605.01

INSTRUCTION

Progress Reports of Students

Reporting Practices

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 student's parents, and the school in working cooperatively for the welfare of the student.

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

Annually, the manual shall be reviewed by the professional staff.

The Board shall have the responsibility of granting final approval to the manual and its revisions as recommended.

• Cross Reference: Board Policy 503.03 Student Progress Reports and Conferences

• By action of the Board 11/8/76, 6/13/83; Revised 8/9/93; Revised 6/26/00

• Edited 6/00

605.02

INSTRUCTION

Testing Program

A comprehensive testing program shall be established and maintained in order to provide better counseling services to the students, as well as to evaluate the total program of the school district.

The Superintendent or superintendent's designee, with assistance from the professional staff shall develop standards and procedures to evaluate student progress within each area of instruction and to evaluate the educational program.

The administrative staff shall conduct a continuing comprehensive analysis of the results and significance of the student testing program.

No student shall be required, as part of a program funded by the United States Department of Education, to submit, without prior written consent from the student's parent, to surveys, analysis, or evaluation which reveals information concerning:

1. Political affiliations;

2. Mental and psychological problems potentially embarrassing to the student or the student's family;

3. Sex behavior and attitudes

4. Illegal, anti-social, self-incriminating, and demeaning behavior;

5. Critical appraisals of other individuals with whom students have close family relationships;

6. Legally recognized, privileged and analogous relationships, such as those of lawyers, physicians, and ministers; or

7. Income, but not including income required by law to determine eligibility for participation in a program or for receiving financial assistance under such program.

It shall be the responsibility of the Board to review and approve the evaluation and testing program.

• Legal References: 20 U.S.C. 1232h

• By action of the Board 11/8/76; Revised 6/13/83; Reviewed 8/9/93, 11/14/94; Revised 6/26/00

• Edited 6/00

605.03

INSTRUCTION

Release of Test Scores

The Board authorizes the administration to release to organizations or persons requesting  a grade-by-grade, school-by-school, compilation of test scores on standardized tests.

It is the desire of the Board that persons or organizations obtaining the scores shall use discretion regarding the scores.

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

• Edited 6/00

605.04

INSTRUCTION                     DELETE  9/17/07 (COMBINED WITH 503.06)

Permanent Student Records

• 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

605.6

INSTRUCTION

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. Student 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.

Individual student accounts and electronic mail addresses shall not be issued to students. A teacher may be assigned a class e-mail account that students can use with permission and supervision. If a student already has an electronic mail address, the student may, with the permission of the supervising teacher, be permitted to use the address to send and receive mail at school. Student use of e-mail, chat, or instant messaging must be related to class work--no personal use is allowed.

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. Student Internet activities will be monitored by the school district to ensure students are not accessing inappropriate sites that have visual depictions that include obscenity, child pornography or are harmful to minors.

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.

Employees and students shall be instructed on the appropriate use of the Internet prior to being allowed access through school facilities. Employees and students 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.

• Legal References: Children's Internet Protection Act, 47 U.S.C.§254(h); Iowa Code § 279.8(1995). IASB

• Cross References: Board Policies 101.01 Board-Community Relations; 101.02 Information Dissemination; 103.02 Use of District Communications Systems; 504.6 Parent and Student Rights and Responsibilities; 501.13 Attendance Records; 604.11 Professional and Curriculum Library; 605.13 Technology and Instructional Materials

• By action of the Board: 4/29/96; Revised 8/14/00; Revised 5/28/02

• Edited 5/02

605.10

INSTRUCTION

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 race, color, national origin, gender, disability, creed, or socioeconomic background. 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

Inquires regarding compliance with equal education opportunity and multicultural and gender fair efforts shall be directed to the Superintendent by writing to the Program Director of Equity, Davenport Schools Administration Service Center, 1606 Brady Street, Davenport, Iowa 52803, or by telephoning (563) 336-5000.

• Cross Reference: Board Policy 604.7--Selection of Instructional Materials

• Legal References: 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

• Edited 8/00

605.11

INSTRUCTION

Global Education

Because of our growing interdependence with other nations in the world, global education shall be incorporated into the education program for grades kindergarten through twelve so students have the opportunity to acquire a perspective on world issues, problems, and prospects for an awareness of the relationship between an individual's self-interest and the concerns of people elsewhere in the world.

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.

The written plan for global education shall include procedures for a review of its effectiveness.

• Legal References: Iowa Code §256.11; 281 I.A.C. 12.5(11)

• Cross Reference: :Administrative Regulation 605.11A; Board Policy 604.07 Selection of Instructional Materials

• By action of the Board 7/17/89; Revised 6/26/00

• Edited 6/00

605.12

INSTRUCTION

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 604.07 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

• Edited 6/00

605.13

INSTRUCTION

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 school district personnel to investigate efficient and effective ways to utilize instructional television, audiovisual materials, computers, and other technological advances as an integral part of all the curriculums.

It shall be the responsibility of the Superintendent or superintendent's designee to incorporate into the District's comprehensive school improvement plan the following items:

• Demonstrated use of technology to meet student learning goals

• Consideration of the District's interconnectivity with the Iowa communications network

• Development of an evaluation process that enables the District to monitor progress toward the specified goals

• Cross Reference: Board Policies #604.7 Selection of Instructional Materials, 604.9 Inspection of Instructional Materials, and #604.10 Challenge of Instructional Materials

• Legal References: Code of Iowa Chapter 256. Iowa School Standards--Chapter 670-4.5 (10)

• By action of the Board 7/17/89; Revised 8/14/00

• Edited 8/00