Intercultural Diversity Advisory Council

The primary purpose of the Intercultural Diversity Advisory Council (IDAC), originally formed in 1988 as the Intercultural Advisory Council, is to assist in the formation and review of policies that assure non-discriminatory practices in all operational areas of the Clovis Unified School District. Its further mission is to assist in improving the cultural environment of the District.  In 1988 Dr. Burton and associates conducted a study of the status of Clovis Unified School District with respect to racial/cultural discrimination and human relations.  The report of findings from that study enumerated six specific recommendations for improving the multicultural climate of the district.  The report also called for the establishment of a District Advisory Committee composed of community members and district employees representing the diversity of the district. 

Accordingly, the Intercultural and Diversity Advisory Council (IDAC) was formed for the purpose of assisting the district in the implementation of the six recommendations from the "Burton Report" and monitoring the progress of the district toward achieving the desired outcomes of those recommendations.  Reporting to the Governing Board annually is among IDAC's charges.  A CUSD District Steering Committee which is comprised of a variety of stakeholders form across the district meets monthly to review recommendations, goals and current practices as they relate to cultural competencies.  The Steering Committee works with Human Resources to monitor hiring practices, training opportunities, best practices at the school sites and set priorities. 

The six recommendations from the "Burton Report," which are the focus for the efforts of IDAC, are the following:

Burton Recommendations

1.Develop, adopt and implement a district policy to promote an environment free of racial bias and discrimination;

2. Develop, adopt and implement a District Affirmative Action plan as required by Education Code Section 44100;

3. Establish a student human relations council at each school to promote positive intergroup relations and assist in positive resolution

4. Provide training for teachers and administrators to promote understanding and appreciation of cultural differences;

5. Make deliberate efforts to insure minority representation on district and school site committees;

6. Develop and adopt complaint-handling procedures that are clearly understood by staff, students and parents.

At a later time, IDAC adopted two additional priorities.

1. Develop, adopt and implement a district policy to promote an environment free of discrimination based on gender;

2. Develop, adopt and implement a district policy to promote an environment free of discrimination based on disability.

In spring 1998, the district administration initiated a special task force to develop goals and action plans pursuant to the Burton recommendations and other priorities identified through the review of previous IDAC annual reports.  This task force, called the Cultural Competency Task Force for Improving Student Performance, was composed of five IDAC members and five district administrators.  Recommendations from the task force were submitted to the district administration in October 1998.  They consisted of fifteen goals organized under the following four categories:

Student Achievement                                        
Staff Development
Hring Practices and Procedures
Community Outreach

School Site CLASSI III Site Reviews

In addition, The Site Review process is designed to serve two purposes.  First, it presents an opportunity for the school’s staff to self-examine its policies, practices, programs, and operating procedures in light of the Cultural Competency Task Force Goals.  The second purpose is to assess the school’s progress toward achieving IDAC and Cultural Competency Task Force Goals.  For additional information, please go to the CUSD CLASSI link on the web page. 

The purpose of the site self assessment and visitation is to validate the school’s self-assessment and provide feedback from an external source regarding its status with respect to the IDAC and Cultural Competency Goals.  The visitation team is composed of a cross section of District employees (administrative, certificated and classified) as well as at least two community members representing the CUSD IDAC Committee.  The team uses archival data and reports, observation and interviews to assess and score its perception of the school’s status with respect to the IDAC goals using the same rubrics as the school for its self-assessment.  At the conclusion of the visit, an exit meeting is held with school leaders, District Administration, and the review team.  The discussion focuses on the scores determined by the team based on the day’s visit compared with the school’s scores based on the prior self-evaluation.  A written report of findings is completed and presented to the staff and Area Superintendent for future planning.  School Teams will select two (2) areas of improvement and develop an Action Plan and timeline that will be presented to the Area Superintendent.  In addition, The Site Review process is designed to serve two purposes.  First, it presents an opportunity for the school’s staff to self-examine its policies, practices, programs, and operating procedures in light of the Cultural Competency Task Force Goals.  The second purpose is to assess the school’s progress toward achieving IDAC and Cultural Competency Task Force Goals.

For more information call 559.327.9380