Memos received

Arkansas DIREC.."'TOR'S COMMUNICATION DEPARTMENT OF EDUCATION R 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (50 I) 682-4475 ECEIVED GENE WILHOIT, Director, General Education Division NO: CUR-97-050 Page: I of 2 JAN 1 3 1997 Date: January 9, 1997 Forward Copies To: Superintendents, Co-Op Directors Elementary Principals Type of Memo: Informational Other: Alternative Schools Response Required By: Those Affected Assistant Director, Planning & Curriculum: Jim Boardman Subject: Early Childhood Education Arkansas Early Childhood Commission Child Care and Development Block Grant Specialized Child Care Service Contracts SFY 97-98 Request for Proposals (RFP) Index Code: IHBI Regulatory Authority: CFDA 93.575, Child Care and Development Block Grant Act of 1990
Omnibus Budget Reconciliation Act of 1990: Section 5082. Public Law 101-508. Personal Responsibility and Work Opportunity Reconciliation Act of 1996. Arkansas State Statute 20-78-501 Contact Person: Glenda Bean Kathy Stegall Phone No: 682-4891 The Arkansas Early Childhood Commission is charged with the responsibility of administering the Child Care and Development Block Grant funds made available to the state for the purpose of IMPROVING THE QUALITY OF CHILD CARE AND TO INCREASE THE AVAILABILITY OF EARLY CHILDHOOD DEVELOPMENT A D BEFORE-ANDAFTER SCHOOL CARE SERVICES. The e funds are specifically set aside in the Block Grant State Plan, "to establish or expand and conduct programs." Funds are provided through reimbursable contracts for the provision of direct child care services under the specialized child care service contract. Din:ctor's Memo Page~ of 2 .Ian. 11>1>7 The Commission has issued a Request for Proposals (RFP) and is currently soliciting proposals which address the following child care service priorities for funding: 1. Infant and Toddler Care 2. School-age child care 3. Extensions of other early childhood programs or Head Start for full-day and full-year services. Any licensed, non-sectarian, developmentally appropriate early childhood program that serves any mixture of children ages birth through 12 years of age is eligible for funding. These programs may include but not be limited to: Child Day Care Centers, Infant and Toddler Centers. Public School Programs for full day care of preschool age children or before and after school care for school-age children (exclusive of the required K-12 programs), Day Care Family Homes. Child Development Programs, Head Start and/or Community-Based Programs. Individual programs, agencies or districts may plan single programs and/or collaborative programs between agencies, education cooperatives, or school districts may be proposed. Approximately $350,000 is available for new contract proposals for SFY 98. Programs will be required to comply with the Arkansas Child Care Approval Rules and Regulations within one (I) year of initial funding in order to continue under contract with the Commission. The Approval System establishes that a program meets developmentally appropriate program criteria for operation and is approved by the State Board of Education. The full Request for Proposals may be obtained by contacting the Commission at 501-682-4891 or by writing: Arkansas Early Childhood Commission 101 East Capitol, Suite l 06 Little Rock, AR 72201 Proposals must be received in the Commission office by 4:30 p.m. Friday, February 21, 1997. (Postmark dates will not be considered as date of receipt.) The proposal must be in the Commission office to be considered. Proposals received after the deadline will not be considered. .RE Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION VE~TATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 ~/ GENE WILHOIT, Director, General Education Division NO: CUR 97-049 JAN I 3 1997 Page: 1 of 1 OFFICE OF DESEGREl:IRH\aH'Hll'alfliHtli"t!Nlf---------, Forward Copies To: Superintendents, Co-Op Directors High School Principals, Middle/Jr. High Principals, Elementary Principals Other: GIT Coordinators, Staff Development Coordinators, Counselors Date: January 9, 1997 Type of Memo: Informational Response Required By: Optional There are attachments to this memo. Assistant Director, Planning & Curriculum: Jim Boardman Subject: Gifted and Talented Education Index Code: IHBB 1997 AGATE Conference Information and Registration Forms Regulatory Authority: N/ A Contact Person: Ann M. Biggers Linda White Phone No: 501-682-4224 501-743-9100 Arkansans for Gifted and Talented Education and the Arkansas Department of Education are pleased to announce the following information about the Seventeenth Annual AGATE Conference. This annual conference will once again be held at the DoubleTree Hotel and Robinson Center in Little Rock. Dates fo:- the conference are February 19-21, 1997. The pre-conference is scheduled for Wednesday, February 19. Three action labs and a one-day workshop are available as part of the pre-conference registration fee for each participant. The action labs include a trip to the Arkansas School for Mathematics and Sciences in Hot Springs, a visit to the Arkansas Heritage Preservation, or the low element Ropes Course at Heifer Project International. Dr. Reva Friedman from the University of Kansas will provide the workshop, "Using Ecotheathre to Help Bright Students Move From Learned Helplessness to Empowered Optimism." This year's conference theme is "Developing a Picture of Excellence: Spotlight on Gifted Education." The keynote speaker for Thursday is Nancy Johnson, internationally known educational consultant and president of Pieces of Learning, a division of Creative Leaming Consultants. Ms Johnson will also present at Thursday evening's Parent Night. On Friday, Dr. Jerry Flack, noted author, editor, and University of Colorado professor, will be a featured keynote speaker. The conference will also include breakout sessions with both local and out-of-state presenters. (Over) For the third, year the Administrator's Leadership Institute will be featured on Thursday morning, February 20, as part of the AGATE Conference. Dr. Leon McLean, Director of the O.U.R. Educational Cooperative in Harrison, will present an overview of "The Seven Habits of Highly Effective People" from Dr. Stephen Covey's book. At this time, the O.U.R. Co-op is the only Covey Center licensed educational agency in Arkansas. Other aspects of the conference are parenting sessions, a student photography contest. and recognition of award winning educators and programs. Retirees will be acknowledged at Friday's luncheon. A new strand of several large, interactive group discussions will be introduced on Friday afternoon. This "Meeting of the Minds" will cover current topics and issues relevant to gifted education. including updates from the ADE. advocacy, and gifted education's role in the frameworks movement. Enclosed is a program overview and a registration form. The registration deadline is January 24. 1997. although late registration and on-site registration is available. The Double Tree Hotel is holding a block of rooms with special conference rates until January 24. 1997. Rates are $65.00 per single or double occupancy, $75.00 per triple, and $85.00 per quad. Suites are also available. Reservations may be made by calling 372-4371 or 1-800-937-2789. Please mention AGATE to secure the conference rates. Please copy anc. share this information with any other interested personnel. Arkansans for Gifted and Talented Education presents THE SEVENTEENTH ANNUAL AGATE CONFERENCE special session "The Third Administrator's Leadership Institute" February 20, 1997 DoubleTree Hotel - Palisades Room Little Rock, Arkansas Special Guest Speaker Dr. Leon McLean Director Ozarks Unlimited Resources CooperativeHarrison, Arkansas Covey Leadership Center's "The Seven Habits of Highly Effective People" 7:00 - 9:00 a.m. 8:45 - 11 :30 a.m. 11:45 a.m. On-site registration DoubleTree Hotel - Edgehill Room Administrator's Leadership Institute Luncheon Registration Form for Special Administrator's Rate (Superintendents, Assistant Superintendents, Principals, Co-op Directors) Administrator's Leadership Institute February 20, 1997 .. .. ...... . $40.00 (Lunch Included) Name -----------------------------T~e- --------- School __________________________ ------------ Address __ _ Make check payable to: AGATE clo Little Rock Convention Bw-eau P.O Box207 Little Rock, Arkansas 72203 PLEASE RETURN 1HE BOTTOM PORTION WITH CHECK BY FEBRUARY 7, 1997 SEVENTEENTH ANNUAL AGATE CONFERENCE DOUBLETREE HOTEL & ROBINSON CENTER Little Rock, Arkansas February 19-21, 1997 REGISTRATION FORM TO REGISTER: Complete and return the entire Registration Form with ~e proper fee or purchase order by January 24, 1997. Please make checks payable to: AGATE, c/o Little Rock Convention Bureau, P.O. Box 207, Little Rock, AR 72203. Fees may not be refunded for any reason
however, registration may be transferred to other participants. Registrations postmarked after January 24, 1997, must include the late registration fee. Registrations will also be accepted on-site throughout the conference. ANYONE REGISTERING AFfER FEBRUARY 7, 1997, SHOULD NOT MA.IL THE REGISTRATION FORM, RATHER BRING IT FOR ON-SITE REGISTRATION ON-SITE OR LA TE REGULAR REGISTRATION REGISTRATION EVENTS Postmarked by lfl.4/97 Postmarked after 1/24/97 AMOUNT AGATE Member Non-Member AGATE Member Non-Member Pre-Conference Workshops & Action Labs 0$75 0$90 0$90 0$105 s Wednesday, February 19 Regular Conference Thursday & Friday 0$90 0$105 0$105 0$120 s February 20-21 Thunday Only February 20 0$75 0$90 0$90 0$105 $ Friday Only February 21 0$75 0$90 0$90 0$105 $ *Please rank in order your preference for the pre-conference sessions that you would like to attend. ff only one session is ranked, you will not be placed in any session in the event that your first choice is full __ WORKSHOP: DR REVA FRIEDMAN __ ACTION LAB: HOT SPRINGS - TIIE OLD AND 1HE NEW --ACTION LAB: ARKANSAS HERITAGE PRESERVATION __ ACTION LAB: HEIFER PROJECT INTERNATIONAL MAKE CHECKS PAYABLE TO AGATE Name: _________________ Phone (w): ______ (h) _____ _ Address: City: _________________ State: ______ Zip Code ____ _ School Organization: ------------------------------- AGATE MEMBERSHIP NAME: --------------------------- AG A TE MEMBERSHIP NUMBER: --------- The above information must be included in order to qualify for the member rate. For membership information, contact Martha Cathey at (501) 386-2251. For registration information, contact Larry Russell at (501) 767-2306. PLEASE RETURN THE ENTIRE PAGE SCHEDULE OF EVENTS WEDNESDAY, FEBRUARY 19. 1997 7:45 a.m. Registration for Pre-conference workshops and Actio,1 Labs. DoubleTree Lobby 9:00 a.m. - 4:00 p.m. Pre-conference Workshops WORKSHOP: USING EGOTHEA TRE TO HELP BRIGHT STUDENTS MOVE FROM LEARNED HELITfSSNESS TO EMPOWERED OPTIMISM - DR REVA FRIEDMAN In this session, you will find out what triggers gifted/talented students to make an investment in themselves. We will focus on what happens when that energy is not fueled, and how to recognize danger signals. You will have the opportunity to learn and apply a curriculum-friendly method for fanning stude:nts' motivational "embers" through exploring critical incidents in the lives of eminent people. Workshop Host Davis Hendricks ACTION LAB: HOT SPRINGS - THE OLD AND THE NEW Experience life at Arkansas' only residential school for high ability math and science stude:nts. During the morning, participants will tour the facilities and observe classrooms of the Arkansas School for Mathematics and Science. Afterwards, stroll down Central Avenue in historic downtown, visit the numerous art galleries, and have a leisurely lunch at any one of the excellent restaurants. At 2:00 o'clock, a guided tour of the grand old Fordyce bathhouse will be provided. Workshop Hostesses: Jule Grant & Brenda Seiz ACTION LAB: ARKANSAS HERITAGE PRESERVATION Bring the heritage of Arkansas into your classrooms. Tammy Dillon will introduce you to the wealth of information and materials available from the Arkansas Heritage Preservation. Participants will then enjoy a walking tour of historic structures around downtown Little Rock and take part in hands-On activities that will demonstrate how to use the curriculum materials and resources with students. Workshop Hostess: Mary Stadler ACTION LAB: HEIFER PROJECT INTERNATIONAL Participate in the HPrs low element Ropes Course designed with innovative hands-On experiences to build confidence and self-esteem, teach teamwork and problem-solving skills, and develop communication and leadership abilities. During the afternoon, enjoy a country style meal prepared on the premises or explore the Global Village Trail until joining the guided tour of the I,\ 00 acre ranch's "living classrooms. Workshop Host Bill Waskom 4:00 - 8:00 p.m. Registration for Regular Conference. Double Tree Lobby THURSDAY, FEBRUARY 20, 1997 7:00 a.m. - 9:00 a.m. Registration. Double Tree Lobby 8:00 am. - 8:30 a.m. General Session - Annual Membership Meeting 8:00 a.m. - 5:00 p.m. Exhibitors/Publishers 11 :45 am. Luncheon and Keynote Address 4:30 p.m. -6:00 p.m. AGATE Reception & Election of Officers 6:30 p.m. - 8:00 p.m. Parent Night 8:45 a.m. 10:15 am. 1:45 p.m. 3:15 p.m. Concurrent Conference Sessions FRIDAY, FEBRUARY 21, 1997 7:30 am. - 9:00 a.m. Registration. DoubleTree Lobby 8:00 a.m. - 5:00 p.m. Exhibitors/Publishers 11 :45 am. Luncheon and Keynote Address 8:45 a.m. 10:15 a.m. 1:45 p.m. 3:15 p.m. Concurrent Conference Sessions CURRICULUM SW AP will be included as a Friday morning break-out session. Bri.....g 20 copies of an original lesson or unit and swap with your peers! HOTEL INFORMATION Hotel rcscrvatioru. must be made by individual participants directly with: DoubleTrec Hotel 424 Wes1 Markham LiUle Rock, Arlc.ansas 72201 (800) 937-2789 (501)372-4371 FAX (501) 372-0518 CONVENTION RATES: Single S65 Douhlc - S65 Triple - $75 Quad . S85 Suites - S99 Townhouse Suite- Sl85 + local and statc tax Cuc--olf date for registration: January 24, 1997. Plc:me mmti011 AGATE to secure conference rates. CONTACT PERSONS Conference Oulir Linda White, O.U.R. Cooperative 525 Old Beilefooie Road Harrison, AR 72601 Conference Co-Owr JudyP~r Bemoo Public Schools P.O. Box939 Bcnloo, AR 72018 Conference Committft John Antonetti, Polly Bakker, Linda Bcrmctt, Martha Cathey, Mable Donaldson, Sandra Johnson, Lyndia Lee, Kristy Pugh. Larry Russell, Gail Streett, Dianne Wade, Margaret Futter...- Wilks, Mary Winoc. Arkansas Depanment of Education Office of Glft.td & T alenud Ann Biggers and Sandy Bcnoet1 (50 I) 682-4224 Arkansas Analysis and lnterpretation Fall 1996 GRADE 7 ( continued) ~ In the fall of the 1995-96 school year, 82 percent of Grade 7 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the fall of this 1996-97 school year, with the introduction of Stanford 9, 75 percent of Grade 7 students earned placement in the average and above-average categories in the use of thinking skills. GRADE IO ~ In the spring of the 1987-88 school year, 83 percent of Grade 10 students earned placement in the average and above-average categories on MAT6 in the use of thinking skills. ~ In the spring of the 1988-89 through 1990-91 school years, 85 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1991-92 school year, with the introduction of Stanford 8, 77 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In spring of the 1992-93 school year, 81 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1993-94 school year, 79 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the spring of the 1994-95 school year, 77 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. ~ In the fall of the 1995-96 school year, 80 percent of Grade 10 students earned placement in the - average and above-average categories in the use of thinking skills. ~ In the fall of this 1996-97 school year, with the introduction of Stanford 9, 71 percent of Grade 10 students earned placement in the average and above-average categories in the use of thinking skills. Page 18 Tlu.sc Test Scores arc an attachment to Director's Memo TEC-97-018. RE JAN I S 1997 OFFICE OF DESEGREGATION MONITORIN& - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Sco r e s 01/09/97 Summary for: State Group: All Students Grade: OS PR of Quartiles Quartiles Number Mean Mean (Pct. of St u . ) (Number of Student s) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Read i ng 30024 49 . 3 49 29 24 23 24 8565 7215 6998 7246 Reading Vocabula 30029 50 . 7 51 25 23 23 29 7613 6804 6985 8627 Reading Comprehe 30608 48 . 5 47 28 27 23 22 8656 8347 6911 6694 Total Mathematic 30511 43 . 1 37 37 27 22 14 11274 8136 6832 4269 Problem Solving 30596 45 . 3 41 36 24 23 17 10917 7399 6996 5284 Procedures 30515 42 . 0 35 42 26 19 13 12754 7990 5917 3854 Language 30567 47 . 1 44 31 23 26 20 9370 7013 7974 6210 Language Mechani 30558 48 . 2 47 29 27 25 20 8780 8280 7537 5961 Language Express 30563 47.2 45 32 23 31 15 9650 7043 9390 4480 Spelling 30596 50 . 1 50 28 23 25 25 8496 6889 7697 7514 Study Skills 30585 49 . 9 50 25 24 30 22 7584 7205 9210 6586 Science 30584 46 . 3 43 32 23 27 18 9754 7104 8218 5508 Social Science 30570 48 . 2 47 32 20 23 24 9879 6254 6973 7464 Listening 30556 47.6 45 30 27 20 23 9031 8239 6128 7158 Using Informatio 304 96 48.1 46 30 24 24 22 9031 7331 7370 6764 Thinking Skills 29816 46.5 43 32 26 24 18 9437 7864 7097 5418 Basic Battery 29820 48.0 46 26 28 27 19 7886 8369 8027 5538 Complete Battery 29813 47.9 46 27 28 27 19 8000 8278 7991 5544 Copyrigh t (c ) 1996 b y Harcou rt Brace & Company Normative data copyright (c) 1996 by Harcourt Brace & Company ~ - - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Scores 01/09/97 Summary for: State Group: All Students Grade: 07 PR of Quartiles Quartiles Number Mean Mean (Pct. of Stu.) (Number of Students) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Reading 31877 47.9 46 30 26 22 22 9637 8275 6921 7044 Reading Vocabula 31892 48.0 46 25 35 21 19 7904 11140 6699 6149 Reading Comprehe 32147 47.6 45 30 25 24 20 9661 8127 7864 6495 Total Mathematic 31769 4 6. 2 43 33 25 23 18 10550 7941 7424 5854 Problem Solving 32150 48.7 47 29 26 25 20 9169 8311 8185 6485 Procedures 31797 44.3 39 39 26 21 14 12255 8326 6734 4482 Language 31999 46.2 43 31 29 21 19 9977 9318 6598 6106 Language Mechani 31998 46.0 42 32 32 16 20 10298 10196 5044 6460 Language Express 31996 47.6 45 29 30 21 19 9388 9582 6874 6152 Spelling 32124 4 9. 2 48 25 30 25 19 8023 9743 8173 6185 Study Skills 32099 51.1 52 20 24 30 26 6427 7811 9652 8209 Science 32095 52.0 54 24 23 26 28 7627 7237 8206 9025 Social Science 32077 49.9 50 25 25 24 25 8107 8069 7788 8113 Listening 32016 51.6 53 20 26 31 23 6443 8256 9993 7324 Using Informatio 31828 50.0 50 24 25 29 22 7765 7942 9139 6982 Thinking Skills 31127 48.4 47 28 26 25 20 8737 8216 7845 6329 Basic Battery 31134 48.6 47 24 31 28 17 7430 9612 8655 5437 Complete Battery 31121 4 9 .1 48 23 30 28 19 7313 9292 8665 5851 Copyright (c) 1996 by Harcourt Brace & Company Normative data copyright (c) 1996 by Harcourt Brace & Company t - - Fall, 1996 Stanford Achievement Test, 9th Edition Format: Tests by Scores 01/09/97 Summary for: State Group: All Students Grade: 10 PR of Quartiles Quartiles Number Mean Mean (Pct. of Stu . ) (Number of Students) Taking NCE NCE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Total Reading 30605 46.0 42 32 28 25 15 9672 8449 7764 4720 Reading Vocabula 30626 48.9 48 24 28 27 20 7502 8588 8377 6159 Reading Comprehe 30691 45.4 41 29 34 23 14 8787 10512 7175 4217 Total Mathematic 30672 4 9. 7 49 18 29 36 17 5632 8970 10903 5167 Language 30598 46.5 43 33 27 20 20 10099 8139 6229 6131 Language Mechani 30593 46.7 44 35 21 26 19 10687 6327 7914 5665 Language Express 30597 47.4 45 29 29 26 15 9022 8859 8037 4679 Spelling 30704 47. 4 45 33 23 23 21 10064 7167 6942 6531 Study Skills 30675 48.8 48 25 33 22 20 7534 10041 6866 6234 Science 30635 51.1 52 22 26 33 19 6750 7836 10085 5964 Social Science 30619 50.3 50 24 25 25 26 7476 7713 7603 7827 Using Informatio 30294 47.5 45 24 33 28 15 7319 10095 8470 4410 Thinking Skills 30150 44.6 40 33 31 23 12 9885 9467 7077 3721 Basic Battery 30213 47 . 9 46 24 35 27 15 7126 10429 8116 4542 Complete Battery 30131 48.7 47 22 35 28 16 6601 10419 8308 4803 Copyright (c) 1996 by Harcourt Brace & Company Normative data copyright (c) 1996 by Harcourt Brace & Company t . -- Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECEf\STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (50 1) 682-4475 ~ f~rJ GENE WILHOIT, Director, General Education Division JAN 1 3 1991 OfflCEOF DESEGREGATION MONITORINQ Forward Copies To: Superintendents, Co-Op Directors 1 NO: FIN-97-074 Page: 1 of 1 Date: January 9, 1997 Type of Memo: Informational Response Required By: None There are attachments to this memo. - Assistant Director, Finance & Administration: Dr. Bobbie Davis Subject: Bonded Employees and Officers Index Code: DH Arkansas Fidelity Bond Trust Fund Regulatory Authority: NIA Contact Person: Robert Coleman Phone No: (501) 682-4494 Attached is an informational packet from the Arkansas Insurance Department concerning the Arkansas Fidelity Bond Trust Fund. No action is required, however, the information should be read carefully and kept on file. Ifthere are any questions about the Fidelity Bond program, please call the Arkansas Insurance Department at 371-2690 or Bob Coleman at 682-4494. ' . Divisions Administration 1-501-371-2620 1-501-371-2629 Fax Accounting 1-501-371-2605 Consumer Services 1-501-371-2640 1-800-852-5494 Data Processing 1-501-371-2657 Finance 1-501-371-2665 Human Resources 1-501-371-2815 - Legal 1-501-371-2820 License 1-501-371-2750 Life & Health 1-501-371-2765 Property & Casualty 1-501-371-2800 Risk Management 1-501-371 -2690 Senior Insurance Network 1-501-371 -2782 1-800-85:!-5494 Workers Compem,ation Fraud Unit 1-501 -371 -2790 1-501-371-2799 Fax Arkansas Insurance Department Lee Douglass Commissioner DATE: TO: FROM: MEMORANDUM December 15, 1996 All Arkansas School Districts Robert S. Sikes, State Risk Risk Management Division SUBJECT: Arkansas Fidelity Bond Trust Fund 1200 West Third Street Little Rock, AR 72201-1904 1-501-371-2600 1-800-282-9134 Fax 1-501-371-2618 The Self-Insured Bond Program for Arkansas Governmental and Political Subdivisions, of which your School District is a participating member, has been renewed for the 1997 calendar year. Your premium will be deducted from your State Turnback Funds. (DO NOT REMIT PAYMENT). The Bond has been revised to remove the 80% coinsurance provision, effective January 1, 1997. Copies of the revised Bond FBTF7 and the 1997 Data Sheet are enclosed for your review. Losses certified by Legislative Audit after December 31, 1996 will be considered for payment under FBTF7. Losses certified by Legislative Audit prior to January 1, 1997 will be considered for payment under the Bond in effect on the date of certification. Ve wish to thank all of you for your assistance, cooperation and patience in the continuation of this program. If any part of the program is unclear, please call me at 371-2690. Enclosures: Data Sheet Bond FBTF7 1-97 ARKANSAS FIDELITY BOND TRUST FUND BOND PROGRAM GENERAL DATA 1. Individuals Covered: All elected, appointed or hired State, County, Municipal and School District officials, officers and employees. Excluded from coverage are officials and employees of City/County Hospitals, Nursing Homes, Conservation and Improvement Districts. 2. Period Covered: January 1, 1997 through December 31, 1997. Bond renews automatically unless otherwise notified. 3. Type of Coverage: Self-Insured Fidelity (Dishonesty) Bond Program. 4. Authorization for Bond Program: Arkansas Code Ann. 21-2-701 Et. Seq. 5. Bond Number: FBTF7 6. Maximum Covered Loss: $250,000.00 7. Deductible: $1,000.00 8. Management of Bond Program: Governmental Bonding Board Members Arkansas Insurance Commissioner, Chairman President of Association of Arkansas Counties President of Arkansas Municipal League Director of Arkansas Department of Education- General Education Division Director of Finance and Administration The Governmental Bonding Board meets the second Tuesday of each quarter at 1:00 p.m. in the First Floor Hearing Room of the Arkansas Insurance Department. 9. Operations of Bond Program: Risk Management Division, Arkansas Insurance Department 10. Investigation of Losses: Legislative Audit Division 11. Bond Premium Collection: Department of Finance and Administration 12. Management of Bond Fund: State Treasurer General Data Page Two 13. 1997 Premium: $300,000.00. Pro rata applying to each major governmental entity. A. Formula Weight Description 1. 40% - Number of Employees 2. 20% - Number of Losses 3. 30% - Amount of Losses Unrecovered 4. 10% - Equal Distribution B. Premium due from each major governmental entity based on !A" above. Government Applicable Share State Government 29.83% County Government 22.07% Municipal Government - 23.55% School Districts 24.55% TOTAL C. Premium due from each individual entity: State Agencies Applicable Amount $ 89,502.00 66,216.00 70,644.00 73,638.00 $ 300,000.00 Pro rata share of$ 89,502.00 based on number of employees. County Government 1) $49,662.00 (75% of total County premium) divided equally among all 75 counties. 2) Pro rata share of $16,554.00 (25% of total County premium) based on population. Municipal Government Pro rata share of $70,644.00 based on population. School Districts Pro rata share of $73,638.00 based on minimum foundation aid formula. 14. Total Premium Received Since January 1, 1988 through January 1, 1997: $2,700,000.00 Investment Interest Received January l, 1988 through October 25, 1996: $209,449.46 Restitution Received January 1, 1988 through November 18, 1996: $138,575.59 Claims Paid January 1, 1988 through December 31, 1996: $1,257,979.01. ,, . , ARKANSAS FIDELITY BOND TRUST FUND Blanket Dishonesty Bond Bond No. FBTF7 In consideration of the agreed premium, the Arkansas Fidelity Bond Trust Fund as administered by the Governmental Bonding Board ( the "Surety"), hereby agrees to indemnify the Insureds against actual losses which the Insureds shall sustain or for which the Insureds shall incur liability to any other agency through fraudulent or dishonest act or acts committed by any Employee, Employees, Official or Officials of the Insureds, acting alone or in collusion with others. The amount of indemnity on each occurrence shall be limited to a maximum of Two Hundred Fifty Thousand Dollars ($250,000.00). Each occurrence shall be subject to a One Thousand Dollar ($1,000.00) deductible. THE FOREGOING AGREEMENT IS SUBJECT TO THE FOLLOWING CONDITIONS AND LIMITATIONS: BOND PERIOD: Section 1. The bond period begins on January 1, 1997 and ends on the effective date of cancellation of this bond in its entirety. Both dates are 12:01 a.m., Standard Time, at the mailing addresses of the Insureds. DISCOVERY PERIOD: Section 2. Loss is covered under this bond only if sustained through any act or acts committed by any Employee or Official of the Insureds while this bond is in force as to such Employee or Official. DEFINITIONS: Section 3. (a) "Insureds" means State, Counties, Municipalities and School Districts
(b) "State means the State of Arkansas
(c) "County" or "Counties" means the county or counties of the State of Arkansas
(d) "Municipal, municipality", or "municipalities refers to or means municipalities of the State of Arkansas
(e) "School District", or "School Districts" means the school districts of the State of Arkansas
(f) state Officers and Employees" means all elected and appointed salaried officials of the State and their salaried State employees, the salaried officials and salaried employees of all State boards and commissions, members of the General Assembly and the nonsalaried membe rs of the various State boards and commissions
1 (g) "State Public Official" or "State Public Employee" means any elected or appointed salaried officer of the State of Arkansas and the salaried governmental employees of any such elected or appointed officer, members of the General Assembly and the nonsalaried members of the various State boards and commissions
(h) "County Public Official" or "County Public Employee" means any elected officer of the counties and the employees or deputies of any elected officer, members of the Quorum Court and the members of the various county boards and commissions, but excluding officials and employees o.f county hospitals, county nursing homes and conservation and improvement districts
(i) "Municipal Public Official" or "Municipal Public Employee" means any elected officer of the municipalities and the employees or deputies of any elected officer, specifically including salaried municipal employees of municipally owned utilities, members of the city council including the mayor and the members of the various municipal boards and commissions, but excluding officials and employees of municipal hospitals, nursing homes and improvement districts
(j) "School District Public Official" or "School District Public Employee" means all school district salaried officials and salaried school district employees whether elected or appointed, and the members of local school boards of directors
(k) "Employee" in any of the capacities set forth above shall also include volunteers who work without compensation but do perform a function for the governmental entity as though they were paid employees and are recognized as functioning as employees
(1) "Deductible" means the amount of covered loss which must be incurred by the Insured before benefits become payable by the Surety. The deductible amount shall remain uninsured by the Surety. The deductible shall be waived on payment of duplicate State Employee payroll and expense warrants
(m) "Occurrence" means all losses caused by, or involving, one or more "Employees" or "Officials", whether the result of a single act or series of acts
(n) "Money" means currency, coins and bank notes in current use and having a face value, travelers checks, register checks and money orders held for sale to the general public
(o) "Securities" means negotiable and nonnegotiable instruments or contracts representing either money or other property and includes: (i) tokens, tickets, revenue and other stamps in current use, whether represented by actual stamps or unused value in a meter
and (ii) evidences of debt, other than money, in connection with credit or charge cards
and (p) "Property other than money and securities" means any tangible property, other than money and securities, that has intrinsic value. Coverage for loss of property other than money and securities under this bond shall be limited to the actual cash value of the property on the day the loss was discovered. FRAUDULENT OR DISHONEST ACT: Section 4. A fraudulent or dishonest act of an Employee or Official of the Insureds shall mean an act which is punishable under the Criminal Code in the jurisdiction within which the act occurred, for which said Employee or Official 1) could be tried and convicted by a court of proper jurisdiction or 2) pleads guilty or nolo contendere or 3) is found guilty. 2 AUDIT REQUIREMENT: Section 5. Each Insured shall procure an audit of its books and records, for each fiscal year ending after January l, 1995. If an Insured is not audited by the Division of Legislative Audit the Insured shall procure an audit of its books and records by accountants in good standing with the Arkansas State Board of Public Accountancy in accordance with Governmental Auditing Standards issued by the Comptoller General of the United States. Such audits must be completed within twenty-four (24) months of the clo~e of each Insured's fiscal year. All audit reports revealing or disclosing unauthorized expenditures, asset shortages or unaccounted for funds shall be forwarded immediately upon completion to the Division of Legislative Audit, the State Risk Manager and the appropriate prosecuting attorney. The audit requirements of this section shall apply to the books and records of each segment or component of each Insured. Coverage under this bond shall not apply to losses sustained by an Insured when said Insured has not complied with the audit requirements of this section. LOSS CAUSED BY UNIDENTIFIABLE EMPLOYEE: Section 6. If a loss, excluding a loss of property other than money and securities, is alleged to have been caused by the fraud or dishonesty of any one or more Employees or Officials and the Insureds or the Division of Legislative Audit shall be unable to designate the specific Employee or Official causing such loss, the Insureds shall nevertheless have the benefit of this bond, provided that the evidence submitted reasonably proves that the loss was in fact due to fraud or dishonesty of one or more of said Employees or Officials, and provided further that the aggregate liability of the Surety shall not exceed the amount of indemnity heretofore specified. NON-ACCUMULATION OF LIABILITY: Section 7. Regardless of the nuruber of years this bond shall continue in force and the number of premiums which shall be payable or paid, the liability of the Surety under this bond shall not be cumulative in amounts from year to year or from period to period. OTHER INSURANCE: Section 8: This bond does not apply to losses recoverable or recovered under other bonds or policies. However, if the limit of the other bonds or policies is insufficient to cover the entire amount of the loss, this bond will apply to that part of the loss, other than that falling within the deductible amount of this bond, not recoverable under the other bonds or policies, but not for more than the Limit of Coverage under this bond. RECOVERIES: Section 9. If the Insureds shall sustain any loss covered by this bond which exceeds the amount of indemnity provided by this bond, the Insureds shall be entitled to all recoveries (except from suretyship, insurance, reinsurance, security or indemnity taken by or for the benefit of the Surety) by whomever made, on account of such loss under this bond until 3 fully reimbursed, less the amount of the deductible
and any remainder shall be applied to reimbursement of the Surety. Any recoveries of the deductible received by an Insured and not reimbursed to the Surety, shall be deducted from future indemnity payments under this bond to the Insured and/or withheld from the Treasury Funds of the Insured only to the extent that the Surety has not been reimbursed for the amount of its Indemnity. CANCELLATION AS TO ANY EMPLOYEE: Section 10. This bond shall be deemed cancelled as to any Employee or Official: (a) Immediately upon discovery by the Insured of any fraudulent or dishonest act on the part of such Employee or Official
or (b) at 12:01 a.m., Standard Time, upon the effective date specified in a written notice served upon the Insured or sent by mail. Such date, if the notice be served, shall be not less than ten days after such service, or if sent by mail, not less than fifteen days after the date of mailing. The mailing of notice by the Surety, as aforesaid, to the Insured at a principal office shall be sufficient proof of notice. CANCELLATION AS TO THE BOND IN ITS ENTIRETY: Section 11. This bond shall be deemed cancelled in its entirety at 12:01 a.m., Standard Time, upon the effective date specified in a written notice served by the Insureds upon the Surety or by the Surety upon the Insureds, or sent by mail. Such date, if served by the Surety, shall be not less than ten days after such service, or if sent by the Surety by mail, not less than fifteen days after the date of mailing. The mailing by the Surety of notice, as aforesaid, to the Insureds at the mailing addresses of the Insureds shall be sufficient proof of notice. The Surety shall refund to the Insureds the unearned premium computed pro rata if this bond be cancelled at the instance of the Surety, or at short rates if cancelled at the instance of the Insureds. PRIOR FRAUD, DISHONESTY OR CANCELLATION: Section 12. No Employee or Official, to the best of the knowledge of any Insured, has committed any fraudulent or dishonest act in the service of the Insured or otherwise. If prior to the issuance of this bond, any fidelity insurance in favor of any Insured and covering one or more of the Insured's Employees or Officials shall have been cancelled as to any such Employee or Official by reason of (a) the discovery of any fraudulent or dishonest act on the part of such an Employee or Official, or (b) the giving of written notice of cancellation by the insurer issuing said fidelity insurance, whether the Surety or not, and if such Employee or Official shall not have been reinstated under the coverage of said fidelity insurance or superseding fidelity insurance, the Surety shall not be liable under this bond on account of such Employee or Official, unless the Surety shall agree in writing to include such Employee or Official within the coverage of this bond. 4 EXCLUSIONS: Section 13. Coverage under this bond shall not apply to losses sustained by the Insureds as a result of: (a) Liability imposed upon or assumed by the Insureds to exonerate or indemnify an Employee or Official from or against liability insured by such Employee or Official in the performance of duties
or (b) damage for which the Insureds are legally liable as a result of (1) the deprivation or violation of the civil rights of any person by an Employee or Official
or (2) the tortuous conduct of an'y Employee or Official, except conversion of property of other parties held by the Insureds in any capacity
or (3) losses sustained by any party other than the Insured
or (c) loss of property other than money and securities, excluding only loss of property other than money and securities for which the Insured or the Division of Legislative Audit shall designate the specific Employee or Official causing such loss
or (d) any fraudulent or dishonest act or acts committed by any Employee of the Insureds known by the Insureds to have pleaded guilty or nolo contendere or have been found guilty of any criminal offense committed in connection with the Employee's job duties with the Insured. Coverage under this bond shall not apply to losses sustained by a Public Utility through fraudulent or dishonest act or acts committed by Municipal Employees. Public Utility means any utility other than a Government owned utility. SIGNED, SEALED AND DATED ~..,...,.fv./\ ... ~ SWORN TO before me this 20th day of December, 1996. 5 G Altansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION Elf~ CAPITOL MALL LITIL~ ROCK, ARKANSAS 72201-1071 (501) 682-4475 V GU GENE WILHOIT, Director, General Education Division JAN 1 3 1997 OFFICE OF DESEGREGATION MONITORINQ NO: CUR-97-048 Page: 1 of I Date: January 9, 1997 Forward Copies To: Type of Memo: Regulator~ Superintendents. Co-Op Directors Secondary Principals Middle'.lr. High Principals Elementary Principals Response Required B): Optional There are attachments to this memo. Assistant Director, Planning & Curriculum: Jim Boardman Subject: Curriculum De\'elopment. Adoption. and Review Physical Education and Health Frameworks Regulatory Authority: Ark. Code Ann. 6-15-1004 (Repl. 1993) Index Code: IG Contact Person: Gayle Poner Da\e Westmoreland Phone No: (50 I) 682-4558 Draft copies of the Physical Education and Health Frameworks are attached to this memo. Please distribute them to school district personnel for review and comments. Pilot districts will begin work on these frameworks. with sample curriculum guides from districts to be shared next school year. All school districts shall implement a K-12 curriculum based on the Arkansas Physical Education and Health Frameworks in the 1998-99 school year. Also attached are frameworks in Dance and Theater. These frameworks were created in response to requests to assist local districts in expanding Arts Education. The Dance and Theater Frameworks can be used to enrich students' learning and experience with the arts in local school districts. Please note that implementation of either the Dance or Theater Frameworks is D.21 required by the Arkansas Standards for Accreditation. If desired, please send written comments on the draft versions of the attached frameworks to Gayle Potter, Arkansas Department of Education, #4 Capitol Mall, Room 106-A, Little Rock, Arkansas 72201. THE ARKANSAS HEALTH EDUCATION CURRICULUM FRAMEWORK DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201 1996 STRAND 1: HEALTH PROMOTION AND DISEASE PREVENTION STRAND 2: HEALTH INFORMATION PRODUCTS AND SERVICES STRAND 3: HEALTH BEHAVIORS AND HEALTH RISKS STRAND 4: HEAL TH-ENHANCING SKILLS STRAND 5: CAMPAIGN FOR PERSONAL, FAMILY AND COMMUNITY HEAL TH - HEALTH EDUCATION FRAMEWORK DRAFT STRAND 1: HEALTH PROMOTION AND DISEASE PREVENTION CONTENTSTANDARDl Students will comprehend health promotion and disease prevention concepts. STUDENT LEARNING EXPECT A TIO NS GRADES K-4 1.1.1 Identify connections between health behavior and individual well-being. Pagel 1.1.2 Describe characteristics of mental, emotional, social, and physical health for children. 1.1.3 Discuss the basic structure and functions of the human body systems. 1.1.4 Explain the influences of families on personal health. 1.1.5 Determine the effects of physical, social, and emotional environments on personal health. 1.1.6 Discuss prevention, early detection and treatment of childhood illnesses and injuries. GRADES 5 - 8 1.1.7 1.1.8 1.1.9 1.1.10 1.1.11 1.1.12 Explain how positive health behaviors prevent injury, disease, and premature death. Describe the interrelationships between mental, emotional, social and physical health during adolescence. Explain how the interaction of body systems influence health. Determine how families and peers influence the health of adolescents. Analyze how environment and personal health are interrelated. Describe how risk factors influence adolescent health problems. GRADES 9 - 12 1.1.13 Analyze the effects of behavior on personal health maintenance and disease prevention. 1.1.14 Eva! uate the lifelong interrelationships of mental, emotional, social and physical health. 1.1.15 Analyze how the health and safety of the individual is affected by the family, peers, community and environment. 1.1.16 Plan how to reduce risks of potential health problems during adulthood. 1.1.17 Evaluate the influence of public health policies and government regulations on health promotion and disease prevention. 1.1.18 Assess the influence of research and medical advances on the prevention and control of health problems. STRAND 2: HEALTH INFORMATION PRODUCTS AND SERVICES CONTENT STANDARD 1 Students will evaluate health information, products and services. - HEALTH EDUCATION FRAMEWORK DRAFT STUDENT LEARNING EXPECTATIONS GRADES K-4 2.1.1 Describe valid sources for health information, products and services. Page2 2.1.2 Discuss how media affects the choices of health information, products, and services. 2.1.3 Explain the roles of community health helpers. GRADES 5-8 2.1.4 Investigate the validity of health information, products and services. 2.1.5 Identify home, school, and community resources that provide valid health information. 2.1.6 Demonstrate how media influences the selection of health information and products. 2.1. 7 Compare the costs and validity of health products and services. 2.1. 8 Identify situations requiring professional health services. 2.1.9 Research a variety of health-related careers and services. GRADES 9- 12 2.1.10 2.1.11 2.1.12 2.1.13 2.1.14 2.1.15 Judge the validity of health information, products, and services. Choose valid health resources from home, school, and community. Evaluate factors that influence personal selection of health products and services. Appraise the accessibility and cost of school and community health services. Analyze situations requiring professional health services. Survey health careers and services with an emphasis on workplace readiness. STRAND 3: HEALTH BEHAVIORS AND HEAL TH RISKS CONTENT ST AND ARD 1 Students will model health-enhancing and risk-reducing behaviors. STUDENT LEARNING EXPECTATIONS GRADES K-4 3 .1.1 Discuss basic health behaviors and needs. 3 .1.2 Compare safe behaviors and risky behaviors. 3 .1.3 Develop skills to enhance personal health and prevent injuries. 3 .1.4 Explain stress management skills (i.e., time management, exercise, rest, balanced diet). 3.1.5 Practice bus safety rules. GRADES 5 - 8 3.1.5 Determine the importance of assuming responsibility for personal health behavior. 3 .1.6 Assess personal health to determine health strengths and risks. 3 .1. 7 Differentiate between safe and risky behaviors to enhance personal and family health. 3.1.8 Develop injury prevention strategies for personal and family health. HEALTH DUCA TION FRAMEWORK DRAFT Page3 3.1.9 Model strategies to manage stress (i.e., time management, rest, exercise, balanced diet). 3 .1.10 Demonstrate bus safety procedures. GRADES 9 - 12 3.1.11 Analyze the role of individual responsibility for enhancing health. 3 .1.12 Assess personal health to determine strategies for health enhancement and risk reduction. 3 .1.13 Evaluate consequences of safe and harmful behaviors. 3 .1.14 Develop injury prevention strategies for personal and family health. 3.1.15 Formulate strategies to manage stress (i.e., time management, rest, exercise, balanced diet). 3 .1.16 Evaluate bus safety policies and practices. CONTENTSTANDARD2 Students will analyze the influence of culture, media, technology, and other factors on health. STUDENT LEARNING EXPECTATIONS GRADES K-4 3.2.1 Discuss how culture, media and technology influence health behaviors. 3.2.2 Describe how information from school and family influences health. GRADES 5 - 8 3.2.3 Analyze influences of culture on health behaviors. 3.2.4 Critique how messages from media and other sources influence health behaviors. 3 .2.5 Analyze the influence of technology on personal and family health. 3 .2.6 Interpret how information from peers influences health. GRADES 9 - 12 3.2.7 Evaluate how cultural diversity affects health behaviors. 3.2.8 Assess the effect of media and technology on personal, family, and community health. 3.2.9 Investigate how information from the community influences health. STRAND 4: HEALTH-ENHANCING SKILLS CONTENT STANDARD I Students will exhibit communication skills to enhance health. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.1.1 Model verbal and nonverbal ways to communicate. 4.1.2 Demonstrate characteristics needed to be a responsible friend and family member. 4.1.3 Practice communication skills to build and maintain healthy relationships. HEALTH EDUCATION FRAMEWORK DRAFT Page4 GRADES 5 - 8 4.1.4 Demonstrate effective verbal and nonverqal communication to enhance health skills. 4.1.5 Analyze how the behavior of family and peers affects communication. 4.1.6 Practice healthy ways to communicate respect for self and others. 4.1. 7 Demonstrate refusal and negotiation skills that maintain healthy relationships. 4.1.8 Examine the possible causes of conflict in schools, families and communities. 4.1.9 Demonstrate strategies to prevent and manage conflict in healthy ways. GRADES 9 - 12 4.1.10 Demonstrate skills for communicating effectively with family, peers, and others. 4.1.11 Analyze how communication affects relationships. 4.1.12 Model healthy ways to communicate respect for self and others. 4.1.13 Demonstrate strategies for solving conflicts using refusal, negotiation, and collaboration skills. 4.1.14 Analyze the possible causes of conflict in schools, families, and communities. 4.1.15 Create strategies used to prevent and manage conflicts in healthy ways. CONTENTSTANDARD2 Students will use goal-setting and decision-making skills to enhance health. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.2.1 Apply decision-making to health issues and problems (i.e., seat belt safety, drug use, playground safety, bus safety). 4.2.2 Demonstrate how to ask for help in making health-related decisions. 4.2.3 Anticipate results of healthy decisions. 4.2.4 Monitor progress toward a personal health goal. GRADES 5 - 8 4.2.5 Apply the decision-making process related to health issues and problems individually and collaboratively. 4.2.6 Compare the influences of health-related decisions on individuals, families and communities. 4.2.7 Determine the consequences for health-related decisions. 4.2.8 Practice personal health strategies and skills. 4.2.9 Identify influences on personal health goals. 4.2.10 Create a personal health plan that includes strengths, weaknesses, and health risks (i.e., weight management and exercise). HEALTH EDUCATION FRAMEWORK DRAFT Page5 GRADES 9-12 4.2.11 Demonstrate various strategies used to make decisions related to health needs and risks of young adults (i.e., refusal skills and positive peer pressure skills). 4.2.12 Analyze health concerns that require collaborative decision-making. 4.2.13 Predict immediate and long-term impact of health decisions on the individual, family, and community. 4.2.14 Formulate a plan for attaining a personal health goal. 4.2.15 Evaluate progress toward achieving an effective plan for lifelong personal health. STRAND 5: CAMPAIGN FOR PERSONAL, FAMILY AND COMMUNITY HEAL TH CONTENT STANDARD I Students will develop strategies to campaign for personal, family and community health. STUDENT LEARNING EXPECTATIONS GRADES K-4 5 .1.1 Discuss various methods to convey accurate information about health issues. 5.1.2 Describe community agencies that campaign for healthy individuals, families and communities. 5.1.3 Help others in making positive health choices (i.e., positive peer pressure, personal hygiene, nutrition). GRADES 5 - 8 5.1.4 Investigate communication skills that relay accurate health information and ideas. 5.1.5 Discuss information about health issues. 5.1.6 Describe barriers related to health issues. 5. I. 7 Illustrate how to influence and support others in making positive health choices (i.e., positive peer pressure and refusal skills). 5.1.8 Practice working cooperatively to campaign for healthy communities. GRADES 9-12 5.1.9 Judge communication methods for accurately expressing health information. 5 .1.10 Express information about health issues. 5.1.11 Choose strategies to overcome communication barriers when promoting health issues. 5.1.12 Create strategies to influence and support others in making positive health choices. 5 .1.13 Formulate strategies to work cooperatively when campaigning for healthy communities. 5.1.14 Adapt health messages and communication techniques to the characteristics of diverse audiences. THE ARKANSAS PHYSICAL EDUCATION CURRICULUM FRAMEWORK DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1996 STRAND 1: HEALTH RELATED FITNESS STRAND 2: MOVEMENT/MOTOR SKILL STRAND 3: ACTIVE LIFESTYLE STRAND 4: PERSONAL AND SOCIAL BEHAVIOR STRAND5:ACADEMICINTEGRATION STRAND 6: SAFETY PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 1: HEALTH RELATED FITNESS CONTENT STANDARD Pagel Students will be knowledgeable of and derive immediate health benefits from participation in vigorous muscular-skeletal and cardio-respiratory enhancing activities. STUDENT LEARNING EXPECTATIONS GRADES K-4 1.1.1 Identify several activities related to each component ( cardio-respiratory, muscular strength, muscular endurance, flexibility, and body composition) of physical fitness. 1.1.2 Engage in appropriate activity that results in the development of muscular endurance. 1.1.3 Maintain continuous aerobic activity for a specified time and/or activity. 1.1.4 Support, lift, and control body weight in a variety of activities (muscular strength). 1.1.5 Regularly participate in physical activity for the purpose of reaching personal fitness goals through proper sequence (warm-up, frequency, intensity, time/duration, and cool-down). 1.1.6 Strive to meet the health-related fitness standards (acceptable healthy zone) as defined by a nationally recognized program. GRADES 5-8 1.1.7. Maintain a record of moderate to vigorous physical activity. (Use technology if available.) 1.1.8. Participate in a variety of health-related fitness activities in both school and non-school settings. 1.1.9. Initiate independently the development of personal fitness goals. 1.1.10. Engage in physical activity at the target heart rate for a minimum of twenty minutes. 1.1.11. Strive to meet the health-related fitness standards (acceptable healthy zone) as defined by a nationally recognized program. GRADES 9-12 1.1.12. Participate in a nationally recognized fitness test to assess personal fitness status. 1.1. 13. Design a personal health-related fitness program. 1.1.14. Participate in a variety of health-enhancing physical activities that promote cardiorespiratory efficiency, muscular strength, muscular endurance, flexibility, and body composition. 1.1.15. Demonstrate improved personal fitness. I .1.16. Identify the types of technology that can be used to enhance personal fitness. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 2: MOVEMENT/MOTOR SKILL CONTENT ST AND ARD 1 Page2 Students will be knowledgeable of and demonstrate developmentally appropriate movement experiences . STUDENT LEARNING EXPECTATIONS GRADES K-4 2.1.1. Recognize and demonstrate non-locomotor movements (swing, sway, twist, turn, bend, stretch ... ). 2.1.2. Develop an understanding of and utilize body awareness (body parts, shapes, symmetrical, asymmetrical ... ). 2.1.3. Refine the ability to apply space awareness concepts (general, self, directions, levels ... ). 2.1.4. Experience and apply various aspects of effort (speed, force, flow ... ). 2.1.5. Develop kinesthetic awareness (balance, base of support ... ). 2.1.6. Understand with whom or with what the mover is relating ( objects, partners ... ). 2.1. 7. Demonstrate rhythmic activities that relate to movement experiences. 2.1.8. Develop knowledge of performance through the use of multimedia instructional aids. GRADES 5-8 2.1.9. Demonstrate competence in a variety of movement forms, modified when necessary to meet individual needs. (Competence can be verified with videotape of performance.) 2.1.10. Use basic strategies in a modified version of team sports and activities. 2.1.11. Perform a variety of rhythmic activities that relate to movement experiences (aerobics, locomotor combinations, folk and square dance, lummi sticks, rhythmic gymnastics ... ). GRADES 9-12 2.1.12. Demonstrate proficiency in at least three complex movement forms (aquatics, team sports, individual and dual sports, outdoor pursuits, self-defense, dance, gymnastics ... ). 2 .1.13. Evaluate movement through technology. CONTENT ST AND ARD 2 Students will identify and apply concepts that impact the quality of motor skill performance. STUDENT LEARNING EXPECT A TIO NS GRADES K-4 2.2.1. Master basic locomotor patterns (walking, jogging/running, hopping, skipping, galloping, leaping, chasing, dodging, fleeing, faking, jumping/landing, sliding ... ). 2.2.2. Combine locomotor and non-locomotor patterns. 2.2.3. Demonstrate a mature form of throwing. 2.2.4. Demonstrate a mature form of catching. 2.2.5. Demonstrate a mature form of kicking 2.2.6. Demonstrate a mature form of punting. 2.2. 7. Demonstrate a mature form of dribbling with feet (soccer). PHYSICAL EDUCATION FRAMEWORK DRAFT - GRADES K-4 (continued) 2.2.8. Demonstrate a mature form of dribbling with hands. 2.2.9. Demonstrate a mature form of striking (tennis, batting). 2.2.10. Demonstrate a mature form of volleying. GRADES 5-8 Page3 2.2.11. Identify basic practice and conditioning principles that enhance performance. 2.2.12. Explain and demonstrate some game strategies. 2.2.13. Describe and apply principles of training and conditioning for specific physical activities. GRADES 9-12 2.2.14. Identify and apply critical elements of highly skilled performance 2.2.15. Independently examine advanced movement-specific information of personal performance. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 3: ACTIVE LIFESTYLE CONTENT STANDARD 1 Page4 Students will regularly participate in developmentally appropriate physical activity for the purpose of improving and maintaining desired levels of fitness throughout life. STUDENT LEARNING EXPECTATIONS GRADES K-4 3.1. l. Identify and apply the skills necessary to perform a variety of physical activities. 3.1.2. Participate regularly in physical activity. 3.1.3. Recognize the effects of and the benefits from participation in physical activity. 3.1.4. Identify the contributions of physical activity to a healthy lifestyle. GRADES 5-8 3.1.5. Participate regularly in some form of health-enhancing physical activity. 3 .1.6. Participate in an individualized fitness program. 3 .1 . 7. Participate in modified versions of team, dual and individual sports, rhythms, recreation and outdoor education. GRADES 9-12 3.1.8. Participate regularly in health-enhancing and personally rewarding physical activity outside the school setting (journal keeping, log ... ). 3.1.9. Analyze personal behavior (physical activity, nutrition ... ) that supports a healthy lifestyle. 3.1.10. Compare and contrast activities that promote a healthy lifestyle with those that do not support a healthy lifestyle. CONTENT STANDARD 2 Students will demonstrate knowledge of a variety of movement activities. STUDE T LEARNING EXPECTATIONS GRADES K-4 3 .2.1. Recognize fundamental components and strategies used in simple games and activities. 3.2.2. Create and be actively involved in a child-created physical activity (divergent thinking, problem-solving, strategies ... ). 3.2.3 Design game, gymnastic and rhythm sequences. 3.2.4. Master fundamental skills to confidently and successfully participate in a wide range of movement activity (games, gymnastics, rhythms ... ). 3.2.5. Acquire basic knowledge of selected rules. PHYSICAL EDUCATION FRAMEWORK DRAFT Page5 GRADES 5-8 3.2.6. Analyze long-term physiological and psychological benefits that may result from regular participation in physical activity. 3.2.7. Investigate and identify opportunities in the school and community for regular participation in physical activity. 3.2.8. Participate in games, sports, gymnastics, rhythmic activities and outdoor pursuits both in and out of school based on individual interests and capabilities. GRADES 9-12 3.2.9. Select physical activities from a variety of movement forms. 3 .2.10. Analyze health and fitness benefits derived from various physical activities. 3 .2.11. Describe the effects of age, gender, socioeconomic status, and culture upon physical activity and participation. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 4. PERSONAL AND SOCIAL BEHAVIOR CONTENT STANDARD 1 Page6 Students will demonstrate appropriate personal and social behavior in physical activity settings. STUDENT LEARNING EXPECTATIONS GRADES K-4 4.1 .1. Experience enjoyment while participating in physical activity. 4.1.2. Enjoy practicing activities to increase skill competence. 4.1.3. Assess self-performance problems without blaming others. 4.1.4. Work independently and on task for short periods of time. 4.1.5 Work cooperatively and productively with a partner or group. 4.1.6. Exhibit adherence to activity specific rules, procedures and etiquette. GRADES 5-8 4.1. 7. Identifies positive and negative peer influence. 4.1.8. Recognize the effects of substance abuse on personal health and performance in physical activities. 4.1.9. Play within the rules of a game or activity. 4.1.10. Resolve conflicts with others. 4.1.11 . Make choices based on the safety of self and others. 4.1.12. Accept a decision of an official ( coach, teacher, student). 4. 1 . 13. Demonstrate use of appropriate language. GRADES 9-12 4.1.14. Initiate independent and responsible personal behavior in physical activity settings. 4.1.15. Demonstrate a leadership role in promoting safe practices, rules, procedures, and etiquette in all physical activity settings. 4.1.16. Utilize appropriate techniques for resolving conflicts. 4.1 .17. Analyze the influence of others as they impact personal and social behavior in an activity setting. CONTENT STANDARD 2 Students will demonstrate understanding and respect for diversity among people in physical activity settings. STUDENT LEARNING EXPECT A TIO S GRADES K-4 4.2.1. Appreciate differences and similarities in others' physical activity. 4.2 .2. Respect persons from different backgrounds and the cultural significance they attribute to various games, rhythms, and physical activities. 4.2.3. Celebrate personal successes and achievements as well as those of others. 4.2.4. Identify various games/activities from other cultures through the use of multimedia technology. PHYSICAL EDUCATION FRAMEWORK DRAFT GRADES 5-8 4.2.5. Show consideration of others during physical activity. 4.2.6. Respect the physical and performance limitations of self and others. GRADES 9-12 Page 7 4.2.7. Evaluate knowledge regarding the role of physical activity in a culturally diverse society. 4.2.8. Develop strategies for including persons from diverse backgrounds and abilities in physical activity. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 5. ACADEMIC INTEGRATION CONTENT STANDARD Page8 Students will utilize physical education and movement activities to enhance the total learning process. STUDENT LEARNING EXPECTATIONS GRADES K-4 5.1.1. Utilize physical education activities to enhance appropriate academic skills: Math (score keeping, counting, distance measuring, geometric shapes, averages, percentages ... )
Language Arts (journal writing, body spelling ... )
Social Studies (playground maps, folk dance, world cultures ... )
Science (force, speed, trajectory ... )
Music (rhythm activities)
Health (fitness, body systems ... )
etc. 5.1.2. Monitor individual fitness and skill performance through the use of computer technology. GRADES 5-8 5.1.3. Recognize that there is a relationship between physical activity and academic learning. GRADES 9-12 5 .1.4. Exhibit a knowledge of the importance of physical activity in the total academic process. 5.1.5. Choose physical activities that enhance learning in other content areas. 5.1.6. Illustrate how a healthy lifestyle impacts career decisions and performance. PHYSICAL EDUCATION FRAMEWORK DRAFT STRAND 6: SAFETY CONTENT STANDARD Page9 Students will be knowledgeable of and will put into immediate use safe practices in the physical education setting. STUDENT LEARNING EXPECTATIONS GRADES K-4 6.1.1. Identify necessary precautions and limitations to avoid injury (warm-up, cool-down, equipment use ... ). 6.1.2. Develop prerequisite skills and knowledge that will aid in the prevention of injury. 6.1.3. Recognize the safety factors associated with participating in physical activities in and out of physical education class. GRADES 5-8 6.1.4. Practice necessary precautions and limitations to avoid injury. 6.1.5. Apply safe practices, rules, and procedures in all physical activity settings. GRADES 9-12 6.1.6. Anticipate potentially dangerous consequences of participation in physical activity. 6.1. 7. Create a safe environment for personal skill practice. THE ARKANSAS PERFORMING ARTS CURRICULUM FRAMEWORK FOR DANCE DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1995 STRAND 1: BASIC ELEMENTS OF MOVEMENT STRAND 2: ARTS IN CIVILIZATION STRAND 3: ARTISTIC COMMUNICATIONS - ARKANSASCURRICULUMFRAMEWORKFORDANCE DRAFT Strand 1: Basic Elements of Movement Content Standard 1: Students will understand, explore and demonstrate dance as an art form through its basic elements of body movement. Student Learning Expectations K-4 1.1.1. 1.1.2. 1.1.3. 1.1.4. 1.1.5. 1.1.6. 1.1.7. 1.1.8. 1.1.9. 5 - 8 Identify necessary precautions and limitations to avoid injury. Recognize and move body parts (or parts of body) and joints (isolated and in combination). Control body movement in self (personal) space and shared space. Balance on and off center and demonstrate proper alignment. Experiment with breathing and how it affects movement. Practice basic axial movements (bending, turning, stretching, jumping, swinging, swaying, shaking, twisting, sitting, kneeling, lying down, pushing, pulling, rising, falling, kicking, balancing). Demonstrate beginning dance technique (Dance Warm-ups, Improvisations, and Choreography and Ballet Terminology--see Glossary). Flex, extend and rotate body parts. Develop a kinesthetic awareness. 1. 1.10. Practice necessary precautions and limitations to avoid injury. 1.1.11. Move parts of the body in more complex sequences (such as oppositional). 1.1.12. Enhance body control and expand movement in self space and shared space. 1. 1. 13. Refine counter balancing. 1.1.14. Explore contractions/releases and falls/recovery through breathing techniques. 1.1.15. Combine a wide variety of axial movements. 1.1.16. Demonstrate dance technique for development of dance form aba. (See Glossary) 1.1.17. Increase capacity to flex, extend, and rotate parts of the body. 9 - 12 1.1.18. Identify and practice necessary precautions and limitations to avoid injury. 1.1.19. Refine develop muscular control. 1.1.20. Improve coordination. 1.1.21. Increase flexibility. 1.1.22. Develop endurance. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 2 Content Standard 2: Students will understand, explore, and demonstrate dance as an art form through its basic element of locomotor movement. Student Learning Expectations K-4 1.2.1. Recognize and demonstrate locomotor movements. 1.2.2. Combine locomotor and non-locomotor movements into short dance patterns. 1.2.3. Lead movements to be performed by group or partner (mirroring and following). 5-8 1.2.4. Create and perform complex sequences using locomotor and non-locomotor movements. 1.2.5. Perform and demonstrate learned sequences of locomotor patterns. 9- 12 1.2.6. Demonstrate advanced sequences oflocomotor and non-locomotor movement. 1.2.7. Compose and perform a sequence of locomotor and non-locomotor movements - experimenting with weight, direction, level, and tempo changes. Content Standard 3: Students will understand, explore and demonstrate dance as an art form through its basic element of time. Student Leaming Expectations K-4 1.3 .1. Recognize and move to the pulse. 1.3 .2. Identify and move to rhythmic patterns ( children's names, simple poems, games). 1.3.3. Learn and move to accents and meters (2/4, 3/4, 4/4). 1.3.4. Move to the musical/dance concepts of slow/fast, gradual/sudden, short long. 1.3.5. Experiment with simple percussion instruments. 1.3.6. Participate in movement activities utilizing simple props (ribbons, balls, lurnrni sticks, tinikling poles, hoops, clubs) while moving to the pulse. 1.3. 7. Create rhythmic movement patterns. 5-8 1.3.8. Explore and move to various rhythmic patterns. 1.3.9. Identify and move with acceleration and deceleration. 1.3 .10. Accompany their own movement sequence or that of others using an instrument of their choice. 1.3 .11. Accompany their own movement sequence or that of others using vocal sounds. 1.3.12. Combine the use of instruments and voice to accompany a movement sequence. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 3 1.3.13. Compose a simple music phrase and create a corresponding dance phrase. 1.3.14. Utilize props while moving to the pulse. 1.3 .15. Identify and move to music having more complex meters such as 6/8, 7 /4, 5/4, 9/8, 12/8. 9 - 12 1.3.16. Identify and move to more advanced or changing meters in music. 1.3.17. Choreograph a dance phrase. Compose a musical phrase to complement it. 1.3 .18. Reverse the previous process. 1.3.19. Combine meters. 1.3.20. Demonstrate proficiency at moving to the pulse using props. 1.3 .21. Display a clear sense of rhythm and timing when moving in complex combinations. 1.3.22. Demonstrate precision of timing on entrances and exits. Content Standard 4: Students will understand, explore, and demonstrate dance as an art form through its basic element of space. Student Learning Expectations K-4 1.4.1 . Control body movement in general and personal space. 1.4.2. Move the whole body in various directions (forward, backward, sideways, diagonally, right and left, on three levels--low, middle, and high) 1.4.3. Move isolated body parts in various directions and levels. 1.4.4. Perform locomotor movements in simple floor patterns (straight lines, curved lines, circles, squares, figure eights). 1.4.5. Practice a range of body movements in personal space. 1.4.6. Demonstrate body shapes in lines, angles, and curves--symmetrically and asymmetrically. 1.4.7. Demonstrate body shapes in pantomimic representation. 1.4.8. Create patterns in the air and on the floor individually and with partners. 1.4.9. Demonstrate directional facings with partners (front, side, back). 1.4.10. Demonstrate directional facings with partners (front to front, side to side, front to back). 5 - 8 1.4.11. Perform combinations of locomotor and axial movements in simple floor patterns. 1.4.12. Experiment with spatial and body design while moving thorough near, middle, and far reach space. 1.4.13. Invent body shapes in line, angle, and curves while moving through simple floor patterns. 1.4.14. Demonstrate body shapes using energy concepts. 1.4.15. Express a pantomimic sequence of movements (a flower blooming). 1.4.16. Demonstrate directional changes working in groups. 1.4.17. Learn stage directions (upstage, downstage, stage right, stage left). ARKANSAS CURRJCULUM FRAMEWORK FOR DANCE: Page 3 1.3 .13. Compose a simple music phrase and create a corresponding dance phrase. 1.3.14. Utilize props while moving to the pulse. 1.3.15. Identify and move to music having more complex meters such as 6/8, 7/4, 5/4, 9/8, 12/8. 9 - 12 1.3 .16. Identify and move to more advanced or changing meters in music. 1.3 .1 7. Choreograph a dance phrase. Compose a musical phrase to complement it. 1.3 .18. Reverse the previous process. 1.3 .19. Combine meters. 1.3.20. Demonstrate proficiency at moving to the pulse using props. 1.3 .21. Display a clear sense of rhythm and timing when moving in complex combinations. 1.3.22. Demonstrate precision oftiming on entrances and exits. Content Standard 4: Students will understand, explore, and demonstrate dance as an art form through its basic element of space. Student Learning Expectations K-4 1.4.1. Control body movement in general and personal space. 1.4.2. Move the whole body in various directions (forv.'ard, back.'Ward, sideways, diagonally, right and left, on three levels--low, middle, and high) 1.4.3. Move isolated body parts in various directions and levels. 1.4.4. Perform locomotor movements in simple floor patterns (straight lines, curved lines, circles, squares, figure eights). 1.4.5. Practice a range of body movements in personal space. 1.4.6. Demonstrate body shapes in lines, angles, and curves--symrnetrically and asymmetrically. 1.4.7. Demonstrate body shapes in pantomimic representation. 1.4.8. Create patterns in the air and on the floor individually and with partners. 1.4.9. Demonstrate directional facings with partners (front, side, back). 1.4.10. Demonstrate directional facings with partners (front to front, side to side, front to back). 5-8 1.4.11. Perform combinations of locomotor and axial movements in simple floor patterns. 1.4.12. Experiment with spatial and body design while moving thorough near, middle, and far reach space. 1.4.13. Invent body shapes in line, angle, and curves while moving through simple floor patterns. 1.4.14. Demonstrate body shapes using energy concepts. 1.4.15. Express a pantomimic sequence of movements (a flower blooming). 1.4.16. Demonstrate directional changes working in groups. 1.4.17. Learn stage directions (upstage, downstage, stage right, stage left). ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 4 1.4.18. Perform combinations of locomotor and axial movements in complex floor patterns. 1.4 .19. Refine spatial and body designs using near, middle, and far reach space. 1.4.20. Demonstrate body shapes while moving through complex floor patterns. 1.4.21. Create movement sequences based on vertical and horizontal, saggital planes. 1.4.22. Create short dance studies using spatial concepts. 1.4.23. Identify positive and negative space. 1.4.24. Use tr:aditional, non-traditional, and environmental performance spaces in various compositions. 9-12 1.4.25. Compose and perform more complex dance studies using spatial concepts. 1.4.26. Compose and perform advanced combinations with complex floor patterns. 1.4.27. Use positive and negative space in group compositions. Content Standard 5: Students will understand, explore, and demonstrate dance as an art form through its basic element of energy/force/dynamics. - Student Learning Expectations K-4 1.5. l. Identify and demonstrate movements with varying degrees of energy (bound/free, direct/indirect, quick/slow, firm/fine, heavy/light). 1.5.2. Recognize and demonstrate simple movement phrases using basic energy contrast (still/active, soft/hard, strong/light, weak/strong, sharp/fluid). 1.5.3. Explore various ways to feel and move using imagery (sticky, slithery, sparkly, buzzy). 5-8 1.5.4. Develop simple movement phrases utilizing various energy concepts. 1.5.5. Identify and demonstrate movement qualities such as percussive/sustained. vibratory /swinging. 1.5.6. Demonstrate movement qualities with increased variety of energy dynamics (tension/relaxation, suspension/release). 1.5.7. Explore use of various dynamics to create contrasting moods. 1.5.8. Apply energy concepts to connect dance phrases. 1.5 .9. Continue the use of energy concepts as choreographlc tools and create more complex movement studies. 1.5.10. Continue to develop and refine skills necessary to project movement through the manipulation of energy concepts. 9 - 12 1.5.11. Enhance skills necessary to perform a variety of energy concepts. 1.5.12 Demonstrate the ability to utilize energy concepts in more advanced compositions. ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 5 1.5 .13. Explore ways in which energy concepts are combined and arranged to define style (ballet, ethnic, modem). 1.5.14. Continue to develop and refine skills necessary to project movement through the use of energy concepts and qualities of movement. Strand 2: Arts in Civilization Content Standard I : Students will understand the historical development of dance and its relationship to various cultures. Student Learning Expectations K-4 2.1.1. Understand that dance has a role and purpose in the life of various cultures. 2.1 .2. Distinguish among forms of theatre dance (ballet, modem tap, jazz,). 2.1.3 . Experience dance from other cultures. 2.1.4. Know and apply proper concert etiquette. 2.1.5. Demonstrate appropriate listening, observing and behavior skills as an audience. 5-8 2.1.6. Demonstrate knowledge of the sequential development of dance through history. 2.1.7. Examine cultural dance heritages. 2.1.8. Experience the dance of another culture. 2.1.9. Experience concert forms of dance. 2.1.10. Know and practice proper audience/concert etiquette. 9 - 12 2.1.11. Recognize dance as an index to the artistic and social values of civilization (i.e., celebration, ceremony. entertainment, prosperity, socialization, health/fitness, education, communication). 2.1.12. Expand knowledge of the sequential development of dance through history. 2.1.13. Examine in greater detail cultural dance heritages. 2.1.14. Experience the dances of other cultures. 2.1.15. Experience a variety of concert forms of dance. 2.1.16. Demonstrate appropriate audience/concert etiquette. - ARKANSAS CURRICULUM FRAMEWORK FOR DANCE: Page 6 Strand 3: Artistic Communications Content Standard 1 : Students will organize choices to express and communicate various ideas or themes. Student Learning Expectations K-4 3 .1.1. Plan and organize movement through exploration of imagination, feelings, and stories. 3.1.2. Share creative movement with others. 5-8 3 .1.3. Demonstrate the ability to move spontaneously to various stimuli. 3.1.4. Relate movement to feelings, ideas, and needs. 3.1.5. Successfully solve a group movement assignment using non-verbal stimuli. 9 - 12 3 .1.6. Solve movement problems in aba form in weak and strong areas of the stage. (See Glossary) 3.1.7. Create movement studies utilizing knowledge of compositional forms (canon, rondo). Content Standard 2: Students will participate in perfonnance. Student Learning Expectations K-4 3.2.2. 3.2.3. 5-8 3.2.4. 3.2.5. 9 - 12 3.2.6. 3.2.7. 3.2.8. 3.2.9 Regardless of ability share short movement phrases in solo, duet, and small ensembles. Complete assigned production duties in conjunction with performance. Develop proficiency in ensemble performance and understand importance of individual contribution. Complete assigned production duties in conjunction with performance. Perform a complete dance work with strong concentration, focus, appropriate energy levels, and etiquette. Demonstrate commitment to ensemble in rehearsal and performance. Achieve a high level of accuracy and interpretation. Complete assigned production duties in conjunction with performance. - ARKANSAS CURRJCULUM FRAMEWORK FOR DANCE: Page 7 Content Standard 3: Students will be able to discuss and analyze movement and dance. Student Leaming Expectations K-4 3.3.l. Understand and use a basic vocabulary of dance. 3.3.2. Solve movement problems and discuss movement choices. 3.3.3. Communicate reflections of dance experiences by speaking, v.'Iiting, moving, or other means. 5-8 3.3.4. Demonstrate proficiency in the use and application of the vocabulary of dance. 3.3.5. Compare and contrast dance forms. 3.3.6. Compare and contrast dance performances. 9 - 12 3.3. 7. Demonstrate and use advanced dance terminology. 3.3.8. Acquire a knowledge of positive and constructive feedback. 3.3.9. Critique a dance performance. 3.3.10. Exhibit a proficiency in critiquing skills. THE ARKANSAS PERFORMING ARTS CURRICULUM FRAMEWORK FOR THEATRE DRAFT ARKANSAS DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, AR 72201-1071 1995 STRA D 1: CREATING STRAND 2: READING STRAND 3: EVALUATING - - ARKANSAS CURRICULUM PERFORMING ARTS FRAMEWORK FOR THEATRE DRAFT Strand 1: Creating Content Standard 1 : Students will participate in activities that develop the creative process in theatre involving script writing, sensory-awareness, analyzing, designing, and planning. Student Leaming Expectations K-4 1. 1. 1. 1. 1. 2. 1. 1. 3. 1. 1. 4. 1. 1. 5. l. 1. 6. 1. 1. 7. l. 1. 8. 1. 1. 9. 1. 1. 10. 1.1.11. 1. 1. 12. 5 - 8 1. 1. 13. 1. 1. 14. 1. 1. 15. 1. 1. 16. 1.1.17. 1. 1. 18. 1. 1. 19. 1. 1. 20. 1. 1.21. 1. 1. 22. 1. 1. 23. Begin to be oriented to others as well as self. Explore self-expression through theatrical performance. Explore appropriate terminology to develop theatre vocabulary. Improvise dialogue to tell stories and formalize improvisations by writing or recording the dialogue. Utilize the five senses and expand levels of awareness of sensory choices in creating dramatizations. Demonstrate the vocalization process using vocal characteristics: quality, pitch, rate, projection, and phrasing. Collaborate to select interrelated characters, environments, and situations for script~ Titing. Select movement, music, and visual elements to enhance the mood of a dramatization. Introduce a dramatic story line that includes a beginning, middle, and end. Explore relationships between visual arts and performing arts. Select and safely organize available materials that suggest scenery, properties, costumes and make-up. Explore technology to create, revise, and produce dramatizations. Acknowledge the points of view of others. Explore empathy for the characters in the literature. Develop self-expression through theatre performances. Use appropriate terminology to develop theatre vocabulary. Refine and record dialogue and action. Use improvisation and play writing to communicate ideas and feelings. Demonstrate sensory recall in pantomime activities and in reenacting experiences. Exhibit a practical knowledge of effective vocalization. Lead small groups in planning visual and aural elements. Rehearse improvised and scripted scenes to demonstrate social skills. Use movement, music, and visual elements to enhance the mood of the dramatization. - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 2 1. 1. 24. 1. 1. 25. 1. 1. 26. 1. 1. 27. 9- 12 1. 1. 28. 1. 1. 29. 1. 1. 30. 1.1.31. 1. 1. 32. 1. 1. 33. 1. 1. 34. 1. 1. 35. 1. 1. 36. - 1. 1. 37. l. 1. 38. l. l. 39. 1. 1. 40. 1.1.41. 1. 1. 42. 1. 1. 43. Explore the structure of dramatic literature (i.e., exposition, points of attack, rising action, climax, falling action, denouement). Incorporate elements of dance, music, video, and visual arts to express ideas and emotions in improvised and scripted scenes. Create properties, scenery, costumes, lighting, sound and make-up through individual and group effort. Use technology to create, revise, and produce dramatiz.ations. Exhibit comprehension of and sensitivity to cultural diversity through peer response. Extrapolate empathy for the characters in the literature. Expand appropriate terminology to develop theatre vocabulary. Create playwriting, technical, and performance projects. Explain the consequences of a character's behavior and suggest motives and feelings. Become aware of the senses through imaginary environments in dramatic activities. Recognize and cultivate a strong and flexible stage voice. Recognize the varied qualities of regional dialects. Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes. Develop movement, music, and visual elements to enhance the mood of the dramatization. Develop characters, environments, and actions individually and in groups to create tension and suspense. Develop designs that use visual and aural elements to convey environments that clearly support the text. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and make-up in creating an environment appropriate for the drama. Design coherent stage management, promotional, and business plans. Expand the use of technology to create, revise, and produce drarnatiz.ations. Experiment with creative choices by taking risks and appreciating risk-taking in others. - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 3 Strand 2: Performing - - Content Standard Students will participate in activities that develop the performance process in theatre involving researching, acting, directing, designing, constructing, and responding. Student Learning Expectations K-4 2. 1. 1. 2. 1. 2. 2. 1. 3. 2. 1. 4. 2. 1. 5. 2. 1. 6. 2. 1. 7. 2. 1. 8. 2. 1. 9. 2. 1. 10. 2. 1. 11. 2. 1. 12. 2. 1. 13. 2. 1. 14. 2. 1. 15. 2. 1. 16. 2.1.17. 5-8 2. 1. 18. 2. 1. 19. 2. 1. 20. 2.1.21. 2. 1. 22. 2. 1. 23. 2. 1. 24. 2. 1. 25. 2. 1. 26. Use intrapersonal and interpersonal skills to develop self confidence. Demonstrate listening, observing, focusing, and concentration skills. Apply skills learned through the dramatic process to other subject areas. Introduce the historical development of theatre. Identify comedy, tragedy, melodrama, and musicals. Distinguish between real life and fantasy. Explain how characters are similar to and different from the students' own culture. Communicate information to peers about characters, people, events, time, and place related to classroom dramatizations. Use thinking and problem-solving strategies to plan and rehearse scenes collaboratively for performance. Explore the world of work in drama related careers. Use gesture, movement, and facial expression to communicate a story. Imitate experiences through pantomime, storytelling, and role playing. Use voice effectively to communicate ideas and feelings. Perform proper stage techniques (i.e., crosses, turns, gestures, entrances, and exits). Exhibit an understanding of the audition and rehearsal process. Understand the role of the director. Demonstrate appropriate listening, observing, and behavior skills for a theater audience. Use intrapersonal and interpersonal skills to develop self confidence. Demonstrate listening, observing, focusing, and concentration skills. Apply skills learned through the dramatic process to other subject areas. Identify significant time periods in theatre history including major people and events. Distinguish types of acting roles. Interact with others in acting real life or fantasy problems or resolutions Explore how and where drama is used in the community and observe social relationships. Explain why similar subjects and ideas are reexamined in different cultures and time periods. Use thinking and problem solving strategies to resolve problems in stories and situations through improvisation. - - ARKANSAS CURRICULUM FRAMEWORK FOR THEATRE: Page 4 2. I. 27. Demonstrate appreciation of human achievements in the arts as a specific field of endeavor. 2. I. 28. Respond in movement to a variety of images provided by sounds, music, poetry, story, and pictures. 2. 1. 29. Dramatize roles and events beyond personal experience. 2. 1. 30. Use the vocal mechanism to project voice audibly and clearly in various performance settings. 2. 1. 31. Refine proper stage techniques (i.e., crosses, turns, gestures, entrances, and exits). 2. 1. 32. Develop audition material and skills and understand the rehearsal process. 2. 1. 33. Demonstrate an understanding of the responsibilities of a director. 2. 1. 34. Demonstrate good citizenship and function as positive members of a theatre audience. 9 - 12 2. 1. 35. Use intrapersonal and interpersonal skills to develop self confidence. 2. I. 36. Demonstrate listening, observing, focusing, and concentration skills. 2. I. 3 7. Apply skills learned through the dramatic process to other subject areas. 2. 1. 38. Research and present projects representing the span of theatre history and dramatic literature. 2. 1. 39. 2. 1. 40. 2. 1. 41. 2. 1. 42. 2. I. 43. 2. I. 44. 2. I. 45. 2. 1. 46. 2. I. 47. 2. I. 48. 2. I. 49. 2. I. 50. 2. I. 51. Distinguish types of acting roles and theories of acting based on research. Build relationships between and among characters that lead to a seeming inevitable resolution. Research the role of dramatic arts in cultures and world civiliz.ations. Use role playing to develop awareness of a variety of social roles and in resolving dramatic problems. Use thinking and problem solving strategies to plan and structure elements of drama in order to analyze and create scripts. Identify ways to transfer knowledge and skills to life long community career and leisure activities. Use a blend of vocal and physical expression to project character interpretation. Apply research from print and non-print sources to script-writing, acting, designing, and directing choices. Integrate vocal skills with other actors as a means of achieving ensemble performance. Expand proper stage techniques to include special movement (stage combat, dance, etc.). Develop a resume, audition for a performance and follow a rehearsal schedule. Observe or perform the duties of a director. Respond appropriately as an audience member. AR.KANSAS CURRJCULUM FRAMEWORK FOR THEATRE: Page 5 Strand 3: Evaluating Content Standard Students will participate in activities that develop the evaluation process in theatre involving their own work and the work of others. Student Learning Expectations K-4 3. 1. 1. 3. 1. 2. 3. 1. 3. 3. 1.4. 3. 1. 5. 3. 1. 6. 5-8 3. 1. 7. 3. 1. 8. 3. 1. 9. Identify personal preferences in dramatic performances. Recognize feelings and temperaments in dramatic play. Understand the interactive process between the actor and audience. Discover theatre experiences to demonstrate how drama reflects culture. Express and compare personal reactions to theatrical art forms. Discover the role of technology in the creation and performance of drama. Identify the parts of a theatrical performance using appropriate terminology. Display an awareness and empathy for the human condition. Evaluate performances through critical observation for the purpose of self-improvement. 3. 1. I 0. Explore theatre experiences to demonstrate how drama reflects culture. 3. 1. 11. Develop criteria for making informed critical judgements and participate in constructive criticism after observing a live production. 3. 1. 12. Explore the role of technology in the creation and performance of drama. 9-12 3. 1. 13. Understand, interpret, and evaluate theatrical performances using basic theatre terminology. 3. 1. 14. Compare and contrast emotional responses evoked by a variety of drama styles (i.e., love, sorrow,joy, pride). 3. 1. 15. Refine performance choices through observation and self evaluation. 3. 1. 16. Utilize ways drama affects and/or enhances the lives of people of various ages, cultures, and heritages. 3. l. 17. Identify and evaluate artistic merit of theatre, film, television, and electronic media productions. 3. 1. 18. Begin to develop critical language in the comparison of creative processes used in various art forms. 3. 1. 19. Utilize the role of technology in the creation and performance of drama. 3. 1. 20. Reflect on the consequences of a character's decisions and actions and relate dramatic problems to one's own life. 3. 1. 21. Determine and demonstrate appropriate aesthetic responses to dramatic performances. 3. 1. 22. Use thinking and problem solving strategies to explain and analyze how technical elements contribute to the effectiveness of a production. Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECE , ~WE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 \'fCU GENE WILHOIT, Director, General Education Division JAN 1 2 1997 OFFICE OF DESEGREGATION MON Forward Copies To: Superintendents, Co-Op Directors Secondary Principals Middle/Jr. High Principals Elementary Principals Other: ALE Programs NO: CUR-97-051 Page: 1 of 2 Date: January 9, 1997 Type of Memo: Informational Response Required By: Those Affected There are attachments to this memo. Assistant Director, Planning & Curriculum: Jim Boardman Subject: Alternative School Programs Index Code: IHBH Aggression Replacement Training Regulatory Authority: NI A Contact Person: Ann Smith Phone No: 682-4392 The Arkansas Departments of Health and Education and the University of Arkansas at Little Rock (UALR) are joining together to offer AGGRESSION REPLACEMENT TRAINING (A.RT.) to school district personnel involved in Alternative Learning Environments on Friday and Saturday, February 21-22, 1997. Trainees must agree to be involved both days. This is a wonderful opportunity for alternative staff to learn new skills in dealing with troubled students. Aggression Replacement Training is a social skills curriculum containing the components of Empathy, Anger Control, Skills Streaming (over 50 pro-social skills), and Character Education. This curriculum has demonstrated success with violent and aggressive youth in the cities of New York, Chicago, Detroit, and St. Louis. It was originally developed by Dr. Arnold Goldstein from Syracuse University in New York. It is an active, structured behavior-related program where students practice important social skills until they are internalized and transferred into their everyday lives. Programs using A.RT. report an 85-90% success rate based on the criteria of grade point average, office referrals, suspensions, parent evaluation, and teacher evaluation. The program takes the commitment of staff who need to be willing to actively structure the learning so that it continues to be experienced based. -over- Director's Memo No. CUR-97-05.1 -2- January 9, 1997 Dr. Shirley Salmon, Assistant Superintendent, Ferguson-Florissant School District, and Jeff Spiegel, Administrator, Student Support Center, are the trainers. Both are actively involved in their district's programs as well as serve as trainers throughout the country. There is no charge for this training. Districts will be responsible for travel, meals, and overnight accommodations, if needed. Participants will be limited to 80. The training will be at UALR, Donaghey Student Union, Suite A and B from 9A.M. to 5 P.M. each day. Parking is in the Student Parking Deck at $.50 each day. (Correct change is required.) A campus map is included. For reservations, please call: Ann Smith, Program Advisor Alternative Learning Environment Phone 501-682-4392 N 0 a.. ..... 0 0 D z O'\ If) O'\ C .I,ll Q w fa.. w Q a::: _j a: ::::> UALRCAMPUS P.'I OPEN Sl\JDEHT W PAAKING ~ OPEN STUDENT ~ FAOJLTY/$TAFF PARKING \ r.::l fREE L.::.] .PAAl<lNG r
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.-~"~~----' ._____ ____ _ UNIVBlSITY_AVEMJE ____j 4/93 ADE Memo Received 1-22-97 Textbook Selection School Funds/Types of Funds Fiscal Crisis Relief Funds Rules and Regulations Governing the Distribution of District Fiscal Crisis Relief Compensatory Education -mo.JJf _ Title I Information Update Scholarship/Student Awards Project Starting Block/Engineers' Mentor Seminar . . Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION 4 STATI \ CA l'ITOI. MA I.I. I.ITTI.E ROCK. AR KANSAS 7220 I - I 071 (50 I) <,X.2 I 175 RECEIVED (il\NI! WILIIOIT. Director. (iencral Edm:ation Division JAN 2 2 1997 OFFICE OF DESEGREGATION MONITORm& Forward Copies To: Superintendents, Co-Op Directors NO: FIN-97-076 Page: 1 of 1 Date: January 16, 1997 Type of Memo: Informational Response Required By: None Assistant Director, Finance & Administration: Dr. Bobbie Davis Subject: Textbook Selection Index Code: IJJ Regulatory Authority: Arkansas Annotated Code 6-21-401-413 (Repl. 1993) Contact Person: Sue McKenzie Phone No: 682-4593 Some school districts have exercised the flexibility in the Arkansas Code by selecting textbooks and instructional materials other than those on the state-adopted lists. When requests are received from districts, the Department of Education has negotiated contracts with Publishing companies enabling districts to utilize funds from the state for purchasing. A list was provided to each district in July 1996 of the off-list materials on official state contracts. Additions to this list are now available to districts on the Arkansas Department of Education Home Page, Internet address http:\\arkedu.k12.ar.us\. If you cannot access the Internet, you may request a hard copy by contacting the Instructional Materials office, the telephone number is (501) 682-4593. ~ Arkansas DIRECTOR'S COMMUNICATION - ::.:: EPARTMENT OF EDU CATI ON RE 4 STATE CAPITOL MAI.I. LITTL.I' ROCK. ARKANSAS 72201 1071 (501) MC 117'> GENE WILHOIT, Director, General Education Divis1<111 JAN 2 2 1997 OFFICE OF DESEGREGATION MONITORnJG Forward Copies To: Superintendents. Co-Op Directors NO FIN-97-077 Page: l of 3 Date: January I 0. 1997 Type of Memo: Regulatory Response Required By: None There are attachments to this memo. Assistant Director, Finance & Administration: Or. Bobbie Davis Subject: School Funds/Types of Funds Fiscal Crisis Relief Funds Index Code: OIB Rules and Regulations Governing the Distribution of District I iscal Crisis Relief Funds Regulatory Authority: Act 917.Act1194 and Ark. Code Ann.* 6-11-105 (Repl. 1993) ,md .\rk Code Ann. ** 6-20-305 and 311 ( 1995 Supp.) Contact Person: John Kunkel Phone No: 682--t258 fhe State Board of Education has approved the Rules and Regulations for the distribution of Fiscal Crisis Relief Funds. Prior to final apprO\ al of any rule and regulation ,\e must first hm c tl reviewed by the Rules and Regulations Committee of the Arkansas Legislative Council. I he attached rule and regulation was presented for review. Based on that re\1ew. we \Vere alkmeJ to proceed with the distribution of funds for reductions in M&O re...-enues per ADl\1 (Section 6.03 (b)). The other items were deferred until such time that we could present a delinition ol high cost transportation to the committee On .l,1t1Uc.ll"y 9. 1997. the Arkans<1s I egislat1\ c re\ icwed ADE's proposed distribution and deferred action on high cost transportat1on aid. Enclosed you will find a printout that calculates your district's gain or (loss) in M&O Revenue per ADM. Please review this information, if) ou agree with the calculation and your district has a (loss) per ADM due to the enactment of "The Equitable School S~ stem Act of 1995", you should qualify for Fiscal Crisis Relief funding. lf you find errors in the calculation, please contact John Kunkel at 682-4258. To apply for Fiscal Crisis Relief funds, sign the statement that) ou agree with the calculation and hereby apply for the funds. ALL Ql ESTIONS l\ll ST BE IU,M)L \'ED I )11n:tm's Mrn10 No 1:IN-(>7-077 .la11uary I 0. I lJ97 Pagc 2 ol" 3 AND THE FORM RECEIVED BY ADE BY .JANUARY 22, 1997. SIGNED FORMS MAY BE FAXED TO 682-9035. The following is an explanation of the calculation and source of the information. MFPAffrust Adjusted - This is a calculated total, the information is presented on your linal 1995-96 MFPA Printout dated Ma) 21, 1996 (you ma) have received a final adjusted cop) alter this date). St<1rt with the total MFPA + rrust total on Line 17. subtract Growth h111ding and Isolated Funding. This amount is calculated by taking the G/F and ISLO Add-On Weights in Section I times the State Base l~qualization Rate of $2,754.60. Next deduct Consolidation Incentive (Line I 0) and Act 2 or 1994 (Linc 15). The total has also been adjusted for an) Special Adjustments on Line 13 and for funds recei\ed for .Juvenile Serious Offender Units. State Equalization/Trust - 1 his total can be found on the December 27. 1996 State Aid to School District Printout (Linc 7). Transportation Aid - This total can be found on) our Transportation Aid Computation Printout dated July 10, 1995. At-Risk Funding - rl1e total for this catcgot") consists of funding receiwd direct!) b1 your District for State Compensator) Education. Alternatin: Learning En\'1ronments. Limited English Proficient Programs (LEP). ACT College Preparatory Enrichment Program ( CPFP) and Summer School Remediation. Teacher Retirement Contribution - rhis is a calculated total based on the October 1995. hilling from the 1 cacher Retirement S1 stem to the State Department or Education for I 99-t- 95 salaries. The total for each district is based on 93. I% of the total due. Districts ma~ not hm e information to confirm this calculation. Health Insurance Contribution - I his contribution information b) school district \\as nht,uncd from Blue Cross Blue Shield. The amount is based on actual pa) ments made b1 the Department of Education dunng 1995-96. Districts do not haYe documentation a\'ailablc to confirm this calculation. General Facilities Funding - I he 1995-96 total can be veri tied from a Januar) 2. 19%. pa) ment memo. the 1996-97 can be found on [ ine 11 of the State ,\id to School District Printout dated Decembcr 27. 1996. Additional Base Funding
- This total can be found on the December 27. 1996 State Aid to School District printout ( L111c 21 ). - I )irt:ctor's Mt:mo No J.'JN-97-077 .l
i11umy I 0, I <J<)7 Jlagt::, or:, Local Revenue - The 1995-96 total is calculated by multiplying the Assessment times the Millage plus the Miscellaneous Funds. (NOTE: Millage on the Printout is rounded to t\\O (2) decimal places. the calculation is at live (5) places. Therefore. if you check the calculation you may find a difference due to rounding.) The 1996-97 total is calculated b) multi pl) 111g the Assessment times the Millage times 98% plus the Miscellaneous funds. The Millc1ge for J 995-96 is the Initial Credit to Base Millage calculated on July 3. 1995. based on the September 1994 election. The Millage for l 996-97 is the M&O Mills Available found on the December 27. 1996 Printout. In conclusion. the application form must be received by ADE prior to January 2:2 so that i"unds for Loss in M&O Revenues can be distributed by the end of the month. We do not need a signed response from districts that gain M&O Revenues per ADM. The form \\US provided to all districts so that everyone could review the calculation as defined in the rule and regulation. Again. please feel free to call if you have any questions regarding the calculation. DRAFT Arkansas Department of Education Ruks and Regulations Governing the Distribution of District Fiscal Crisis Relief Funds. 1.00 Regulatory Authority 1.01 These regulations shall be known as Arkansas Department of Education Rules and Regulations Governing Distribution of District Fiscal Crisis Relier Funds. 1.02 These regulations are enacted pursuant to the State Board or Education's authorit) under Ark. Code Ann. 6-1 1,105 (Rep!. 1993) and Ark. Code Ann. 6-20-305 and 311 (1995 Supp.) 2.00 Purpo e 2.01 It is the purpose of these regulations to provide a method to determine which school districts are eligible to receive School District Fiscal Crisis Relier funding and how those funds are to be distributed. 3.00 Definitions 3.01 ADM: the total number or days attended plus the total number or days absent h~ students in grades kindergarten through twelve ( K-12) during the lirst three ( 3) quarters or each school year. divided by the number or school days actual I) taught in the district during that period of time rounded to the nearest hundredth. 3.02 Assessment per ADM: the 1995 Total Assessment collectable in 1996 di, ided b~ the 1995-1996 ADM. 3.03 Base Millage: twenty-five (25) mills excluding mills required to sen ice debt. 3.04 M&O Revenues for 1995-1996: the sum of Local Revenue less revenue required to service bonded debt. plus MFPA and Trust Funds ( Less Isolated /\id. Consolidation Incentive /\id. /\ct 2 of the First Extraordina1) Session or 199-t Funding and Growth Funding). rransportation Funding. At-Risk Funding. State Teacher Retirement Contribution. State I lealth Insurance Contribution and. General Facilities Funding. 3.05 M&O Revenues for 1996-1997: the sum or Local Revenue less revenue required to service bonded debt. plus Total State Equalization hmding per Student. General Facilities Funding. Additional Base Funding and Fiscal Crisis Relief Funds. DRAFT 1.0(1 l{cquin.:d M&() 1:x pcnditun.:s liir I <)<)(1-I ()()7: the li1llowi11g required cxpc11diturcs: ( 'l.1ssroo111 1 cacher l:x pcnditurcs. Special Education Rcquircd Expenditures. Gifted and Talented Required expenditures. Alternati\'e Lducation Required Expenditures, Vocational Education Required Expenditures: T cacher Retirement, 1-Iealth Insurance, and Salary Schedule Required Increase. 4.00 General Provisions 4.01 Any school district that believes that it has suffered adverse fiscal impact due to the implementation of "The Equitable School Finance System Act of 1995" shall submit an application to the Arkansas Department of Education by December 2. 1996. 4.02 This application shall be reviewed by the Committee on Adverse Fiscal Impact (hereinafter "the committee"). 4.03 The committee shall use all the information in the application as well as any other relevant information on file with the Arkansas Department of Education. The committee shall also have the authority to request additional information or clarifications from the school district. 4.04 The committee shall make a determination as to the eligibility ofa school district for Fiscal Crisis Relief funds and the amount of those funds within ninety (90) days of the receipt of the application. 4.05 The Director of the Department or Education. upon recommendation or the Committee. may designate any school district that receives Fiscal Crisis Relier funds a Phase I Fiscally Distressed School District under the provisions of Act 915 of 1995 Rules and Regulations approved by State Board of Education. 5.00 Application 5.0 I Any school district submitting an application for Fiscal Crisis Relief runds must be in compliance with the Base Millage requirements. 5.02 In the application, a school district must demonstrate that either it M&O revenues per ADM for the 1995-1996 school year were greater than its M&O revenues per ADM for the 1996-1997 school year or its increase in required M&O expenditures for the 1996-1997 school year were greater than its increase in M&O revenues for the 1996-1997 school year and that these differences in revenues or increased expenditures are solely due to the implementation or Acts A 917and 1194ofl995. W l>ltAFT :-i.tn A school district shall includ<.: with its application any an<l all documents that s11hsl:111li:ih: !he claims in S<.:clion 'i.02.. These documenls c
111 include hul shall 1101 he limilcd lo: hudg<.:ls, audits, rcvenu<.: for<.:custs. properly tax eoll<.:ction rates. salary schedules, documents concerning salary schedule waivers or tiscal distress. class schedules, and teacher/student class assignment schedules. 6.00 Committee on Adverse Fiscal Impact. 6.01 The committee shall consist of the following individuals: a) Deputy Director or General Education (or his/her clcsignee): b) Assistant Director for Finance and Administration (or his/her clesignee): c) Associate Director for Finance (or his/her clesignee): cl) Coordinator of Local Fiscal Services (or his/her designee): c) Director or Vocational Education (or his/her designcc). 6.02 The committee shall review all applications after December 2. 1996. 6.03 The committee shall observe the following criteria in disbursing Fiscal Crisis Relief funds: a) No one school district shall receive over ten percent ( I 0%) or the total funds available for Fiscal Crisis Relief
b) The committee shall first review all requests for fiscal crisis relief funds due to a reduction in M&O revenue per ADM and fund tlKn: requests which satisfy the criteria to the extent of available funding. If additional funds are available
then. c) The committee shall review all requests for tiscal crisis relief funds due to the required operation or a high cost transportation program. defined by the Department of Education. If additional funds arc available
then, d) The committee shall review applications for Fiscal Crisis Relief funds for required M&O expenditures. and fund these requests which satisfy the criteria to the extent or available funding. Ir additional funds arc available
then. e) The committee shall review all requests for tiscal crisis relief funds for those school districts which voted debt service mills after September I. 1995. to enable those school districts to improve their infrastructure. l>l<AVI' Ir l'unding is not availahk li,r the committee to l'und the apprm ed requests. thL: commillL:e shall lirsl give prekrcncc to districts" ith the lowest /\ssessmrnt per /\DM. g) The Committee shall not approve funding in excess of that which is made available for such purpose. 6.04 Upon the completion of the review of the applications. the committee shall forward its findings to the districts who have applied for funds. 6.05 lfthe committee determines that a school district is eligible and \,\ill recei\e hscal Crisis Relief funds, those findings shall be forwarded to the individuals\\ ithin the Arkansas Department or Education responsible for the disbursement or funds and l<.)r working with liscally distressed school districts thirty (JO) da) s fol lo\\ ing the completion of the review. Ir the decision or the committee is appealed. the findings shall not be forwarded. 7.00 Appeals 7 .01 Within fifteen ( 15) days or the decision or the Committee on Adn:rse Fiscal Impact, a school district may submit in writing to the Director or(,eneral Education an appeal of the committee's ruling. 7.02 The Director shall immediately notify the committee that its decision ha - been appealed. 7.03 The Director, within twenty (20) working days, shall consider the district's appeal. ,. Arkansas DIRECTOR'S COMMUNICATION -REC DEPARTMENT OF EDUCATION 4 STATE CAPITOL MfLL LITTLE ROCK, ARKANSAS 72201-1071 (SOI) 682-4475 GENE WILHOIT, D1rector. General Education Division JAN 2 2 1997 OFFICE OF DESEGREGATION MONITOR! JG FORWARD COPIES TO: X SUPERINTENDENTS, CO-OP DIRECTORS X SECONDARY PRINCIPALS, MIDDLE/JR. HIGH X OTHER: SECONDARY COUNSELORS NO: TEC-97-019 PAGE: 1 of 2 DATE: January 16, 1997 TYPE: RESPONSE REQUIRED BY: ADMINI ST RAT IVE ALL X INFORMATIONAL THOSE AFFECTED REGULATORY X OPTIONAL NONE X ATTACHMENTS ASSISTANT DIRECTOR/SECTION: Frank Anthony, Technical Assistance SUBJECT: Scholarship/Student Awards INDEX CODE:JM Project Starting Block/Engineers' Mentor Seminar - REGULATORY AUTHORITY: N/A CONTACT PERSON: Oliver Dillingham Phone No: 682-4213 The Arkansas Department of Education is pleased to announce the Seventh Annual Starting Block Seminar. The seminar is sponsored by the Association of Black Engineers in Arkansas(ABEA)in cooperation with the Arkansas Department of Education, Equity Assistance Center. This se~inar will offer scholarships to seniors participating in "Project Starting Blockn and enrolling in an engineering course study. "Project Starting Blockn is a four-part mentor program aimed at minority high school students Grades 10,11 and 12 with an interest in engineering. The program will consist of the following phases: 1. One-Day Counseling Seminar 2 . One-Day Technical Seminar/Scholarship Awards Reception 3. College Campus Field Trip 4. Company Sponsored Field Trip The "Project Starting Block" student packet must be completed, signed, postmarked and returned on or before February 3, 1997. Applications should be mailed to: Mr. Jay C. Hartman, ABEA Project Starting Block 1997 P.O. Box 551 Little Rock, AR 72203 Please post the enclosed announcement about the availability of the scholarship. Thank you for your cooperation. January 7, 1997 Dear High School Principles: The Association of Black Engineers in Arkansas (ABEA) is pleased to announce that we will be conducting our 6th Annual "Project Starting Block" counseling seminar for high school students on February 22, 1997. This seminar will be held at the Southwestern Bell Auditorium, 1111 W. Capitol, Little Rock, and will begin at 10:00 a.m. and conclude at 1:00 p.m. Pro~ect Starting Block is a four-part mentor program aimed at minority high school students with an interest in engineering. The principle purpose of the program is to inform youth in Arkansas about the field of engineering through seminars, college campus visits, and corporate tours. These activities allow our students to become familiar with the various engineering disciplines, the educational requirements, and those career opportunities available to them with Arkansas corporations. During this segment of the Starting Block Program, representatives from various Arkansas institutions and corporations will present vital information regarding the various fields of engineering, obstacles students face as today's youth, courses that students should take while still in high school, and preparatory requirements for college life. "Project Starting Block" has proved to be a success. Over the past six years we have had over 400 students to participate in our program. Several graduating seniors from our program have chosen to pursue the field of engineering. This past year ABEA was able to award $4,000.00 in scholarships to selected seniors participating in "Project Starting Block" that chose to enroll in Engineering curriculums. ''Project Starting Block" originated in 1990 and was designed to acquaint high school students, primarily sophomores and juniors, with multi-disciplined engineering activities. We request your assistance in identifying potential minority students with interest in math and science to participate in our program. Enclosed is a student packet. Please distribute copies to your counselors so they may contact potential students. We strongly request that counselors submit all signed student data forms to the above address by February 3, 1997. A student form is enclosed in the student packet. Also enclosed in the packet is a synopsis of "Project Starting Block" for students and their parents. If you have any questions, please contact me at work at (501)377-5839 or at home at (501)868-9534 (after 6:00 p.m.). Thank you in advance for your cooperation. Sincerely, / =5L!-~----- ,,,_,,,..---- ,.,...,..,,,,.,, _/~--c
.., Jay C. Hartman ABEA, Starting Block '97 Attachments PROJECT STARTING BLOCK STUDENT PACKET The Association of Black Engineers in Arkansas' "Project Starting Block" Project Starting Block is a four-part mentor program aimed primarily at minority sophomore and junior high school students with strong math and science skills. The program will consist of the following phases as outlined: I. A One-Day Counseling Seminar - The seminar will be scheduled for early spring to orientate students on the engineering profession. This seminar will include information concerning preparatory high school and college courses, financial aid, etc. II. A One-Day Technical Seminar - This seminar will be scheduled for mid spring to instruct students on how to prepare resumes, financial aid documents, and college application documents. The seminar will also deal with proper conduct and dress for job interviews. A Scholarship Awards Reception - Graduating seniors who have participated in the Starting Block Program are eligible for an engineering scholarship to the college of their choose to be presented at this Reception in the Spring. III. A College Campus Field Trip - This field trip will be scheduled for early fall at a College of Engineering to introduce students to the engineering curriculum and "campus life". IV. Company-Sponsored Field Trips - One field trip will be scheduled for last spring and the other last fall to familiarize students with engineering applications within the government and/or industry. Project Starting Block has proved to be a success. Over the past six years we have had over 400 students to participate in our program. Several graduating seniors from our program have chosen to pursue the field of engineering. This past year ABEA was able to award $4,000.00 in scholarships to seniors participating in "Project Starting Block" and enrolling in Engineering curriculums. If there are any further questions please contact Mr. Jay C. Hartman, ABEA, Project Starting Block 1997, at (501)868-9534 (after 6:00 p.m.) or at 377- 5839. STUDENT DATA FORM I will attend ABEA's "Starting Block" Counseling Seminar on Saturday, February 22, 1997, at the Southwestern Bell Auditorium, 1111 W. Capitol, Little Rock, Arkansas, from 10:00 a.m. until 1:00 p.m. Student Name __________________________ _ Age Address ------------------------ City ______ _ Zip _ Phone# ____________ _ High School _______________________ _ Grade Careers Most Interested In ---------------------------- Parents are welcome to attend the seminar if desired. Will Parent Attend Counseling Seminar? No Yes (If Yes then 1 or 2 Parent's Signature & Date DEADLINE: RETURN THIS FORM TO YOUR COUNSELOR BEFORE January 29, 1997. Please return to your Counselor for Group mailing or return directly to ABEA at the address listed below! ABEA P.O. Box 2795 Little Rock, AR 72203 JHN-U/-\H TUI: 09:48 AP&L TOBY 24TH FLOOR FAX NO. 5013773850 The Assoch,t:ion of Blacl< Engineers in Arkansas presents P. 02 'fhe 7th Annual Project Starting Block Seminar When: Where: Time: Cost: February 22, 1997 Southwestern Bell Building, 1111 W. Capitol (Downtown Little Rock) 10 :00 a.m. - 1 :00 p.m. Freel Free! Free! Project Starting Block Pron1ises To Ju1np Start You In The Right Direction To Deconling An Engineer? If you are interested in the field or engineering, this seminar is for you! * Come meet many Arkansas engineers from companies around tlie state. You will also be int, oduced to several representatives from Arkansas engineering schools. Gain valuable infonnation about what it takes to be an engineer, college preparatory requirements. grnnts, scholnrships, admission requirements and other important and helpful information . See your counselor for more informntion. ADE Memo Received 1-29-97 Grants/Funding Proposals and Applications Technology Literacy Challenge Fund Special Education Programs Regional Co-Teaching Training Mathematics Education Pre-Conference Sessions in Mathematics for Title I Mid-Winter Conference Textbook Selection and Adoption Textbook Caravan, Social Studies, Health/Physical Education and Driver Education, Grades Middle School, Junior, and Senior High Gifted and Talented Education Academic Enrichment for the Gifted in Summer (AEGIS) Program Materials , ' Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION REC4 S TAITVE C A,P I TOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 GENE WILHOIT, Director, General Education Division JAN 2 9 1997 OFFICE OF DE REGATION MON NO: FIN-97-079 Page: 1 of2 . Date: January 23, 1997 Forward Copies To: Superintendents, Co-Op Directors Type of Memo: Informational Response Required By: None Assistant Director, Finance & Administration: Dr. Bobbie Davis Subject: Grants/Funding Proposals and Applications Technology Literacy Challenge Fund Regulatory Authority: NI A Contact Person: Dr. Charles Watson Index Code: DD Phone No: 682-4474 The Department has received a number of calls concerning federal funds that have recently become available under the U.S. Department of Education Technology Literacy Challenge Fund. The availability of these funds to the state depends on the ADE completing a state application based on a technology plan. The agency has until March 31, 1997, to complete the plan and submit it to the U.S. Department of Education. That application and plan are being developed and will be submitted for review and approval in the near future. It is our plan to complete the process well before the March 31 deadline. Program guidelines established under Title III of the Improving America's Schools Act (!ASA) and the President's goals for technology in education set the following areas under which state and local districts grants can be funded. All teachers will have the training and support they need to help all students learn through computers and through the information superhighway
All teachers and students will have modem computers in their classrooms
Every classroom will be connected to the information superhighway
and Effective and engaging softward and online resources will be an integral part of every school curriculum. Director's Communication No. FIN-97-079 January 23, 1997 Page 2 of2 Once funds are received in the agency, program guidelines call for distribution of funds through a competitive grant process. Application forms will be provided to all districts and cooperatives after funds have been received by the state. States receiving funds under this program have until September 30, 1998, to obligate funds to local districts. This timeline allows the state ample opportunity to design the grant process and to allocate funds within the guidelines as provided by the U.S. DepartmentofEducation. Hopefully, this information will assist your district in planning toward preparing an application for these competitive grants. Arkansas DIRECTOR'S COMMUNICATION L.~f
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~!!.2~ GENE WILHOIT, Director, General Education Division JAN 2 9 1997 .OFFICE OF DESEGREGATION MONllORlNQ Forward Copies To: Superintendents, Co-op Directors Secondary Principals Middle/Jr. High Principals Elementary Principals Other: LEA Supervisors NO: FIN-97-078 Page: 1 of 2 Date: January 23, 1997 Type of Memo: Informational Response Required By: Optional There is an attachment to this memo. Assistant Director, Finance & Administration: Dr. Bobbie Davis Subject: Special Education Programs Index Code: IHBA Regional Co-Teaching Training Regulatory Authority: Public Law 94-142, as amended Contact Person: Rose Merry Kirkpatrick, Consultant Phone No: (501) 663-3838 1-800-482-8437 The Arkansas Department of Education, Special Education, will provide one additional regional training on the use of "co-teaching" as a strategy to successfully teach students with special needs in the regular classroom. This training, like the ones already scheduled for the 1996-97 school year, will be available to districts that are currently using "co-teaching" as part of their inclusive initiative program, as well as districts that are interested in developing a program. The training will held at the University of the Ozarks in Clarksville on March 26, 1997. The workshop will begin at 8:30 a.m. and conclude at 4:00 p.m. The training will focus on the rationale behind "co-teaching ," common "co-teaching" structures used in the classroom, strategies for successful implementation, and lesson planning. Much of the training will be interactive in nature, and participants will be asked to develop an implementation action plan at the conclusion of the workshop. Districts that choose to participate should send their personnel in "co-teaching" building teams. These teams must consist of a special education teacher and at least one general educator. Since administrative support is critical to the success of this strategy, building administrators are highly encouraged to attend. Director's Communication No. FIN-97-078 Page 2 of2 The training is provided to districts at no charge. Reimbursement for substitutes will be available, if needed. Mileage will also be paid for one car per district. Any additional expenses will be the responsibility of the participating school district. There will be limited space available, so reservations will be on a first come, first serve basis. Registration forms must be returned no later than February 28, 1997. Confirmation notices will be sent to all registered attendees. Send the attached registration form to: Rose Merry Kirkpatrick Arkansas Special Education Resource Center 1405 North Pierce, Suite 101 Little Rock, AR 72207 FAX (501) 663-7363 REGIONAL CO-TEACHING TRAINING UNIVERSITY OF THE OZARKS, CLARKSVILLE MARCH 26, 1997 REGISTRATION FORM DISTRICT- -----------BUILDING- ------------- CONTACT PERSON _______________________ _ POSITION ___________________________ _ SCHOOL ADDRESS SCHOOL TELEPHONE _____________________ _ Registered Co-Teaching Team Name ____________ Position ______________ _ Name ____________ Position ______________ _ Name _____________ Position ______________ _ Name ____________ Position ______________ _ Return by February 28, 1997 to: Rose Merry Kirkpatrick Arkansas Special Education Resource Center 1405 North Pierce, Suite 101 Little Rock, AR 72207 FAX (501) 663-7363 ( Arkansas DIRECTOR'S COMMUNICATION DEPARTMENT OF EDUCATION RECE4 S~TA,T,E,_ C_AP, ITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 GENE WILHOIT, Director, General Education Division JAN 2919c OFFICE OF Forward Copies To: Superintendents, Co-Op Directors Other: Federal Program Coordinators NO: CUR-97-054 Page: 1 of 1 Date: January 23, 1997 Type of Memo: Informational Response Required By: Optional There is an attachment to this memo. Assistant Director, Planning & Curriculum: Jim Boardman Subject: Mathematics Education Pre-Conference Sessions in Mathematics for Title I Mid-Winter Conference Regulatory Authority: NI A Contact Person: Charles Watson Index Code: IHAB Phone No: 682-4474 Improving the teaching and learning of mathematics across our state is a major goal of the Department of Education and the State Board. Providing awareness for administrators and professional development for teachers in promising practices in the mathematics classroom are ways in which we can assist schools. To that end, three sessions have been included as part of the pre-conference program of the Title I Mid-Winter Conference in Hot Springs later this month. Each session will highlight successful classroom practices in mathematics that are currently in place in schools throughout the state. These sessions and the times at which they are being presented are summarized on the attached program supplement. If you, or members of your staff, plan to attend the Mid-Winter Conference in HotSprings on Wednesday, January 29, we encourage you to attend one or more of these sessions in the Venus Room of the Arlington Hotel. PROGRAM SUPPLEMENT NINTH ANNUAL TITLE I MID-WINTER CONFERENCE Wednesday, January 29, 1997 Venus Room, Arlington Hotel Mathematics for the Kindergarten to Fourth Grade Classroom 8:45 a.m. - 10: 15 a.m. K
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<dcterms_creator>Arkansas. Department of Education</dcterms_creator>