Lyon County School District implements policy to ensure that curriculum taught to students is “culturally responsive”


The Lyon County School District has a policy titled “Equitable Access to Education” that has a revision date of November 16, 2021. The policy explains that “the District will adopt procedures intended to achieve a diverse and equitable school community inclusive of, but not limited to, race, color, religion, sex, sexual orientation, gender identity or expression, age, disability or national origin.” This includes ensuring that the curriculum taught to students is “culturally responsive.” The term “culturally responsive” is often used to describe a method of teaching that includes the race and ethnicity of students as part of the lessons taught in classrooms.

The policy continues to explain:

The District strives to identify any disparities, discrimination, disproportionality practices, and/or inequities in educational programming and access to that programming by communicating, collaborating, and building supports among all appropriate parties; and will offer appropriate solutions to such disparities amongst the District’s student population and faculty/staff.

The following are listed as “inclusive curriculum, instruction, and assessment practices” that the school district will follow:

  • The District will ensure that curriculum with high-yield methods and practice of teaching and resources are culturally responsive, inclusive, and represent the diversity of the school community.
  • The District will provide students and staff with authentic and relevant opportunities to learn about various histories, cultures, and perspectives. Students will see themselves represented in the curriculum, programs, culture, and staff of the school. The District will affirm and value students’ first languages.
  • The Board is committed to advancing assessment practices that use multiple qualitative and/or quantitative measures to form a strong multi-tiered system of supports (MTSS) for the delivery of academic and behavioral success.

The policy further explains that “District employees will participate in professional development addressing equitable opportunities and inclusion, cultural competency, disproportionality, and culturally responsive teaching and reflective practices.” The policy then states that “within the context of the District Performance Plan and/or Strategic Plan, School Performance Plans will embed the District’s equitable opportunities and inclusive educational practices.”