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Davenport board reviews DCAP; members press for higher FAFSA completion and coordinated career systems
Summary
School leaders presented the district'wide Career and Academic Plan (DCAP), highlighting work-based learning, ICAP connections for students with IEPs and a plan to review career-information platforms. Board members raised concerns about low FAFSA completion and called for immediate, multi-layered outreach.
The Davenport Community School District Board of Education on Tuesday reviewed the district'wide Career and Academic Plan (DCAP), a required preK—2 roadmap submitted to the regional partnership under the Iowa Administrative Code, and discussed steps to raise student access to postsecondary planning and financial aid.
Board members were told the DCAP, which district staff said was submitted in early May and will be scored regionally on June 6, documents the district's career-exploration scope and outlines priorities including course planning, work-based learning, Individual Career and Academic Plan (ICAP) connections for students with IEPs, and increased FAFSA support.
"The district plan is a road map, and it's our road map for the entire preK—2 system," the presenter said during the briefing. The plan, the presenter said, includes quarterly team meetings, expanded stakeholder representation and a scope-and-sequence for career information systems used by middle and high schools.
Board members focused much of their questioning on FAFSA completion. The presenter said the statewide FAFSA completion rate is about 48 percent and that the district's high schools trail that figure. "We have the FAFSA assistance completion day and an ID completion event," the presenter said, describing counselors, GEAR UP coaches and planned peer-led assistance as part of the district's strategy.
Several board members urged a faster, more intensive response. Director Barnes said the current completion rates were inadequate. "This state does not suggest a future-focused school district with less than half of our students doing what they need to do to maximize their eligibility for support for postsecondary plans," Barnes said. He pressed for simultaneous action rather than waiting for feedback from the regional review.
Board members and staff described existing supports: financial-literacy course content that covers FAFSA, counselor one-on-one meetings with seniors, parent sessions during conferences, and December/January FAFSA assistance events. Staff also said community partners such as LULAC offer one-on-one help but have struggled to get into schools.
On career-information systems, the district reported middle schools used Xello and high schools used Pathful in 2023—24; staff said they will complete a full review next year to determine a single, long-range platform choice. Work-based learning is being framed under the U.S. Department of Education's updated definitions: awareness, exploration, preparation and training (which can include internships and apprenticeships), the presenter said.
Board members asked about equity and special education: staff said they are working to align ICAPs with transition plans for students with IEPs so career planning is integrated rather than separate.
Next steps in the DCAP process include receiving regional feedback in June, continuing quarterly DCAP team meetings, a long-range recommendation on a single career-information system and expanded FAFSA completion efforts that staff and board members agreed should start immediately rather than wait for the review results.
