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Policy Manual

2260 - Nondiscrimination and Access to Equal Educational Opportunity

Any form of discrimination or harassment can be devastating to an individual's academic progress, social relationship and/or personal sense of self-worth. Therefore, the School Board will not discriminate nor tolerate harassment in its educational programs or activities for any reasons, including on the basis of race, color, religion, sex, age (except as authorized by law), national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, gender identity, or social and family background (collectively protected characteristics). Additionally, it will not discriminate in its employment policies, harassment and bullying policies, and practices.

Equal educational opportunities shall be available to all students, without regard to Protected Characteristics, to learn through the curriculum offered in this District. Educational programs shall be designed to meet the varying needs of all students.

In order to achieve the aforesaid goal, the Superintendent will

  A. Curriculum Content
    review current and proposed courses of study and textbooks to detect any bias based upon the Protected Characteristics; ascertain whether or not supplemental materials, singly or taken as a whole, fairly depict the contribution of both genders, various races, ethnic groups, etc., toward the development of human society.


  B. Staff Training
    develop an ongoing program of in-service training for school personnel designed to identify and solve problems of the protected characteristics or other bias in all aspects of the program.


  C. Student Access


    1. review current and proposed programs, activities, facilities, and practices to verify that all students have equal access thereto and are not segregated on the basis of protected characteristics in any duty, work, play, classroom, or school practice, except as may be permitted under State and Federal laws and regulations.


    2. verify that facilities are made available for non-curricular student activities that are initiated by parents or other members of the community, including but not limited to any group that is officially affiliated with the Boy Scouts or is officially affiliated with any other Title 36 youth group, in accordance with Board Policy7510 – Use of Facilities;


  D. District Support
    verify that like aspects of the District's program receive like support as to staff size and compensation, purchase and maintenance of facilities and equipment, access to such facilities and equipment, and related matters.


  E. Student Assessment
    verify that tests, procedures, or guidance and counseling materials, which are designed to evaluate student progress, rate aptitudes, analyze personality, or in any manner establish or tend to establish a category by which a student may be judged, are not differentiated or stereotyped on the basis of the protected characteristics.


The Superintendent will appoint and publicize the name of a compliance officer whose responsibility it will be to require that Federal and State regulations are complied with and that any complaints are dealt with promptly in accordance with law. The Compliance Officer will also provide proper notice of nondiscrimination for Title II of the Americans with Disabilities Act (as amended), Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendment Act of 1972, Section 504 of the Rehabilitation Act of 1973 (as amended), the Age Discrimination Act of 1975, the Florida Civil Rights Act of 1992, the Florida Educational Equity Act, and/or their implementing regulations is provided to students, their parents, staff members, and the general public.

Annually, the Superintendent will attempt to identify children with disabilities, ages 3 - 22, who reside in the District but do not receive public education.

In addition, the Superintendent will identify students who are Limited English Proficient (LEP), including immigrant children and youth, so that their ability to participate in District programs can be assessed, and to develop and administer a program that meets the English language and academic needs of these students. This program will include procedures for student placement, services, evaluation, and exit procedures and will be designed to provide students with effective instruction that leads to academic achievement and timely acquisition of proficiency in English. As a part of this program, the District will evaluate the progress of students in achieving English language proficiency in the areas of listening, speaking, reading, and writing, on an annual basis (see AP 2260F).

F.S. 553.501 et seq., Florida Americans With Disabilities Accessibility Implementation Act
F.S. 553.014, 760.08, 760.021
F.S. 1000.05, Florida Educational Equity Act 
F.A.C. 6A-19.001
Fourteenth Amendment, U.S. Constitution
20 U.S.C. Section 1681, Title IX of Education Amendment Act
20 U.S.C. Section 1701 et seq., Equal Educational Opportunities Act of 1974
20 U.S.C. Section 7905, Boy Scouts of America Equal Access Act 
29 U.S.C. Section 794, Rehabilitation Act of 1973
42 U.S.C. Section 2000 et seq., Civil Rights Act of 1964
42 U.S.C. 12101 et seq., The Americans with Disabilities Act of 1990, as amended
42 U.S.C. 6101 et seq., Age Discrimination Act of 1975
34 C.F.R. Part 110 (7/27/93)
Vocational Education Program Guidelines for Eliminating Discrimination and Denial
of Services, Department of Education, Office of Civil Rights, March 1979
Title III of the No Child Left Behind Act of 2001

Revised 6/15/10
Revised 4/1/14

© Neola 2012

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