06/12/08AGENDA
GOLDEN VALLEY HUMAN RIGHTS COMMISSION
Golden Valley City Hall
Council Conference Room
June 12, 2008 — 7 pm
A = Action D = Discussion
Call to Order
Open Forum
Chair's Report
A - Approval of the minutes of the April 10, 2008 regular meeting
Bremer Grant/Capacity Building
D- Dutch Fischer, former chair of Crystal HRC
Committee Reports:
D - School Education
D - Housing
D - League of Minnesota Human Rights Commissions
D - Share the Dream
D - Discrimination
Proclamations
• Juneteenth
Old Business
• D - Recruitment Strategies/Status of Membership Dykstra
• D - Diversity Training- Helland
New Business
• D- Public Forum- Employment Service Needs of Individuals with
Disabilities, Wednesday, June 25th, 9:-OOAM-6:00 PM, City Council
Chambers- Dykstra
• A - Election of Officers
o Chair
o Vice Chair
Adiournment
News Release
May 7, 2008
For Release May 14, 2008
Contact: Marion Helland, Golden Valley Human Rights Commission, 763-546-7469
Golden Valley Human Rights Commission
Names 2008 Essay Contest Winners
The Golden Valley Human Rights Commission (HRC) presented 10 Sandburg Middle School students with awards at its
annual Essay Contest Celebration May 14 in the Golden Valley City Hall Council Chambers. The awards are presented to
students whose written essays most eloquently portray ideas that promote and show understanding of fair and equal
treatment for everyone.
Students were asked to consider the following facts, then write essays describing if they think discrimination still exists
today:
• The Universal Declaration of Human Rights was ratified by the United Nations in 1948.
• As far back as 1857 the Minnesota Constitution prohibited discrimination.
• Minnesota Legislators passed the Fair Employment Practices Act in 1955.
• Discrimination was outlawed nationally by the Civil Rights Act in 1964.
• Through the years these laws have been broadened and amended to give more protection.
• The Minnesota Department of Human Rights was established in 1967 and in 1968 local human rights
commissions were established throughout the state.
Writers were encouraged to consider the U.S. Bill of Rights, the Universal Declaration of Human Rights, and the
Minnesota Human Rights Act when crafting their essays. The entries were judged by members of the Golden Valley HRC.
The first place prize of $50 was awarded to Mounir Peterson-Darbaki. Brian Mozey and Jacob Wankel each received $35
for second place, and Holly Halverson was awarded $20 for third place. Honorable mention awards were presented to
Adam Brady, Anna Hendrix, Anna Kruskop, Anna Meyer, Melissa Randall, Andrea Saavedra. All award winners also
received books from the HRC. Excerpts from each of the top 25 entries are published in a Quotable Quotes booklet,
which is provided to local schools, the City of Golden Valley, and other Human Rights Commissions in Minnesota.
Nikki Purvis and Golden Valley Human Rights Commissioner Theresa Jorgenson presented the awards. Participating
Sandburg teachers included Erika Gentry and Natalie Hein.
For more information about the Golden Valley Human Rights Commission, visit www.ci.golden-valley.mn.us/
/citygovernment/HRC.htm.
-30-
QUOTABLE
QUOTES
by
Sandburg students in response to the
Golden Valley Human Rights
Essay Contest
May, 2008
Q U.OtGLb1 Q lA ote-k
By Sandburg students in response to
The Golden Valley Human Rights Essay Contest
May, 2008
}
2008 Essay Topic:
The Universal Declaration of Human Rights was ratified by the United Nations in 1948. As far
back as 1857 the Minnesota Constitution prohibited discrimination. Minnesota Legislators
passed the Fair Employment Practices Act in 1955. Discrimination was outlawed nationally by
the Civil Rights Act in 1964. Through the years these laws have been broadened and amended to
give more protection. The Minnesota Department of Human Rights was established in 1967 and
in 1968 local human rights commissions were established throughout the state.
Key Question: After all of this, why do you think discrimination still exists today?
Quotes from the top 25 essays submitted:
"They've held workshops, classes, and even protests. So why does discrimination still exist? The
thing is, we're all human, right? And most humans want to be right about everything. And when
a person tells another person that they're not right, well, that conversation doesn't usually end on
a happy note. " Anderson, Erin
"If kids can learn to be discriminative and/or prejudiced, they can also learn how to be fair and
not to judge by the color of someone's skin or race." Brady, Adam
"I think that the people that do discriminate against other people are jealous of them because they
are a different race or religion. I think that the people that do discriminate against other people
don't think that their country is big enough for people of a different race or religion."
Burk, Charlie
"Now for the -people who are against discrimination, they rock; but for the people who are not
against discrimination and think it should still go on, they have some serious problems to
handle." Coffey, Cydney
"Legally you can hate someone but can't stop them from enjoying their rights. ...People
discriminate for a lot of reason: the feelings of superiority, ignorance, fear, and not knowing
when to stop. An incident when fear was the outcome was after 9/11 if someone saw an Arab
looking person on a plane they would be terrified." DeRemer, Dunham
"I think it is wrong to judge people by race, gender, age or otherwise. Get to know someone
before you judge them. Don't judge a book by its cover. You've heard it a million and a half
times, but it's still a good principle to live by." Tyler Driskill
"On occasion, a person will tease another person, and the person being teased will believe what
the other is saying. The person being teased may end up hating themselves, so the person who
teased them will move on, knowing they have done their job. ...The people who were teased will
begin to hate other people, and make fun of them for being different. It will continue as a domino
effect." Fietek, KC
1
"Why does discrimination still exist today, even though laws prohibit it? It is because people
don't always want to follow the rules. Still, some people think that certain groups of people don't
belong, since they are not like them." Halverson, Holly
"I don't agree with discrimination ... It hurts people's feelings and causes things like suing,
hating, court, and other big problems.. People adapt to discrimination, but I think it should be
stopped." Anna Hendrix
"...It is probably because we are insecure. Discrimination is taught by teachers, friends, parents,
peers. We are afraid of each other; and fear spirals into anger, judgments, and prejudice."
Anna Kruskop
"When we - who call ourselves `Americans'- the first white people, came to the new land, we
saw- for the first time, perhaps – Indians, and we thought, `Oh, no. They look different. They
must be dangerous.' That fear of different people has been passed on from generation to
generation. Now to the point: why it still exists when rules ban it. The idea is still there."
Angela Laine
"Instead of having contagious discriminating thoughts, have thoughts of equality be contagious.
W don't need another Bill of Rights, UDHR or declaration to stop discrimination. We need a
leader to start the reverse of rotation... then followers and cooperators. We need a change."
Sarah Legried
"I've heard prejudice is contagious, so why can't we make kindness and acceptance contagious
also?" Anna Meyer
"I believe that a lot of illegal discrimination exists today because it is not taken seriously
enough." _ Logan Moore
"We could stop discrimination by having teachers and parents teach and discuss with the kids."
Brian Mosey
"I think discrimination can be lessened in the next 100 years if we just accept that each of us is
different in a good way." Timothy Nyangacha
"To possibly eliminate discrimination and illegal discrimination, we can stand up to the people
who are causing it, so hopefully they will not do it again. If we are those people, we can wait to
judge someone, and get to know them better. " Luke Odenthal
"One of my friends in 4t" grade sat by the white kid ... who said, `I don't like brown people, they
talk too much.' When I heard that, I was shocked that a kid would say that about someone ... that
was one of the first times I had heard of some pretty mean discrimination.—Friends are the kind
of people who could influence you the most but so could your parents. There are so many stories
out there about kids being told by their parents that you aren't supposed to trust these kind of
people." Mounir Peterson-Darbaki
2
"...illegal discrimination ... includes stopping people from employment because of their race, age,
sex, etc; not letting people vote or eat at a restaurant for the same
reasons.....Discrimination... Some examples of this are (1) not like someone because of their
race (2) telling a person from a different country to go back to where they came from, and (3)
calling someone `that stupid, overly happy Morman.' No matter how you discriminate against a
person, deep down it will hurt them." Melissa Randall
" In the 1970's my grandma came to the United States from Chile. She was applying for a
teaching job at a school where she wanted to teach. She went up to. the front office and asked for
a job. The woman there said, "We don't have any openings in the service department." My
grandma is short, brown, and very Latina looking. The woman thought that she was applying for
a cleaning job. It was discrimination when the woman judged my grandma's appearance instead
of looking at her ability, education, and her teaching history.... What the woman did was
probably illegal." Andrea Saavedra
"Why do people still discriminate? There are probably a lot of different reasons. But the main
reason is most likely because it has been introduced to them through another person's opinion
about a certain group. It could be that they were never taught or taught very little about
discrimination and what it does. Or it could be a life experience. Maybe someone has never
associated with a person of a different race and they just don't know what they are like. Or
maybe a person knew a lot of people of a certain race tat didn't treat people rights, so they just
assume that everybody of that race is cruel. All of this could be in addition to a fear of people
that are different and comfort with things or people that are similar to them." Lindsey Salhus
"...we are all really just different looking people that can think differently, that can believe
different things and talk differently, but we are not that different if you stop thinking about what
is different about each other and start thinking about what is the same about each other."
Courtney Solberg
"The Universal Declaration of Human Rights was made for a reason. So why do we still have
people who discriminate against others? I believe it is because of the way people are raised
within their families. One example is if a father is prejudiced against a black man or woman, his
son will learn the same type of disrespect. Then this becomes a chain reaction for future
generations." Jacob Wankel
"...when our attitude toward certain groups changes by the way one or two individuals act, that
is wrong. Insensitive remarks and refusing to associate with people on a personal level shows
ignorance. ...We need to stop classifying people as `races.' Instead of judging people by their
outward appearance, we need to judge their behavior and attitude toward the world. The children
in school are the future of the world and they alone can lead us to a bright and diverse future"
Sara Wixon
3
Expenses
GVHRC Student Essay Contest Award Celebration
May 14, 2008
Checks needed for:
First Prize $50.00 Mounir Peterson-Darbaki
Second Prize
Second Prize
Third Prize
Sub total
Rights Matter (books)
Thesaurus (books)
Certificates
Plastic sleeves
Gift bags
Punch & Cookies
Sub total
Total: _
35.00
35.00
20.00
$140.00
Brian Mozey
Jacob Wanhel
Holly Halverson
33.00
27.93
8.49
12.46
21.97
53.00 —District #281 Food Services will send bill
$156.85
$296.85
Donations
from Ella Mazel, Argonaut Press, Lexington, Massachusetts: Book "And
don't call me a racist!" (15 copies) Shipping $15
From Jackie Fraedrich, District 281: Book "Stand up Speak out (10 copies)
Marion Helland
7720 Winnetka Hts. Dr.
Golden Valley, MN 55427
763-546-7449
marionhelland@comcast.net
The Universal Declaration of Human Rights is 60 years o.• 1
Text in Arabic, Chinese, English, French, Russian and Spanish — can you identify each?
The anniversary campaign is symbolized by the UDHR60 logo, which depicts a human
shape standing with arms wide open. The yellow and red symbol represents liberation and
equality. The yellow is a sign of peace and warmth. The symbol is set on a solid block that
represents the foundation of human rights. The earthy red color of the block reinforces
human rights as a foundation stone and as humankind's common heritage. It will be used
during the anniversary period, from December 10, 2007 to December 31, 2008,
M P�,
MILLS,
BCEOBU4AN
'IEK""A4"'I
n PA13
HenoBe48CKoe AOC-rOWHCTBO
4EAOBEKA
w cnpaBe9PWE30GTb XIR BCBX HBC
Text in Arabic, Chinese, English, French, Russian and Spanish — can you identify each?
The anniversary campaign is symbolized by the UDHR60 logo, which depicts a human
shape standing with arms wide open. The yellow and red symbol represents liberation and
equality. The yellow is a sign of peace and warmth. The symbol is set on a solid block that
represents the foundation of human rights. The earthy red color of the block reinforces
human rights as a foundation stone and as humankind's common heritage. It will be used
during the anniversary period, from December 10, 2007 to December 31, 2008,
n z
n
D
cn
:;um
r
n
ry
N
vi
;;a
v
—
z
z
z�
0-n
T
0
M 0
0
0,
O
a
w
c
O
0
S
Ln
�_
o
o
m
ro
7T.
7O
N O'
V
3
v+
O
sz
LS"
II'
n
O
<
�
�-
m
Ln
-.
fey.
O'
S=
N
Dt
CL
m
<
m
h
rD
a
=
7
or
"O
O
rD
D!
,�
_
CL
do
a
S
?�
r
0�
Di
aq
rn
O
O
rD
M
rD
D
m
O
O
0
O
O
O
DQ
D
D
D
D
0
(A
�n
i—n
rn
vri
� T
LU
C A
rn
Z m
n
Ln
o
w
00
W
A
N0)
A
A
a1
A
A
V
= �
m
v
01
Ut
ID
A
Ln
w
00
to
ID
U1
00
7
=
-e
a)
W
00
N
O
V
N
01
O
to
In
A
Qn
V
A
o
V
N
V
A
o
V
a
o
a
o
o�
o
a
a
a
OI
Ol
a
o
0
0
0
A
Z
z
N
Z
0
v
LnNJ
N
N
ri
W
l~D
O
N
O
N
N
A
U'I
A
00
N
N
O
N
N
0
o
J
oP
J
o
o
o'
a
A
oe
00
o
0
0
0
0
0
0
0
D
0
N
CCA
N
(A
t0
vDi
LLnN
Z
0
O
Z
co
Z
Z
O
V
lD
NlD
Un
V
A
w
N
N
W
O
W
A
J
W
A
Ln
O
w
w
w
O
O
V
w
1D
to
A
O
lD
at
m
kD
f-'
N
O
f+
O
V1
tD
01
V
O
to
co
-!
A
W
V
W
N
01
W
V
-ln
O
N
A
F+
0o
N
O
01
01
W
00
A
01
O
00
t0
W
V
O
e
N
N
S
N
S
N
2
w
S
0
co
N
N
A
N
lD
V
f+
O
V
C0
N
In
O
to
O
00
O
In
tD
00
N
W
W
W
In
0
W
to
O
01
00
O
W
O
t!1
V
lD
p
W
0
O
A
N
O
V
lD
O
p
O
N
N
lD
N
O
O
U'I
J
W
A
O
W
A
0
V
0
N
0
O
0
0
lop
T
0
lD
W
lD
W
O
0
000
\
o
o
0
N
O
m
W
0)
V
W
O
T
W
N
A
W
Vi
N
lD
A
O
A
0~1
0
001
A
lW0
A
O
O
O
V
O
W
A
N
00
00
In
to
V
1-+
W
V
0
W
N
W
N
N
N
N
to
A
In
w
f+
A
ou
O
A
V
V
01
A
N
V
A
J
V
A
00
In
01
O
O
i-+
F+
v1
A
00
o
W
\
mLnA
a
o
a
J
to
oe
io
N
ado
�D
a
oho
0
00\o
a
oho
ae
o
o\°
oho
oo
V
N
F+
N
C
(D
in
N
=
01
=
W
=
w
2
O)
t0
In
A
N
A
Q1
-i
lJ1
W
N
W
In
N
N
01
In
m
0
O
w
W
V
N
W
O
00
J
Vt
w
A
W
0
A
00
01
W
O
W
01
W
V
A
W
O
W
N
O
W
N
V1
V
A
al
Vi
V1
U1
V1
J
w
Vt
to
Vf
W
00
V
0
V
N
W
tri
O
O
N
V
A
J
A
l0
A
lD
d1
00
at
I-+
V
V
A
V
V
O
O
V
00
A
A
O
A
01
w
U1
N
O
A
W
o
a
o
a
o
0
0
0
0
0Ln
0
0
oe
o
o
ae
3
3
0)
3
-i
0
a)w
Z
Z
m
Z
z
a
N
-I
ID
V
00
N
W
A
00
I-+
N
N
F+
N
W
N
N
A
N
W
r
00
�--+
N
A
A
01
A
N
W
N
w
N
00
A
A
N
W
V
O
O
W
A
N
N
00
N
Q1
O
V1
V
to
to
ae
N
p
N
to
w
�'
A
A
A
0�
O
A
W
N
A
A
N
00
W
N
J
a1
A
lD
A
1D
J
W
N
to
Z
0
o
O
O
A
N
Z
p
\
00
N
N
Z
o
\
O
O
N
Z
a
\
01
A
V
O
01
A
V
Ln
N
Oal
V
01
a
\°
A
W
01
0
W
0
o
N
a
01
a
01
go
o
a
o
0
e0
0
-eo
0
ol
N
ID
I-+
N
nJID
f
Pf
01
N00
A
p
N
iD
N
O
w
OWW
A
01
A
a)t'j
WAO100
A
A
WW
OA
V
N
F+
0W
N
A
tD
01
N
0
N
A
O
V
O
A
00
A
W
C0
l/l
ROBBINSDALE AREA SCHOOLS
DESEGREGATION/INTEGFtATION PLAN
JUNE 2008
Approved by:
Robbinsdale Area Schools Desegregation Community Collaboration Council
Date:
Approved by:
Robbinsdale Area Schools Board of Education
Date:
TABLE OF CONTENTS
I. Introduction.................................................................................................................... Page 3
w
H. Robbinsdale Area Schools Community Collaboration Council .....:: ........ .................
Page 5
F/
s
III. Goal 1. Racial Isolation........ ........`: ........ ..................................................
Page 7
a. The Choice is Yours ............................................................. ........:......:.........:
Page 7
b. FAIR School .......: :. ............................ .........................
Page 8
C. Inter -district Downtown School.:.: ::........ :........Page
. ... .:
9
,..,
d. WMEP Participation
Page 9
IV. Goal 2 Racially Identifiable Buildings°
Page 10
V. Goals 1 and Goal 2, SupportObjectives ........ ..... ...... .,.....7N�0.9 ...............................
Page 15
a. In Cultural Understanduig .
Page 15
b Culturally Competent Teachers and Multicultural Curriculum; .....:
Page 16
c. ' Equality of Access and Opportunity
Page 17
d. :Racially Balanced Schools and Diverse Staff .. .:
Page 18
e. Increased Parental Involvement And Influence .:i
Page 19
f. Community Understanding aril Support.:........: ................: ....... ................
Page 20
VI. Evaluation Design ......... ......... ................ i ........ ....... ...................... .. ................
Page 21
VII. Budget......................................................................................................................
Page 23
2
I
I. Introduction
Robbinsdale Area Schools enrolled 12,908 students in the 2007-2008 school
year. Located northwest of the city of Minneapolis, the district includes all
or part of seven municipalities including Brooklyn Center, Brooklyn Park,
Crystal, Golden Valley, New Hope, Plymouth and Robbinsdale. The
district's eastern boundary is adjacent to the north side of Minneapolis,
which is the most economically disadvantaged area of the city and the area
with the highest population of students of color. Many students from north
Minneapolis choose to attend the Robbinsdale using open
enrollment or "The Choice is Yours" option,;
Typical of most first -ring suburban schoo
Schools has recently experienced a di":
and economic diversity of its students"":ND
year, the district has 2,108 students enrol]
English or who learned English outside o
represent households from over S0 differE
2,108 students, 1489 students are; .id6*`i,1_ fil
receive support services through* distr
_ e,
learners. Comp.are "idh " the 378 students ii
proficient in 1998 there been a 293 ;p
limited English proficient *dents in"the
"
Mstricts, Robbinsdale Area
Ltic expansion o"fflIffie cultural, ethnic
iring the current 20077.2008 school
J dwitWrne languages other than
r the m'', ited
t, States. These students
,nt 14igage backgrounds. Of these
.d as limited English proficient and
[c:;program for English language
�-,,,,,§,progr
16fiffiliffiotas ii&ted English
icent increase in the number of
district in the past ten years.
3
reorganization, will affect. the manner in which .this plan is implemented from
an intra-district perspective. While thegoals .are, =clear, the strategies to
achieve the goals may change during the course :of plan; implementation.
0
II. Robbinsdale Area Schools Desegregation Community
Collaboration Council
The Robbinsdale Area Schools Desegregation Community Collaboration
Council was formed in June 2000. In keeping with Minnesota's Permanent
Rules Relating to Desegregation 3535.0160. Subpart 2, the council's
primary responsibility is to identify ways of creating increased opportunities
for interracial contact, and establishing goals for meeting this objective.
The council is active in all phases of plan development, implementation and
evaluation. The council oversees the budget Any changes to the budget,
staffing or programs must have pnor approval of the council. The council
operates in a collaborative manner and :decision-making occurs through
consensus building.
The council has been an actve,and integral arxner with the school district in
carrying out the purposes/goals of theplan. There, is broad representation
from diverse populations within the school distnc ,While it has been an
ongoing challenge to include a high level of parent representation from the
racially identifiable schools, the council continues to actively recruit. The
co -facilitators of the distract System Accountability Committee, the co-chair
of the district Professional )evelopmi' Committee, representatives from
the school board and the dzstrzct Indian Education Parent Committee all
serve on tills council
The Robbinsdale AregSchools ;Desegregation Community Collaboration
Council meets monthly The council is committed to the goals of an
integrated`learning environment and providing racially balanced schools.
The Robbinsdale.>,Area Scl'ools Community Collaboration Council has
defined an integrated 1, a`ffi ing environment as one in which district students
are provided the acaderic and social skills needed to live in a pluralistic
society. Racially balanced schools have been defined by Minnesota's
Permanent Rules Relating to Desegregation (Minnesota Rules 3535.0100 to
3535.0180) as increased interaction of protected students and white students
within schools and between districts consistent with the purposes of parts
3535.0100 to 3535.0180. These goals are closer when children of diverse
race, culture, and income succeed in school and achieve at high levels, and
when school and classroom climate is improved for all students and staff.
5
A list of the Robbinsdale Area Schools Desegregation Community
Collaboration Council members and their organizational affiliation is as
follows:
Pam Baker, Parent/Northport Elementary
Helen Bassett, Robbinsdale Area Schools Board of Education
Jim Calhoun, Meadow Lake Elementary School Principal
Gary Chesner, Northport Elementary School Principal
Yvonne Strong, Chair, Indian Education Parent Committee
Shaun Hamilton, Parent/FAIR School
Marion Helland, Minnesota League of Human Rights Commissions
Tom Henderlite, Sandburg Middle School Principal "
Kim Hiel, Parent/ Lakeview Elementary School Pnncpai
David Maggitt, Parent/Armstrong H.1" School
John Neumann, English Language Leainers
Tracy Mena, Robbinsdale Federation of Teacher
Lisa Rye, Robbinsdale Federation of Teachexs
Gayle Walkowiak, Assistant Superintendent of Teaching and Learning
Stephanie Crosby, Director of Hman,Resources
Sherry Terrell, Board of Education
Linda Johnson .oard"of
.BEducatior
Ex Officio Mem bers.mclude€
Stan F Mack II, Supenntencient
Jacqueiine'Traednch, Program Director for -Student Services
Tyriz 'Cox, Pro "gram Director for De' egation/Integration
m
III. Goal 1. Racial Isolation
Goal 1. Racial Isolation: In order to assist in reducing the racial
isolation of adjoining Minneapolis Public Schools, Robbinsdale Area
Schools will participate in collaborative efforts to enroll students from
Minneapolis, participate in available cross -district magnet programs,
and collaborative inter -district planning.
According to Minnesota Rule, 3535.0170, raciall
and their adjoining districts must participate in,,, I"
establish a multidistrict collaboration counciLl.1, '
powers board to serve this purpose; and idenfify
opportunities for interracial contact and establish
objectives.
Schools Community Collaboration Council l
plated school districts
-district planning; must
iatively, create a joint
rs ;of creating increased
�Isformeeting these
Robbinsdale Area Schools,'%along withother school districts, were bound by
the terms of the settlement gement that,was negotiated following the
lawsuit filed
_,_e NAAS
CP on eptembe�'19, 1995. The terms and
conditions of that lawsuit settlement have expired.
This plan continues to' address thefollowing inter -district initiatives.
a. TheChoice as Yours
The Choice isours (CIY) program, established as a result of a
desegregation case filed by the NAACP and a number of minority
parents, was first implemented in the Robbinsdale Area Schools
during the 2001-2002 school year. During the program's first year,
187 students were enrolled. As of October 1, 2007, there were 840
students enrolled in Robbinsdale Area Schools from Minneapolis, and
528 of those students participate in the Choice is Yours program. In
addition, there are 595 students enrolled in Robbinsdale Area Schools
who are residents of other suburban school districts and who have
7
chosen to open enroll in the district. These numbers reflect the
capacity of Robbinsdale Area Schools to attract and retain students
who have traditionally been underrepresented. Robbinsdale Area
Schools has always met and exceeded their original commitment to
attract 127 Choice is Yours students annually.
b. FAIR School
The Fine Arts Interdisciplinary 1
inter -district school is located in
Robbinsdale Area Schools stude
the numbers allotted to the distr
attend FAIR.
c. Inter -District Downtown
The Inter -District Dovv
district school is locate:
Robbinsdale Area Sch
the numbers `allotted to
attend4DDS.
)urce (FAIR) School, a WMEP
Robbznsdale school district.
participate and attend FAIR in
Currentiv`7S district students
School' ODDS) a WMEP inter-
Minneapohs School District.
dents participate, and attend IDDS in
,tnct. Currently;` 80 district students
Robbinsdale AreaSchools isane largest of the WMEP suburban
member c is, cts Tlus, district is a charter member of WMEP and
was partof fleplanniriprocess when the inter -district initiative
was CIIP the Cooperative Inter -district Integration Project.
Dist bt studentstaff and parents continue to be involved in the
WMEPmagnet schools, professional development activities,
community involvement activities and program administration.
This participation benefits students of all racial and cultural
backgrounds throughout the district's 17 schools, including the two
schools that are racially identifiable. Robbinsdale Area Schools
continues to be a partner in WMEP, and from 2001-2006 served as
fiscal agent for the West Metro Education Program, including both
the FAIR and IDDS schools.
0
Eiowever, some of the participating distracts of the West Meiro Education
currently designed meets the original mission and goals. A "number of issues
have 'emerged as a result of those discussions. Those issues `include:
E
10
IV. Goal 2. Racial Isolation Initiatives
Goal 2. Racial Isolation: In order to support Interdistrict integration,
increased opportunities for inter -racial contact will provided through a
variety of support programs and services that are educationally
justifiable and provide option for inter -district integration within the
district.
Robbinsdale Area Schools continues to proulde support to students
and families who exercise their choice options to attend schools in the
district through the Choice is Yours program In the following ways.
■ Student support specialists work with studentsfam'lies and
district staff to assure that student participants of the Choice is
Yours program experience school s46cess. This service is cost
shared between'.,"the federal voluntary`choice grant an"Tstate
integration revenue
■ While transportation is funded directly from the state, district
staff serves in a supporting rolassisting „families to access
this; service
■ Support services are provided and each -middle school receives
a small staffing allocation; to supplement basic skills instruction.
■ A summer �r�stru1cttonal program has been provided specifically
to meet the needs o Choke is Fours program participants for
bascskllls preparation and credit recovery. This program will
not bexlable wring the 2008 summer school because of
budget reduction but the program will be reinstated if funds
become avaiYable.
■ Home school liaisons throughout the district work with students
and familib§ n the Choice is Yours program to support school
success, provide opportunities for interracial contact and
y encourage participation in rigorous courses.
■ An orientation program entitled Ready, Set, Go is provided
annually to student participants and their families.
11
V. Goal 3 Racially Identifiable Schools
Goal 3 Racially Identifiable Schools: In order to achieve racial balance
in the school district, three magnet programs have been established at
the elementary level to reduce the racial concentration at the two
racially identifiable schools, Meadow Lake and Northport Elementary.
Robbinsdale Area Schools currently has two racially identifiable schools
within the district. Both Meadow Lake Elementary.".and Northport
Elementary have enrollments of protected students that exceed 20
percentage points above the enrollmentof pzoft, ctd students in the entire
district for the grade levels served.
When the original desegregation/integrat
in August 2000, it was anticipated that th
of up to three magnet programs at the ele
term effect of achieving rad balance in
district.
Two theme -bas'e'd
!Ar%nle. A'*1
on plan was su. tted to the state
development and rnplementation
nentary bevel would Nave the long -
elementary schools throuhout the
Y
Northport Elementary,;�chool, a racially identifiable school, has conducts a
program entitled KidZone. This program is an extended -day program. It
was anticipated that the opportunity for students to have extended instruction
throughout the week and throughout the school year would be attractive to
families.
Meadow Lake Elementary School developed and implemented the School -
wide Enrichment Model (SEM), developed by Joe Renzulli. This program
provides enrichment opportunities to students throughout the school and
12
specialized activities for smaller groups of students. This model is often
utilized as an instructional model to meet the needs of diverse learners,
especially those who are high ability students. Again, it was anticipated that
this program would be attractive to families across the district.
These two schools remain racially identifiable. According to Minnesota
Rule 3535.0160, subpart 6, the new plan "shall include an analysis of why
the previous plan did not achieve its goals, a list and explanation of new or
continuing barriers to achieving the plans goals, and a new plan and
rationale for achieving the goals of the plan'
A number of contextual factors came togeth "" prevent the marketing and
recruitment of students necessary to I'MD"a; 6f racial balance These barriers
are as follows:
Meadow Lake Elementary has imp
Model in all grades. Full implemei
because during the years 2001`26-0;
Reading Excellence program Recl
academic program as well as a sero.
delayed implemdn"i of SEM in
literacy initiatives during the grant
patterns and population shifts resul
attendance=,area students... The..schc
13
nented the School -wide Enrichment
tion was delayed until 2005'=2006
the school ;as implementing a
aizing the importance of a strong
theme based program, the school
e lower ales while it focused on
gr
nod Howe er" current housing
im;ahe school being at capacity with its
doe.,not have the capacity to accept
ents often do not voluntarily transfer
odel (SEM) continues to be a viable
tion/integration plan.
e,throughout the elementary
........................................ .
;to shift, Meadow
chool Kid Zone has been popular with students
district is facing severe Midget retrenchment as,,
n Original budget recoinmeridat oils included
rile closing a school has been delayed until a
The following points are cririca1to this' discussion
• The permanent,rules relating to desegregation, 3535.0100 to
3535.0180 require the district to address racial balance when
racially identifiable schools exist in°a district.
• Research indicates that high 'zoncentraton of poverty
il
Zrihrblts a school's potentialo enable aYl students to have
opportunities to achie� academic success.
• Recognizing that factors uch as housing, jobs and
transpQrta f may continue to inhibit the district's ability to
T11y address issues of -racial balance it will be necessary to
,a
cog, inue to provide hi quality programming in schools
that axe highly diverse, such as the current theme based
14
It should be noted that the two magnet programs have operated during
the previous two to three years as theme -based or specialty schools,
thus meeting Minnesota Rule 3535.0160, subpart 3, part B 1,
"duplicating programs that have demonstrated success in improving
student learning at schools that are racially identifiable."
Research indicates that
• All students should have access to a rich and challenging
curriculum that fosters critical thinking, creative and
performance capabilities, the development of multiple
intelligences and diverse talents, and the application of
learning to problem solving Thi scurriculum should be
supported by assessment strategies that are appropriate and
authentic measures aft goals being pursued as well as
instructionally useful indicators of individual tudent growth
and performance (Darling `Hamrxnond &Falk,
• Efforts should be made to give all `students opportunities to show
their potential for accelerated learning. Once they do, challenging
programs should;be made>availaW to them with continuing
• .!pr inclusp forms of education to work, regular education
teachers an :: specialist profession99 "must be equipped with
expertise to take on nem or altered roles. Newly emerging
„practices tlateffectively respond to student diversity, such as
specialty programs, must be incorporated in continuing
professional development of the school staff. Professional
de nfl,pr9grams that integrate the disciplines of psychology,
sociology`and cultural anthropology, and increase the valuing and
understanding of learning in urban contexts (e.g., effects of culture
and povely on the acquisition of knowledge and skills) are critical.
• Tnclusie and instructionally powerful learning environments can
be used\as a strategy for reducing the achievement gap, by
providing programming that ensures inclusion and opportunity to
learn, content coverage and emphasis, and quality instruction for
all students.
The School -wide Enrichment Model, developed by Joseph Renzulli at the
University of Connecticut incorporates all of these components. Further
research continues to demonstrate the value of extended instructional
15
opportunities and enriching experiences in meeting the needs of students in
poverty.
This plan will:
• Continue to monitor and evaluate current theme -based
programming to assure that the programs are of high quality,
meet academic needs and provide enriched opportunities for
students attending racially identifiable schools.
• Develop addhoiialstrategie's and programs to :address. "racial
balancethroughout the. district following the conipletion..of
the ;stf teg'ip.p.lapMpg-pff6it.:and.,.d cisi6ns by the sc ool
'
boarcrand superintericibrit., 4��his..Iyork,'will be highly
y
dependent. upongrad P.,,c6nflkurdfi6"n elementary level
,�
raciallyIn the event that one of the .identifiable'schools is
closed, the students and f, ill sch ols
• Assuming that at t one elementary school will continue
to be racially identifiable,
current` Anning includes the
following allowableactivities '
specified in 3535.0160:
• IDup'l idat'iing
prograrrls that have demonstrated success
in
mProvng*udent learning at schools that are racially
to heip balance racially identifiable
• Providing incentives t6 improve the distribution of teachers
of all " fl 6 e district, including staff development
�s a
• Providinggreater support services and more extracurricular
opportunities at racially identifiable schools as compared to
scfio that are not racially identifiable or schools with a
higher'concentration of low-income students.
• Developing strategies for attracting and retaining staff who
serve as role models.
• Developing strategies for attracting and retaining staff who
have a record of success in teaching protected students and
low-income students.
16
• Increasing promotion of programs provided at racially
identifiable schools designed to attract a wide range of
students.
• Providing programs promoting instruction about different
cultures including options uniquely relevant to American
Indian students.
Community outreach in the development and implementation of the plan is
done primarily through the activities of the Robbin' 'ale Area Schools
Community Collaboration Council. Council members are also linvolvedin
17
Otee "and other district
ide an opportunity for
levelopment of integration
V. Goal 4 Intradistrict Integration Initiatives
Goal 4. In order to provide an integrated learning environment at the
racially identifiable schools, a variety of options and services for intra -
district integration will be offered that are educationally justifiable.
The Robbinsdale Area Schools Integration/Desegregation Plan logic model
identifies six topical areas that form the basis for focusing on the overall
purposes of an integrated learning environment and xacially balanced
schools:
a. Increased Cultural Understanding
The first topical area addresses,Jner
contributes to an integrated learning
term, on students of different cultur
one another. This begins with staff
issues of racism and pre�udcea and
and understanding their differente
will lead to a reduction in'rrter-gro
i,
conflict ani' an lftf&ovemerit n cIa'
Within
cal area the
IN
eased cultural ,understanding that
environment by focusing, long
es and i come getting along with
757",.
and students openly confronting
becomng knowledgeable about
spec NO, ,tures. Over time, this
un .harassment. a reduction in
ity Collaboration Council has
by various activities described in
;its confront issues of racism and prejudice
discussion and exploration of these issues.
are knowledgeable about and understand
res.
s are involved in inter -group
,nflict.
Classroom climate is improved and school tension is
reduced.
Students work/get along well with others of different
cultures/incomes.
Strategies that will be utilized during the 2008-2009 school year and
through the end of the plan period are as follows:
■ Home-school liaisons will be provided to assist students,
parents, and staff to be knowledgeable about and understand
different cultures.
■ Cultural enrichment activities will be supported for various
groups of color/culture that will increase cultural
understanding throughout the community. These activities
will also help to promote inter -racial opportunities among
students.
■ Inter -racial opportunities will be supported in order to
develop respect and understandii g,among students and staff.
■ Staff members will be provided'with staff development
opportunities that address cultural understanding.
■ School climate will beaddressed through,direct student
support and staffing
b. Culturally Competent Teachers
Area 2)
This topical area addresses
multicultural cumculum th
effectively with s
This begins with ,
their families' This also;;
to' work with diverse stud
regdfflAo race, cultureor
students...:;:.
long
pf di
lac
(Topical
ompetent teachers and a
lute to ariAntegrated learning
teachers anc staff working
tures, incomes and ability levels.
K-12 curriculum that is inclusive
school and classroom environments
,values and traditions of the students and
ves, M tandem, teachers and staff learning
so they enforce norms and rules without
,me and hold high expectations for all
The objectives of this tropical area as follows:
■ Coheszve K-12 curriculum that is inclusive and
multicultural.
■ School and classroom environment that reflect diverse
cultures, values and traditions.
■ Teachers enforce norms and rules without regard to race,
culture or income.
■ Teachers hold high expectations for all students.
■ Teachers and staff work well with students of diverse
cultures, incomes and ability levels.
19
Strategies that will be utilized during the 2008-2009 school year and
throughout the plan period to address these objectives are as follows:
■ The district Teaching and Learning team will continue to work
on a curriculum for K-12 that is inclusive, well developed and
cohesive. Strategies will include curriculum mapping, a strong
scope and sequence for each discipline that includes an
inclusive approach to teaching and learning, and provides staff
development to instructional staff;n:ays to deliver this
curriculum '
■ District buildings will be supported it their efforts to address
equity issues and practices:; through the work of the district and
building equity teams
■ Professional developme%t will be provided to staff in working
well with students of diverse cultures; ,,incomes and ability level.
C. Equality of Access
The third topical„ars
begins with providi:
resources,, opportub
environment in whi
20
ty (Topical Area 3)
addresses equality of access and opportunity that
all tl qual eaccess to educational
;s and alternatives, as`well as creating a school
children”' diverse backgrounds feel welcome,
as follows:
diverse race, culture and income have equal
ic*ional resources, opportunities and
ies.
; reate a welcoming environment for diverse
of diverse racial, cultural and economic
backgrounds feel respected and accepted.
Academic achievement for children of diverse race,
culture and income is improved.
Strategies to address this topical area are as follows:
■ Racially identifiable schools, schools with populations of
students of color that is significantly higher than the district
average and/or that serve populations of students from the
Choice is Yours program, will be provided with support
services that promote student academic success.
■ Programs that have demonstrated success in improving student
learning will be provided. These include but are not limited to
extend learning opportunities, enrichment programs and locally
developed programs, such as the Starburst program.
■ Programs that promote instruction about different cultures,
including options uniquely relevant to American Indian
students will be provided.
■ Resources will be provided to students in poverty that will
allow them to participate in extracurricular opportunities, co-
curricular opportunities and pre collegiate programs. This will
have the impact on increasing inter-racial contact.
■ Professional developmentopportunities will be;provided to
staff that will assist them in ways that address the success of all
students.
d. Racially Balanced &
The fourth topical area
challenges rn pursuing
chanRm'dstrict demo
The objectives ark
Diverse. Staff (Topical Area 4)
addresses rac-ally balanced schools. One of the
this goal is, the i4mic environment of
,; modeling, and mentoring will contribute to
els by supporting the recruitment, retention, and
and staff throughout the schools in numbers
ndcultural composition of the district's student
ditins students will have mentors and role
age and some, may, as a result, find the support
pursue careers in teaching within the area.
follows:
■ The racial and cultural composition of schools and school district
staff reflects that of the student body in a way that is racially
balanced.
■ Children have mentors and role models of similar heritage.
■ Students are mentored and encouraged to pursue teaching careers.
The strategies to address these objectives are as follows:
21
■ Robbinsdale Area Schools is committed to increasing diversity in its
workforce. To that end, the district will continue to work to increase
the number of staff of color, and retain and support those who are in
the district.
■ The district will affirmatively act to assure that staff hired under
auspices of this plan reflects the racial and cultural composition of the
student body.
■ Home school liaisons will continue to serve as mentors and role
models to students of similar heritage.
■ Specific efforts will be directed to development and implementation
of student mentorship programs that address`e;s the needs of the diverse
student population including Choice isI'ours participants.
■ Efforts will continue to support staf'of color and `students who wish
to pursue teaching careers.
■ Efforts will continue to supporlkparent choice that will narrow the
range of levels of diversity and income in,dstrict schools
■ Schools that are raciallX�7dentifiable wll�be provided programs that
have demonstrated success in improving student learning.
■ Professional development opport*ties will be provided to staff at
racially identifiable buildings that- student success and
e. Increased Parental involvement and Influence (Topical Area 5)
The fifth topical area, increased parental involvement and influence,
will contribute long term to racially balanced schools and an
integrated learning,envirorilnent, by engaging parents of diverse
cultures,and incomes in decisions affecting their children's schools
and decisions affecting district policy and resource allocation. To
arrive at this outortie, the district will focus on parents feeling
welcome when visiting schools and classrooms, and talking with
teachers and administrators. If parents of diverse backgrounds feel
welcome, and if they understand the benefits of integrated schools for
their children, then they are more likely to become involved in school
and district activities and committees including those that influence
policy.
The objectives are as follows:
22
t
■ Parents feel welcome visiting schools and classrooms and talking to
teachers and administrators.
■ Parents value, support and promote integrated schools.
■ Parents of different cultures and incomes participate in school and
district activities and committees.
■ Parents of different cultures and incomes influence school and district
policy decisions and resource allocation.
Strategies that will be employed during the 200 :009 school year and
throughout the plan period are as follows:
■ Resources will be provided to supe
child's education. These activities
transportation and child care for" sc
Family Science nights and support
■ District committees and task forces
the involvement of parents of color
economic levels.
■ Groups such as,Ihe desegregatioIi/
i
ort parent parricipation in their
include but are &.limited to
hool activities, Family. Math nights,
of..Afncari American Parent Day.
vwill affirmatively act to" support
and n.arents from various
and theIndian.Education'Parent Committee
tunities for input ori policy decisions and
it affect the students for whom they advocate.
(Topical Area 6)
ity understanding and support.
;rs are knowledgeable about district outcomes
gregation and integration.
is the school district.
is vision for integrated schools.
Planned strategies to address this issue include:
■ 'The desegregation/integration Community Collaboration Council
includes broad representation from the district at large. Efforts
23
.strict employees to -serve on
■ A communication plan will be developed and implemented that
increases the knowledge of the community about outcomes and
results of integration efforts.
■ The school board and cabinet will be knowledgeable about the project
goals, objectives and implementation so that a positive vision and
broad range of support will continue.
VI. Evaluation Design
The four-year evaluation design includes i
Internal Design
The internal design is formative in nature, . reveals
initiatives or activities conducted throughout the E
emphasizes ongoing program improvement, Th,61
evaluation design is shown in Table I in the appe
The internal evaluation activitiie§'IW1114;
30, 2012. The scopepf each ev"131",
ion
level of effort ane expenditure of the spi
plan.
external components.
the major
in
y 1, 2008 and June
consistent with the
. )r component of the
Evaluative reports WIbeSLqd or pfbsente
d to the Community
Collahoratlnn C."ounciV", e indivi"; ual(§)�Inost directly responsible for the
initiativearid; will r ffiaffi on file with the Desegregation/
outcomes of the 1111fia11 e
Integration Program director,"""'Reports will be submitted to the Department
of Edu66-fi-P upon request.
Evaluation of the district".. two "theme based schools," major initiatives of
the 4 -year plan, will be conducted in two phases. The Phase I evaluation
question is, what
extent does the program promote student academic
performance?" (i.e., achievement and behavior). Once the district strategic
planning occurs, a Phase 11 evaluation question will be added, "To what
extent has the school magnetized students to promote racial balance,"
thereby eventually measuring both the impact on achievement and the
magnetizing properties of the effort.
24
I
External Design
The external evaluation will provide information and progress toward the
larger components of the plan and will capture data from concurrent
evaluations including the Minnesota Department of Education's evaluation
of The Choice Is Yours program (now subsumed under the federal grant,
known as the Minnesota Voluntary Public School Choice Project,
MNVPSC) and the West Metro Education Program's comprehensive
evaluation.
The state MNVPSC evaluation includes
impact study. The implementation study
funded under the grant, progress on plann
activities, and perceptions of effectiveness.
extent to which participation in the Choice
achievement, attendance, and school clzrna
A. Implementation
an implerrieritation study and an
documents the nature of activities
ed activities: participation in key
The impact study examines the
is Yours program affects student
te. The evaluation tasks include:
nned and impleepted
:activities why)
es / activitres (what aiffl how)
/ actr"vities (where)
i (when :and how long)
(who)
for key grant activities
of participants vs. eligible non -participants
;ipation (services received/activities participated)
ded, or new service/activity
25
that 'a
SC
2.
o Analysis of growth for MY participarits and non -participants
2
C
The district has req
evaluation data,spe
participants. The; s
four years of
Other External Design
Any proposal to have an external
initiatives specific to the Robb
district's evaluation subcominitle
of teaching and learning and thea
desegregation/integration, resear
tan evaluation of
> will be reviewed by the
ttee includes the director
1 director for
and:student services.
An external evaluator, if u'scd, will be selected on the following criteria:
technical expertise, knowledge and experience with diversity programs, and
formal academic traffi, g tri evaluation procedures. External evaluators will
meet with cl st&t,,staffand,;the evaluation subcommittee as appropriate.
Any final report generated infernally or externally will be submitted to the
superintendent and thedesegregat:on community collaboration council and
forwarded'to the Department of Education as requested. The report format
will include an executive summary and an appendix showing pertinent data.
VII. Budget
All accounts, records and other evidence pertaining to costs incurred by the
desegregation/integration plan will be made available on a regular basis and
upon request to the Robbinsdale Area Schools Desegregation Community
Collaboration Council. Robbinsdale Area Schools will submit all fiscal and
other reports as requested by the Department of Education.
26
t
in, ..7
ap o�
U •� � V �� � V V a
c�
O
M
qV4
a
in, ..7
ap o�
U •� � V �� � V V a
a�
w
A
U�
0
O
M
qV4
a�
w
A
U�
0
37th Annual League of Minnesota Human Rights. Commissions Conference
Celebrating 60 Years`"'
of the
UNIVERSAL
UN Universal Declaration of Human Rights CLARATION
OF XUMAN
RIGHTS _ Dignity and justice for all of us
Strategies to Strengthen & Invigorate Our Communities
Nddr--sLBrf `£��p'CS&
ls�bili�' � G �,dltcat�lllin�
��x�an �� d�ax` Glltixl
NOW
Saturday, October 4, 2008
8:30 a.m. to 4:00 p.m.
Kahler Grand Hotel
20 Southwest Second Avenue
Rochester, Minnesota
�et EVeh1�
Afird
e �VePt
tOb
x3
0 Contact Marion Helland
JP TG for more information.
Marionhelland@comcast.net
�ti or 763.546.7469
rwo0 t.
Idea Exchange For:
• Human Rights Commissioners
• Educators
• Social Workers
• Lawyers
• Medical Professionals
• City Officials
• Human Rights Advocates
PLEASE
PLACE
STAMP
HERE
"Celebrating 60 Yean of the U Universa! Declaration of Hainan Rights:
Strategies to Strengthen and Invigorate Our Communities"
League of Minnesota Human Rights Commissions 37`h Annum Conference
Saturday, October 4, 2008
Kahler Grand Hotel
20 Southwest Second Avenue Rochester, MN 55902
8:30-9:00 Registration, continental breakfast
9:00-9:30 Business meeting
9:30-10:00 Master of Ceremonies, Larry Clark, LMHRC Board Member
Welcome
Mayor Ardelle Brede (10 minutes)
Gayle Kafl, Chair Olmsted County Human Rights Commission (10 minutes)
Evelyn Staus, President League of Minnesota Human Rights Commissions do min)
10:00-10:30 Message from the Minnesota Department of Human Rights
Velma Korbel, Minnesota Human Rights Commissioner, Q & A
10-30-10-45 Break
10:45-11-15 Mary Shuttleworth, UN speaker, Q & A
11:15-11:30
Preview of afternoon events
11:30-12:30
Lunch with music Freedom Band
12:30-1:15
Keynote speaker -- Pete Feigal, national speaker, artist and actor, Q & A
1:15-1:45
Human Rights Awards Presentation — Peg Flaherty, LMHRC Vice Pres.
1:45-1:55
Break
1:55-2:55
Breakout session I GLBT speakers, Kristian Maul, Trans Youth Support
Network and Haven Herrin, Soulforce Q Q &A Facilitators
Breakout session II American Indian Curriculum, Jackie Fraedrich and
Marion Helfand
Q & A Facilitator: Dave Larsen, Lower Sioux Community and Efitta
Gouge, Upper Sioux Community
2:55-3:55
Breakout session III Disability Facilitator, Mary Kay Kennedy, ACT
Advocating Change Together Q & A
Breakout session IV Can human rights education be a vehicle to "Close the
Gap" on race, class, and place disparities?"— Kristi Rudelius Palmer
Q&A Facilitator — Dr. Romain Dallemand, Rochester School Supt.
3:55-4:10
Closing — Larry Clark
CEU, CLE, POST accreditation applied for
37th Annual LMHRC Conference Registration
The 2008 annual conference will be held at Kahler Grand Hotel
20 Southwest Second Avenue Rochester, MN 55902
Saturday, October 4 — 8:30 a.m. to 4:00 p.m.
Friday, October 3, Evening Prior Dinner -- 6:30 p.m.
1. Registration fee*: $85.00 ($100.00 after September 1, 2008)
*Fee includes continental breakfast, lunch and snacks
Special registration fee of only $70 per person for any Commission or group that
registers four or more people before September 1, 2008. Add $25 per person if
attending Evening Prior Dinner on October 3,
2. To reserve rooms with Kahler Grand Hotel call
The discounted price is $79 + 11% tax per night. This rate expires September 12.
Hotel parking ramp free for guests. Free municipal ramp day only.
3. Display space will be available for local HRCs to share information about the work of
their commission. Please sign up for a table.
--------------------------------------------------------------
Make checks for Conference and Evening Prior payable to LMHRC. Mail form and
registration fee to LMHRC
c/o Jane McPartland, 635 Maryland Ave. W, #307, St. Paul, MN 55117.
Name
Address.
City
Phone_
Email
City Organization/Affiliation
Special Accommodations Needed
State Zip
I am interested in bringing a display to the conference.
_ I would like information about serving on the League Board of Directors
For more information contact Marion Helland, secretary (763) 546-7469,
marionhelland@comcast.net
PUBLIC FORUM ON EMPLOYMENT SERVICE NEEDS OF
INDIVIDUALS WITH DISABILITIES ON WEDNESDAY, JUNE 25
The State Rehabilitation Council, the Department of Employment and Economic
Development and the Golden Valley Human Rights Commission will host a public
forum on Wednesday, June 25, 2008 in the Golden Valley Council Chambers at
the Golden Valley City Hall, 7800 Golden Valley Road, Golden Valley, MN.
55427.
MORNING SESSION
A panel of community experts will discuss discrimination, disability and
employment with council members and visitors, from 9:30 to 11:30am.
AFTERNOON SESSION
In the afternoon, there will be opportunity for people who care about vocational
services and the employment of people with disabilities to address the State
Rehabilitation Council, commenting on their experiences and needs related to
employment. Real-time captioning and sign language interpreters will be
available.
The agenda is as follows:
9:00 to 9:30 - Council Business Meeting
9:30 to 11:30 - Panel discussion on Discrimination, Disability and Employment
11:30 to 12:00 - Public Comment
12:00 - BREAK
1:00 to 3:00 - Public Comment
3:00 to 3:15 - Council Break
3:15 to 6:00 - Public Comment
The Golden Valley Human Rights commission advises, recommends and assists
the Golden Valley City Council in matters of equal opportunity and elimination of
unfair discriminatory practices.
The Minnesota State Rehabilitation Council is Governor appointed. It is charged
with assisting the Department of Employment and Economic Development's
Vocational Rehabilitation Program to develop and evaluate statewide
employment services for individuals with disabilities.
The State Rehabilitation Council jointly hosts public forums with DEED -RS to
carryout its responsibilities. To learn more about the State Rehabilitation
Council, the council's Annual Report can be obtained at:
hftp://www.deed.state.mn.us/rehab/counciIs/src/src.htm
Questions can be directed to Gail Lundeen at 651-259-7364. TTY 651-296-
3900 or 1-800-657-3973.