12.8(1) Comprehensive school improvement. The general accreditation Standard are minimum, uniform requirements. However, the department encourages schools and school districts to go beyond the minimum with their work toward ongoing improvement. As a means to this end, local comprehensive school improvement plans shall be specific to a school or school district and designed, at a minimum, to increase the learning, achievement, and performance of all students.

As a part of ongoing improvement in its educational system, the board shall adopt a written comprehensive school improvement plan designed for continuous school, parental, and community involvement in the development and monitoring of a plan that is aligned with school or school district determined needs. The plan shall incorporate, to the extent possible, the consolidation of federal and state planning, goal setting, and reporting requirements. The plan shall contain, but is not limited to, the following components:

• a. Community involvement.

• (1) Local community. The school or school district shall involve the local community in decision-making processes as appropriate. The school or school district shall seek input from the local community about, but not limited to, the following elements at least once every five years:

• 1. Statement of philosophy, beliefs, mission, or vision;
• 2. Major educational needs; and
• 3. Student learning goals.

• (2) School improvement advisory committee. To meet requirements of Iowa Code section 280.12(2) as amended by 2007 Iowa Acts, Senate File 61, section 1, the board shall appoint and charge a school improvement advisory committee to make recommendations to the board. Based on the committee members' analysis of the needs assessment data, the committee shall make recommendations to the board about the following components:

• 1. Major educational needs;
• 2. Student learning goals;
• 3. Long-range goals that include, but are not limited to, the state indicators that address reading, mathematics, and science achievement; and
• 4. Harassment or bullying prevention goals, programs, training, and other initiatives.

• (3) At least annually, the school improvement advisory committee shall also make recommendations to the board with regard to, but not limited to, the following:

• 1. Progress achieved with the annual improvement goals for the state indicators that address reading, mathematics, and science in subrule 12.8(3);
• 2. Progress achieved with other locally determined core indicators; and
• 3. Annual improvement goals for the state indicators that address reading, mathematics, and science achievement.

The board of directors of each public school district and the authorities in charge of each nonpublic school shall do the following:

1. Appoint a school improvement advisory committee to make recommendations to the board or authorities. The advisory committee shall consist of members representing students, parents, teachers, administrators, and representatives from the local community, which may include representatives of business, industry, labor, community agencies, higher education, or other community constituents. To the extent possible, committee membership shall have balanced representation with regard to race, gender, national origin, and disability.

2. Utilize the recommendations from the school improvement advisory committee to determine the following:

   • a. Major educational needs.
   • b. Student learning goals.
   • c. Long-range and annual improvement goals that include, but are not limited to, the state indicators that address reading, mathematics, and science achievement.
   • d. Desired levels of student performance.
   • e. Progress toward meeting the goals set out in paragraphs “b” through “d”.
   • f. Harassment or bullying prevention goals, programs, training, and other initiatives.

3. Consider recommendations from the school improvement advisory committee to infuse character education into the educational program.