Administrative Regulation 604.07B
Criteria for Selection of Materials
All materials selected shall be consistent with the following principles of selection:
A. Materials shall support and be consistent with the general education of the District and the objectives of specific courses.
B. Materials shall be selected that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards.
C. Materials shall be appropriate for subject area. student age, emotional development, ability level, and social development of the students for whom the materials are selected.
D. Materials shall be selected to present the sexual, racial, religious, and ethnic groups in our community and our society in such a way as to build positive images, with mutual understanding and respect. Within this stated principle, materials will:
- Portray people, both men and women, adults and children, whatever ethnic, religious, or social class identity, as human and recognizable, and displaying a familiar range of emotions, both negative and positive.
- Place no constraints on individual aspirations and opportunity.
- Give comprehensive, accurate, and balanced representation to minority groups and women in all fields of life and culture.
- Provide abundant recognition of minority groups and women by showing them frequently in positions of leadership and centrality.E. Materials shall be selected that will present a balance of opposing sides of controversial issues so that students may develop, under guidance, the practice of critical thinking.
F. The values and impact of any educational material shall be judged as a whole, taking into account the author’s intent rather than individual words, phrases, or incidents taken out of context.
G. Media shown in the classroom must, as defined in Board Policy 604.07, support the objectives of the grade level, subject area, and course in which it is used and must be age appropriate. Use of such materials in the classroom shall adhere to copyright laws.
- Edited 2/12/07
- Revised 2/2015