Tne Scnool Drsrrucr Or Escamele GouNw 75 North Pace Boulevard - Pensacola Florida 32505 Phone (850) 432-6121 www. escam biaschools.org Tttuorny A. Sunn. Ed.D.. SuppRlNrpNDENT
MEMORANDUM
TO: Ms. Shenna Payne, Depufy Superintendent
FROM: Keith Leonard, Assistant Superintendent, Human Resource Services'fr \
DATE: July 13,2021
RE: Amend Item Backup to the July 2021Regular School Board Meeting Agenda
This memo represents a request to add the appended item backup for Item V.b.3.E.1., 2020-2021Annual Educational Equity Update, to the agenda for the July 202l Regular School Board Meeting.
KL/rwb
c: AdministrativeRecordinsSecretarv
RECEIVED
JUL 13 2021
SUPERINTENDENT'S OFFICE scHooL DISTRICT $--t ESCnVate counrv Affirmative action/equal oppornrnity employer V.b.3.E.1. THE SCHOOL DISTRICT OF ESCAMBIA COUNTY SCHOOL BOARD AGENDA Human Resource Services EXECUTIVE SUMMARY TITLE Submitted by:
Keith Leonard 2020-2021 Annual Educational Equity Update Assistant Superintendent Human Resource Services
PERIOD OF GRANT/CONTRACT/REQUEST FUNDING SOURCE PROJECT COORDINATOR AND DEPARTMENT
Keith Leonard N/A N/A Assistant Superintendent Human Resource Services
AMOUNT OF FUNDING REQUEST TOTAL PROJECT
N/A N/A
PURPOSE
Request School Board approval.
IMPLEMENTATION PLAN
N/A
PARTICIPATING SCHOOLS/AGENCIES
Escambia County School District
ACTION REQUIRED
Board Approval
STRATEGIC ALIGNMENT
PILLAR: People
GOAL: P.2.: Retain and Sustain a Viable Competent Work Force
MEASURABLE OBJECTIVE: N/A
DIRECTOR DATE
07/07/2021
ASSISTANT SUPERINTENDENT DATE DATE OF BOARD APPROVAL
07/07/2021
FLORIDA EDUCATIONAL EQUITY ACT
ESCAMBIA COUNTY SCHOOL DISTRICT
2020-2021 ANNUAL EDUCATIONAL EQUITY UPDATE
TABLE OF CONTENTS
PART I: PROCEDURAL REQUIREMENTS: ...... 4
PART II: INCOMPLETE ITEMS OR PENDING ACTIONS ...... 11
PART III: STUDENT PARTICIPATION ...... 13
PART IV: GENDER EQUITY IN ATHLETICS ...... 26
PART V: EMPLOYMENT EQUITY ...... 54
PART VI: SINGLE‐SEX SCHOOLS AND CLASSES ...... 57
PART VII: PREGNANT AND PARENTING STUDENTS ...... 60
PART I
PROCEDURAL REQUIREMENTS
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2020-21 Annual Equity Update
PART I: PROCEDURAL REQUIREMENTS:
A. Changes to Nondiscrimination and Anti-Harassment Policies or Grievance Procedures
There were No Changes to Policies or Procedures
B. Annual Notification of Nondiscrimination for Vocational Education Programs and Continuous Notice
1. Annual Notification of Nondiscrimination for Vocational Education Programs To address how the annual nondiscrimination notice is accomplished for vocational programs, the programs disseminate a poster for each Career & Technical Education classroom in middle, high, and postsecondary schools. Workforce Education administrators (Director, Principals, Specialists) monitor the classrooms to ensure that the posters are displayed. There is a poster on the wall in the Workforce Education Department's District Administrative Office at the J. E. Hall Center at 30 E. Texar Drive, Pensacola, FL 32503. The notice is also placed on all career academy and PSAV program brochures/catalogs.
https://ecsd-fl.schoolloop.com/career
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2. Continuous Notification of Nondiscrimination The Escambia County School District uses the district’s website, procedures, pamphlets, and catalogs to ensure that the notice of nondiscrimination is visible. All offices, classrooms, and buildings must post the notice. When there is any publication in the newspaper, the policy of nondiscrimination is included.
Policy of Nondiscrimination:
https://ecsd- fl.schoolloop.com/file/1500178971306/1289140583901/2640937356462522772.pdf?file name=Policy_of_Nondiscrimination_2021.pdf
Title IX and Sex Discrimination:
https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html
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3. Notice for Availability of Reasonable Accommodations to Applicants for Employment
http://links.schoolloop.com/link/rd?href=736c5f6c696e6b666630316363306562326668747 470733a2f2f61707073322e77696e6f63756c61722e636f6d2f657363616d6269612f776f726 b73706163652f
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PART II
INCOMPLETE ITEMS OR PENDING ACTIONS
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PART II: INCOMPLETE ITEMS OR PENDING ACTIONS
A. Any Items identified during equity on-site review which are on the Voluntary Compliance Plan (VCP). Not applicable
B. Any other items identified on the current or past monitoring work plans as incomplete. No Incomplete Items
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PART III
STUDENT PARTICIPATION
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PART III: STUDENT PARTICIPATION
EVALUATION OF METHODS AND STRATEGIES:
(1) Grades 9-12, Advanced Placement (AP), IB and AICE
Grades 9-12 Total Enrollment 2020-21 (11,286) White Black Hispanic ELL Students 5,347 & 47.4% 3,851 & 34.1% 815 & 7.2% 158 & 1.4%
Whites Whites Whites Whites Whites In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 24% (1,361) 29% (1,569) 26% (1,417) 25% (1,340) 23% (1,248)
White Males White Males White Males White Males White Males In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 21% (585) 24% (674) 22% (616) 20% (558) 19% (529)
Blacks Blacks Blacks Blacks Blacks In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 11% (425) 11% (424) 11% (408) 9% (338) 8% (307)
Black Males Black Males Black Males Black Males Black Males In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 8% (152) 8% (159) 6% (122) 5% (94) 5% (97)
Hispanics Hispanics Hispanics Hispanics Hispanics In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 24% (163) 26% (182) 23% (163) 20% (156) 16% (134)
Hisp. Males Hisp. Males Hisp. Males Hisp. Males Hisp. Males In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 22% (73) 21% (75) 18% (63) 15% (63) 14% (55)
ELL Students ELL Students ELL Students ELL Students ELL Students In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE In AP/IB/AICE 2016-17 2017-18 2018-19 2019-20 2020-21 2% (2) 2% (3) 1% (2) 1% (1) 3% (4)
Evidence of Success AP participation has decreased across almost every category for the third consecutive year. White students’ participation has decreased from 29% to 23% since 2017-18, with a 2% drop in the past year, Black students’ overall participation has decreased from 11% to 8% in the same period, a 1% drop in the last year. Black males did maintain the same percentage as last year at 5% after dropping from 8% in 2017-2018. Hispanic students overall have the greatest percent decrease over the same time period dropping from 26% to 16% with a 4% drop in the last year. Hispanic males have decreased participation by one-third, decreasing from 21% to 14%, but only a 1% decrease in the last year. ELL students are the only group that has shown an increase, from 1% to 3% but this only represents four students. Achievement gap has increased
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for Hispanic students and the change for Black students was minimal and due to decreased participation of White students.
Subgroup Participation History 35
30
25
20
15
10
5
0 2016-17 2017-18 2018-19 2019-20 2020-21
White White Male Black Black Male Hispanic Hispanic Male ELL
Subgroups Percent Decrease Participation 12
10
8
6
4
2
0 White White Male Black Black Male Hispanic Hispanic Male ELL
Overall Decrease 2017-18 to 2020-21 1 Year Decrease
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Methods and Strategies Partner with Equal Opportunity Schools (EOS) to increase enrollment of underrepresented students (black, Hispanic, black males, Hispanic males, and ELL students) in AP and IB. Partner with EOS to cultivate positive experiences of belonging and support in AP and IB for underrepresented students through improved District systems and structures contributing to closing of opportunity and achievement gaps. Create a school Equity Team for each high school to develop and implement a school Equity Plan for encouraging and enrolling underrepresented students into AP and/or IB. Partner with EOS to provide the tools, insights, and strategies to help high schools increase enrollment of underrepresented students in AP and/or IB. Partner with EOS to identify and remove system barriers that affect student enrollment in AP and/or IB. Administer PSAT 9 and PSAT 10 on high school campuses to identify potential underrepresented students
Accountability Measure and Timelines Increase the number of Black students in grades 9-12 enrolling in AP and IB courses twenty (20) percent by the 2021-2022 school year and thirty (30) percent by 2022-2023 school year.
Increase the number of Black male students in grades 9-12 enrolling in AP and IB courses twenty (20) percent by the 2021-2022 school year and thirty (30) percent by the 2022-2023 school year.
Increase the number of Hispanic students in grades 9-12 enrolling in AP and IB courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by the 2022-2023 school year.
Increase the number of Hispanic male students in grades 9-12 enrolling in AP and IB courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by the 2022-2023 school year.
Increase the number of ELL students in grades 9-12 enrolling in AP and IB courses twenty (25) percent by the 2021-2022 school year and one hundred (100) percent by the 2022-2023 school year.
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(2) Grades 9-12, Dual Enrollment (DE)
Grades 9-12 Total Enrollment 2020-21 (11,286) White Black Hispanic ELL Students 5,347 & 47.4% 3,851 & 34.1% 815 & 7.2% 158 & 1.4%
Whites Whites Whites Whites Whites In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 6% (349) 6% (327) 7% (389) 7% (359) 8% (438)
White Males White Males White Males White Males White Males In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 5% (148) 5% (141) 6% (162) 6% (172) 7% (189)
Blacks Blacks Blacks Blacks Blacks In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 2% (72) 1% (41) 1% (45) 2% (65) 3% (95)
Black Males Black Males Black Males Black Males Black Males In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 1% (19) 1% (12) 1% (16) 1% (18) 1% (22)
Hispanics Hispanics Hispanics Hispanics Hispanics In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 4% (24) 3% (22) 5% (36) 5% (36) 4% (32)
Hisp. Males Hisp. Males Hisp. Males Hisp. Males Hisp. Males In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 3% (9) 2% (8) 5% (19) 3% (14) 2% (7)
ELL Students ELL Students ELL Students ELL Students ELL Students In DE In DE In DE In DE In DE 2016-17 2017-18 2018-19 2019-20 2020-21 2% (2) 0% (0) 1% (1) 1% (2) 2% (3)
Evidence of Success Dual Enrollment has increased slightly since 2017-18, but percentage enrollments are still very low for all groups. Participation increased for White and Black students (including males), but Hispanic and Hispanic Male students have decreased with Hispanic males decreasing 50% from fourteen to seven students. This is the second consecutive year that group has seen a significant decrease in participation. ELL students have increased by one student for the third year, but are only at three total enrolled. Achievement gaps have not decreased during this period and increased between Hispanic and White students.
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Subgroup Participation History 9 8 7 6 5 4 3 2 1 0 2016-17 2017-18 2018-19 2019-20 2020-21
White White Male Black Black Male Hispanic Hispanic Male ELL
Subgroups Percent Change in Participation 2.5
2
1.5
1
0.5
0 White White Male Black Black Male Hispanic Hispanic Male ELL -0.5
-1
-1.5
Overall Increase2017-18 to 2020-21 1 Year Decrease
Methods and Strategies Partner with Equal Opportunity Schools (EOS) to increase enrollment of underrepresented students (black, Hispanic, black males, Hispanic males, and ELL students) in Dual Enrollment.
Partner with EOS to cultivate positive experiences of belonging and support in Dual Enrollment for underrepresented students through improved District systems and structures contributing to closing of opportunity and achievement gaps.
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Create a school Equity Team for each high school to develop and implement a school Equity Plan for encouraging and enrolling underrepresented students into DE.
Increase district-wide availability in dual enrollment courses through online/virtual opportunities.
Provide district math acceleration beginning in 5th grade to allow underrepresented students to scaffold skills necessary to qualify and succeed in dual enrollment math courses.
Administer the Postsecondary Education Readiness Test (PERT), PSAT 9, and PSAT 10 on high school campuses to identify potential underrepresented students.
Accountability Measure and Timelines Increase the number of Black students in grades 9-12 enrolling in DE courses twenty (20) percent by the 2021-2022 school year and twenty-five (25) percent by 2022-2023 school year.
Increase the number of Black male students in grades 9-12 enrolling in DE courses twenty (20) percent by the 2021-2022 school year and twenty-five (25) percent by the 2022-2023 school year.
Increase the number of Hispanic students in grades 9-12 enrolling in DE courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by the 2022-2023 school year.
Increase the number of Hispanic male students in grades 9-12 enrolling in DE courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by the 2022-2023 school year.
Increase the number of ELL students in grades 9-12 enrolling in DE courses thirty-three (33) percent by the 2021-2022 school year and fifty (50) percent by the 2022-2023 school year.
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(3) Grades 9-12, All Level 3 courses (including AP, IB, AICE, DE and honors)
Grades 9-12 Total Enrollment 2020-21 (11,286) White Black Hispanic ELL Students 5,347 & 47.4% 3,851 & 34.1% 815 & 7.2% 158 & 1.4%
Whites Whites Whites Whites Whites All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 65% (3,642) 67% (3,676) 67% (3,586) 65% (3,466) 71% (3,783)
White Males White Males Whites White Males White Males All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 62% (1,767) 64% (1,794) 64% (1,784) 62% (1,725) 68% (1,895)
Blacks Blacks Blacks Blacks Blacks All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 39% (1,528) 38% (1,527) 39% (1,502) 40% (1,516) 56% (2,156)
Black Males Black Males Black Males Black Males Black Males All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 32% (636) 31% (628) 34% (652) 33% (626) 51% (969)
Hispanics Hispanics Hispanics Hispanics Hispanics All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 57% (381) 59% (408) 56% (390) 52% (403) 64% (522)
Hisp. Males Hisp. Males Hisp. Males Hisp. Males Hisp. Males All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 51% (169) 56% (198) 52% (181) 48% (199) 63% (256)
ELL Students ELL Students ELL Students ELL Students ELL Students All Level 3 All Level 3 All Level 3 All Level 3 All Level 3 2016-17 2017-18 2018-19 2019-20 2020-21 26% (32) 23% (30) 22% (30) 18% (30) 27% (43)
Evidence of Success Level 3 course participation has increased for all subgroups over the time period, with the largest jump occurring in the past year. Black and Black Male students showed the largest increase in percentage participation (40% to 56% and 33% to 51% respectively) and while they trail the White and Hispanic students, the gap has been narrowed. ELL enrollment students increased the number of students enrolled by almost 50% in one year (30 to 43 students). Hispanic and Hispanic Male students ended a two year decrease and increased enrollment to a five-year high. Since AP showed decreases in this period and DE very little change, this growth is fueled by level 3 CTE courses and Honors courses.
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Subgroup Participation History 80 70 60 50 40 30 20 10 0 2016-17 2017-18 2018-19 2019-20 2020-21
White White Male Black Black Male Hispanic Hispanic Male ELL
Subgroups Percent Change in Participation 25
20
15
10
5
0 White White Male Black Black Male Hispanic Hispanic Male ELL
Overall Increase2017-18 to 2020-21 1 Year Decrease
Methods and Strategies Recruit current minority teachers to teach Level 3 courses.
Work with Human Resource staff to expand recruitment efforts to increase the number of teachers qualified to teach Level 3 courses (AP, DE, IB and CTE).
Utilize the district created video to educate families about student opportunities for advanced coursework and the benefits of participating in advanced (Level 3) courses.
Schedule parent and student meetings to promote advanced (Level 3) course opportunities for students. Page 20 of 60
Provide on campus IB recruitment at all middle and high schools.
For use during student registration, the Minority Course Enrollment Report, which identifies students enrolled in Level 3 courses, has been created for school-based administrators and counselors to identify the students who have selected Level 3 courses during the registration process as well as recruit underrepresented students who have the potential to succeed in Level 3 courses.
Accountability Measure and Timelines Increase the number of Black students in grades 9-12 enrolling in Level 3 courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by 2022-2023 school year.
Increase the number of Black male students in grades 9-12 enrolling in Level 3 courses ten (10) percent by the 2021-2022 school year and fifteen (15) percent by the 2022-2023 school year.
Increase the number of Hispanic students in grades 9-12 enrolling in Level 3 courses five (5) percent by the 2021-2022 school year and ten (10) percent by the 2022-2023 school year.
Increase the number of Hispanic male students in grades 9-12 enrolling in Level 3 courses five (5) percent by the 2021-2022 school year and ten (10) percent by the 2022-2023 school year.
Increase the number of ELL students in grades 9-12 enrolling in Level 3 courses fifteen (15) percent by the 2021-2022 school year and twenty (20) percent by the 2022-2023 school year.
Equity Questions for Remote Learning
1) How are you ensuring all students have access to the devices they need to fully participate in distance learning?
All students in grades 3 through 12 received school issued Chromebooks since 2016. Students in grades K through 2 were given devices (Chromebooks or iPads) for use during remote learning in the spring of 2020 and as needed for remote learning for the 2020-2021 school year.
2) How are you ensuring all students have access to reliable, high-speed internet to continue their education?
Families were polled in the spring of 2020 and at the beginning of the 2020-2021 school year. Students that did not have access to high-speed Internet and were participating in remote learning were issued hot spots. The District continues to provide high-speed access to students in need.
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3) How are you supporting schools in structuring instructional time to meet the needs of students with varying levels of access to the internet and technology?
All students have access to school issued devices and those reporting a need have access to school provided Internet. In cases where there is limited internet access, the teachers provided additional resource packets to the students.
4) How are you supporting students with disabilities who need specialized instruction, related services, and other supports during school closures?
For the 2020-2021 school year, there were no periods of school closures in Escambia County School District. Throughout the year, students were allowed to choose between in-school learning and remote learning. IEPs were implemented as written for all students including remote students.
5) How are you ensuring the instructional needs of English language learners (ELL) are supported during school closures?
For the 2020-2021 school year, there were no periods of school closures in Escambia County School District. ELL students were included in whole class instruction as well as small group instruction. Bi-lingual teacher assistants communicated with students and parents about lessons and assignments. Word to word dictionaries and/or glossaries were provided to the ELL students. All state test accommodations were offered as well. ELL students participating in both in-school learning and remote learning continue to receive school and district support services.
6) What kind of support and professional development are you providing to school leaders and teachers, especially in schools serving students of color and students from low- income backgrounds and educators of students with disabilities and English language learners?
The District has curated a wide collection of professional development e-books with topics ranging from instructional support for struggling learners, ESOL, special education, and poverty. The e-books provide instructional strategies to address the needs of each of the learners listed above. The e-books are available 24/7/365 and can be accessed anywhere on any device and may be downloaded to a device so as to be able to continue reading it and making annotations even without internet connections.
During the summer of 2020, the District curriculum specialist and teachers on special assignments conducted training to help teachers maximize the use of Google Classroom for face-to-face, remote, and hybrid learning. The District also provided training to secondary teachers on how to effectively teach under a “block schedule” as most teachers were accustomed to teaching under a “period schedule” and not familiar how to best use the extra time and staggered days of teaching associated with “block scheduling.” These trainings were repeated throughout the year at the request of each school administrator. The District’s instructional technology teachers provided a variety of training sessions for Page 22 of 60
teachers to learn various technology applications and its use in the classroom. Training topics included but not limited to: Google Workspace (formerly known as Google Suites), STEM applications, and Virtual Reality applications.
The District’s Coordinator of Media Services provided training sessions for media specialists on how to promote literacy in a virtual environment. She also provided training sessions for Accelerated Reading and Beanstack. The Coordinator of Media Services worked with our local public libraries and developed a partnership between the District and local libraries to provide additional resources for our students that would be accessible via the public library. The Coordinator of Media Services provided training sessions to our Media Specialists about the resources made available via the local public library system.
The District offers training sessions as part of our State approved add-on ESOL Endorsement, Reading Endorsement, and PDCP that address each of the needs listed above.
The District has a weekly teacher newsletter that contains articles to help teachers address each of the needs listed above. School and District Administrators are provided access to the weekly newsletter. The ELA, Science, Title I, and Instructional Technology staff also provide newsletters and a link to each of their newsletters is embedded within the weekly newsletter for teachers.
The Continuous Improvement Department meets bi-monthly with 15 of our schools with the greatest needs to discuss school, teacher, and student level data, ESSA data, and instructional practices. During these data meetings and instructional walks, student and teacher needs are identified. With the support of the Professional Learning Department, planning, PD, and coaching support is given to individual teachers, grade levels, and school wide. The professional development includes topics about unpacking standards, higher order questioning, and task alignment. The planning process includes a backwards design approach through analyzing the assessment, reviewing standards, identifying possible misconceptions, aligning tasks and questions to the standard, and differentiation for Tier 2 and 3.
7) How are you supporting the social and emotional well-being of students, their parents/caregivers, and teachers during school closures?
For the 2020-2021 school year, there were no periods of school closures in Escambia County School District. Students receiving instruction remotely had access to counseling services which included mental health services through the school, district mental health counselors and contracted agencies to include Lakeview and Children’s Home Society. For families in need of additional resources, school counselors were able to provide assistance and support through community resources.
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8) How are you maintaining regular communication with students and families — particularly the most vulnerable — during school closures?
For the 2020-2021 school year, there were no periods of school closures in Escambia County School District. Students and parents received regular communication through School Messenger, Focus Parent Portal, and Google Meets. In addition when needed, teachers made phone calls to students and parents.
9) How are you measuring student progress to ensure students and families have an accurate picture of student performance for this school year?
On a bi-monthly basis, progress monitoring data is shared with administration and teachers breaking down grade level, teacher level, student level, and ESSA subgroup level. The district utilizes STAR 360, district standard-based unit assessments, and district quarterly exams. The school utilizes this data to have student and family data discussions. Within the discussion, the school is able to discuss strengths and areas of concerns based on the student’s performance.
10) How are you supporting all high school students, especially seniors, in staying on track to graduate and preparing for college and career?
High school staff including teachers, counselors, graduation coaches, and administrators continue to provide individualized support to all high school students that are identified through the Early Warning System as at-risk of graduating. Grade recovery, credit recovery, and closing the achievement gap instruction has been provided throughout the school year and summer for all at-risk students and will continue in the 2021-2022 school year. Saturday testing has been available for End-of-Course Assessments. In addition, mental health counselors are on site at all high schools to support the social and emotional well-being of students. Beginning in the school year 2021-2022, each high school will have an additional counselor and school navigator on staff to support the needs of our at-risk students.
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PART IV
GENDER EQUITY IN ATHLETICS
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PART IV: GENDER EQUITY IN ATHLETICS
Athletics Compliance Verification
A. Attach a Compliance Verification Form for the district (only one for the district, not one for each school), signed by the superintendent.
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PART IV GENDER EQUITY IN ATHLETICS
Athletic Compliance Verification Form
District: Escambia County School District
1. Sports and levels of competition effectively accommodate the interests and abilities of members of both sexes. [Section 1000.05(3)(d)(1), F.S.; Rule 6A-19.004(2), FAC; Title IX: 106.41(c)(1)]
IN COMPLIANCE NOT IN COMPLIANCE
2. Equipment and supplies are provided equitably to female and male teams. [Section 1000.05(3)(d)(2), F.S.; Rule 6A-19.004(4), FAC; Title IX: 106.41(c)(2)]
IN COMPLIANCE NOT IN COMPLIANCE
3. Scheduling of games and practice times provide equal opportunities. [Section 1000.05(3)(d)(3), F.S.; Rule 6A-19.004(5), FAC; Title IX: 106.41(c)(3)]
IN COMPLIANCE NOT IN COMPLIANCE
4. Travel and Per Diem allowances are provided for athletes in an equitable manner. [Section 1000.05(3)(d)(4), F.S.; Rule 6A-19.004(6), FAC; Title IX: 106(c)(4)]
IN COMPLIANCE NOT IN COMPLIANCE
5. Opportunities to receive coaching are provided in an equitable manner. [Section 1000.05(3)(d)(5), F.S.; Rule 6A-19.004(7), FAC; Title IX: 106.41(c)(5)]
IN COMPLIANCE NOT IN COMPLIANCE
6. Locker rooms, practice facilities and competitive facilities are of comparable quality for male and female teams. [Section 1000.05(3)(d)(7), F.S.; Rule 6A-19.004(8), FAC; Title IX: 106.41(c)(7)]
IN COMPLIANCE NOT IN COMPLIANCE
7. Medical and training facilities and services, including insurance, are provided in an equitable manner. [Section 1000.05(3)(d)(8), F.S.; Rule 6A-19.004(9), FAC; Title IX: 106.41 (c)(8)]
IN COMPLIANCE NOT IN COMPLIANCE
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8. Publicity and promotion of male and female teams support equal opportunity. [Section 1000.05(3)(dxl0), F.S.; Rule 6.4.-19.0M(10), FAC; Title D(: 106.a1(c)(10)l A INcoMPLIANcE NOT IN COMPLIANCE
9. Support seryices are equitable for male and female Jsams. [Rule 6A-19.004(11), FAC; Title D(: 106.41(a)l n rNcoMPLrANcE NOT IN COMPLIANCE
I hereby veri$ that the distict is in compliance with the identified components of our athletics program, as required by Title D( and the Florida Educational Equity Act. 7/r/zt// D"T"
Page 28 of60 B. Attach a Participation Monitoring Form for each school with an interscholastic athletics program, signed by the principal. Enter the number of male and female athletes for each sport. For varsity teams, enter the number of athletes. For junior varsity/freshmen/B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
C. If the Participation monitoring forms indicate that schools are not in compliance with all components required by Title IX and the Florida Educational Equity Act, then each school that is out of compliance must also submit a Corrective Action Plan, signed by the principal.
D. If the district submitted corrective action plans as part of the 2020-21 Equity Update, it should submit updated Corrective Action Plans to show the current status/progress of the corrective actions and evidence of completion.
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20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Bailey MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 12 9 21 Basketball 0 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 0 Swimming/Diving 18 18 36
Tennis 00Tennis
Track and Field 16 23 39 Track and Field 11 11
Volleyball 8 8 Volleyball 8 8
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 28 40 68 Total JV Participants 29 26 55
% of Varsity Participants 41% 59% 100% % of JV Participants 53% 47% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 676 633 1,309 by Gender 20- 676 633 1,309 % Student Enrollment by % Student Enrollment by 100% 48% 100% Gender 20- 52% 48% Gender 20- 52%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Bellview MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 0 0 0 Baseball 0 0 0 Basketball 10 8 18 Basketball 11 0 11 Cross Country 0 0 0 Cross Country 0 0 0 Flag Football/ Flag Football/ 0 0 0 0 0 Football 0 Football Golf 0 0 0 Golf 0 0 0
Soccer 0 0 0 Soccer 0 0 0
Softball 0 0 0 Softball 0 0 0
Swimming/Diving 3 4 7 Swimming/Diving 0 0 0
Tennis 0 0 0 Tennis 0 0 0
Track and Field 6 14 20 Track and Field 0 0 0
Volleyball 0 12 12 Volleyball 0 12 12
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 0 0 0 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 19 38 57 Total JV Participants 11 12 23
% of Varsity Participants 33% 67% 100% % of JV Participants 48% 52% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 535 483 1,018 by Gender 20- 535 483 1,018 % Student Enrollment by % Student Enrollment by 100% 47% 100% Gender 20- 53% 47% Gender 20- 53%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Beulah MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 12 12 24 Basketball 12 12 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 3 18 21 Swimming/Diving 0
Tennis 00Tennis
Track and Field 38 35 73 Track and Field 0
Volleyball 11 11 Volleyball 10 10
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 53 76 129 Total JV Participants 12 10 22
% of Varsity Participants 41% 59% 100% % of JV Participants 55% 45% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 505 516 1,021 by Gender 20- 505 516 1,021 % Student Enrollment by % Student Enrollment by 100% 51% 100% Gender 20- 49% 51% Gender 20- 49%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. Digitally signed by Joe Snyder Date: 2021.05.14 12:02:36 Joe Snyder -05'00'
20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Brown-Barge MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 10 10 20 Basketball 11 11 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 10 14 24 Swimming/Diving 0
Tennis 00Tennis
Track and Field 24 20 44 Track and Field 0
Volleyball 12 12 Volleyball 10 10
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 44 56 100 Total JV Participants 11 10 21
% of Varsity Participants 44% 56% 100% % of JV Participants 52% 48% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 249 264 513 by Gender 20- 249 264 513 % Student Enrollment by % Student Enrollment by 100% 51% 100% Gender 20- 49% 51% Gender 20- 49%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equalq 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Ernest Ward MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 0 0 0 Baseball 0 0 0 Basketball 19 28 47 Basketball 10 0 10 Cross Country 0 0 0 Cross Country 0 0 0 Flag Football/ Flag Football/ 0 0 0 0 0 Football 0 Football Golf 0 0 0 Golf 0 0 0
Soccer 0 0 0 Soccer 0 0 0
Softball 0 0 0 Softball 0 0 0
Swimming/Diving 5 13 18 Swimming/Diving 0 0 0
Tennis 0 0 0 Tennis 0 0 0
Track and Field 13 21 34 Track and Field 0 0 0
Volleyball 0 37 37 Volleyball 0 19 19
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 0 0 0 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 37 99 136 Total JV Participants 10 19 29
% of Varsity Participants 27% 73% 100% % of JV Participants 34% 66% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 218 245 463 by Gender 20- 218 245 463 % Student Enrollment by % Student Enrollment by 100% 53% 100% Gender 20- 47% 53% Gender 20- 47%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Ferry Pass MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 0 0 0 Baseball 0 0 0 Basketball 12 11 23 Basketball 11 0 11 Cross Country 0 0 0 Cross Country 0 0 0 Flag Football/ Flag Football/ 0 0 0 0 0 Football 0 Football Golf 0 0 0 Golf 0 0 0
Soccer 0 0 0 Soccer 0 0 0
Softball 0 0 0 Softball 0 0 0
Swimming/Diving 9 14 23 Swimming/Diving 0 0 0
Tennis 0 0 0 Tennis 0 0 0
Track and Field 15 12 27 Track and Field 8 5 13
Volleyball 0 11 11 Volleyball 0 12 12
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 0 0 0 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 36 48 84 Total JV Participants 19 17 36
% of Varsity Participants 43% 57% 100% % of JV Participants 53% 47% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 526 509 1,035 by Gender 20- 526 509 1,035 % Student Enrollment by % Student Enrollment by 100% 49% 100% Gender 20- 51% 49% Gender 20- 51%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART IV GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Ferry Pass Middle School
(l) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information
Participation in FPMS will continue to promote equity by Juanda White, Principal As positions athletics teams is recruiting qualified coaches when positions (8s0) 494-5650 x223 become not in compliance become available. available based on our student Joshua Jackson, Assistant population. FPMS will continue to increase balanced Principal student participation in our athletic programs (850) 494-s650x224 through increased promotion of our athletic ongomg programs via social media and our school website.
We hereby verify that the above corrective action plan will be irnplemented to bring the institution into compliance within the time frame indicated in the Plan.
J uanda White 3y,ll?'yr;','ffi:.,?','tl3i[19T,3' 041t712021 Date 1, Date 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Ransom MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 10 9 19 Basketball 12 12 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 19 23 42 Swimming/Diving 0
Tennis 00Tennis
Track and Field 15 15 30 Track and Field 15 15 30
Volleyball 12 12 Volleyball 13 13
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 44 59 103 Total JV Participants 27 28 55
% of Varsity Participants 43% 57% 100% % of JV Participants 49% 51% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 655 665 1,320 by Gender 20- 655 665 1,320 % Student Enrollment by % Student Enrollment by 100% 50% 100% Gender 20- 50% 50% Gender 20- 50%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Warrington MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 14 9 23 Basketball 15 15 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 1 2 3 Swimming/Diving 0
Tennis 00Tennis
Track and Field 15 15 30 Track and Field 0
Volleyball 12 12 Volleyball 10 10
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 30 38 68 Total JV Participants 15 10 25
% of Varsity Participants 44% 56% 100% % of JV Participants 60% 40% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 443 352 795 by Gender 20- 443 352 795 % Student Enrollment by % Student Enrollment by 100% 44% 100% Gender 20- 56% 44% Gender 20- 56%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Workman MS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball 0 Baseball 0 Basketball 13 11 24 Basketball 14 14 Cross Country 0 Cross Country 0 Flag Football/ Flag Football/ 0 Football 0 Football Golf 0 Golf 0
Soccer 0 Soccer 0
Softball 0 Softball 0
Swimming/Diving 7 4 11 Swimming/Diving 0
Tennis 00Tennis
Track and Field 14 22 36 Track and Field 0
Volleyball 14 14 Volleyball 14 14
Wrestling 0 Wrestling 0
Weightlifting 0 Weightlifting 0
0 0 0 0
0 0
Total Varsity Participants 34 51 85 Total JV Participants 14 14 28
% of Varsity Participants 40% 60% 100% % of JV Participants 50% 50% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 395 443 838 by Gender 20- 395 443 838 % Student Enrollment by % Student Enrollment by 100% 53% 100% Gender 20- 47% 53% Gender 20- 47%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female studentdent enrollment shoshould equal 100%. 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Escambia HS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 16 0 16 Baseball 1 17 0 0 17 Basketball 19 17 36 Basketball 2 22 1 8 30 Cross Country 6 10 16 Cross Country 0 0 0 0 0 Flag Football/ Flag Football/ 62 8 1 47 0 0 47 Football 70 Football Golf 4 7 11 Golf 0 0 0 0 0
Soccer 22 17 39 Soccer 1 17 0 0 17
Softball 0 12 12 Softball 0 0 1 13 13
Swimming/Diving 4 6 10 Swimming/Diving 0 0 0 0 0
Tennis 8 16 24 Tennis 0 0 0 0 0
Track and Field 35 30 65 Track and Field 0 0 0 0 0
Volleyball 0 11 11 Volleyball 0 0 2 22 22
Wrestling 0 0 0 Wrestling 0 0 0 0 0
Weightlifting 28 19 47 Weightlifting 0 0 0 0 0
Lacrosse 16 8 24 Lacrosse 0 0 0 00 0 0
0 0
Total Varsity Participants 220 161 381 Total JV Participants 103 43 146
% of Varsity Participants 58% 42% 100% % of JV Participants 71% 29% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 933 794 1,727 by Gender 20- 933 794 1,727 % Student Enrollment by % Student Enrollment by 100% 46% 100% Gender 20- 54% 46% Gender 20- 54%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART IV GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Escambia High School
(1) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Comnonent Information
Participation in our 1. EHS will continue to recruit and employ Frank Murphy, Principal As positions Junior Varsity and highly qualified female coaches when positions become Freshmen teams is become available. [email protected] available. not in compliance 2. EHS will work to increase female student based on student participation in our Junior Varsity and (850) 903-0777 Cunently population. Freshmen athletic programs through increased ongoing promotion of EHS programs at all of our feeder middle schools. 3. EHS will continue to negotiate with our district to add female coaching positions for Ryan James, Athletic Girls Swimming, Girls Lacrosse, and Girls Director Flag Football. 4. EHS will continue to build our Girls FlaE [email protected] Football and Girls Lacrosse programs and 2021-2022 strives to field sub varsity teams in the school year 2021-2022 school year. (850) 903-0704 5. Due to Covid closures and restrictions many students chose remote learning and did not participate in athletics during the 2020-2021school year. We anticipate those students returning to traditional learning *d E
We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.
Frank Murphy 3:'.il:'yd'i.[n?,'Hily:&ry,, 04/L4/2021 Date 7/t/zZ ate 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Northview HS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 10 0 10 Baseball 11 0 11 Basketball 9 9 18 Basketball 10 8 18 Cross Country 8 5 13 Cross Country 0 0 0 Flag Football/ Flag Football/ 26 0 19 0 19 Football 26 Football Golf 3 5 8 Golf 0 0 0
Soccer 0 0 0 Soccer 0 0 0
Softball 0 14 14 Softball 0 13 13
Swimming/Diving 0 0 0 Swimming/Diving 0 0 0
Tennis 0 0 0 Tennis 0 0 0
Track and Field 18 17 35 Track and Field 0 0 0
Volleyball 0 12 12 Volleyball 0 7 7
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 16 19 35 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 90 81 171 Total JV Participants 40 28 68
% of Varsity Participants 53% 47% 100% % of JV Participants 59% 41% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 247 265 512 by Gender 20- 247 265 512 % Student Enrollment by % Student Enrollment by 100% 52% 100% Gender 20- 48% 52% Gender 20- 48%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART ry GENDER EQTJITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Northview High School
(1) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information l.Informative l. Athletic Director will talk with parents and A)Obreonne Smith-A.D. 2021-2022 incoming NHS students. Athletic Director will encourage participation to the student body the first day of school. Athletic Director will also speak to students during the 2021-2022 school year to encourage participation in sports.
2. Strategies 2. Continuation of announcements using A)Obreonne Smith-A.D. 2021-2022 Northview's CCTV along with morning and B)Head Coaches afternoon announcements over the intercom C)NHS Adminstration will be made notifuing the student body of upcoming sporting activities offered at the school. Important dates will be announced and posted on Northview's CCTV.
3. Results 3. As a result of utilizing our resources, we A)Obreonne Smith-A.D. 2A2t-2022 plan on having an increase of participation from our female population.
We hereby verify that the above corrective action plan will be irnplemented to bring the institution into compliance within the time frame indicated in the Plan.
M i c h a e I S h e rri | | 3f,1i?',ry.;iffi:,y,Tiiii? :JI:[[T 04/L9t2021 Date 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Pensacola HS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 12 0 12 Baseball 0 0 0 Basketball 15 8 23 Basketball 20 0 20 Cross Country 11 5 16 Cross Country 0 0 0 Flag Football/ Flag Football/ 0 0 0 0 0 Football 0 Football Golf 6 4 10 Golf 0 0 0
Soccer 37 31 68 Soccer 0 0 0
Softball 0 16 16 Softball 12 15 27
Swimming/Diving 5 10 15 Swimming/Diving 0 0 0
Tennis 18 11 29 Tennis 0 0 0
Track and Field 32 17 49 Track and Field 0 0 0
Volleyball 0 19 19 Volleyball 0 0 0
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 17 6 23 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 153 127 280 Total JV Participants 32 15 47
% of Varsity Participants 55% 45% 100% % of JV Participants 68% 32% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 580 734 1,314 by Gender 20- 580 734 1,314 % Student Enrollment by % Student Enrollment by 100% 56% 100% Gender 20- 44% 56% Gender 20- 44%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART ry GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Pensacola High School
(l) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information
Pensacola High is 1) Covid reduced our on campus student David Williams, Principal l) Ongoing out of compliance number as a whole by 30%. Athletics was a [email protected] based on student similar drop off, but females and those families 850-595-1500 Ext 225 population stayed off campus in larger numbers. We are planning on getting back to increasing our Casey Thiele, female numbers in 202I -22. Athletic Director 2) Ongoing [email protected] 2. PHS introduced girls flag football in 850-595-1500 Ext 331 20L6-17. Covid forced PHS to not play in 2020-2L. Girls Basketball also stopped played because of low numbers, COVID and injuries. We anticipate getting back to normal numbers 3) As positions 3. PHS will continue to recruit and employ become more qualified Female coaches when positions available become available 4) Ongoing 4. Principal and Athletic director meet with all Head coaches prior to August 2021 to discus srategies with coaches on how to increase participation by females.
We hereby verify that the above corrective action plan will be implemented to bring the instinrtion into compliance within the time frame indicated in the Plan.
David Wi | | iams 35,:?'|.;',,'E:,?"?i1l#Hffi 0slr4/202r Date // 7/ //zl ' Date 20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Pine Forest HS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 16 0 16 Baseball 15 0 15 Basketball 14 13 27 Basketball 25 9 34 Cross Country 8 3 11 Cross Country 0 0 0 Flag Football/ Flag Football/ 57 17 0 0 0 Football 74 Football Golf 5 2 7 Golf 0 0 0
Soccer 11 23 34 Soccer 0 0 0
Softball 0 20 20 Softball 0 0 0
Swimming/Diving 5 3 8 Swimming/Diving 0 0 0
Tennis 0 0 0 Tennis 0 0 0
Track and Field 32 31 63 Track and Field 0 0 0
Volleyball 0 24 24 Volleyball 0 0 0
Wrestling 0 0 0 Wrestling 0 0 0
Weightlifting 17 7 24 Weightlifting 0 0 0
0 0 0 0
0 0
Total Varsity Participants 165 143 308 Total JV Participants 40 9 49
% of Varsity Participants 54% 46% 100% % of JV Participants 82% 18% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 867 772 1,639 by Gender 20- 867 772 1,639 % Student Enrollment by % Student Enrollment by 100% 47% 100% Gender 20- 53% 47% Gender 20- 53%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART IV GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Pine Forest High School
(1) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information
Participation in our 2020-202r Arthur Davis Freshman and J.V. l. We need to promote and recruit more female 850-941-61-50 ext.252 programs are not in athletes within our schools. We need to target compliance. Varsity the females that participated in sports in the Laura Touchstone participation are middle school and get them more involved and 850-941-6150 ext.222 also not in excited about High School Athletics. compliance. 2. We need to add more sports that apeal to female athletes.
3. We need to hire more coaches that are highly qualified and specialize in female sports.
4. Educate our coaches on teaching them how to manage young female athletes.
We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.
La u ra To u ch sto n e 3:'.:j? i';f E:'?ibH*i:H?* 04n4t2021 2020-21 Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen, and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total
Baseball Baseball Basketball Basketball Cross Country Cross Country Flag Football/ Flag Football/
Football Football Golf Golf
Soccer Soccer
Softball Softball
Swimming/Diving Swimming/Diving
Tennis Tennis
Track and Field Track and Field
Volleyball Volleyball
Wrestling Wrestling
Weightlifting Weightlifting
Total Varsity Participants Total JV Participants
% of Varsity Participants 100% % of JV Participants 100%
Total Student Enrollment Total Student Enrollment
by Gender 2020-21 by Gender 2020-21 % Student Enrollment by % Student Enrollment by 100% 100% Gender 2020-21 Gender 2020-21
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART IV GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: Tate High School
(1) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information
Lack of female In the last three years, we have added 2 new Athletic Director: Gres 20t8-2021 athletes female sports which have contributed to 39 Blackmon Academic additional female athletes. We believe we now Cell: 850-554-7676 School Years have coaching stability for both sports which Email: should enable both to attract more athletes into [email protected] the programs. We also had the issue of students not playing due to Covid-I9 fears.
We hereby verifo that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.
Digitally signed by Rick Shackle Rick Shackle Date: 2021 .04 .'l 4 1 4:32:03 -05'00' 04tr4t2021 Date/. 7//=r Date
20- Athletic Participation Monitoring Form
Component 1: NOTE: OCR defines a participant as anyone who (1) participated in competition or (2) participated with the team and was eligible for competition but did not play. Participation is determined as of the date of the first competitive event for the sport. For varsity teams, enter the number of athletes. For junior varsity, freshmen and B-teams, enter the number of athletes and, if there is more than one team, enter the number of teams.
School: West Florida HS Number of Participants Number of Participants
Varsity Teams Males Females Total Non-Varsity Teams # Males # Females Total Baseball 14 14 Baseball 21 21 Basketball 13 12 25 Basketball 2 24 24 Cross Country 12 7 19 Cross Country 0 Flag Football/ Flag Football/ 65 20 20 Football 65 Football Golf 10 6 16 Golf 0
Soccer 17 17 34 Soccer 22 25 47
Softball 12 12 Softball 12 12
Swimming/Diving 11 11 22 Swimming/Diving 0
Tennis 8 10 18Tennis 0
Track and Field 20 28 48 Track and Field 0
Volleyball 11 11 Volleyball 2 20 20
Wrestling 0 Wrestling 0
Weightlifting 15 9 24 Weightlifting 0
Lacrosse 30 35 65 Lacrosse 0 Competitive Cheer 22 22 Competitive Cheer 0
0 0
Total Varsity Participants 215 180 395 Total JV Participants 87 57 144
% of Varsity Participants 54% 46% 100% % of JV Participants 60% 40% 100%
Total Student Enrollment Total Student Enrollment by Gender 20- 614 614 1,228 by Gender 20- 614 614 1,228 % Student Enrollment by % Student Enrollment by 100% 50% 100% Gender 20- 50% 50% Gender 20- 50%
This form must be submitted for each school. Be sure to fill in the enrollment data. The total percentage of male and female student enrollment should equal 100%. PART IV GENDER EQUITY IN ATHLETICS
Corrective Action Plan
District: Escambia
School Name: West Florida High School
(l) (2) (3) (4) Gender Equity Planned Actions to Address Responsible Timelines in Athletics Deficiencies Found in Athletics Person(s) and Contact Component Information
Prong 2 Added Girls Tennis - 2010 Athletic Director and On-going Compliance Added Girls Lacrosse - 2015 Administration throughout Added Competitive Cheer -2A20 the year
We hereby verify that the above corrective action plan will be implemented to bring the institution into compliance within the time frame indicated in the Plan.
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PART V
EMPLOYMENT EQUITY
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PART V: EMPLOYMENT EQUITY
A. Complete the following chart for administrative and instructional positions in the school district. Enter the number and percent for each race/ethnicity and gender. Count each person only once under one category.
District: Escambia County 2020-21 District Administrative and Faculty Positions
Administrative # & % # & % # & % # & % # & % # & % Positions Total Black Hispanic White Other Female Male Student 13,297 3,185 17,723 4,260 18,798 19,667 38,465 Demographics (34.57%) (8.28%) (46.08%) (11.08%) (48.87%) (51.13%) District-Level 5 0 56 2 40 23 63 Administrators (7.94%) (0.00%) (88.89%) (3.17%) (63.49%) (36.51%) 11 1 37 2 38 13 Principals 51 (21.57%) (1.96%) (72.55%) (3.92%) (74.51%) (25.49%) 16 1 42 0 50 9 Asst. Principals 59 (27.12%) (1.69%) (72.19%) (0.00%) (84.75%) (15.25%) 342 76 2,211 55 2,081 603 Teachers 2,684 (12.74%) (2.83%) (82.38%) (2.05%) (77.53%) (22.47%) Guidance 26 3 50 5 77 7 84 Counselors (30.95%) (3.57%) (59.53%) (5.95%) (91.67%) (8.33%)
B. Review the employment data to identify any racial/ethnic or gender underrepresentation in administrative and faculty positions.
The data in the report represents the District’s demographic data. The District’s data reveals a disparity between the District’s student population and the ultimate goal of our District’s workforce demonstrating a reflective representation of our student population in the administrative and instructional areas.
Our District has continued to review all non-renewals during the spring staffing process seeking to reach our goal to reflect the student population within the workforce. We review the make-up to ensure compliance with all Federal law, State law, and School Board policies (including the Florida Educational Equity Act). The review process is an effort to continue the District’s initiative to recruit and retain certified/highly qualified gender specific and minority instructors. Our superintendent considers the District’s diversity plan objectives formulated under the Florida Educational Equity Act when reviewing selections for administrative and professional appointments.
Our District continues to use strategies to stress the importance to each site-based administrator’s role in employing a diversified work force as evidenced by School Board Rule 2.04 (2), Diversity Action Plan, and 2.04 (13), Instructional Candidate Pool.
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Our District provided a pay raise during the 2020-2021 school year, bringing the starting salary to $43,500. The pay raise boosted our starting teacher’s salary closer to the state average. The raise brought our starting salary well above our neighboring Florida counties and assisted us in the recruiting process for all candidates. The Governor signed into law a provision that will bring our teacher’s beginning salary to $47,500, within the top five in the United States. This law will certainly assist our District in the recruiting efforts to find certified and highly qualified teaching candidates.
The District’s demographic data reveals the district held steady in Black principals holding at 21.57%. The data reveals an increase in Black assistant principals by 1 from 25.42% to 27.12%. The district data reveals an increase of 3 in Black school counselors from 27.06% to 30.95%. The data represents no change in Black district level administration. Finally, the data reveals an increase of Black teachers from 12.69% to 12.74%, Hispanic teachers decreased from 3.42% to 2.83%, and male teachers increased from 20.62% to 22.47%.
C. Identify specific methods and strategies used to address any racial/ethnic or gender underrepresentation in administrative, instructional and guidance positions.
We have continued a training component for individuals seeking entrance into our principal pool (prerequisite for school-based administrative positions). This component is to ensure individuals previously not successful the opportunity to increase their ability to make the required scores for entrance into the pool. This training component has been highly successful.
Beginning in the 2018-2019 school year, our District brought in an outside tutoring agency to work with a selected group of instructional personnel who had not passed the required State of Florida teacher certification exams after three years of failed attempts, which greatly benefited those who attended these tutoring sessions. Also, the State of Florida granted a grace period of the entire year for certification purposes.
Because of the COVID-19 virus, during the Spring 2021 Recruitment Season, all College and University Recruitment Fairs were Virtual Recruitment Fairs. As an alternative, the District had a Virtual Recruitment Fair that was very successful. The School District Will hold an In- Person Job Fair on July 8, 2021. We are working to recruit individuals seeking a second career, retired military workers, and people with non-education degrees desiring to teach that are willing to take and pass a teacher certification exam. Part of our recruitment efforts is to attract minority/underrepresented graduates into our teaching positions. We continue to place great emphasis on attracting individuals typically underrepresented in our teaching ranks into the profession.
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PART VI
SINGLE-SEX SCHOOLS AND CLASSES
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PART VI: SINGLE-SEX SCHOOLS AND CLASSES
Does the district operate single-sex schools or classes? __ Yes X No
If applicable, please complete the charts and respond to the questions below regarding single-sex education in your district.
A. In the chart below enter the names of any single-sex schools operating in the district and the number of students enrolled.
District: 2020-21 Single-Sex Schools School Name Male Enrollment Female Enrollment
B. In the chart below enter the number of classes and enrollments in all classes for courses for which single-sex classes are offered at co-educational schools in the district.
School Name: 2020-21 Single-Sex Classes Male students only Female students only Co-Ed students # of Classes/ # of # of Classes/ # of # of Classes/ Grade/Course Sections Students Sections Students Sections # of Students
C. Questions about the implementation of Title IX especially as they apply to single-sex education: Does the district offer single-sex education? No How is single-sex education being justified? Title IX states that you can separate genders when offering contact sport classes and those are the only physical education classes the district would allow to be single gender. How does the district keep track of single-sex public education? The physical education specialist monitors the district’s physical education programs. What does the district do to insure there is no illegal sex segregation in education? All students are offered the same choices regardless of gender. Is single-sex education intended to decrease sex discrimination in the outcomes? The physical education courses that might separate students do so only when sports that are offered present a safety concern because of the contact involved in the sport. Do the schools provide comparable co-educational options? Yes. Most physical education classes are co-educational, especially the activity classes that do not require considerable contact.
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How are single-sex educational options reviewed, monitored, and evaluated to insure they are legal? The district’s physical education specialist monitors all physical education programs. Who is involved in the evaluations and guidance on the implementation of single-sex education? The district’s physical education specialist and high school director monitors all physical education programs. What assurances are provided to insure that single-sex or co-educational options are completely voluntary? Students have total choice in selecting physical education classes. Students who do not want to participate in a single sex class may choose to take the class online from either FLVS, our district online provider (Escambia Virtual School). Are there pre-implementation reviews of proposed single-sex education? No. What entities review and approve single-sex options, and what standards do they use? If additional classes were to be proposed, the school administration, the district director of high school education, the assistant superintendent of curriculum and instruction, and the appropriate subject specialist would review the request. Is there assistance from external groups for training or consultation? If additional classes were being suggested, input from all impacted groups would be considered. How does the district monitor to insure that single-sex education is not contributing to gender stereotypes or sex discrimination in outcomes? For example, is data provided on girls compared to boys, or on any other populations, such as low-income minority boys compared to low-income minority girls? No data has been collected. All monitoring of physical education classes is done by the district physical education specialist. Do you or anyone else monitor to learn if there is equity between and among the single- sex groupings and the mixed-sex alternatives on equity measures? The district’s physical education specialist monitors all physical education classes to ensure equity. Please share information on why the district or school decided to eliminate single-sex education? This is only for those district(s) or school(s) that discontinued single-sex education. Although we do not offer single-sex education at the district level, the possibility of single -sex education has not been eliminated. We do not recommend or encourage this practice, but if a school approached the district physical education specialist with this interest, it would be reviewed to determine compliance, equity, and safety for all students. D. Please attach copies of notices to parents/students that co-education options are available and the participation in single-sex classes is completely voluntary. Not Applicable
E. If the district conducts single-sex education program, please submit the completed signed Single-Sex Evaluation Verification Form. Not Applicable
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PART VII
PREGNANT AND PARENTING STUDENTS
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PART VII: PREGNANT AND PARENTING STUDENTS To ensure that pregnant and parenting students are treated in compliance with the requirements of Title IX and Section 1003.54, F.S., districts are asked to respond to the following questions regarding programs for pregnant and parenting students: (1) How does the district make provisions for pregnant and parenting students to complete the coursework necessary to earn a high school diploma? How are ancillary services (such as child care, health care, social services, parent education and transportation) provided?
Pregnant and parenting students remain at their zoned district school to continue their education. Students are placed on home instruction after giving birth. When they return to school, if needed, the District provides child care services through contracted day care providers in our county. If the student should need transportation to the day care and school, then the school district provides this option as well. Our district contracts with Children’s Home Society to provide support to pregnant and parenting teens. This contract provides a full time Case Manager to conduct group instruction with pregnant and parenting students in monthly support groups to cover such topics as: pregnancy/prenatal care, labor and delivery, medical services for parents and infants, child development, parenting skills, infant care, Healthy Start program, substance abuse prevention, child abuse/neglect prevention, relationships and domestic violence, employment skills, family planning with emphasis on sexual abstinence , and available community resources/contacts/locations.
(2) If the district operates a separate program for pregnant and parenting students, how are students informed of the different curricula, services, or other options available through the program versus what is available at their home schools? (Attach brochure(s) used to inform pregnant and parenting students of their educational options.)
Our district does not operate a separate facility for pregnant and parenting students. The District continually ensures that pregnant and parenting students have the same access to programs, curriculum, and extra-curricular activities as all other students. They are encouraged to participate in any activities available at their home school.
(3) How are school counselors and administrators trained to effectively advise pregnant or parenting students of their options to participate in regular classroom activities or enroll in a special program, and their access to curricular, extracurricular, and ancillary service programs?
Professional development is provided during preschool to school counselors and administrators regarding the services for pregnant and parenting students. Topics include the referral process for Children’s Home Society and child care services.
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