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Title IX – Athletics

Title IX of the Education Amendments of 1972 (Title IX), provides that “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” 20 U.S.C. §1681(a).

Canyons School District is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, District facility use, accommodations and other Equal Employment Opportunity matters.  No District employee or student shall be subjected to discrimination in employment or any District program or activity on the basis of age, color, disability, gender, gender identity, national origin, pregnancy, race, religion, sexual orientation, or veteran status.

Federal law requires that schools have and distribute a policy that prohibits sexual harassment based on sex and acts of sexual violence.

 

Tom Sherwood
Director of High Schools – Title IX Coordinator for Athletics
9361 South 300 East
Sandy, UT 84070
Office:  801-826-5060
tom.sherwood@canyonsdistrict.org

Title IX Facts

•Schools that do not receive federal funding are not required to comply with Title IX.
•Title IX is not a sports law and does not pertain only to sports.
•Title IX protects all school students (male & female), faculty and staff.
•Title IX Coordinators are required by law and are a school district’s primary resource for identifying sex discrimination, including sexual harassment.
•Title IX does not require a school to offer the same number of teams for boys and girls and does not require a school to offer the same sports/activities for boys and girls.
•Title IX does require a school to provide an equal opportunity for female and male students to become interscholastic participants (analyzed by means of the “Three-Prong Test”)

Title IX Athletics Compliance Framework

Component I: Effective Accommodation of Athletics Interests & Abilities

Participation Opportunities: Three-Pronged Test

1. Substantial Proportionality – Ratios of male athletic participation and female athletic participation must be “substantially proportional” to ratios of male enrollment and female enrollment
2. History and Continuing Practice – The School must show a continuing practice, in the very recent past, of expanding its girls’ sports and offerings
3. Full and Effective Accommodation – The school must show that the athletics interests and abilities of the institution’s female enrollment have been fully and effectively accommodated

Levels of Competition: Two-Pronged Test

1. Substantial Proportionality – Ratios of male athletic participation and female athletic participation must be “substantially proportional” to ratios of male enrollment and female enrollment
2. History and Continuing Practice – The School must show a continuing practice, in the very recent past, of expanding its girls’ sports and offerings

Component II: Athletics Financial Assistance for Student-Athletes

Compliance requires that total scholarship dollars related to athletics must be divided in proportion to the relative participation of men and
women in the school’s athletics programs. The most common Title IX issue regarding scholarship equity at the high school level involves questions
of how to determine which dollars constitute athletics-related aid vs. purely academic-related aid and who to count as athletic participants.

Component III: Athletics Financial Assistance for Student-Athletes

Evaluates a school’s athletics programs collectively to see whether men and women have comparable access to all the “perks” of athletic
participation.

Information from nfhs.org

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

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