12 7 58.3% 7 58.3% 100%

EEN students 8 2 25% 1 12.5% 50%

Native Am. 5 3 60% 3 60% 100%

Asian 0 0 0 * * *

African Am. 0 0 0 * * *

Hispanic 0 0 0 * * *

Non-White 5 3 60% 3 60% 100%

White 26 11 42.3% 9 34.6% 81.8%


Characteristic

2016

Total #

43

# of

apps

25

% of

specific

population

completing

apps

# of

awards

16

% of

specific

population

receiving

awards

% of specific

population that

completed

applications who

received awards

Male 23 12 52.2% 8 34.8% 66.7%

Female 20 13 65% 8 40% 61.5%

EEN students 7 1 14.3% 1 14.3% 100%

Native Am. 5 2 40% 1 20% 50%

Asian 1 0 0% * * *

African Am. 0 0 0 * * *

Hispanic 0 0 0 * * *

Non-White 6 2 33.3% 1 16.7% 50%

White 37 23 62.2% 15 40.5% 65.2%

Documents

School District of Washburn Pupil Nondiscrimination Self ...images.pcmac.org/Uploads/WashburnPublic/Washburn...ancestry, creed, pregnancy, marital or parental status, sexual orientation,