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INSTRUCTION
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.
INSTRUCTION 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.
INSTRUCTION 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, or the Department of Education and as required by all applicable statues.
INSTRUCTION Permanent Student Records DELETE 9/17/07 (COMBINED WITH 503.06)
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:
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.
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's mission to enhance each student's abilities by providing a quality education enriched by our diverse community. The District mission celebrates diversity of perspectives and views such diversity as critical to ensuring a quality education for all students. The District believes embracing diversity builds a strong society. A global society demands 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 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 age, race, creed, color, sex, gender, sexual orientation, gender identity, national origin, ancestry, religion, disability, socioeconomic status, actual or potential parental, family or marital status, or any other characteristic/trait protected by relevant law. The educational curriculum of the District shall be free of discrimination and shall provide equal opportunity for all students. The curriculum shall foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups including race, color, national origin, gender, disability, religion, creed, and socioeconomic background, 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:
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.
INSTRUCTION
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.
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.
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 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.
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