Title Grievance Procedure




Students, parents of students or employees of the Newtown-Harris R-III District have the right to file a formal complaint alleging noncompliance with regulations outlined in Title VI of the 1964 Civil Rights Act, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973.


Level One – Principal or Immediate Supervisor (Informal and Optional – may be bypassed by the grievant)  Employees with a grievance of nondiscrimination on the basis of sex, race, national origin or disability may first discuss it with their principal or immediate supervisor, with the objective of resolving the matter informally.  A student or parent with a complaint of discrimination on the basis of sex, race, national origin or disability may discuss it with the teacher, counselor or building level administrator involved.


Level Two- Title IX and Section 504 Coordinators

If the grievance is not resolved at level one and the grievants wish to pursue the grievance, they may formalize it by filing a written complaint on a Compliance Violation Form, which may be obtained from the Title IX and Section 504 Coordinator.  The complaint shall state the nature of the grievance and the remedy requested.  The filing of the formal, written complaint at level two must be within fifteen (15) working days from the date of the event giving rise to the grievance or from the date grievants could reasonably become aware of such occurrence.  The grievants may request that a meeting concerning the complaint be held with the Title IX and Section 504 Coordinators.  A minor student may be accompanied at the meeting by a parent or guardian.  The Title IX and Section 504 Coordinator shall investigate the complaint and attempt to resolve it.  A written report from the Compliance Officer regarding action taken will be sent fifteen (15) working days after the receipt of the complaint.


Level Three – Superintendent

If the complaint is not resolved at level two, the grievants may proceed to level three by presenting a written appeal to the Superintendent with ten (10) working days after the grievants receive the report from the Title IX and Section 504 Coordinator.  The grievants may request a meeting with the Superintendent or his/her designee.  The Superintendent or his/her designee has the option of meeting with the grievant to discuss the appeal.  A decision will be rendered by the Superintendent or his/her designee within (10) working days after receiving the written appeal.


Level Four – Board of Education

If the complaint is not resolved at level three, the grievants may proceed to level four by presenting a written appeal to the President of the Board of Education within ten (10) working days after the grievants receive the report from the Superintendent.  The grievants may request a meeting with the grievants to discuss the appeal.  A decision will be rendered by the Board of Education at their next regularly scheduled meeting.  The grievant will be notified in writing of their decision within ten (10) working days after the Board of Education action.


This procedure in no way denies the right of the grievants to file formal complaints with the Missouri Civil Rights Commission, the Office of Civil Rights, or other agencies available for mediation or rectification of rights grievances, or to seek private counsel for complaints alleging discrimination.

Title Grievance Contacts

Title VI Director:  Dr. Matt Copeland, Superintendent

Name:    Dr. Matt Copeland, Superintendent Office Hours:  8:00 a.m. – 3:30 p.m.

            Address:  306 N Main; Newtown, MO  64667

            Phone Number:  660-794-2245

Title IX  Coordinator: Dr. Matt Copeland, Superintendent

Name:    Dr. Matt Copeland, Superintendent Office Hours:  8:00 a.m. – 3:30 p.m. 

            Address:  306 N Main; Newtown, MO  64667

            Phone Number:  660-794-2245

Section 504 Coordinator:  Josie Hinkle, Special Services Coordinator

Name: Josie Hinkle, Special Services Coordinator  Office Hours:  8:30 a.m. – 3:00 p.m. when school is in session

            Address:  306 N Main; Newtown, MO  64667

            Phone Number:  660-794-2245

USDA NOn-Discrimination Statement

USDA Nondiscrimination Statement

For all other FNS nutrition assistance programs, State or local agencies, and their subrecipients, must post the following Nondiscrimination Statement:

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at:, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) mail: U.S. Department of Agriculture

              Office of the Assistant Secretary for Civil Rights

              1400 Independence Avenue, SW

              Washington, D.C. 20250-9410;

(2) fax: (202) 690-7442; or

(3) email:

This institution is an equal opportunity provider. 

OCR Title IX and Section 504

Title IX Coordinator Roles and Responsibilities

Local School Districts



“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.”


Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C.F.R. Part 106 (Title IX)

Designation of a Coordinator


A. School systems or other recipients of federal funds (including all public schools, charter schools and magnet schools) must designate at lease one professional employee as of Title IX coordinator to oversee compliance efforts and investigate any complaints of sex discrimination.

B. All students, employees and parents/guardians must be notified of the names, office address(es), and telephone number(s) of the designated coordinator(s) of Title IX.

Dissemination of Policy


The school district’s policy of nondiscrimination must be prominently included in each student handbook, bulletin, catalog, booklet, announcement, brochure, student application form or other publication distributed to students, potential students, parents, and any other persons benefiting from the school district’s activities and programs. The name and contact information (office address, telephone number, fax number, email address) of the Title IX Coordinator must also be included in this announcement.

Monitoring  compliance


The Title IX Coordinator is responsible for monitoring the overall implementation of Title IX for the school district and coordination the institution’s compliance with Title IX in all areas covered by the implementing regulations. The major responsibility is the prevention of sexual harassment and discrimination. Other major monitoring duties include, bur are not limited to, the following:

            Admissions:  Admissions and Recruitment

Education Programs and Activities:  Housing, Comparable Facilities, Access to Course Offerings, Access to Schools operated by the School District, Counseling and Related Materials, participation in extra-curricular activities, Financial Assistance, Employment Assistance, Health Services and Insurance, Marital/Parental Status, Athletics and Physical Education.

Employment in Education Programs and Activities:  Employment Criteria, Recruitment, Compensation, Job Classification, Fringe Benefits, Martial or Parental Status, Advertising, Pre-employment Activities.

Other areas of consideration include:

Developing a committee to assist in meeting Title IX obligation is highly recommended.

Arranging to have a Title IX/Equity coordinator in each school building enables better monitoring of Title IX in individual schools leaving the District Title IX Coordinator to take care of the district as a whole.

Participation in the development and implementation of the school system’s sexual harassment policy. Be aware of new needs, which may dictate changes or revisions in existing policies or practices. For example, since sexual harassment is a violation of Title IX, you should include a prohibition of sexual harassment in the school district’s list of disciplinary infractions.

Assisting faculty, counselors and administrators in complying with Title IX, and when a need arises, planning remedial actions. For example, if females are under-represented in advanced mathematics, science or computer programming  courses, ask the faculty to plan for several workshops, student tutorial services, or other ways to increase enrollment of females in these advanced courses.

Making your presence known in the community by disseminating civil rights information or by speaking at parent-teacher group meetings, social or professional organization meetings, and other community functions.

Serving as a resource to the local superintendent of schools on Title IX/Gender issues, and submitting annual reports on Title IX compliance activities to the district superintendent.

Monitoring and evaluation the district’s Title IX compliance efforts and making recommendations for any appropriate changes.

Providing updated information to schools on Title IX implementation and issues.

Maintaining contact with the state education agency Title IX coordinator and with the federal regional equity assistance center

Identifying and dissemination information about Title IX educational resources (organizations, individuals, print, internet, and audio-visual)

Grievance Procedures


Adoption and publication of procedures providing prompt and equitable resolution of complaints is critical. Nondiscrimination policy notices and their attendant Grievance Procedures must be made public and disseminated throughout the educational community. Develop Title IX grievance procedures for students and teachers in cooperation with local student service and human resources staff; give public notice of the procedures and the name and contact information of the school system Title IX coordinator.


Have copies of grievance procedure and any related forms available in schools and libraries to students, parents or school personnel alleging sexual harassment or discrimination. Assist them in filing their grievance and oversee the step-by-step procedure to be sure that time frames are met. Assist administrative personnel who need a better understanding of the grievance basked on Title IX. Keep records of all grievances filed.


In carrying out this responsibility, the Title IX coordinator may actually investigate any complaint filed under the institution’s grievance procedures. If the Title IX coordinator does not conduct the investigation of complaints, she or he should receive information about any grievance filed. This will allow the institution to identify any patterns, and repeat offenders that may be missed when several individuals handle grievances. The coordinator should also receive sufficient information throughout the process so that she or he can provide guidance or information

to ensure that the institution carries out its responsibilities under Title IX. The Title IX coordinator should also be sufficiently knowledgeable about the requirements of the regulations to advise the institution about policies and practices, which may violate Title IX.

Core Responsibilities of Title IX Coordinators


Develop a working knowledge of the federal Title IX (of the Education Amendments of 1972) law and its implementation regulations. Have a copy of Title IX readily available and understand the requirements and the intent of the law. Keep informed of current research and legal and judicial decisions related to Title IX and gender equity.

Be informed about state laws, regulations and policies on all equity issues, including bullying and harassment and child abuse laws.

Be knowledgeable of federal and state laws (e.g. ADA, Section 504, IDEA) prohibiting discrimination against all protected classes (including race, religion, and sexual orientation) and assist whenever possible.

Be sure female and male students participating in work-based learning programs are guaranteed equal treatment by their employers.

Coordinate with other staff and document an internal self-evaluation of practices and policies with respect to treatment of female and male students, if this responsibility was never completed. If the evaluation was completed by a previous Title IX coordinator, check if the evaluation’s remedies for elimination segregation and discrimination were carried out.

Provide program development, including in-service training, to eliminate sex discrimination in the district. You may also want to consider conducting a school-wide in-service or assembly on sexual harassment. For another example, continued gender-segregated classes in workforce development education courses should prompt you to plan special on-going activities for lessening student’s gender-role stereotypes.

Attend state and national conferences specifically for Title IX coordinators and/or on gender equity issues generally, and share the information with local administrators, staff and faculty.

Provide updated resources on Title IX and gender equity to local school districts

*Adapted from the US Department of Education/Office for Civil Rights/Boston Regional Office, North Carolina State Board of Education, the New Hampshire Department of Education, the Connecticut State Department of Education and the Equity Assistance Center/NYC at Rutgers University, and the Maryland State Department of Education


William A. Howe, ED.D., Connecticut State Department of Education

Marilyn Hulme, Equity Assistance Center/NYC at Rutgers University

Susan McKevitt, New Hampshire Department of Education

Linda Shevitz, Maryland State Department of Education

Get the lead out of Drinking water comprehensive plan

Get the Lead Out of School Drinking Water Act Comprehensive Plan

Newtown-Harris R-III School District 

306 N Main Street

Newtown, Missouri 64667

The following Sampling and Analysis Plan has been developed in compliance with the State of Missouri Senate Bill 681, also known as the “Get the Lead Out of School Drinking Water Act” and herein referred to as SB681.  This plan is developed to comply with section SB681 section 160.011 part 4 (b).

This plan will be made available to the students, parents, and faculty via the district office and district website at  Although this plan is intended to provide the framework for sampling, analysis, communication and reporting, modifications to this plan may be made due to field considerations and additional information if made available.

In short, SB681 asks the district to create an inventory of water outlets used for drinking and cooking; develop a plan for testing those outlets for lead and making the plan available to the public; providing information about the health effects of lead contamination to employees and parents of children at each school; and, ensure prioritization of facilities that house early childhood education programs, kindergartens and elementary schools.

If you have questions, please contact the school and district administrator at:

Phone: 660-794-2295 Email:

Dr. Matt Copeland

School 660-794-2245

Cell 660-341-3844

Get the Lead Out of School Drinking Water Act Comprehensive Plan

Newtown-Harris R-III School District 

306 N Main Street

Newtown, Missouri 64667

Create an Inventory

The initial step to completing drinking water sampling for lead in schools is to complete an inventory of the building to determine the plumbing composition, construction dates, number of potential drinking water sources, and types of sources. The district’s evaluator will complete a tour of the building identifying sources that could potentially be utilized for drinking water by students and faculty. The following sources will be included in the inventory:

• Drinking fountains with single bubbler

• Drinking fountain with multiple bubblers

• Drinking fountains with a bubbler and bottle filler

• Bathroom sinks

• Breakroom sinks

• Built-in or wall mounted sinks in classrooms

• Exterior spigots

• Ice machines

• Hot drink machines

• Kitchen sinks for food preparation

• Kitchen pot fillers

• Kitchen sinks for hand washing

• Kitchen sinks used for pot and utensil cleaning

• Dishwashing equipment (sprayers included)

Sampling Plan

After the inventory is complete, a sampling plan will be completed in three steps.  First, a determination will be made of potential drinking source outlets.  Outlets that are determined as excluded will be: bathroom sinks; exterior spigots, janitorial closet sinks, and locker room showers. Second, each location will be given a unique sample identification number that will allow for easy correlation between sample results and source information.  Third, sample collection will be completed from sources identified for sampling and not excluded using methodology based on the EPA’s “3Ts for Reducing Lead in Drinking Water in Schools and Child Care Facilities” document.

Record Keeping

Following sampling, the district will maintain the following records to ensure proper reporting to DHSS and for reimbursement records: a copy of the sampling report received from the district evaluator after all samples have been analyzed and sample collection data has been uploaded. The sampling report will include: sampling methodology; sample inventories with sampling results; recommendations for any sources with analytical results above 5 parts per billion (ppb); and, analytical results and chain-of-custody documentation.

Teaching and Communication Plan

The district will distribute the plan to the students, staff, and community via documents and posted on the district website.  Additionally, information detailing the health effects of lead will be distributed in the same manner.  Within two weeks of new information, the district’s information will be updated.  Any changes will be communicated via public documents shared with the community and kept in the district office and on the website.

Additional Sampling and Remediation

Once results are determined, remediation to correct elevated concentrations of lead above 5 ppb and prevent additional exposure to students or staff will be completed. Once all sources have been remediated, testing will be completed to ensure sources are below 5 ppb.  Schools are required to complete annual testing if initial testing indicates results exceeding 5 ppb.  If testing indicates sample results for all samples collected are below 5 ppb, sampling will be repeated every five years. 

Districts must maintain the following reports and documentation: sampling plan; sampling reports and analytical documentation; remedial activities completed; follow up sampling reports; and annual and five-year sample reports.

Reports and sampling documentation will be kept at the following location: Newtown-Harris R-III School District 306 N Main Street Newtown, Missouri 64667, and on its website at:

The district is committed to providing a safe and healthy environment for education in our community.  If you have any questions, please reach out to district representatives.

Go Tigers!!!

Dr. Matt Copeland

For more information, please read the following: