This form can be completed electronically at:
www.ksre.ksu.edu/employee_resources
Click on Civil Rights Review
CIVIL RIGHTS PROGRAM
COMPLIANCE REVIEW GUIDE
K-STATE RESEARCH AND EXTENSION
2010 - 2013
Local Unit:
Area Director Conducting Review:
Dates(s) of Review:
Year Being Reviewed:
Participants:
CR-2
3/12
TABLE OF CONTENTS
Page
1.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2.
Staff Teamwork in Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3.
Plan for Public Notification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
4.
All Reasonable Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
5.
Extension Personnel in the Local Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
6.
Local Extension Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
7.
Census Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
8.
Program Areas:
Agricultural/Horticultural Program Review . . . . . . . . . . . . . . . . . . . . . . . 10
Family and Consumer Sciences Program Review . . . . . . . . . . . . . . . . 14
Community Development Program Review . . . . . . . . . . . . . . . . . . . . . . 18
4-H Youth Development Program Review . . . . . . . . . . . . . . . . . . . . . . . 22
K-State Research and Extension is an equal opportunity provider and employer.
4/10
CIVIL RIGHTS PROGRAM COMPLIANCE REVIEW
Background
The National Institute of Food and Agriculture, and it’s land-grant partners, such as K-State Research and
Extension, are committed to being an equal opportunity provider of extension programs. These programs
must treat every customer and employee with fairness, equality, and respect. This applies to all aspects
of the program including identifying needs, setting priorities, allocating resources, selecting and assigning
staff, conducting programs, and getting feedback.
Periodic Civil Rights reviews are part of a proactive effort to determine how well programs and services
are being delivered to customers. K-State Research and Extension conducts the reviews on a four-year
rotation basis. This review document and discussion that occurs during the preparation of the document
are intended to be a self-assessment of progress made toward making certain that program opportunities
are available to all individuals within the local unit.
Purpose and Relevant Legislation
Civil Rights Compliance Reviews are conducted consistent with the following Civil Rights Laws,
Authorities and Regulations:
f
f
f
f
f
f
f
f
f
Title VI of the Civil Rights Act of 1964
Title VII of the Civil Rights Act of 1964
The Age Discrimination Act of 1967, as amended
Title IX of the Education Amendments of 1972
The Equal Pay Act of 1963, as amended
The Rehabilitation Act of 1973
American with Disabilities Act fo 1990
The Civil Rights Act of 1991
Other Pertinent Federal Laws and regulations
The Compliance Review provides the opportunity for the presentation of specific program
accomplishments from the following programs: Agriculture/Horticulture, Community Development, Family
and Consumer Sciences, and 4-H Youth Development. The format elicits, through the use of structured
statements, both quantitative and non-quantitative information. Moreover, it offers the opportunity for
comments and explanation regarding statements which may not adequately reflect accomplishments. All
statements made and date cited should be based upon verifiable records and/or documentation at the
local unit and/or state office.
(1)
4/10
STAFF TEAMWORK IN PROGRAMMING
1) Do office staff hold office conferences for the purpose of cross-discipline programming?
How often?
2) Give examples of cross-discipline programming:
3) Are any changes planned in the next year in the way and frequency the Extension staff meets and
plans to achieve additional cross-discipline programming?
Yes
No
Describe the changes:
4) List agents and number of days of professional development attended during the past 12 months:
5) Do all staff members’ job descriptions contain the following, or a similar statement?
“Provide educational programs and materials to all people of the county / district without regard to
race, color, religion, national origin, sex, age or disability.”
Yes
No
4/10
(2)
STAFF TEAMWORK IN PROGRAMMING (continued)
6) Have all staff members reviewed the “Procedure to Respond to a Program
Discrimination Complaint?” (See Civil Right File - Programs - Program
Discrimination Procedures and Complaints) Yes
No
If yes, date reviewed:
7) Has the Extension Board reviewed “Guidelines for Expanding Extension Program
Development Committees”? (See Civil Rights File - Programs - Affirmative Action Plan Review
Committees) Yes
No
Document any action taken to expand representation of underserved audiences on Program
Development Committees.
8) What training have staff members received in the past four years regarding issues of reaching
underserved audiences?
9) Within the past four years, have organizations with whom local offices cooperate on an ongoing basis
received and responded to written notification of K-State Research and Extension’s Civil Rights
Policy? (See Civil Rights File - Programs - Written Notification)
Yes
No
If yes, date notification mailed:
10) Are all documents listed on the Civil Rights Filing System Guide for Kansas
Extension Offices contained in the files? Yes
No
Dates files reviewed and updated by office staff:
4/10
(3)
PLAN FOR PUBLIC NOTIFICATION
A Plan for Public Notification to be followed by K-State Research and Extension staff, was developed in
1972 and later revised so that people, especially minorities, limited resource audiences and women, might
be informed that they had equal access to K-State Research and Extension programs and were protected
against discrimination in the Civil Rights regulations. The plan was the result of a directive from the
Secretary of Agriculture, Supplement 2 of Secretary’s Memorandum 1662. Please list the ways that each
of these are being carried out in the local Extension program.
1. List methods of informing minorities, limited resource audiences and women of Extension programs:
2. List the locations where the “And Justice for All” posters are displayed:
3. List minority organizations which are kept informed about new Extension programs and the methods
by which they are informed:
4. Give examples of Civil Rights “success stories” included in the annual Impact/Outcome Reports:
5. Does the Extension nondiscrimination statement appear on all informational materials released to the
public? Yes
No
“K-State Research and Extension is an equal opportunity provider and employer.”
(4)
4/10
PLAN FOR PUBLIC NOTIFICATION (continued)
6. Give examples of program announcements and educational materials which have been prepared at
the educational level or in a language other than English for a specific target audience:
7. List mass media used by minorities, limited resource audiences and women to which announcements
of Extension programming are provided:
8. Have minorities and limited resource audiences been added to Extension mailing lists?
Yes
No
Give examples of how names were obtained:
9. What changes are planned pertaining to the above questions?
10. Is the following, or a similar statement, on newsletter, brochures, and program announcements?
Yes
No
“K-State Research and Extension is committed to making its services, activities, and programs
accessible to all participants. If you have special requirements due to a physical, vision or
hearing disability, please contact (Extension agent’s name and telephone number).”
(5)
4/10
ALL REASONABLE EFFORTS
In order to assure that underserved audiences are aware of K-State Research and Extension’s
educational programs “all reasonable efforts” must be made to notify them of program opportunities.The
minimum reasonable effort required by Extension staff members includes all items listed as follows:
1. Use of all available mass media, including radio, newspaper, television, list serves, and websites to
inform potential recipients of the program and of the opportunity to participate. List examples:
2. Personal letters addressed to defined potential recipients inviting them to participate, including dates
and places of meetings or other planned activities. List examples:
3. Personal visits by the Extension staff member(s) to a representative number of defined potential
recipients in the geographically defined area to encourage participation. List examples:
4/10
(6)
EXTENSION PERSONNEL IN THE LOCAL UNIT
(Agents, Program Assistants, Office Professionals)
RACE*
Staff Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
* Race and gender numbers must be equal
** Note the participants who are of Hispanic / Latino ethnicity
4/10
(7)
LOCAL EXTENSION BOARD
The Local Extension Board is the overall policy making group for the local unit. List the names of the
members and indicate their race, gender, and ethnicity.
RACE*
Member Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
For districts, insert an additional page, if necessary.
According to the Extension law, the Local Extension Board meets each month.
Record attendance the last 12 months:
,
,
,
,
,
,
,
,
,
,
,
.
Have any changes been made in the meeting location or schedule to increase attendance at meetings?
Yes
No
Give examples:
Has the board reviewed/approved annual action plans to include efforts to expand audiences?
Yes
No
Give examples:
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(8)
4/10
CENSUS DATA
Please insert here county census data from www.census.gov . Click on State and County Quick Facts.
(9)
4/10
AGRICULTURAL PROGRAM REVIEW
According to the Extension Law, the elected Program Development Committee has responsibility for
working with the extension agents to plan and implement the local extension program. List elected /
appointed members and indicate race, gender, and ethnicity.
RACE*
Member Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
How many times did the Program Development Committee meet during the past 12 months?
Have any changes been made in the meeting location or schedule to increase attendance at PDC
meetings?
Give examples:
Did the committee review population, economic and social trends of the local unit in determining program
needs?
Give examples:
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(10)
4/10
AGRICULTURAL PROGRAM REVIEW (continued)
Indicate below the name and membership of other planning committees/organizations (examples would be
special interest groups, commodity groups, farm organizations, health care coalitions, schools, civic clubs,
financial institutions, other youth agencies, religious groups, Chamber of Commerce, etc.) with which the
local unit has worked. If none, please check:
NUMBER OF MEMBERS BY RACE, GENDER, AND ETHNICITY
RACE*
Committee Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Using the last four Quarterly Contact Reports, indicate total number of actual educational program
participants.
RACE*
Recipients and
Contact Participation
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
Actual Participation
for past four quarters
Potential Program
Participants ***
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
*** See www.census.gov/qfd Potential participants are local unit residents over age 18. For districts, add the
population for all counties together. The goal is to reach the same percent of the population in all racial categories.
(11)
4/10
AGRICULTURAL PROGRAM REVIEW (continued)
List below programs, projects, or activities designed during the year to serve the needs of specific underserved audiences (racial/ethnic minorities, women/men, the disabled, etc) and indicate the racial
composition of participants for each. If none, please check:
RACE*
Programs, Projects, And
Activities
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Indicate below the number of clientele reached through your mailing list(s), including email, during the past
program year.
RACE*
Title of Mailing List(s)
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(12)
4/10
AGRICULTURAL PROGRAM REVIEW (continued)
What implications does the census data have for Agricultural programming?
Describe briefly any program or facility/location changes made during the past program year which have
resulted in increased participation by underserved audiences:
List organizations serving primarily minority or underserved audiences that Extension informs of program
opportunities. If none, please check:
Briefly describe a success story in reaching a new audience during the past four years.
4/10
(13)
FAMILY AND CONSUMER SCIENCES PROGRAM REVIEW
According to the Extension Law, the elected Program Development Committee has responsibility for
working with the extension agents to plan and implement the local extension program. List
elected/appointed members and indicate race, gender, and ethnicity.
RACE*
Member Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
How many times did the Program Development Committee meet during the past 12 months?
Have any changes been made in the meeting location or schedule to increase attendance at PDC
meetings?
Give examples:
Did the committee review population, economic and social trends of the local unit in determining program
needs?
Give examples:
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(14)
4/10
FAMILY AND CONSUMER SCIENCES PROGRAM REVIEW (continued)
Indicate below the name and membership of other planning committees/organizations (examples would be
special interest groups, commodity groups, farm organizations, health care coalitions, schools, civic clubs,
financial institutions, other youth agencies, religious groups, Chamber of Commerce, etc.) with which the
local unit has worked. If none, please check:
NUMBER OF MEMBERS BY RACE, GENDER, AND ETHNICITY
RACE*
Committee Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Using the last four Quarterly Contact Reports, indicate total number of actual educational program
participants.
RACE*
Recipients and
Contact Participation
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
Actual Participation
for past four quarters
Potential Program
Participants ***
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
*** See www.census.gov/qfd Potential participants are local unit residents over age 18. For districts, add the
population for all counties together. The goal is to reach the same percent of the population in all racial categories.
(15)
4/10
FAMILY AND CONSUMER SCIENCES REVIEW (continued)
List below programs, projects, or activities designed during the year to serve the needs of specific underserved audiences (racial/ethnic minorities, women/men, the disabled, etc) and indicate the racial
composition of participants for each. If none, please check:
RACE*
Programs, Projects, And
Activities
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Indicate below the number of clientele reached through your mailing list(s), including email, during the past
program year.
RACE*
Title of Mailing List(s)
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(16)
4/10
FAMILY AND CONSUMER SCIENCES REVIEW (continued)
What implications does the census data have for Family and Consumer Sciences programming?
Describe briefly any program or facility/location changes made during the past program year which have
resulted in increased participation by underserved audiences.
List organizations serving primarily minority or underserved audiences that Extension informs of program
opportunities. If none, please check:
Briefly describe a success story in reaching a new audience during the past four years.
4/10
(17)
COMMUNITY DEVELOPMENT PROGRAM REVIEW
According to the Extension Law, the elected Program Development Committee has responsibility for
working with the extension agents to plan and implement the local extension program. List elected /
appointed members and indicate race, gender, and ethnicity.
RACE*
Member Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
How many times did the Program Development Committee meet during the past 12 months?
Have any changes been made in the meeting location or schedule to increase attendance at PDC
meetings?
Give examples:
Did the committee review population, economic and social trends of the local unit in determining program
needs?
Give examples:
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(18)
4/10
COMMUNITY DEVELOPMENT PROGRAM REVIEW (continued)
Indicate below the name and membership of other planning committees/organizations (examples would be
special interest groups, commodity groups, farm organizations, health care coalitions, schools, civic clubs,
financial institutions, other youth agencies, religious groups, Chamber of Commerce, etc.) with which the
local unit has worked. If none, please check:
NUMBER OF MEMBERS BY RACE, GENDER, AND ETHNICITY
RACE*
Committee Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Using the last four Quarterly Contact Reports, indicate total number of actual educational program
participants.
RACE*
Recipients and
Contact Participation
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
Actual Participation
for past four quarters
Potential Program
Participants***
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
*** See www.census.gov/qfd Potential participants are local unit residents over age 18. For districts, add the
population for all counties together. The goal is to reach the same percent of the population in all racial categories.
(19)
4/10
COMMUNITY DEVELOPMENT PROGRAM REVIEW (continued)
List below programs, projects, or activities designed during the year to serve the needs of specific underserved audiences (racial/ethnic minorities, women/men, the disabled, etc) and indicate the racial
composition of participants for each. If none, please check:
RACE*
Programs, Projects, And
Activities
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Indicate below the number of clientele reached through your mailing list(s), including email, during the past
program year.
RACE*
Title of Mailing List(s)
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(20)
4/10
COMMUNITY DEVELOPMENT PROGRAM REVIEW (continued)
What implications does the census data have for Community Development programming?
Describe briefly any program or facility/location changes made during the past program year which have
resulted in increased participation by underserved audiences.
List organizations serving primarily minority or underserved audiences that Extension informs of program
opportunities. If none, please check:
Briefly describe a success story in reaching a new audience during the past four years.
(21)
4/10
4-H YOUTH DEVELOPMENT PROGRAM REVIEW
According to the Extension Law, the elected Program Development Committee has responsibility for
working with the extension agents to plan and implement the local extension program. List elected /
appointed members and indicate race, gender, and ethnicity.
RACE*
Member Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
How many times did the Program Development Committee meet during the past 12 months?
Have any changes been made in the meeting location or schedule to increase attendance at PDC
meetings?
Give examples:
Did the committee review population, economic and social trends of the local unit in determining program
needs?
Give examples:
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(22)
4/10
4-H YOUTH DEVELOPMENT PROGRAM REVIEW (continued)
Indicate below the name and membership of other planning committees/organizations (examples would be
special interest groups, commodity groups, farm organizations, health care coalitions, schools, civic clubs,
financial institutions, other youth agencies, religious groups, Chamber of Commerce, etc.) with which the
local unit has worked. If none, please check:
NUMBER OF MEMBERS BY RACE, GENDER, AND ETHNICITY
RACE*
Committee Names
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Using the last four Quarterly Contact Reports, indicate total number of actual educational program
participants.
RACE*
Recipients and
Contact Participation
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
Actual Participation
for past four quarters
Potential Program
Participants ***
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
*** See www.census.gov/qfd Potential participants are local unit residents ages 7-18. For districts, add
the population for all counties together. The goal is to reach the same percent of the population in all racial
categories.
4/10
(23)
4-H YOUTH DEVELOPMENT PROGRAM REVIEW (continued)
List below programs, projects, or activities designed during the year to serve the needs of specific underserved audiences (racial/ethnic minorities, women/men, the disabled, etc) and indicate the racial
composition of participants for each. If none, please check:
RACE*
Programs, Projects, And
Activities
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Indicate below the number of clientele reached through your mailing list(s), including email, during the past
program year.
RACE*
Title of Mailing List(s)
White
African
American
American
Indian or
Alaskan
Native
Asian
Native
Hawaiian /
Other
Pacific
Islander
Mixed
Race
Gender*
Ethnicity**
M
Hispanic /
Latino
F
Total
* Race and gender numbers must be equal
** Note the number of participants who are of Hispanic / Latino ethnicity
(24)
4/10
4-H YOUTH DEVELOPMENT PROGRAM REVIEW (continued)
What implications does the census data have for 4-H Youth Development programming?
Describe briefly any program or facility/location changes made during the past program year which have
resulted in increased participation by underserved audiences.
List organizations serving primarily minority or underserved audiences that Extension informs of program
opportunities. If none, please check:
Briefly describe a success story in reaching a new audience during the past four years.
4/10
(25)
Attach a county map, showing the location of 4-H clubs and the neighborhoods they serve. Number of
areas identified:
Date:
Describe actions taken by the 4-H Program Development Committee to determine the need for additional
4-H clubs or groups in areas where youth are not being served. If no actions were taken, check
Actions taken:
here:
What additional actions or adjustments are necessary?
Indicate below specific actions that have been taken to insure that 4-H clubs have a provision in their
Constitution and/or By-Laws to indicate that their membership is open to all regardless of race, color,
religion, national origin, sex or disability. Actions taken:
Identify camp session(s) in which campers were all of one race, and explain reasons for such encampment
sessions. In addition, explain actions planned to encourage and involve minorities to participate in these
camps in the future.
Reasons for one-race camps:
Actions planned for minority involvement:
Please attach the most recent ES-237 (Cooperative Extension System
Annual 4-H Youth Enrollment Report)
(26)
4/10