Connecticut State Department of Education Affirmative Action Plan Summary



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Connecticut State Department of Education

Affirmative Action Plan Summary



March 1, 2012 through February 28, 2013
As a Connecticut State Agency, the Connecticut State Department of Education is required to prepare an annual Affirmative Action Plan. The Affirmative Action Office is legally mandated to collect, organize and analyze personnel data regarding employment action for full and part time employees to include but not limited to the selection, hiring, promotion, retentions, training and discipline for the plan period as stated. The results of our findings are reported to the Commissioner of Education for review and consideration. This requirement is mandated in the Connecticut Commission on Human Rights and Opportunities Administrative Regulations governing Affirmative Action C.G.S. Sections 46a-68-31 through 74. The Affirmative Action Plan has a reporting period that runs from March 1 until February 28, inclusive.
Once the Commissioner of Education has approved the report the Plan is then submitted to the Connecticut Commission on Human Rights and Opportunities on June 30. A CHRO plan reviewer will examine it to ensure our program goals in the coming plan year and good faith efforts in recruiting, selecting and retaining employees are properly prepared with supporting documentation. The Connecticut Commission on Human Rights and Opportunities’ Commissioners will formally approve or disapprove the Plan by a majority vote of its members at their September meeting.
The Affirmative Action Plan is a public document and is available for review in the Affirmative Action Office, located at 25 Industrial Park Rd., Middletown, Connecticut.
The following are selections of the various components and requirements for the Affirmative Action Plan:
POLICY STATEMENT
The Policy Statement describes the Commissioner’s commitment to Affirmative Action and Equal Employment Opportunity. This Policy Statement is distributed to all full and part-time employees as well as given to newly employed staff members during their initial training. This section also contains all relevant state and federal laws that protect employees from discrimination.

INTERNAL COMMUNICATION
The Connecticut State Department of Education continuously makes its Affirmative action/equal employment opportunity policy known to the public and employees by:


  1. describing the discrimination grievance and complaint procedure on our agency’s website;




  1. disseminating essential affirmative action policies in the employee handbook and other publications;




  1. conducting special meetings with agency administrators to explain the intent of these policies, the statement of commitment, and individual responsibility for implementation of these policies; and




  1. advertising with emphasis on hiring and promotion of minorities and females.


EXTERNAL COMMUNICATION
This section provides information to employees and the public, as to the agency’s affirmative action commitment. It details the various methods by which the agency publicizes that commitment to its many external constituencies. These include, but are not limited to: employment recruiting sources, bidders, vendors, collective bargaining units that represent agency employees and others.
ASSIGNMENT OF RESPONSIBILITY
The assignments identify individuals and departments, units or offices within this agency, that have duties and responsibilities, either wholly or in part, related to promoting affirmative action policies and assuring compliance, including the development and implementation of this affirmative action plan.
ORGANIZATIONAL ANALYSIS
This section contains all the authorized position titles within our agency and defines the salary ranges, bargaining units, EEOC codes and career opportunities within various occupational categories. Within each occupational category, titles are ranked from the highest to lowest salary range. The following categories, which correspond to federal designations for higher education institutions, are used throughout our plan for full time (35 hours or greater) positions:



  • Officials/Administrators EEO-1

  • Professionals EEO-2

  • Paraprofessionals EEO-5

  • Office/Clerical s EEO-6

  • Service/Maintenance EEO-8


WORKFORCE ANALYSIS
This section of the plan analyzes the workforce data by categories: race, sex and age. Separate summaries enumerate full-time and part-time employees that are organized either on a statewide or county basis. Also analyzed in this report are age groupings and the number of employees with disabilities in the full-time workforce. A summary of the data analysis is listed in the attached tables.
See Tables 1, 2 and 3
AVAILABILITY ANALYSIS
As a preparatory step in determining whether race/ethnic groups and/or women are fully and fairly utilized in the workforce, our agency conducts an analysis to determine the availability of those groups in the labor market. Separate analyses are conducted for each occupational category and for payroll titles with a significant number of employees.
Current regulations require that in performing availability analyses, an organization “will consider at least all of the following factors


  1. the workforce population of the labor area surrounding the school facility,

  2. the size of the unemployment force in the labor area available to apply for a vacant position,

  3. the percentage of the workforce by racial and sexual composition in the immediate labor market area;

  4. the general availability of candidates by racial and sexual composition having skills in the immediate labor market area, and

  5. the availability of candidates by racial and sexual composition having the required skills within a geographical area in which the agency can reasonably recruit.

Data sources for external availability factors for our computations have been acquired from the U.S. Census Bureau, State Department of Labor and the Commission on Human Rights and Opportunities (CHRO).



UTILIZATION ANALYSIS
The utilization of employees by race/ethnicity and gender is determined, for each job group, comparing the number employed in that job group with the number expected to be present in the workforce, based on current availability proportions and the current incumbent workforce. By definition, underutilization exists when the number expected is less than the percentage of the number employed in the availability base.
EMPLOYMENT ANALYSIS
The agency undertakes a comprehensive review of the employment process in order to identify policies and practices that perpetuate or build barriers to equal employment opportunity. In the Employment Process Analysis of this plan, the Affirmative Action Office reports the various types of personnel actions, which resulted in an increase or decrease in the specific analysis group during the plan year. Hires include permanent, and regular, while promotions, include reassignments, separations, and others. The section containing the Applicant Flow Analysis, tracks applicants through the hiring or promotional process to identify the step at which they are no longer viable candidates.

IDENTIFICATION OF PROBLEM AREAS
The agency reports on its examination of personnel policies and practices to identify non-quantifiable aspects of the employment process which may impede affirmative action progress. SDE performs this analysis along the same lines as used in prior sections. The following aspects of employment are addressed: employment applications, job qualifications, recruitment practices, personnel policies, job structuring, orientation, training, counseling, grievance procedure, evaluation, layoffs and terminations.
PROGRAM GOALS AND TIMETABLES
SDE establishes programs, or non-quantitative goals which promote affirmative action and/or eliminate any policy or employment practice that adversely affects protected class members. For each of these goals, SDE sets a target date for its accomplishment. No goal is set for identified problems that are unavoidable, inherent in the hiring process or the environment, and are beyond resolution. For example, incomplete applications for employment are problematic.


UPWARD MOBILITY AND STAFF DEVELOPMENT
This section summarizes the year’s activities in the agency’s Upward Mobility Program. The program is primarily directed toward employees in classified service, since a formal promotional system already exists. However, career counseling and exploring staff development opportunities are ongoing for unclassified non-teaching professionals. In the full version of the plan, this section includes quantitative reports detailing the individual components of the program, such as tuition reimbursement applications, career counseling, and upward mobility candidates.
DISCRIMINATION GRIEVANCE PROCEDURES
Any employee may file a complaint detailing acts or omissions of discrimination, committed by a SDE employee through this process.
State and federal law prohibits discrimination, in part, on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic information, status as a disabled veteran or veteran of the Vietnam Era, and any other group protected as defined by civil rights laws. Discrimination means disparate treatment and/or harassment based upon any of these group characteristics. Complaints can also be filed with other state and federal agencies.
INTERNAL PROGRAM EVALUATION
This section describes the procedures in place by which the Department assesses each component of our Affirmative Action Program. This section includes a brief comment from the Commissioner and the Equal Employment Opportunity Director.
HIRING AND PROMOTIONAL GOALS
Personnel hiring and promotional practices are described listing outreach efforts, number of actual hires, promotions, upward mobility and the success of our prior year’s program goals. It also requires a critical self analysis of the progress made towards those ends. Former state employees returning to state service from layoff have SEBAC rights to state agency vacancies. These hires may have a direct impact as to the goal attainment and achievement rate.
See Table 4

INNOVATIVE PROGRAMS
The development and implementation of programs not covered elsewhere in the plan are important parts of the strategy to affirmative action. Accordingly, the agency may structure innovative, comprehensive programs to create opportunities not otherwise available to achieve the full and fair participation of all protected group members.
CONCLUDING STATEMENT
This section includes a statement from the Commissioner signifying that he has read the Affirmative Action Plan and that the contents are true and correct to the best of his knowledge and belief; and that the agency will make every good faith effort to achieve the objectives, goals and timetables set forth in the plan.

TABLE - 1

DEPARTMENT OF EDUCATION

AFFIRMATIVE ACTION PLAN

MARCH 1, 2012 TO FEBRUARY 28, 2013

CURRENT WORKFORCE NUMBERS:


OCCUPATIONAL CATEGORIES: The State of Connecticut Department of Education’s workforce is divided into occupational categories as established by federal law. These categories are monitored by the State Department of Administrative Services.
TOTAL EMPLOYEES: The information concerning our Department’s workforce is collected on or about March 1, quality controlled and then separated into the correct occupational category.
MINORITIES: For the purposes of this report, the term minority is defined as people who consider themselves as Black, Hispanic or Other (Indian, Native American, Asian & Pacific Islander) and includes both sexes.
FEMALES: This includes females of all races.

TABLE – 2
DEPARTMENT OF EDUCATION

AFFIRMATIVE ACTION PLAN

MARCH 1, 2012 TO FEBRUARY 28, 2013
FIVE YEAR COMPARISON:


Note: This five year comparison reflects the State Department of Education’s full time employee staffing levels by race and sex. All job titles are represented.

TABLE - 3
DEPARTMENT OF EDUCATION

AFFIRMATIVE ACTION PLAN

MARCH 1, 2012 TO FEBRUARY 28, 2013
OCCUPATIONAL JOB TITLES: The following chart represents the job title breakdown by race and sex for Technical High School Instructor and Department Head. The Instructor is the combination of Initial Provisional and Professional classifications.

The following chart represents the minority breakdown of Connecticut Technical High School Instructors and Department Heads by gender.



TABLE – 4
DEPARTMENT OF EDUCATION

AFFIRMATIVE ACTION PLAN
FULL TIME POSITIONS ONLY

SUMMARY OF GOAL ACHIEVEMENT FOR THE PLAN YEAR

MARCH 1, 2012 TO FEBRUARY 28, 2013




Note: Former state employees returning to state service from layoff have SEBAC employment rights to state agency vacancies. These individuals are counted as hires and may impact our goal attainment and achievement rate.


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