RESOLUTION AGREEMENT

Toledo Public Schools

OCR Docket No. 15-10-5002

The Board of Education of the Toledo Public Schools (the District),while expressly 

denying any violation or unlawful practice, agrees to take the following actions to resolve 

the above referenced compliance review conducted by the U.S. Department of Education, 

Office for Civil Rights (OCR). OCR conducted the compliance review under the 

authority of Title VI of the Civil Rights Act of 1964 (Title VI), 42 U.S.C. § 2000d et seq., 

and its implementing regulation at 34 C.F.R. Part 100. 

I. Notice

By December 23, 2015, the District will submit to OCR a notice to the District 

community (including students, parents, and staff) stating that acts of

discrimination on the basis of race, color, or national origin are prohibited by Title 

VI and will not be tolerated in the District. The notice will encourage any 

individual who believes he or she has been subjected to or has observed 

discrimination based on race, color, or national origin, to report such conduct to 

the District, and note the District’s commitment to conducting a prompt 

investigation. The notice will include the appropriate contact information for the 

designated District staff member(s) to whom students, parents, and staff may 

report allegations of or concerns about discrimination on the basis of race, color 

or national origin. After approval by OCR, the notice will be posted in prominent 

locations throughout the District, and published on the District’s website.

REPORTING REQUIREMENT: By December 23, 2015, the District will 

submit a copy of the notice to OCR for review and approval. OCR will respond 

within 21 calendar days. Within 30 calendar days of receiving OCR’s approval, 

the District will issue the notice and provide OCR with a list of every location in 

which the notice was posted and a link to web pages where the notice was 

published.

II. Action Steps

A. Teacher Equity

The District will continue to implement programs designed to ensure that equally 

effective and qualified teachers are equitably distributed throughout the District, 

including at the District’s racially identifiable African American schools1

. Such 

 1 For purposes of this Agreement, the phrase “racially identifiable African American schools” refers to 

those District schools in which the African American student population at the school is at least 20 percent 

higher than the District’s overall African American student population (e.g., McKinley Elementary School, 
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programs may include the Ohio Teacher Evaluation System, the Toledo Plan, the 

Toledo Review and Alternative Compensation System, or other similar programs. 

The District will assess the effectiveness of each program and the District’s 

equitable distribution of equally effective and qualified teachers. If the 

assessment reveals inequity, the District will develop and, upon OCR approval, 

implement a plan designed to address the inequity. 

REPORTING REQUIREMENT: By June 30, 2016, June 30, 2017, and June 

30, 2018, the District will provide OCR with a summary narrative report, 

confirming and describing for the preceding school year its continued 

implementation of teacher equity programs, its evaluation of these programs’ 

effectiveness in ensuring equitable access for District students to qualified and 

effective teachers, and its plan for addressing any inequity. By September 5, 

2016, September 5, 2017, and September 5, 2018, the District will demonstrate 

that it has implemented any approved plan developed in accordance with this item 

if applicable. 

B. Building Leadership Equity

The District will continue to implement programs designed to ensure that equally 

effective and qualified building leaders are equitably distributed throughout the 

District, including at the District’s racially identifiable African American schools. 

Such programs may include the Urban Leadership Development Program, the 

Toledo Association of Administrative Personnel Peer Mentoring, the Ohio 

Principal Evaluation System, or other similar programs. The District will assess 

the effectiveness of each program and the District’s equitable distribution of 

equally effective and qualified building leaders. If the assessment reveals 

inequity, the District will develop and, upon OCR approval, implement a plan 

designed to addressing the inequity. 

REPORTING REQUIREMENT: By June 30, 2016, June 30, 2017, and June 

30, 2018, the District will provide OCR with a summary narrative report,

confirming and describing for the preceding school year its continued 

implementation of building leadership equity programs, its evaluation of these 

programs’ effectiveness in ensuring equitable access for District students to 

qualified and effective building leaders, and its plan for addressing any inequity. 

By September 5, 2016, September 5, 2017, and September 5, 2018, the District 

will demonstrate that it has implemented any approved plan developed in 

accordance with this item if applicable. 

C. K-8 Schools Library Access

By February 16, 2016, and annually thereafter by September 1, the District will 

develop master library staffing schedules for each of the District’s K-8 schools, 

 Old West End Academy, Reynolds Elementary School, Sherman Elementary School, Rogers High School, 

and Scott High School). 
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including professional and volunteer staffing schedules, designed to ensure that 

students at the District’s K-8 schools, particularly at its racially identifiable 

African American K-8 schools, can access their schools’ libraries with the same 

frequency, and can check out the same number of books, as students at other 

District schools. 

REPORTING REQUIREMENT: By February 16, 2016, September 1, 2016, 

and September 1, 2017, the District will provide OCR with a copy of the master 

library staffing schedules and other documentation verifying the efforts made to 

ensure that students at the District’s K-8 schools are being provided equitable 

access to their school libraries, including information about the number of books 

students are permitted to check out at each school and class library visit schedules 

for each school. 

D. Educational Programming

The District will continue to assign teachers to the classrooms in which students 

are taking courses being taught live at a different location through distance 

learning. In addition, the District will develop and, upon OCR approval, 

implement a plan for locating live instruction for the District’s distance learning 

courses, including Advanced Placement and other higher-level courses, across its 

high schools in a racially equitable manner, ensuring Advanced Placement and 

other higher-level college preparatory courses are taught from the District’s 

racially identifiable African American high schools, including Rogers High 

School and Scott High School for the 2016-2017 and 2017-2018 and the 2018-

2019 school years.

REPORTING REQUIREMENT: By June 30, 2016, by June 30, 2017, and 

again by June 30, 2018, the District will provide to OCR its plan for locating live 

instruction for the District’s distance learning classes across its high schools in a 

racially equitable manner for the 2016-2017, the 2017-2018 and 2018-2019 

school years, respectively. The plan will include, for each of the District’s high 

schools, a list of the distance learning classes to be taught from the school; the 

name of the teacher teaching the class; the teacher’s race, gender, number of years 

teaching, highest degree awarded, and any certification to teach the specific class 

(e.g., from the College Board, to teach an Advanced Placement course); and when 

the live classes will be taught (i.e., time of day and quarter/semester). The plan 

will also include a list of the names of the teachers assigned to the classrooms in 

which students are taking courses being taught live at a different location through 

distance learning, and each teacher’s certification(s). 

III. Outreach and Input from Students and Parents

By June 30, 2016, the District will conduct outreach activities for both students 

and parents to build awareness around the District’s plan designed to ensure that 

resources are distributed equitably to schools and within schools. The District 
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will continue its efforts to reach out to community organizations, including those 

that are in regular contact with the parents/guardians of African American 

students, regarding the resources and programs available in the District. The 

outreach conducted at each school site should include, at a minimum, the 

following:

• Information regarding the District’s policies, procedures, and practices for 

the allocation of resources and programs throughout the District.

• Information regarding the academic resources and programs available at 

each District school; including (as appropriate to the school) information 

about Advanced Placement and International Baccalaureate courses; gifted 

and talented programs; career and technical education programs; language 

immersion programs; online and distance learning opportunities; college 

and career preparatory courses; elementary and middle school courses that 

prepare students for college- and career-preparatory high school courses; 

and co-curricular programs.

• Information regarding any specialized programs available at each District 

school, including information about extracurricular activities; athletics, 

clubs and honor societies; and performing and visual arts programs. 

• Information regarding technology available at each District school, 

including laptops; tablets; audio-visual equipment; internet access; how 

many hours per week students have access to technology during and after 

school; and how the District supports students who do not have internet 

access at home.

• Information regarding the identification/application/selection process for 

any District schools that have specialized programs or resources. 

• Information as to how complaints can be filed regarding any concerns that 

the District’s distribution and allocation of resources is inequitable based 

on race.

REPORTING REQUIREMENT: By June 30, 2016, the District will provide 

documentation to OCR demonstrating that parent and student outreach was 

conducted, including copies of any written notices and any other correspondence 

with parents/guardians and students about the outreach activities. 

General Requirements

The District understands that OCR will not close the monitoring of this Agreement until 

OCR determines that the District has fulfilled the terms of this Agreement and is in 

compliance with the regulation implementing Title VI, at 34 C.F.R. § 100.3, which was at 

issue in this review.
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The District understands that by signing this Agreement it agrees to provide data and 

other information in a timely manner. Further, the District understands that during the 

monitoring of this Agreement, OCR may visit the District, interview staff and students, 

and request such additional reports or data as are necessary for OCR to determine 

whether the District has fulfilled the terms of this Agreement and is in compliance with 

the regulation implementing Title VI, at 34 C.F.R. § 100.3. 

The District understands and acknowledges that OCR may initiate administrative 

enforcement or judicial proceedings to enforce the specific terms and obligations of this 

Agreement. Before initiating administrative enforcement (34 C.F.R. §§ 100.9, 100.10), 

or judicial proceedings to enforce this Agreement, OCR shall give the District written 

notice of the alleged breach and sixty (60) calendar days to cure the alleged breach.

For the Board of Education of the Toledo Public Schools:

/s/

_____________________________________________________

Dr. Romules L. Durant, Superintendent, Toledo Public Schools

/s/

_____________________________________________________

President, Board of Education of the Toledo Public Schools