1606 Brady St.
Davenport, IA
563-336-5000

Board Policy 602 – Curriculum

Board Policy Administrative Regulation
602.01 Program Goals and Objectives (Revised 6/09/08)(Revised 11/25/13)  
602.02 None  
602.03 Special Projects (Deleted 2/14/00)  
602.04 Special Federal, State, or Privately Financed Programs (Reviewed 6/09/08) (DELETED 10/28/13)  
602.05 Talented and Gifted (Revised 6/09/08) (Revised 7/14/14) 602.05A
602.06 Curriculum Development (Revised 09/29/08) (Revised 7/14/14) 602.06A
602.07 Curriculum Implementation (Revised 09/29/08) (Revised 1/13/14)  
602.08 Curriculum Evaluation (Revised 09/29/08) (Revised 1/13/14)  
602.09 Carnegie Units of Credit (Deleted 3/13/00)  
602.10 Summer School Instruction (Revised 6/09/08) (Revised 7/14/14)  
602.11 Special Education (Revised 3/12/01) (Reviewed 8/27/12) 602.11A
602.12 Alternative Education (Revised 6/09/08) (Revised 7/14/14)  
602.13 Fee Exemption for Alternative High School Credit Classes (Deleted 8/14/00)  
602.14 Co-Curricular and Extra-Curricular Activities (Revised 9/27/10) (Reviewed 3/27/17)  
602.15 Curriculum Development (Deleted 5/8/00)  
602.16 Student Home Construction/Remodeling Program (Revised 8/25/08)(Deleted 11-25-13)  
602.17 None  
602.18 Accreditation (Revised 9/27/10) (Reviewed 2/13/17)  
602.19 Service Fees (Revised 01/12/09)(Deleted 9/22/14)  
602.20 United States Flag (Reviewed 8/25/08)(Revised 11-25-13)
(Revised 8-25-14) (Revised 10-10-16)
 
602.21 Pilot Programs (Revised 2/14/11) (Deleted 8-22-16)  
602.22 Alternative Programs  (Revised 9/29/08) (Revised 7/14/14)  

602.01
INSTRUCTION

Program Goals and Objectives

Based on the adopted educational programs of the District, the administration is to identify goals, objectives, and procedures in each instructional area and to develop a plan for curriculum revision and updating of instructional materials not to exceed 10 years. The administration is encouraged to consider curricular needs and to adjust the cycle accordingly.  The activities by which each goal and objective is to be accomplished and evaluated shall be clearly defined.  The Board approves all basic instructional materials used for each area in the total instructional program.


602.04 – DELETED 10/28/13

INSTRUCTION

Special Federal, State, or Privately Financed Programs


602.05
INSTRUCTION                                                        

Talented and Gifted Programs

Programs for the academically talented and gifted student are to be a part of the total instructional program. The Instructional Department shall provide procedures for developing, implementing, and evaluating such programs.

The talented and gifted programs shall include valid and systematic procedures, employing multiple criteria for identifying gifted and talented students. The Board expects this group of students to mirror the District’s ethnic and cultural diversity as closely as possible.

The District will provide differentiated curricular programming to meet the needs of identified gifted and talented students.  Support services, including materials and staff and a procedure for annual review and evaluationfor the purpose of program improvement—shall be integral components of the program.

  • Cross References:  Administrative Regulation 602.05A
  • Legal References: Iowa Code § 256.11, 257.42– 257.49, Ch. 261C; Iowa School Standards Chapter 670-4.5 (12)
  • By action of the Board 11/8/76; Revised 6/13/82, 7/17/89; Revised 2/14/00; Revised 06/09/08
  • Edited 06/08; Revised 7/14/14

602.06
INSTRUCTION

Curriculum Development 

Curriculum development is an ongoing process in the District and consists of both research and design. Research is the studious inquiry and critical investigation of the various content areas for the purpose of revising and improving curriculum and instruction based on relevant information pertaining to the discipline. This study is conducted both internally (what and how we are currently doing at the local level) and externally (what national standards, professional organizations, recognized experts, current research, etc. say relative to the content area). Design is the deliberate process of planning and selecting the standards and instructional strategies that will improve learning experiences for all students.

A systematic approach to curriculum development (careful research, design, and articulation of the curriculum) serves several purposes:

  • Focuses attention on the content standards of each discipline and ensures the identified learnings are rigorous, challenging, and representative of the most important learnings
  • Increases probability that students will acquire the desired knowledge, skills and dispositions and that schools will be successful in providing appropriate learning experiences
  • Facilitates communication and coordination
  • Improves classroom instruction
  • Improves student learning and achievement

It shall be the responsibility of the Superintendent or superintendent’s designee to keep the Board apprised of necessary curriculum revisions and of the progress of each content area related to curriculum development activities. The Superintendent or superintendent’s designee shall also have the responsibility for developing administrative regulations for curriculum development including the presenting of recommendations to the Board.

 

  • Cross References: Administrative Regulation 602.06A; Board Policy 100 District Philosophy; 102.07 Long Range Needs Assessment; 602.07 Curriculum Implementation
  • By Action of the Board: Adopted 5/8/00; Revised 09/29/08
  • Edited 09/08; Revised 7/14/14

602.07
INSTRUCTION

Curriculum Implementation  

 Curriculum implementation includes the provision of organized assistance to staff to ensure that the newly developed curriculum and the most powerful instructional strategies are delivered at the classroom level. Two components of any implementation effort must be present to guarantee planned changes in curriculum and instruction succeed as intended:

  • Understanding the conceptual framework of the content/discipline being implemented
  • Organized assistance to understand the theory, to observe exemplary demonstrations, and to practice and receive coaching and feedback focused on the most powerful instructional strategies for delivering content

The Superintendent or superintendent’s designee shall be responsible for curriculum implementation, for determining the most effective way of providing organized assistance, and for monitoring the level of implementation. The administration will develop an Administrative Regulation which describes a comprehensive curriculum framework that will assist staff in developing the knowledge and skills necessary for successful implementation of curriculum in all content areas.

It shall be the responsibility of the Superintendent or superintendent’s designee to keep the Board apprised of curriculum implementation activities and of the progress of each content area related to curriculum implementation activities.  The Superintendent or superintendent’s designee shall also have the responsibility for developing administrative regulations for curriculum implementation including the presenting of recommendations to the Board.

  • Cross References: Board Policy 100 District Philosophy; 102.07 Long Range Needs Assessment; 602.06 Curriculum Development; 604.09 Inspection of Instructional Materials
  • By Action of the Board: Adopted 5/8/00; Revised 09/29/08
  • Edited 9/08; Edited 1/13/14

 

 


602.08
INSTRUCTION

Curriculum Evaluation           

Regular evaluation of the total curriculum is necessary to ensure the written and delivered curriculum has the desired effect for students.

Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information. It refers to the full range of information gathered in the District to evaluate (make judgments about) student learning, teacher implementation, and program effectiveness in each content area.

Curriculum evaluation must be based on information gathered from a comprehensive assessment system designed for accountability and committed to the concept that all students shall achieve at high levels.  The assessment system must be standards-based and result in decisions that impact significant and sustainable improvements in both teaching and student learning.

The Superintendent or superintendent’s designee shall be responsible for curriculum evaluation and for determining the most effective way to ensure assessment activities are integrated into instructional practices as part of school improvement. Emphasis shall be given to using assessment for the improvement of teaching and learning.  The administration will develop an Administrative Regulation which describes a comprehensive curriculum framework that will establish a process that efficiently and effectively evaluates the total curriculum.

It shall be the responsibility of the Superintendent or superintendent’s designee to keep the Board apprised of curriculum evaluation activities and of the progress of each content area related to curriculum evaluation activities.  The Superintendent or superintendent’s designee shall also have the responsibility for developing administrative regulations for curriculum evaluation including the presenting of recommendations to the Board.

  • Legal Reference: 20 U.S.C. § 1232h (1994); 34 C.F.R. pt. 98 (1996); Iowa Code §§ 216.9, 356.7, 279.8, 380.3-14 (1999); 281 I.A.C. 12.8(1)(c)(1)
  • Cross References: Board Policy 100 District Philosophy; 102.07 Long Term Needs Assessment; 602.07 Curriculum Implementation; 602.06 Curriculum Development
  • By Action of the Board: Adopted 5/8/00; Revised 09/29/08
  • Edited 9/08; Edited 1/13/14

 


602.10
INSTRUCTION

Summer School Instruction              

Summer school may be conducted in specified buildings and grade levels as recommended by the Curriculum Department and with the approval of the Superintendent or superintendent’s designee.

 

  • Legal References: Iowa Code § 282.6
  • By action of the Board 11/8/76; Revised 6/13/83, 8/9/93; Revised 2/14/00; Revised 06/09/08
  • Edited 06/08; Revised 7/14/14

 

602.11
INSTRUCTION

Special Education

The Board recognizes some students have different educational needs than other students. The Board shall provide a free appropriate public education program and related services to students identified in need of special education. The special education services will be provided from birth until the appropriate education is completed, age twenty-one or to maximum age allowable in accordance with the law. Students requiring special education shall attend general education classes, participate in nonacademic and extra curricular services and activities, and receive services in a general education setting to the maximum extent appropriate to the needs of each individual student. The appropriate education for each student shall be written in the student’s Individualized Education Program (IEP).

Special education students shall be required to meet the requirements stated in board policy or in their IEPs for graduation. It shall be the responsibility of the Superintendent or superintendent’s designee and the Area Education Agency Director of Special Education to provide or make provisions for appropriate special education and related services.

Children from birth through age 2 and children age 3 through age 5 shall be provided comprehensive special education services within the public education system. The District shall work in conjunction with the Area Education Agency to provide services, at the earliest appropriate time, to children with disabilities from birth through age 2. This shall be done to ensure a smooth transition of children entitled to early childhood special education services.


602.12
INSTRUCTION

Alternative Education   

Enrollment in an alternative education program is extended to persons of high school age who will be able to graduate by the age of 21. Students enrolled in a traditional high school may also be enrolled concurrently upon approval of the principal of the alternative program and the high school principal.  Classes are eligible for District diploma credit.

    • Legal Reference: Code of Iowa 282.6
    • Cross Reference: Board Policy 506.07 Fines, Fees, and Charges (Waivers)
    • By action of the Board 11/8/76; Revised 6/13/83, 8/9/93; Revised 8/14/00; Revised 06/09/08
    • Edited 06/08; Revised 7/14/14

602.14
INSTRUCTION

Co-Curricular and Extra-Curricular Activities

The Board recognizes the value of co-curricular and extra-curricular activities as part of the overall program of the district.  We support the opportunity for students to engage in such activities within the parameters of eligibility requirements and other administrative procedures.  It is the responsibility of the superintendent, or a designee, to supervise approved activities. The administration will apprise the board of any proposed changes requiring board approval.

 

  • By action of the Board 11/8/76; Revised 6/13/83; Reviewed 8/9/93; Revised 6/26/00; Revised 9/27/10
  • Edited 6/00, 9/10
  • Reviewed 3/27/17

 

602.18
INSTRUCTION

Accreditation

The district will comply with all applicable statues and regulations to secure accreditation by the state of Iowa.

  • By action of the Board 11/8/76; Revised 6/13/83, 10/11/93, 2/7/94; Revised 3/13/00; Revised 12/20/04, Revised 9/27/10

  • Edited 12/04, 9/10

  • Reviewed 2/13/17

602.19- Deleted 9/22/14 .   Fees already covered in Policy 506.07


 

602.20

INSTRUCTION

United States Flag

When the flag is used in any of the District’s facilities or any school sponsored activity, it shall be displayed in accordance with the flag code as adopted into law by the Congress of the United States.  The code includes the flag’s proper handling, procedures of when and how to display it, and restrictions on its use. Flags should be kept in good repair, and they should be replaced and properly retired when necessary.

The POW/MIA flag will fly below the American flag at Brady Street Stadium whenever the flag is flying at the stadium.  The four district high schools will fly the POW/MIA flag below the American flag during the third week in September, which culminates in POW/MIA Recognition Day on the last Friday of the week.  Additionally, the POW/MIA flag will be flown by the four high schools on Veteran’s Day when school is in session.

The Board encourages respect to be shown towards the United States flag at all times.

 

  • Legal Reference: 3C U.S.C. § § 173-177
  • By action of the Board 11/8/76; Revised 6/13/83; Reviewed 8/9/93; Revised 2/14/00; Reviewed 8/25/08; Edited 8/08; Revised 11/25/13; Revised 8/25/14; Revised 10/10/16

 


 

602.21 -DELETED 8/22/16 
INSTRUCTION

Pilot Programs

A pilot program is a small scale test program used to assess the viability of a concept prior to committing significant capital to a large scale program.  Provisions shall be made within the Instructional Department for the development of pilot programs. Such provisions shall be specifically for new programs, but shall not be applicable to annual course revisions, textbook changes, or modifications in existing instructional offerings.

The administration shall inform the board of a proposal for a pilot program before pilot programs are initiated. The information will include the expected learning outcomes, a time line for piloting and implementing the program, and state the manner in which the program will be evaluated.

The administration shall assume responsibility for implementing, monitoring, and evaluating the program.  Before the pilot program is expanded to include attendance centers not included in the piloting process, board approval is required.

 

  • By action of the Board 12/9/85; Revised 11/12/90; Revised 6/26/00; Revised 2/14/11
  • Edited 6/00, 2/11
  • Deleted 8/22/16

 


 
602.22
INSTRUCTION
 
Alternative Programs
 
The Board encourages students to achieve their potential through a continuum of programs and opportunities addressing their particular needs. The Board shall seek state, federal, or other funds that may be available to supplement programs and services provided for at-risk students. It shall be the responsibility of the Superintendent or superintendent’s designee to do the following:
  1. Develop programming for alternative students
  2. Develop administrative regulations for identifying students
  3. Develop administrative regulations for program evaluation
  4. Develop administrative regulations for the training of District personnel.
  5. Keep the Board apprised of the progress of alternative student programs.
  6. Develop supplemental strategies for all students K-5 who do not meet grade level expectations in the core courses of Language Arts, Social Studies, Math, and Science.
  7. Develop an intervention plan that ensures students grade 6-8 who fail one or more core courses make up those deficiencies. Supplemental strategies may include, but are not limited to, tutoring before and after school or during the summer provided by District personnel or private service providers.

 

  • Legal References: Iowa Code Sections 216A.138, 256.40, 256A.4, 279.51, 261C, 280.19; 281 Iowa Administrative Code §12.5 (13) and 281; I.A.C. 64, 65, 67
  • By action of the Board 9/17/90
  • Revised 6/26/00; Revised 2/12/07; Revised 09/29/08;  Revised 7/14/14