School Improvement and the Educational Program
This section of Equity Review Process addresses equity issues related to the educational program. School improvement strategies include the Comprehensive School Improvement Plan (CSIP), the Annual Progress Report (APR), the curriculum development process, instruction, assessment, and student achievement as outlined in Chapter 12 of the Administrative Code and No Child Left Behind.
The process requirements include:
- Equity in the School Improvement Process – Chapter 12 of Iowa Administrative Code requires districts to have a board adopted Comprehensive School Improvement Plan (CSIP) that incorporates multi-cultural, gender-fair goals.
- Curriculum and Multi-cultural, Gender-Fair Education – Iowa school standards for accreditation require districts to have a policy and plan for developing, implementing, and evaluating its total curriculum. Each area must have the following components: standards for what students should know, be like, and be able to do; benchmarks for determining if the standards are being met; recommended instructional materials; and multiple forms of assessment. Board Policy 605.10.
- Media Center Services – The media center services and staff play a major support role in instruction that is multi-cultural and gender-fair by providing staff and students with resources by and about men and women, diverse racial/ethnic groups, and persons with disabilities. Board Policy 604.07 and Administrative Regulations 604.07B and 604.07C.
- School Counseling – Counseling materials and practices are to be reviewed periodically to check for sex, race, or disability segregation by examining program enrollments, course enrollments, and involvement in extracurricular activities.
- Workplace Learning Programs – A district not only has the responsibility to provide its services in a non-discriminatory manner, but also has the responsibility to help ensure that any business/industry/agency with which they place students does not discriminate as well.