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 five-year plan for curriculum revision and updating of instructional materials. 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.

• Cross Reference: Board Policy 604.01 Textbook Selection

• By action of the Board 11/8/76; Revised 6/13/83, 8/9/93; Revised 2/14/00; Revised 06/09/08

• Edited 6/08

602.04

INSTRUCTION

Special Federal, State, or Privately Financed Programs

New programs financed by grants or miscellaneous federal, state, or private revenue will be presented to the Board for approval before being instituted as programs in the District.

• By action of the Board 11/8/76; Revised 5/12/80, 6/13/83, 11/12/90, 11/14/94; Revised 2/14/00; Reviewed 6/09/08

• Edited 6/08

602.05

INSTRUCTION

Talented and Gifted

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 a program.

The talented and gifted program 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.

A qualitatively differentiated program shall be provided for 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 evaluation--for the purpose of program improvement--shall be integral components of the program.

• Legal References: Iowa Code § 256.11, 257.42-257.49, Ch. 261C; Iowa School Standards Chapter 670-4.5 (12)

• Cross Reference: Administrative Regulation 602.05A

• By action of the Board 11/8/76; Revised 6/13/82, 7/17/89; Revised 2/14/00; Revised 06/09/08

• Edited 6/08

602.06

INSTRUCTION

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

The Superintendent or superintendent’s designee shall be responsible for curriculum development and for determining the most effective method for conducting research and design activities. A curriculum framework shall describe the processes and procedures that shall be followed in researching, designing, and articulating each curriculum area. This framework will, at a minimum, describe processes and procedures for the following curriculum development activities:

• Study the latest thinking, trends, research, and expert advice regarding the content/discipline
• Study the current status of the content/discipline (what and how well students are currently learning)
• Identify the content standards, benchmarks, and grade-level expectations for the content/discipline
• Describe the desired learning behaviors and the desired teaching and learning environment related to the content/discipline
• Identify differences in the desired and present program and develop a plan for addressing the differences
• Communicate with internal and external publics regarding the content area
• Involve staff, parents, students, and community members in curriculum development decisions
• Verify integration of local, state, and/or federal mandates (multicultural/gender fair, school-to-work, career education, global education, etc.)
• Verify how standards and benchmarks of the content/discipline support each of the broader learning goals and provide a K-12 continuum that builds on prior learning of each level

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: Board Policy 100 District Philosophy; 102.07 Long Range Needs Assessment (New); 602.07 Curriculum Implementation (New)
• By Action of the Board: Adopted 5/8/00; Revised 09/29/08
• Edited 09/08

602.07

INSTRUCTION

Without careful and continuing attention to implementation, planned changes in curriculum and instruction rarely succeed as intended. The manner in which an innovation is implemented largely determines the effectiveness of the innovation.

Implementation refers to what actually happens in practice as compared to what was supposed to happen. 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. A curriculum framework shall describe processes and procedures that will be followed to assist staff in developing knowledge and skills necessary for successful implementation of developed curriculum in a content area. This framework will, at a minimum, describe processes and procedures for the following curriculum implementation activities:

• Study and identify the best instructional practices and materials to deliver the content
• Describe procedures for purchase of instructional materials and resources (See Board Policy 604.9 Inspection of Instructional Materials)
• Identify/develop exemplars that demonstrate the learning behaviors, teaching strategies, and learning environment to deliver the content
• Study the current status of instruction in the content area (how teachers are teaching)
• Compare the desired and present delivery system, identify differences (gap analysis), and develop a plan for addressing the differences
• Organize staff into collaborative study teams to support their learning and implementation efforts (address the gaps)
• Provide ongoing professional development related to instructional strategies and materials that focuses on theory, demonstration, practice and feedback
• Regularly monitor and assess the level of implementation
• Communicate with internal and external publics regarding curriculum implementation
• Involve staff, parents, students, and community members in curriculum implementation decisions

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 (New); 602.06 Curriculum Development (New); 604.9 Inspection of Instructional Materials
• By Action of the Board: Adopted 5/8/00; Revised 09/29/08
• Edited 09/29/08

602.08

INSTRUCTION

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 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. A curriculum framework shall describe the procedures to be followed in establishing a process that efficiently and effectively evaluates the total curriculum. This framework will, at a minimum, describe procedures for the following curriculum evaluation activities:

• Identify specific purposes for assessing student learning
• Develop a comprehensive assessment plan
• Select/develop assessment tools and scoring procedures that are valid, reliable, and free from bias
• Identify procedures for collecting assessment data
• Identify procedures for analyzing and interpreting information and drawing conclusions based on the data (including analysis of the performance of various sub-groups of students)
• Identify procedures for establishing at least three levels of performance (specific to the content standard and the assessment tool when appropriate) to assist in determining whether students have achieved at a satisfactory level (at least two levels describing performance that is proficient or advanced and at least one level describing students who are not yet performing at the proficient level)
• Identify procedures for using assessment information to determine long-range and annual improvement goals
• Identify procedures for using assessment information in making decisions focused on improving teaching and learning (data-based decision making)
• Provide support to staff in using data to inform instructional decisions
• Define procedures for ongoing and clear communication regarding assessment results to the various internal and external publics
• Define data reporting procedures
• Verify assessment tools are fair for all students and consistent with all state and federal mandates
• Verify assessment tools measure the curriculum that is written and delivered
• Identify procedures for deciding when multiple assessment measures are necessary for making good decisions and drawing appropriate conclusions about student learning
• Identify roles and responsibilities of key groups
• Involve staff, parents, students, and community members in curriculum evaluation
• Ensure participation of eligible students receiving special education services in district-wide assessments

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 Range Needs Assessment (New); 602.07 Curriculum Implementation (New); 602.06 Curriculum Development
• By Action of the Board: Adopted 5/8/00; Revised 09/29/08
• Edited 9/08

602.10

INSTRUCTION

Summer School Instruction

Summer school shall be conducted in specified buildings and grade levels as determined by the Instructional Department with the approval of the Superintendent or superintendent's designee.

The program offered during summer school shall offer opportunity for enrichment, extension of the regular program, and remedial instruction.

• 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 6/08

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.

• Cross Reference: Board Policies: 503.01 Promotion & Non-Promotion; 503.11 Graduation Requirements; 503.14 Graduation; 504.01 Discipline; 504.05 Expulsion; 504.06 Parent & Student Rights; 601.02 School Calendar; 604.07 Selection of Instructional Materials; and 605.04 Permanent Student Records
• Legal Reference: Board of Education v. Rowley, 458 U.S. 176 (1982); Springdale School District #50 v. Grace, 693 F.2d 41 (8^th Cir. 1982); Southeast Warren Comm. School District v. Dept. of Public Instruction, 285 N.W.2d 173 (Iowa 1979).; 20 U.S.C. §§1400 et seq. (1994); 34 C.F.R. Pt. 300 et seq. (1996); Iowa Code §§ 256.11(7); 256 B; 273.1, .2, .5, .9(2)-(3); 280.8 (1999); 281 I.A.C. 41.
• By action of the Board 11/8/76; Revised 6/13/82; Revised 2/9/88; Revised 8/9/93; Revised 2/14/00; Revised 3/12/01
• Edited 3/01

602.12

INSTRUCTION

Alternative Education

Alternative Education

Enrollment in an alternative education program is extended to persons of high school age through adult. Students enrolled in a regular 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 506.7 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 6/08

602.14

INSTRUCTION

Co-Curricular Activities

The Board shall periodically review the program of co-curricular activities and approve it as a part of the total curriculum of the District.

To assist in the administration of a student activities program and to provide a framework of communication and review, a detailed plan for the activities program shall be developed by the administration.

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

• Edited 6/00

602.16

INSTRUCTION

Student Home Construction/Remodeling Program

The Board will annually approve the student home construction/remodeling program in high schools. The details of this project shall be established by the administration.

• By action of the Board 11/8/76; Revised 6/13/83, 8/9/93; Revised 6/26/00; Revised 8/25/08

• Edited 8/08

602.18

INSTRUCTION

Accreditation

It shall be the policy of the Board  that the high schools in the District seek and maintain accreditation by the North Central Association of Colleges and Schools. The accreditation shall be part of the assessment visit done by the State Department and will require payment of a fee without additional costs for a separate team visit by other districts. In addition, all high schools, intermediate, and elementary schools shall successfully participate in the Comprehensive School Improvement process as required by Chapter 12 of the Code 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

• Edited 12/04

602.19

INSTRUCTION

Service Fees

Service Fees shall be charged and collected for all students attending the Davenport Community Schools unless fee waivers apply. The administration shall present recommendations for the amount of these fees to the Board for approval.

• Cross Reference: Board Policy 506.07 Fines, Fees, Charges; 602.13 Fee Exemption

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

• Edited 6/00

602.20

INSTRUCTION

United States Flag

Provisions shall be made within the Instructional Program for instruction on respect for the flag and procedures for displaying the 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 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

602.21

INSTRUCTION

Pilot Programs

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.

Before pilot programs are initiated, the administration shall submit the proposal for a pilot program to the Board for approval. The proposal shall list the expected learning outcomes, include a time line for piloting and implementing the program, and state the manner in which the program will be evaluated.

After the proposed pilot has been approved by the Board, 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

• Edited 6/00

602.22

INSTRUCTION

Programs for At-Risk Students

The Board encourages at-risk 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 budget 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 at-risk 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 at-risk 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. Implement strategies that ensure students grade 6-8 who fail one or more core courses make up those deficiencies before advancing to the next grade level in the subject area.

8. 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

• Edited 9/08