1702 N. Main St.
Davenport, IA

Board Policy 605 – Pupil Progress

Board Policy Administrative Regulation
605.01 Progress Reports of Students (Revised 10/26/09)(Reviewed 3/9/15)
605.02 Testing Program (Revised 9/14/09) (Reviewed 10/27/14) (Reviewed 3/9/15)
605.03 Annual Progress Report (Revised 9/14/09)(Reviewed 8/24/15)
605.04 Permanent Student Records (Deleted 9/17/07combined with 503.06)
605.05 None
605.06 Internet: Appropriate Use (Reviewed 02/09/09)(Revised 7/13/15)
605.07 None
605.08 None
605.09 None
605.10 Multicultural and Gender Fair Approaches to the Educational Program (Revised 9/29/08) (Revised 10/27/14)
605.11 Global Education (Reviewed 10/26/09)(Reviewed 8/24/15) 605.11A
605.12 Career Education (Reviewed 10/26/09)(Reviewed 3/23/15)
605.13 Technology and Instructional Materials (Revised 9/29/08) (Reviewed 2/13/17)



Progress Reports of Students

Student Progress Reports and regularly scheduled conferences shall be the basic means of reporting student progress to parents or legal guardians of students in grades K-12.  Teachers are required to hold at least one round of parent conferences during first semester.  Parents or guardians or staff members may request additional conferences at any time during the school year.  A Student Progress Report shall be provided a minimum of once each grading period.

The Board recognizes the following objectives or purposes of a system of student reporting practices.

1.   To inform parents of the progress made by their children

2.   To bring parents into closer understanding of the work of the school

3.   To record for students their growth or achievement

4.   To assist students in evaluating their growth or achievement

5.    To assist the student, the students’ parents, or guardians, and the school in working cooperatively for the welfare of the students

The Superintendent or superintendent’s designee, with assistance from administrative and teaching staffs, shall develop administrative regulations for evaluating and reporting student progress to parents, based upon the adopted learning outcomes of the District.

  • Cross Reference: Board Policy 503.3 Student Progress Reports and Conferences
  • By action of the Board 11/8/76, 6/13/83; Revised 8/9/93; Revised 6/26/00; (Policy Discussion #2 May 13, 2009); Revised 10/26/09
  • Edited 6/00  10/09; Reviewed 3/15


Testing Program

As mandated by State and Federal statute, a comprehensive testing program shall be established and maintained to evaluate the education program of the District and to assist students and their families as they make educational decisions.

In accordance with Iowa Code, no student shall be required, as part of any applicable program, to submit to a survey, analysis or evaluation that reveals information concerning:

  •  political affiliations or beliefs of the student or student’s parent
  •  mental and psychological problems of the student or student’s family
  •  sex behavior or attitudes
  •  illegal, anti-social, self-incriminating, and demeaning behavior
  • ·critical appraisals of other individuals with whom students have close family relationships
  •  legally recognized, privileged and analogous relationships, such as those of  lawyers, physicians, and ministers
  •  religious practices, affiliations or beliefs of the student or student’s parents
  •  income, (other than that required by law to determine eligibility for participation in a program or for receiving      financial assistance under such program).

It is the responsibility of the Superintendent or superintendent’s designee to develop administrative regulations regarding this policy. The superintendent will provide an annual report to the Board regarding the testing program and results.


  • Legal References: 20 U.S.C. 1232h (2004); No child Left Behind, Title II, Sec. 1061, P.L. 107 110 (2002); Goals 2000: Educate America Act, Pub. L. No. 103-227, 108 Stat. 125 (1994); Iowa Code  §§280.3; (2007)
  • By action of the Board 11/8/76; Revised 6/13/83; Reviewed 8/9/93, 11/14/94; Revised 6/26/00; Revised 9/14/09
  • Edited 6/00; 9/09; Reviewed 10/27/14;Reviewed 3/15




Annual Progress Report

The Board authorizes the administration to release an annual progress report to organizations or persons requesting it. The District shall submit an annual progress report to the local community, the respective area education agency and the Department of Education and as required by all applicable statutes.


  • By action of the Board 11/8/76, 6/13/83; Reviewed 8/9/93; Revised 6/26/00; Revised 9/14/09
  • Edited 6/00; 9/09; Reviewed 8/24/15






Permanent Student Records  DELETE  9/17/07 (COMBINED WITH 503.06)

  • Cross Reference:
  • Legal Reference: 20 U.S. C. § 1232g, 1415 (1988); 34 C.F.R. Pt. 99, 300.560–.574 (1993); Iowa Code §§ 22; 622.10 (1995); Iowa Code § 256B; 1980 Op. Att’y Gen. 720, 825; IAC 281.12.3(4)
  • By action of the Board: 11/8/76; Revised 6/13/83; 11/12/90; 7/12/93; 2/7/94; Revised 3/12/01; DELETED 9/17/07 Combined with 503.06
  • Edited 9/07




Internet: Appropriate Use

The Board recognizes technology is a vital part of the school district curriculum and that appropriate and equitable use of the Internet shall allow employees and students to access resources unavailable through traditional means. Access to the Internet is a privilege and not a right. This privilege may be suspended for violation of this policy or its related regulations.

The Internet can provide a vast collection of educational resources for students and employees. It is a global network making it impossible to control all available information. Because information appears, disappears, and changes constantly, it is not possible to predict or control what students may locate. The District makes no guarantees as to the accuracy of information received on the Internet. Although students will be under teacher supervision while on the network, it is impossible to constantly monitor individual students and what they are accessing on the network. Some students might encounter information that may not be of educational value.  Internet activities can be monitored by the school district to ensure students are limiting the use of e-mail, chat or instant messaging for personal use and are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography or are harmful to minors as determinded by school administrators.

In order to balance the need to block access to inappropriate Internet sites–including inadvertent access–with the need to provide accessibility to as many valuable learning sites as possible, the District shall maintain an Internet filter system. The system shall be flexible and:

  • Provide the means for individual teachers to request a change in the filter status of a specific Internet site, i.e. permit sites teachers want their students to be able to access or, conversely, to block sites teachers do not want their students to be able to access

  • Maintain a committee to review filter status change requests and determine whether the request will be upheld or reversed.

  • Provide the means for tightly controlled and supervised less-restrictive Internet access to enable staff and students immediate access to appropriate sites otherwise blocked by the filter system.

Users shall be instructed on the appropriate use of the Internet prior to being allowed access through school facilities. Users shall sign a form annually acknowledging they have read and understand the Internet Use Agreement, that they will comply with these provisions, and that they understand there will be consequences for violation of the agreement. Parents/guardians will be provided a copy of the Internet Use Agreement and permission will be assumed unless the principal is notified in writing by the parent/guardian. In spite of the best efforts of the District to eliminate access to inappropriate material, no filter system is perfect; neither does it diminish the user’s responsibility to comply with the provisions of the agreement.




Multicultural and Gender Fair Approaches to the Educational Program

 The District takes great pride in its diversity and believes diversity lies at the very core of all the District does and strives to do. Pride in diversity and recognition of the importance of diversity is clearly set forth in the District mission: to enhance each student’s abilities by providing a quality education enriched by our diverse community. The District mission celebrates diversity of perspectives as critical to ensuring a quality education for all students and conveys the established District belief that embracing diversity builds a strong society. 

A global society demands that students be prepared for life in any setting, that they acquire the skills to interact successfully in a complex society, and that they learn the value of diverse perspectives in resolving difficult situations. Preparation for life in a global society thereby requires a quality education that is both multicultural and gender fair. Multicultural and gender fair approaches shall be provided to ensure all District students have equal educational opportunities and to ensure the many advantages inherent in the diversity of the District are fully realized and celebrated.

All children enrolled in the District shall have equal opportunity for a quality public education without discrimination regardless of their actual or perceived traits or characteristics, including: age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, familial status, or any other trait or characteristic protected by law. The educational curriculum of the District shall be free of such discrimination and shall provide equal opportunity for all students. The curriculum shall foster knowledge of and respect and appreciation for historical and contemporary contributions of diverse cultural groups as well as historical and contemporary contributions of both men and women. The curriculum shall also reflect the wide variety of roles open to men and to women and shall provide equal opportunity to both sexes.

The incorporation of multicultural and gender fair goals, objectives, and action steps into the curriculum shall be reflected in the comprehensive school improvement plans of the District and of each individual school. Incorporation shall include:

  • Units of instruction and assessments which infuse multicultural and gender fair concepts into each area of curriculum
  • Development and/or purchase of materials that reflect the contributions and perspectives of Asian Americans, African Americans, Hispanic Americans, American Indians, European Americans, and persons with disabilities
  • Involvement of parents, students, instructional and non-instructional staff, and community members in development and implementation of multicultural and gender fair activities that reflect ongoing support and understanding rather than single-event efforts
  • The establishment and maintenance of a school climate that supports diversity and permits diversity to flourish and excel

Inquiries regarding compliance with equal education opportunity and multicultural and gender fair efforts shall be directed to Director of HR & Equity  (Jami Weinzierl, weinzierlj@davenportschools.org) located at 1702 Main Street; Davenport, Iowa 52803; phone 563/336-7487  or Associate Director of Equity (Jabari Woods, woodsj@davenportschools.org ) located at 1702 Main Street, Davenport, Iowa 52803; phone 563/336-7496.

  • Cross Reference: Board Policy 604.07—Selection of Instructional Materials
  • Legal Reference: Code of Iowa Chapter 256; Iowa School Standards—Chapter 670-4.5 (8)
  • By action of the Board 7/17/89; Revised 8/14/00; Revised 9/29/08
  • Edited 9/08; Revised 10/27/14





Global Education

Global education in the education program is the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems–social, cultural, racial, economic, linguistic, technological, and ecological.

Global education shall be incorporated into the education program for grades K-12 so students have the opportunity to acquire perspectives on world issues, as well as an awareness of the concerns of people elsewhere in the world.

  • Cross Reference: Board Policy 604.7 Selection of Instructional Materials,Administrative Regulation 605.11A
  • Legal References: Iowa Code §256.11; 281  I.A.C. 12.5 (11)
  • By action of the Board 7/17/89; Revised 6/26/00; Reviewed 10/26/09
  • Edited 6/00, 10/09; Reviewed 8/24/15




Career Education

Preparing students for careers is one goal of the education program.  Career education shall be infused into the education program for grades kindergarten through twelve.  This education shall include, but not be limited to, awareness of self in relation to others and the needs of society, exploration of employment opportunities, experiences in personal decision-making, and experiences to help students integrate work values and work skills into their lives.

  • Cross Reference: Board Policy 604.7 Selection of Instructional Materials
  • Legal References: Iowa Code §256.11, 280.9; 281 I.A.C. 12.5 (7), 281 I.A.C. 46, 281 I.A.C. 47, 281 I.A.C. 48
  • By action of the Board 7/17/89; Revised 6/26/00, Reviewed 10/26/09
  • Edited 6/00, 10/09; Reviewed 3/23/15




Technology and Instructional Materials

The Board supports the use of innovative methods and the use of technology in the delivery of the education program. The Board encourages employees to investigate economical ways to utilize multi-media, computers, and other technologies as part of the curriculum.

It shall be the responsibility of the Superintendent or superintendent’s designee to develop a plan for the use of technology in the curriculum and to evaluate it annually. The Superintendent will report the results of the evaluation and make a recommendation to the Board annually regarding the use of technology in the curriculum.

NOTE: This is a mandatory policy and reflects the educational standards.