Fairbanks North Star Borough School District Board Diversity Committee Thursday, April 14, 2016 5:30 – 7:00 p.m. 520 Fifth Avenue School District Administrative Center Room 341 A GENDA A. PRELIMINARIES 1. Call to Order 2. Roll Call / Introductions 3. Approval of Agenda 4. Approval of February 11, 2016 and March 10, 2016 Minutes B. PUBLIC COMMENT ON NON-AGENDA ITEMS C. REPORTS 1. 2015-16 AAP Executive Summary D. OLD BUSINESS N/A E. NEW BUSINESS 1. Guest: Nancy Duez (FEA President) would like to discuss working with the BDC toward common goals as the Multi-Ethnic Caucus has just developed their mission statement. “Bring cultural awareness, sensitivity and support to staff and students to increase equitable retention and graduation rates by developing and maintaining an inclusive environment”. 2. 2015-16 Affirmative Action Plan Review F. INFORMATION 1. African American Student Leadership Conference Scholarship Application- Applications must be post marked by May 18, 2016. 2. America’s Cultures Week Potluck: Ryan Middle School, April 21, 2016 from 6 – 8 pm. 3. ELL has provided updated and translated school registration forms – these are located on the District website, under enrollment information. G. CLOSING COMMENTS FROM COMMITTEE MEMBERS H. ADJOURNMENT
Transcript
Fairbanks North Star Borough School District Board Diversity Committee
Thursday, April 14, 2016
5:30 – 7:00 p.m.
520 Fifth Avenue School District Administrative Center
Room 341
A G E N D A A. PRELIMINARIES
1. Call to Order 2. Roll Call / Introductions 3. Approval of Agenda 4. Approval of February 11, 2016 and March 10, 2016 Minutes
B. PUBLIC COMMENT ON NON-AGENDA ITEMS C. REPORTS
1. 2015-16 AAP Executive Summary
D. OLD BUSINESS N/A
E. NEW BUSINESS
1. Guest: Nancy Duez (FEA President) would like to discuss working with the BDC toward common goals as the Multi-Ethnic Caucus has just developed their mission statement. “Bring cultural awareness, sensitivity and support to staff and students to increase equitable retention and graduation rates by developing and maintaining an inclusive environment”.
2. 2015-16 Affirmative Action Plan Review
F. INFORMATION 1. African American Student Leadership Conference Scholarship Application- Applications must be
post marked by May 18, 2016. 2. America’s Cultures Week Potluck: Ryan Middle School, April 21, 2016 from 6 – 8 pm. 3. ELL has provided updated and translated school registration forms – these are located on the
District website, under enrollment information.
G. CLOSING COMMENTS FROM COMMITTEE MEMBERS H. ADJOURNMENT
Fairbanks North Star Borough School District
Board Diversity Committee
Regular Meeting MEETING MINUTES February 11, 2016
A. PRELIMINARIES 1. Call to Order
Georgia Sandgren called the meeting to order at 5:31 p.m. in the Board Room of the FNSBSD Administrative Center at 520 Fifth Avenue.
2. Roll Call / Introductions
Members present: Dorothy Jones Georgia Sandgren Jo Ann Borges Sean Rice Denzel Harris Jazzanne Gordon-Fretwell Michael Campbell (call-in) Michelle Goodwin Brianna Gray
Administrative support present: Doreen Oliver Britainy Paris
Members absent: Alex Amegashie Larnetia Skipps
Guest:
3. Approval of Agenda
Michael Campbell made a motion to approve the agenda. Brianna Gray seconded the motion and it carried unanimously.
4. Approval of the Minutes Members reviewed the January 14, 2016 meeting minutes and Michael Campbell made a motion to approve the minutes as submitted. Denzel Harris seconded the motion and it carried unanimously.
B. PUBLIC COMMENT ON NON-AGENDA ITEMS None
C. REPORTS
1. Honoring Black History Month Resolution 2. Honoring Elizabeth Peratrovich Day Resolution 3. Final BDC Vision Statement 4. BDC Policy – AR 236 5. BDC 2015 – 2106 Goals
D. OLD BUSINESS
1. Parent Engagement – Translation Services: No new information could be obtained, as the EEO Office is waiting to hear back from the Parent Engagement Committee. The BDC asked that the EEO Office question ELL as to what the protocol is for identifying that translation services are available in the schools. The BDC then requested that someone from translation services attend the next meeting as a guest.
2. Parent Opinion Poll: Ms. Oliver discussed the information she obtained from Ms. Sandra Kowalski concerning the steps that schools have taken to address the issues identified in the Parent Opinion Poll.
E. NEW BUSINESS 1. Advertising Translation Services: The committee suggested having a translation
services sign (glass hanging sign) placed on the front doors of all schools; a radio button on the FNSBSD App with a link to ELL information; and digital language translation enrollment forms (printed upon request).
2. Advertising for the BDC: The BDC had many suggestions on how they could get information about the services the BDC provide out to the community. The committee suggested: - Generating BDC business cards - Disseminating flyer at different events held at schools and within the community - Creating a radio button on the FNSBSD APP with a link to the complaint form - Attending City Board meetings to inform the community about the services the BDC can provide - Creating a brief BDC video for distribution to the schools which could be played at assemblies or during morning announcements - Utilizing Student Councils. Mr. Denzel Harris is the President of his Student Council at Lathrop HS. He offered to talk with his fellow student leadership at the next regional student council meeting to get the word out about the BDC, as well as bring back information identifying issues that may need addressing.
F. INFORMATION 1. The next committee meeting will be March 10, 2016 from 5:30 – 7:00 in the Board
Room.
G. CLOSING COMMENTS FROM COMMITTEE MEMBERS H. ADJOURNMENT
Sean Rice made a motion to adjourn the meeting. Michelle Goodwin seconded the motion and it carried unanimously. The meeting adjourned at 6:50 p.m.
Fairbanks North Star Borough School District
Board Diversity Committee
Regular Meeting
MEETING MINUTES
March 10, 2016
A. PRELIMINARIES 1. Call to Order
Georgia Sandgren called the meeting to order at 5:31 p.m. in the Board Room of the FNSBSD Administrative Center at 520 Fifth Avenue. A quorum was expected but not present.
2. Roll Call / Introductions Members present: Georgia Sandgren Jo Ann Borges Jazzanne Gordon-Fretwell Jerry Stebbins
Members absent: Alex Amegashie Larnetia Skipps Dorothy Jones Sean Rice Denzel Harris Michael Campbell Michelle Goodwin Brianna Gray
3. Approval of Agenda N/A
4. Approval of the Minutes N/A
Administrative support present: Doreen Oliver Britainy Paris
Guest: Virva Elliott — ELL Director
B. PUBLIC COMMENT ON NON-AGENDA ITEMS None
C. REPORTS 1. Honoring Black History Month Resolution 2. Honoring Elizabeth Peratrovich Day Resolution 3. Final BDC Vision Statement 4. BDC Policy — AR 236 5. BDC 2015 — 2106 Goals
D. OLD BUSINESS N/A
E. NEW BUSINESS N/A
F. INFORMATION
As a guest speaker Ms. Virva Elliott (ELL Program Coordinator) provided information on the ELL services her department provides to the school district to the members that were present.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 7 12.5% (1) 0.0% (0) 28.6% (2)
Females 10 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 30.0% (3) N
White 15 9.1% (1) 0.0% (0) 33.3% (5) N
Black 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Hispanic 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Asian 2 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0)
American Indian 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Hawaiian/Pac. Islander 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 6 10.3% (3) 33.3% (2) 0.0% (0)
Females 9 0.0% (0) 0.0% 7.5% (4) N 27.3% (3) N 0.0% (0)
White 10 6.8% (4) N 27.3% (3) N 0.0% (0)
Black 1 0.0% (0) 0.0% 25.0% (1) N 100.0% (2) 0.0% (0)
Hispanic 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) N 0.0% (0)
Asian 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) N 0.0% (0)
American Indian 3 0.0% (0) 0.0% 40.0% (2) 0.0% (0) N 0.0% (0)
Hawaiian/Pac. Islander 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) N 0.0% (0)
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 77 33.3% (3) 0.0% (0) N 3.8% (3)
Females 288 0.0% (0) 0.0% 29.3% (29) N 0.7% (2) 6.1% (18) N
White 308 29.8% (25) N 0.6% (2) 6.1% (19) N
Black 9 8.6% (12) 0.0% 0.0% (0) N 0.0% (0) N 16.7% (2) N
Hispanic 12 0.0% (0) 0.0% 100.0% (2) N 0.0% (0) N 0.0% (0)
Asian 10 0.0% (0) 0.0% 100.0% (1) 0.0% (0) N 0.0% (0) N
American Indian 25 0.0% (0) 0.0% 33.3% (3) N 0.0% (0) N 0.0% (0) N
Hawaiian/Pac. Islander 1 0.0% (0) 0.0% 0.0% (1) N 0.0% (0) N 0.0% (0) N
Two or More 0 1.1% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 125 28.8% (15) 0.0% (0) 8.5% (11)
Females 166 66.5% (11) 0.0% 28.3% (34) N 0.0% (0) 13.2% (22) N
White 261 30.2% (45) N 0.0% (0) 10.6% (28) N
Black 4 6.9% (7) 0.0% 20.0% (1) N 0.0% (0) 33.3% (2) N
Hispanic 4 4.9% (3) 0.0% 0.0% (0) N 0.0% (0) 20.0% (1) N
Asian 10 0.0% (0) 0.0% 33.3% (1) N 0.0% (0) 0.0% (0)
American Indian 11 0.0% (0) 0.0% 66.7% (2) 0.0% (0) 9.1% (1) N
Hawaiian/Pac. Islander 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (1)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 14 66.7% (14) 0.0% (0) 0.0% (0)
Females 80 0.0% (0) 0.0% 45.3% (34) N 0.0% (0) 10.3% (8) N
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 6 66.7% (2) 0.0% (0) 0.0% (0)
Females 33 0.0% (0) 0.0% 16.7% (4) N 0.0% (0) 14.7% (5) N
White 28 21.7% (5) N 0.0% (0) 13.8% (4) N
Black 3 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0)
Hispanic 1 0.0% (0) 0.0% 0.0% (1) N 0.0% (0) 0.0% (0) N
Asian 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
American Indian 6 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Hawaiian/Pac. Islander 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 100.0% (1) N
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 7 9.8% (4) 0.0% (0) 0.0% (0)
Females 15 0.0% (0) 0.0% 8.5% (17) N 0.0% (0) 26.7% (4) N
White 14 8.8% (14) Y 0.0% (0) 18.8% (3) N
Black 3 0.0% (0) 0.0% 29.4% (5) 0.0% (0) 100.0% (1) N
Hispanic 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Asian 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0)
American Indian 3 0.0% (0) 0.0% 25.0% (2) N 0.0% (0) 0.0% (0) N
Hawaiian/Pac. Islander 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 3 40.0% (2) 0.0% (0) N 0.0% (0)
Females 104 0.0% (0) 0.0% 10.0% (25) N 1.9% (2) 8.4% (9) N
White 88 12.9% (24) N 2.2% (2) 7.8% (7) N
Black 4 0.0% (0) 0.0% 8.3% (1) N 0.0% (0) N 33.3% (1) N
Hispanic 5 0.0% (0) 0.0% 16.7% (1) 0.0% (0) N 16.7% (1) N
Asian 4 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) N 0.0% (0)
American Indian 6 0.0% (0) 0.0% 4.5% (1) N 0.0% (0) N 0.0% (0) N
Hawaiian/Pac. Islander 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) N 0.0% (0) N
Two or More 0 6.1% (2) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
Males 29 50.0% (4) 0.0% (0) 13.8% (4)
Females 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
White 28 50.0% (2) N 0.0% (0) 14.3% (4) N
Black 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Hispanic 0 0.0% (0) 0.0% 50.0% (1) N 0.0% (0) 0.0% (0) N
Asian 0 0.0% (0) 0.0% 100.0% (1) 0.0% (0) 0.0% (0) N
American Indian 1 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0)
Hawaiian/Pac. Islander 0 0.0% (0) 0.0% 0.0% (0) N 0.0% (0) 0.0% (0) N
Two or More 0 0.0% (0) 0.0% 0.0% (0) 0.0% (0) 0.0% (0)
The terminology in this report is used in an effort to comply with governmental affirmative action regulations. The use of such terms and statistics constitutes a good faith effort to follow these
regulations. The terms have no legal or factual significance outside the context of this Affirmative Action Program and in no way suggest any wrong-doing.
A placement goal of 66.5% (11) for females, and 19.7% (14) for Minorities is calculated based on available/eligible females and Minorities in the
national, local and school district internal pool.
Data:
How to meet the placement goal(s):
For the gender placement goal, it may be difficult to meet this goal due to an historical proclivity of females to primary education and males to
secondary education. Nonetheless, the following techniques should be used to recruit females:
1. Posting or general announcement of all appropriate job openings.
2. Provision of job training and work-study programs.
3. Validation of job specifications.
4. Establishment of career counseling programs, which may include attitude development, education aid, job rotations, buddy systems and
similar programs.
For the Minority placement goal, the following strategies will be implemented:
1. Encourage Minorities to refer qualified applicants.
2. Have Minority staff participate in Career Day and job fair events.
3. Partner with ANE to have Minority representation at Career Day and job fair events.
4. Continue to send job openings to TCC, FNA, and other local Minority-based organizations.
5. Continue to provide diversity training to hiring committees.
Gender Applicant Number Hire Rate PercentageFemale Applicants 120 28.3%Male Applicants 52 28.8%
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 3 33.3% (1)White (W) 149 30.2% (45)Black (B) 5 20% (1)Hispanic (H) 0 0%Indian (I) 3 66.7% (2)Pacific Islander / Hawaiian (P) 0 0%Two or More Ethnicities (T) 3 0%
40
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental InformationG07B: Other SPED Teachers
Statistically Significant Designation:
The HR is statistically significant for the Asian race category showing 5 applicants and a 0% HR versus the Black (Favored) race category
showing 2 applicants and a 100% (2) HR.
Data:
Possible Explanation(s):
The SPED Teacher category has stringent requirements that 1 applicant did not meet. Two other applicants were the same person applying for
two different positons. The applicant was hired in another position. Another applicant received an interview but was not the chosen candidate.
The last applicant secured another position in SPED.
Further Action Needed:
To ensure parity in the race category the following techniques should be implemented:
1. At least annually, a detailed analysis of position descriptions is conducted to ensure that they accurately reflect position functions.
2. Job requirements are validated by division, department, location or other appropriate organizational units. Special attention is given to
academic, experience, physical, and skill requirements to ensure that the requirements themselves do not constitute inadvertent
discrimination. Job specifications are free from bias in regard to race, color, religion, sex, sexual orientation, gender identity, national
origin, age, or disabled or veteran status, except where there is a bona fide occupational qualification.
3. Position descriptions and specifications are distributed to recruiting sources and members of management involved in the recruiting,
screening, selection, and promotion processes.
4. Selection processes are evaluated at least annually to ensure that they are nondiscriminatory.
5. Individuals who have a role in the selection process are chosen with special care given to their qualifications for such roles and are
provided any necessary ongoing training to ensure that the selection processes remain nondiscriminatory.
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 5 0%*White (W) 77 57.1% (44)Black (B) 2 100% (2) FHispanic (H) 0 0%Indian (I) 0 0%Pacific Islander / Hawaiian (P) 0 0%Two or More Ethnicities (T) 10 10% (1)
F = Favored Group *= Un-favored group
41
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
G08A: Counselors
Placement Goal:
A placement goal of 25.6% (2) for Minorities is calculated based on available/eligible Minorities in the national,
local and school district internal pool.
Data:
How to meet the placement goal:
The Minority placement goal may be difficult to achieve given the limited vacancies, part-time status, and
highly competitive status of these positions. Despite these noted obstacles the following strategies will be
implemented:
1. Encourage Minorities to refer qualified applicants.
2. Have Minority staff participate in Career Day and job fair events.
3. Partner with ANE to have Minority representation at Career Day and job fair events.
4. Continue to send job openings to TCC, FNA, and other local Minority-based organizations.
5. Continue to provide diversity training to hiring committees.
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 2 0%
White (W) 42 16.7% (7)
Black (B) 2 0%*
Hispanic (H) 0 0%
Indian (I) 0 0%
Pacific Islander / Hawaiian (P) 0 0%
Two or More Ethnicities (T) 2 0%
42
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
G12A: Nurses
Placement Goal:
A placement goal of 14.1% for Minorities is calculated based on available/eligible Minorities in the national,
local and school district internal pool.
Data:
How to meet the placement goal:
1. Encourage minorities to refer qualified applicants.
2. Have Minority staff participate in Career Day and job fair events.
3. Partner with ANE to have Minority representation at Career Day and job fair events.
4. Continue to send job openings to TCC, FNA, and other local Minority-based organizations.
5. Continue to provide diversity training to hiring committees.
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 0 0%
White (W) 16 56.3% (9)
Black (B) 0 0%
Hispanic (H) 0 0%
Indian (I) 0 0%
Pacific Islander / Hawaiian (P) 0 0%
Two or More Ethnicities (T) 0 0%
43
G12C: Other Professionals
Statistically Significant Designation:The HR is statistically significant for the White race category showing 160 Applicants and a 8.8% (14) HR versus the favored Black race category showing 17 applicants and a 28.4% (5) HR.
Data:
Possible Explanation(s):It is likely that this category of employment contains a significant number of ESSA Behavior Aide applicants who withdraw their applications upon finding permanent or alternate employment.
Further Action Needed: To ensure parity in the race category the following techniques should be implemented:
1. At least annually, a detailed analysis of position descriptions is conducted to ensure that they accurately reflect position functions.2. Job requirements are validated by division, department, location or other appropriate organizational units. Special attention is given to academic,
experience, physical, and skill requirements to ensure that the requirements themselves do not constitute inadvertent discrimination. Job specifications are free from bias in regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, or disabled or veteran status, except where there is a bona fide occupational qualification.
3. Position descriptions and specifications are distributed to recruiting sources and members of management involved in the recruiting, screening, selection, and promotion processes.
4. Selection processes are evaluated at least annually to ensure that they are nondiscriminatory.5. Individuals who have a role in the selection process are chosen with special care given to their qualifications for such roles and are provided any
necessary ongoing training to ensure that the selection processes remain nondiscriminatory.
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 12 0%White (W) 160 8.8% (14)*Black (B) 17 29.4% (5) FHispanic (H) 8 0%Indian (I) 8 25% (2)Pacific Islander / Hawaiian (P) 2 0%Two or More Ethnicities (T) 23 0%
F = Favored Group *= Un-favored group
44
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
G13B: Teaching Assistant (Grade 6+)
Placement Goal:
A placement goal of 23.2% (1) for Minorities is calculated based on available/eligible Minorities in the national,
local and school district internal pool.
Data:
How to meet the placement goal:
Encourage Minorities to refer qualified applicants.
1. Have Minority staff participate in Career Day and job fair events.
2. Partner with ANE to have Minority representation at Career Day and job fair events.
3. Continue to send job openings to TCC, FNA, and other local Minority-based organizations.
4. Continue to provide diversity training to hiring committees.
Ethnicity / Race Current Number Hire Rate PercentageAsian (A) 7 0%
White (W) 221 0%
Black (B) 16 0%
Hispanic (H) 11 0%
Indian (I) 13 0%
Pacific Islander / Hawaiian (P) 1 0%
Two or More Ethnicities (T) 0 0%
45
G16A: Safety Workers
Statistically Significant Designation:
The Termination Rate (TR) is statistically significant for the Black (favored) race category showing 3
employees in the base group and a 100% (3) TR, versus the un-favored White race category showing 14
employees in the base group and only 7.1% (1) TR.
Data:
Possible Explanation(s):
This may be an anomaly with no race-based explanation for the disparity.
Further Action Needed:
To ensure non-discriminatory practices for terminating employees the following techniques should be
implemented:
1. Completion of performance appraisals.
2. Validation of job specifications.
3. Justification by supervisors for termination.
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
Ethnicity / Race Base Group Number Termination PercentageAsian (A) 0 0%
White (W) 14 7.1% (1)*
Black (B) 3 100% (3) F
Hispanic (H) 0 0%
Indian (I) 1 100% (1)
Pacific Islander / Hawaiian (P) 0 0%
Two or More Ethnicities (T) 0 0%
F = Favored Group *= Un-favored group
46
G16B: Nutrition Services
Statistically Significant Designation:
The HR is statistically significant with 61 female applicants and a 42.6% (26) HR compared to 24 male applicants and a 16.7% (4) HR.
The Termination Rate (TR) is statistically significant for the male base group (un-favored) showing 3 employees in the base group and a 100% (3)
TR versus the favored female base group with 14 employees and only a 7.1% (1) TR.
Data:
Possible Explanation(s):
This may be an anomaly with no gender-based explanation for the disparity.
Further Action Needed:
The following techniques should be used to recruit male employees:
1. Posting or general announcement of all appropriate job openings.
2. Provision of job training.
3. Validation of job specifications.
4. Establishment of counseling programs, which may include attitude development, job rotations, buddy systems and similar programs.
To ensure non-discriminatory practices for terminating employees the following techniques should be implemented:
1. Completion of performance appraisals.
2. Validation of job specifications.
3. Justification by supervisors for termination.
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
Gender Applicant Number Hire Rate PercentageFemale Applicants 61 42.6% (26) F
Male Applicants 24 16.7% (4)*
Gender Number in Base Group Termination RateFemales in Base Group 57 26.3% (15)F
Males in Base Group 3 100% (3)*
F = Favored Group *= Un-favored group
47
G16C: Custodian Grade 5
Statistically Significant Designation:The HR is statistically significant for the Hispanic (favored) race category showing 11 applicants and an 36.4% (4) HR versus the un-favored White race category showing 106 applicants and only a 5.7% (6) HR.
Data:
Possible Explanation(s):This may be an anomaly with no race-based explanation for the disparity.
Further Action Needed: To ensure parity in the race category the following techniques should be implemented:
1. At least annually, a detailed analysis of position descriptions is conducted to ensure that they accurately reflect position functions.2. Job requirements are validated by division, department, location or other appropriate organizational units. Special attention is given to academic, experience,
physical, and skill requirements to ensure that the requirements themselves do not constitute inadvertent discrimination. Job specifications are free from bias in regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, or disabled or veteran status, except where there is a bona fide occupational qualification.
3. Position descriptions and specifications are distributed to recruiting sources and members of management involved in the recruiting, screening, selection, and promotion processes.
4. Selection processes are evaluated at least annually to ensure that they are nondiscriminatory.5. Individuals who have a role in the selection process are chosen with special care given to their qualifications for such roles and are provided any necessary
ongoing training to ensure that the selection processes remain nondiscriminatory.
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
Ethnicity / Race Applicant Number Hire Rate Percentage
Asian (A) 21 14.3% (3)
White (W) 106 5.7% (6)*
Black (B) 18 5.6% (1)
Hispanic (H) 11 36.4% (4) F
Indian (I) 15 20% (3)
Pacific Islander / Hawaiian (P) 6 0%
Two or More Ethnicities (T) 24 0%
F = Favored Group *= Un-favored group
48
Fairbanks North Star Borough School District
520 Fifth Avenue
Fairbanks, AK 99701-4718
Supplemental Information
G17A: Maintenance
Placement Goal:
A placement goal of 20.7% (1) for Minorities is calculated based on available/eligible Minorities in the national,
local and school district internal pool.
Data:
How to meet the placement goal:
1. Encourage minorities to refer qualified applicants.
2. Have Minority staff participate in Career Day and job fair events.
3. Partner with ANE to have Minority representation at Career Day and job fair events.
4. Continue to send job openings to TCC, FNA, and other local Minority-based organizations.
5. Continue to provide diversity training to hiring committees.
Ethnicity / Race Applicant Number Hire Rate PercentageAsian (A) 1 100% (1)
White (W) 4 50% (2)
Black (B) 0 0%
Hispanic (H) 2 50% (1)
Indian (I) 1 0%
Pacific Islander / Hawaiian (P) 0 0%
Two or More Ethnicities (T) 0 0%
49
You are cordially invited to be our guest at the 35th Annual
America's Cultures Week Potluck Celebration
Thursday, April 21, 2016 Ryan Middle School/Multipurpose Room
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'4--tip, off' *gR
Rf Elf41 : MD A 1 Ens 2, SClIAU4MO54-' 1. : M*-t,,FAMIN, IS-LTAFIETIIIIM ? I 1 71:1WZIWtIR*1ti411.DiA.
AK ‘• t Distritong Pampaaralan ng Fairbanks North Star Borough 1 A j t - 520 Fifth Avenue - Fairbanks, AK 99701 Tel: (907) 452-2000 Fax: (907) 452-3312 .._,,„.
FORM NG PAGPAPATALA
IMPORMASYON NG MAG-AARAL:
Legal na Pangalan ng Mag-aaral: Kasarian: Lalaki ❑ Babae ❑
APELYIDO PANGALAN GITNANG PANGALAN
Petsa ng Kapanganakan: Lugar ng Kapanganakan:
Cell Phone ng Mag-aaral: Email ng Mag-aaral:
Kasalukuyan bang tumatanggap ng Mga Espesyal na Serbisyo ang mag-aaral na ito? C)
Dati na bang nakapagpatala ang mag-aaral na ito sa
HND1 Kung Oo, ilista ang mga programa?
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(hal, Bilingual, Special Ed)
HINDI Pangalan ng Paaralan: Distritong Pampaaralan ng FNSB? Paaralang Huling Pinasukan:
Pangalan nq Paaralan Lungsod / Estado Grado
Etnisidad at Lahi: Mangyaring sagutan PAREHO ang mga katanungan 1 at 2. Mag-aaral na May-Kaugnayan sa Militar 1. Etnisidad: Ang mag-aaral bang ito ay Hispaniko, Latino o Espanyol ang pinagmulan? Mangyaring tsekan ang isa kung naaangkop sa magulang.
2. Lahi: Mangyaring tukuyin ang lahi ng mag-aaral (tsekan lahat ng angkop): ❑ Militar ng US: (Army, Navy, Air Force, Marine Corps o Coast Guard)
❑ Retlradong %Mar o Beterano • Reserbang Kawal ng Milltar ng Estados Unidos
❑ (Aktibo) National Guard, Air Guard, Naval Militia, Alaska State Defense Force
❑ (Hindi aktibo) Naticnal Guard, Air Guard, Naval Militia. Alaska State Defense Force
III Mga Kinomisyong Pangkat rig National Oceanic & Atmospheric Admin.
0 Mga Kinomisyong Pangkat ng Serbisyo ukol sa Parnpublikong Kalusugan
El Itim o Aprikanong Amerikano • Asyano ❑ Hawayano o Taga-Isla Pasipiko
Kung hindi kinumpleto ng tagapangalaga, ipinag-uutos ng pamahalaang pederal ang
paggamit ng pagkilala ng tagamasid (observer identification) para sa etnisidad at lahi.
I MPORMASYON NG TAGAPANGALAGA: (Mangyaring pakilista ang legal na Ina, A ma at/o Tagapangalaga, kasama na ang Madrasta o Madrasto.)
Sinumang tao na inilista sa seksiyon ng Impormasyon ng Tagapangalaga sa form na ito ay mapagkakalooban ng lahat ng karapatan at responsibilidad ng isang
magulang o legal na tagapangalaga, kasama na ang kakayahang gumawa ng isang account ng tagapangalaga sa PowerSchool . Ang sinumang tao na isang kontak
ngunit hindi dapat mabigyan ng mga karapatang pangmagulang ay dapat mailista bilang isang kontak na pang-emergency sa angkop seksiyon sa ibaba.
Pangalan: Namumuhay kasama ni Namumuhay kasama ni Q Namumuhay kasama ni ❑ Namumuhay kasama ni ❑
Kaugnayan:
E-Mail: Paunawa Kung naglagay ka ng isang E-mail address gaggiffl kanu ng isang account ng magulang sa PowerSchool para so iyo kung wala pang umuiral no ganoon.
Telepono sa Tahanarr
Pangunahin ? ❑ Mangyaring magtalaga ng I5A LAMANG Mangyaring magtalaga ng ISA LAMANG I Pangunahin ? ❑ pangunahing telepono pars sa Mga Paunawo no Pacidalo/Pakikipaa-uanayan
pangunahing telepono pars sa Mga Paunowa ng Pagdalo/Pakikpag-ugnayan
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eu leu!Lipo e6w es uewu!le Ae ueinw6eu!d 6ue 6uoel 6uesi .(ue!seone9) ueAsevem
avaISIN13 ON 3acto ON NvoninFivm vow
FNSBSD School Enrollment Form • Spanis h
APC k Distrito escolar Fairbanks North Star Borough ,- 1 1 i t- 520 Fifth Avenue - Fairbanks, AK 99701 Tel: (907) 452-2000 Fax: (907) 452-3312
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FORMULARIO DE INSCRIPCION
INFORMACION DEL ESTUDIANTE:
Nombre legal del estudiante: Genero: Masculino Femenino ❑
APELLIDO NOMBRE DE PILA SEGUNDO NOMBRE
Fecha de nacimiento: Lugar de nacimiento:
Telefono celular del estudiante: Correo electronico del estudiante:
tEl estudiante recibe actualmente Servicios especiales? Si la respuesta es afirmativa, 6cuales son los programas? (por ej. bilingue, educaci6n especial)
,El estudiante se inscribio alguna vez en el Distrito Escolar FNSB? Si NO Nombre de la escuela:
Ultima escuela a la que asistio: Nombre de la escuela Ciudad/Estado Grade
Etnia y raza: Responda las preguntas 1 y 2. Estudiante con conexiones militares 1. Etnia: Es estudiante es de origen hispanico, latino o espariol? 2. Raza: Identifique la raza del estudiante (Marque todas las opciones que correspondan):
Indique uno en caso de corresponder al padre.
❑ Fuerzas armadas de los EE.UU.: (Ejercito, Naval, Fuel. Aerea, cuerpo de Marines o guardacostas)
❑ Retired° o Veteran° de as Fuerzas Armadas EI Reserve o Fuerzas Armadas de los Estados Unidos
❑ (Activo) Guardia Nacional, Guarda /term Milicia Naval, Fuerzas de Defense del Estado de Alaska
❑ (Inactive) Guardia Nacional, Guarcia Aerea, Milicia Naval, Fuerzas de Defensa del Estado de Alaska
❑ Cuerpos Cornisionados de la Administracion Nacional Oceanica y Atmosferica
❑ Cuerpos Comisonados del Servicio de Salad PUblica
❑ Caucasico ❑ Latino/Hispano ❑ Indoamericano ❑ Nativo de Alaska
❑ Negro o afroamericano ❑ Asiatico ❑ Hawaiano o Isleno del Pacifico
be no completarlo el tutor legal, es obligatorio el use de identification observadora de etnia y raze segim el gobierno federal.
INFORMACION DEL TUTOR LEGAL: (Enumerar madre y padre legales y/o tutor legal, incluyendo madrastra o padrastro.)
Toda persona que aparezca en este formulario en la section Information del tutor legal gozard de todos los derechos y responsabilidades de un padre o tutor
legal, incluyendo Ia capacidad de crear una cuenta de tutor legal de PowerSchool. Toda persona que aparezca como contacto pero a quien no se le deban
conferir derechos de los padres debera ser enumerada en la section de contactos de emergencia correspondiente a continuation.
FAMILIA 1 FAMILIA 2 TUTOR LEGAL 1 i TUTOR LEGAL 2 TUTOR LEGAL 1 I TUTOR LEGAL 2
Nombre: Vive con • Wye con U Vive con ❑ Vive con ❑
RelaciOn:
Correo electrOniCO: ""Aviso reglamentario** Si ingress una direcciOn de correo electranico creoremos una cuenta pars padres pars usted en PowerSchool si no cuenta con una.
Telefono de Ia casa:
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Principal? ❑ z incues telef, principal porn No4cacion wrafson A ste,ca -eicona as onistercc
o Ausentismo o Ausentismo
Telefono celular:
zPrincipal? ❑ zPrincipal? ❑ zPrincipal? ❑ z Principal? ❑
Telefono laboral:
Empleador
Correo postal Domicilio:
Domicilio Fisico Domicilio:
zEs igual a la direction de correo postal? u zEs igual a la direccton de correo postal? L j
INFORMACION DE CONTACTO DE EMERGENCIA 0 DE OTRO TI 0: 1 er.
Contacto: Tel: Relacion: 2do.
Contacto: Tel: Relacion:
Atencion de dia: Tel:
Otra escuela Edad de los niflos:
Nombre: Escuela:
Nombre: Escuela:
FIRMA DE L S PADRES: le Brindar informacion false esta penado pot - la ley. W I
X Firma de los padres o tutor legal (obligatorio) echa Revisado: 8/04/2015
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DEFINICIONES DEL CODIGO DE ETNIAS:
Caucasico: Persona cuyos origenes se remontan a cualquiera de los pueblos originari os de Europa, el Medio Oriente, o el Norte de Africa.
Afroamericana: Persona cuyos origenes se remontan a cualquiera de los grupos raciales negros de Africa. Los terminos como "haitiano" se pueden utilizar ademas de "negro o afroamericano".
Hisoana o latina: Persona de Cuba, Mexico, Puerto Rico, Sudamerica o Centroamerica, u otra cultura de origen espariol, sin importar su raza. El termini° "de origen espanol" se puede utilizar ademas de "hispano o latino".
Asiatico: Persona cuyos origenes se remontan a cualquiera de los pueblos del Lejano Oriente, el Sudoeste asiatico, o el subcontinente de la India, entre los que se incluyen Camboya, China, India, Japc5n, Corea, Malasia, Pakistan, las islas Filipinas, Tailandia y Vietnam.
Indoamericano: Persona cuyos origenes se remontan a cualquiera de los pueblos originarios de Norteamerica (salvo Alaska) y Sudamerica (incluyendo Centroarnerica), y mantiene un vinculo o afiliaciOn tribal con la comunidad.
Nativo de Alaska: Persona cuyos origenes se remontan a cualquiera de las once culturas distritales de los pueblos nativos de Alaska. Entre ellos se incluyen los atabascanos, yupik y cup'ik, inupiak y yupik de la isla St. Lawrence, aleut y alutiiq, eyak, tlingit, haida y tsimshian.
Hawaiano o islerio del Pacifico: Persona cuyos origenes se remontan a cualquiera de los pueblos originarios de Hawai, Guam, Samoa, u otras islas del Pacifico.
