{"response":{"docs":[{"id":"bcas_bcmss0837_743","title":"Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Rockefeller Elementary School (Little Rock, Ark.)","Rightsell Elementary School (Little Rock, Ark.)","Garland Elementary School (Little Rock, Ark.)"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/743"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes September 1990, September 1995 (Rockefeller School), July 1995 (Rightsell School), and September 1995 (Garland School)\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 finalTABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I School Profile Interview O = Observe D DocumentLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the conunent section for each criterion. Please print observations and evidence in sufficient detail to indicate posi-tive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1-0 Separation bv Race/Gender in School Procrams SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. COMMENTS: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subj ect YES YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___^Appx. Curriculum IX 41 7r 41 7r of students of students of students Race Time Subj ect Race Race Time Time Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 2.2 In classrooms observed, the teachers have adequate materials and equipment io deliver the curriculum. COMMENTS: YES NO Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: ____________ YES NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _________ ________________ _______ YES NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: _______________________ __________ YES NO 2.5 There is evidence that the multicultural curriculum is being implemented. 0/D 2.5.1 Bulletin boards, publications, and productions throughout the schoo-1 (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS\n._____________________________________ YES NO 0/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________________ YES NO 0 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ____ YES NO I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: . YES NOEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: YES NO D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e., Governor's School, Girls'/Boys' State, etc.) COMMENTS: YES NO I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES NO O 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: ___________ YES NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _______ YES NO 5.0 Extracurricular Activities SP Participation in extracurricular activities generally reflects the school population. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: '__________ YES NO SP/D 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test . . .grade distribution COMMENTS: YES NOEducational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: ___________________________________________ YES NO 7.0 Special Education SP 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: ________________________________________ YES NO O 7.2 In special education classrooms obseirved, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _________________________________________ YES NO O 7.3 Special^ education facilities are comparable to those of the campus in general. COMMENTS: _______._______________________________ YES NO 0 7.4 Special education classrooms are integrated into the total school environment. COMMENTS: _________________________________________ YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. COMMENTS: _________________________________________ YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. COMMENTS: ________________________________________ YES NO 0 8.2 iTi gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _______________________________________ YES NO 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. COMMENTS: _______________________________________ YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. COMMENTS: ______________________________________ YES NO O 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. COMMENTS: ______________________________ YES NOEducational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related ho . multi-cultural curriculum delivery and YES NO COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations YES NO COMMENTS: 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: _______________________________________ YES NOEducational Equity Monitoring Page 9 D/0 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. COMMENTS: _________________________________________ YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS:  ________________________________ YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as wall as negative information related to student achievement. COMMENTS :____________________________________ YES NO SP 10.5 In matters of school desegregation, school patrons and parents are,given an opportunity to actively participate in developing the local school plans. COMMENTS: ____________________________ YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D/I 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS : _________________________________________ YES NOEducational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS\nYES NO O 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I/P 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NOEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: _________ ___________ YES NO SP 12.3 The school has an effective home/school communication program. COMMENTS: YES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ______ YES NO 0 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.6 Hallways are orderly. COMMENTS: YES NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ____ ____ YES NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: _____ ____ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201e fcl I LITTLE ROCK SCHOOL DISTRICT ^\"^01996 'vr '^icr EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nI O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL: GRADE LEVEL(s): PRINCIPAL: OVkOcimi Pinnc HAq PiGCVn NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP The composition of the school staff ensures that students have access to, varied staff o and contact with, a certified and non-certified NO SP SP 1.3 personnel. EVIDENCE: D lA (a ( C f A -T10 rJ School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE: .\u0026lt;=5 p OtxSc re A-f i 0 i-J Class/course enrollments generally reflect the racial/ethni^ composition of the school. EVIDENCE: lAl lOiV ES YES i NO NOEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE: YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 'T - he n Rm# Number of students Rm# Number of students Rm# Number of students Rm#__ Number of students __Time___Subject___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and eouioment to deliver the curriculum. EVIDENCE: t'X' f G lA H Cl \\ 2.2 Current and complete student records are maintained in the classroom and school office t monitor the progress in achievement of the individual learner (i.e. grade books. Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). Or.'5 EVIDENCE: IP Check indiv.du91 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: k'.h f a? Cl ' c i\\y YES YES ES j NO NO NOEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE O 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: f ZZlZ o/Yi Ati- CtP-c'U PS, pLVPPtgtZ v\\-r(C(v 0 0 O/I 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.4 Did nV Z . 6 YES\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: 6\u0026lt;a.iufi - S of- Id n 1 t t , \u0026gt; M Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: CjJ CD b' Ac2-C\u0026gt; I u\u0026lt;^ii ^'i '^'^1 I I YES YES NO NO There is a disolav of student work. EVIDENCE: lJ ------ i Cfj d\u0026lt;^sS.s j ^\"e^ I i NO Iiulticu-ltural...gbjectives of the curriculum guided are taught. gVIDENCEt--------2_______________ '^U'Cl-c.- The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: Cv' -iSoi^A ) P I r t-x' Vi Cl  Al-\u0026lt;So i YES YES j NO NO TiiZ \u0026lt;'2-0 ___Pi't'^Apu T-r P h iUEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in YES '! areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: pn _ 01) n J 4: R-S 44 1 S r-hi fXS s? 3.2 Written procedures and requirements governing honors and awards are distributed to staff. students and parents. EVIDENCE: S P 4- i nTr ciecJ NO YES NO hjiu CO 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. I NO EVIDENCE: J T I The distribution of honors and awards is generally ! reflective of the school population. NO EVIDENCE: riT I P__ /veep__ mmoo pAFT___BK 4. C Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. S? 4.1 The composition of each appointed school based staff/parent committee generally reflects the Staff/student populations. EVIDENCE: ri u S 1 I n 1 eRr'ier YES NO Educational Equity Monitoring Page 5 CRITERIA 5.0 icular Activities The school's extracurricular important academic/non-academic skills interests. ' program helps to develop abilities and SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational EVIDENCE: Su o ' U iej-O programs. uJi S'TuQei-u-rs a SP 5.2 6.0 S? CIRCLE ONE YES ) NO 1 Spcii O'S eciftL. Participation in extracurricular activities/ extended educational , --- programs generally reflects the school population. EVIDENCE: ___LV^Ll-S .. _______________________ _Achievement / Assessment The school staff implements non-discriminatory procedures for administration, analysis most recent standardized tests. and use of the 6.1 When test results are examined, white students remains stable or black student achievement EVIDENCE: improves. achievement of increases as I SP/O 6.2 YES YES NO NO hlAUg, nr\\j -res/s Goals and strategies are developed and implemented to decrease the achievemen black students differences between and white students on the followina measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: t o I Yk/ iids i-cii! /tt\u0026lt;f (' lUi-TH fO 1'5' \u0026lt;7 Outi 0 Sguj /A2^-) g YES NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES^ NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 takingz-glcills^are taught throughout the year. EVIDENCE: \u0026lt;----- Test rifii'Tic hi. 7.0 ____________ CO i , Special Education SuKhZE lyorTc-sT iVSQ i/\\\\ The school staff ensures that student placement and provided in the special education non-discriminatory. program are SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: /bjjS7 I ES\nYES NO NO O/I 7.2 The teachers have adequate materials to deliver th EVIDENCE: curriculum. I ana equipment NO 0 7.3 777 Facilities are comparable to those of the in general. campus YES NO 0 7.4 EVIDENCE: Classrooms are integrated into the total school environment. EVIDENCE: z I pdrT M Cl YES NO Educational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: LLa,^iLQljT1TS re L/ Su j p I 'l 0 1 .\u0026amp; ^rrent copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). t- -V i r) V -r O n r\nbx\u0026gt;ir mnxH 8.0 and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented non-discriminatory. c/n/SObczJ q program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: 0/1 .2 The teachers have adeguare material ( 0 8.3 0 8.4 YES YES\u0026gt; YES NO NO NO to deliver the curriculum. and equipment\nEVIDENCE: I YES Ki Faculties a I i -------res are comparable to those of the in generaj.. E\\-IDENCE: g5C b oui S i'hBTfei campus Classrooms are integrated into the total school environment. EVIDENCE: YES cEr NOEducational Equiry Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: 12-21 YES NO o 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder\n, progress folder). EVIDENCE: A  V r r J 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: T\u0026gt;X-g-Le- I (\u0026gt; ?\u0026gt; t f ,'i 'i: J , S-P/I 9. Staff development activities in teaching straxeg-ies for multicultural curriculum delivery have been EVIDENCE: provided. ?/2 o activities related to staff developmen' discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: .5 P - (2P (VSs g-Pc) fi U uoS ._______ - (21 (V Ss r fr- lOs^hnutCiP ix'.AS I 7l\u0026gt; O g.S yes\nYES NO NO ES J NO (y^ NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA_________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _____________________________ uJ C K K -5 Top c g m 13C T H ____ pxoCS lJc 'Lie CIRCLE ONE YES \u0026gt; NO ________________^\u0026lt;S-c\\ 11^ I y 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: (List in order of NO I ry ecv I u c r\u0026gt; n LCXJ Ciftiur CX2 red-iTi \u0026gt; iv-e-- 5Q\u0026lt;y s person SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Lit (jJbA5 ' SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). Ca ftSS R Ot) fieC 0 iLiO S EVIDENCE: I L.'reiiv'ietP'^ 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: S (' u oe 1-5 t l(i HCiZ- S SP YES YES YES , NO NO NO (v't? ct i~) 0 Te s 1 U 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: 5p _________________________ YES NOEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. NO EVIDENCE:  J t L)y rc 11.0 student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is NO distributed EVIDENCE: o all students and parents. I 71^} 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE: YES '\\.. NO 1.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: ________________ YES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: __________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE: ___2. ZJ___' A 71,.i\" t- / t e  YES ' NOEducational Equity Monitoring Page 11 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s) . A. B. C. V\u0026amp;ry active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: fSoD mS 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: fSo F^^,L L c) fe-SGg.i/cct NO YES\nNO Ld 12.2 The campus and building are clean and free of debris and graffiti. , EVIDENCE: 12.3 Hallways are orderly. EVIDENCE: 12.4 There is evidence that curriculum monitoring YES'. NO NO YES'^. NO 0 0 0 I s ^0____ (l.( 9 ^-n i'Y'\u0026gt; u o occurs. EVIDENCE: m. z7i c rj, Yc: /\\Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). NO EVIDENCE: re r orr \u0026gt;. s I/O /SP 12.6 District and school security guidelines are being followed. Kc cK ( EVIDENCE: ___hldsu, \u0026lt;8lkg I/?) \u0026lt;AooA5  .depots. ^YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: ____________April 22, 1996 Entered Rockefeller by north door where I was greeted and guided by a parent. On my way to the office to check in I was greeted by staff, parents and students. The atmosphere on a rainy Monday morning radiated cheerfulness, a good attitude and a well organized building. Staff stopped to greet students with encouraging words and gestures. Approximately 40 parents and children were waiting to line to check in late due to weather problems - all were very orderly, staff was very competent. Friendly office personnel greeted me first and Ms. Mangan, principal was available immediately. The school nurse was also greeting students and helping several with clothing problems. (They have a washer/dryer). The cafeteria was clean, organized and smelling good. All restrooms were clean and stocked with soap, toilet paper and towels. The janitor supply closet was also stocked. The physical plant could use new carpeting. A screw was loose in one door and the office personnel immediately called for someone in the building to fix it. The classrooms have a rich environment. There is a feeling of caring and good will that permeates the building and is reflected in the faces of the children and staff. Several children stated that they had \"been in Rockefeller all their lives\". I asked the staff what made their school so special and work so well, they all answered, \"the leadership\". I also asked the staff what they needed most to help the children and their response was, \"more time\". Some even stated that they had never asked for anything for the children that they didnt get. Companies use Operations Manuals to show staff how to run their companies. The rule is that you have to be able to have a system that is analyzed then committed to paper and can then be taken by another organization and replicated. Is it time to take Rockefeller, analyze what makes it work, commit it to a manual, and then replicate it? LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL (s) : Ptf - Zp DATE: S PRINCIPAL: SkiQrOn fefOoKS NUMBER OF CLASSES VISITED: MONITOR(S): fohnnin r VqiT Xtebb'l  Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, , varied staff of certified and non-certified personnel. EVIDENCE: NO 2.0 Curriculum a The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: YES NOO/I 2.2 2.3 o o O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE :_.OhSefU^cf -ftNe arggp to a:5 .^)daix 4X3pg I ri Tz \u0026lt;5 There is evidence that the multicultural curriculum is being implemented. 2.3.1 Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _ ^|Ch,__6.0 D iTOn mpftJ 1 ft P^AL__H'iSoIqu \u0026lt;If fij 7- d s p/g q Dft rr n.t -S 2.3.2 2.3.3 __LV Kccc.___'fheuj________ HAAntj photos' of Sfh~i/id(^ . Bulletin boards, displays, publi- cations, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: -Doe cAftoo m useo =,CiCiZe-SS ftS su\u0026amp;^ecl Display of student work reflects a variety of teaching strategies (i.e.. art work, special projects, handwriting displays, etc.) EVIDENCE A PvAi/v) i^fje-ST Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments J.XLld 1 C. S 6^C 'j  EVIDENCE: ObSertAcci Pnn tllftSsgooms JZLkj____ /nJ (M-C YES .ES ES YES NO NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic YES NO program. EVIDENCE: RetP TftiPg CFFiC-g /hOAjiTbg-S__________ bosKg-rbqcc I 2,6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: -PrOMnc\\ I NO 30 School/District Initiated Honor and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: Lar  ES^ NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: rv\u0026gt;\u0026lt;a ho iyy e. Ei NOI 3.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. YES NO EVIDENCE: ftOQ NgtO fico^n-c 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population EVIDENCE: Po fIL Vik J ES NO 5.0 Extended Day Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NO SP 5.2 The majority of the student population participates in a variety of extended day E, A NO activities. EVIDENCE: ^bout  mofe in LJin-rer-6.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 student Achieveroent/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: atHnV . r\u0026lt;rc^tt_t t PC's. firo.AK-S Kcsults Lt)OU4'O LTS kt Ke '7b Sg^ YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: eaf/^l Qhildhood I aiu f /uooldem\u0026amp;fOi SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: I G-h'ild ES ES NO NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: Pearn'inQ i^aaher 'f' Cd . C\u0026gt;n/u  YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classroom observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _LO- Special education facilities are comparable to those of the campus in general. EVIDENCE: / Facilities for special education are designed to meet the needs of the students served. EVIDENCE:  /l/d jks'iq-f). ES YES YES NO NO NO Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: foFn^c: / n -r-fr O/X 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. ES NO EVIDENCE: /Yhc^/rt- fi-DO Specjfqc, GiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. Gs3 NO EVIDENCE: /!\u0026gt;\u0026lt;$ nye: O/I 8.4 Pan , Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. rrof^/ut: . EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and EVIDENCE: are ongoing. yES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in 70 Ive rrp 7v\u0026lt;2./cihb6 go d bar ho d EVIDENCE: io/rp / chool functions. ft C\u0026gt;oe.nj o YES NO ScJycaJEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. .YES NO EVIDENCE: (Please prioritize best methods used below.) 1. 2. 3 . 4. 0 m \u0026lt; ir:) fT\\-e. I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: \\a nc4 Kode. (1OCC5\u0026gt; SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: 5cJyo,r\u0026gt;l ___/m-ea.u ____ ______----------------------------------- - SChoc ! I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: :1s. bjD/Uc! 'ES NO ES NO ES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is ES NO distributed to all students and parents. EVIDENCE: fjniFb R-fTt 3^ I 11.2 Strategies are used to reduce the number of suspension.\n, expulsions, and/or disciplinary referrals\n,nvolving identifiable groups (gender/grade). EVIDENCE: UriKndcdn O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: peer rat. i- i gaj f I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: fjzije, CAL p:5 Uo/l/ n re^ I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: l n rvco t euj CV YES ES ES YE, NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement YES NO I 12.2 plan. EVIDENCE: Brocjk-S tvg __ft6ictT/gs. .sue ft\u0026amp;IClT((g^  frianjadc. The counsel On ne (y}an(jon an r Ar icnQs 'he counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). YES NO EVIDENCE: dnf\u0026lt;nd(xJn - CcXiPiSeLoa. ocir O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: l\\)g.g.O 'To tieTi Cftec- Debrrs, Preventive maintenance is ES NO ft 4 TlfLi^C) ^^\u0026gt;1 pginrcO qi- O 12.5 Student movement through the hallways is orderly. EVIDENCE: hind Li)Ofcor\u0026gt; 90^\ns NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: can  I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. f^s ferooK.s 'i Lvhe-r^ f ry^ Ci Db *1 zi z4 e EVIDENCE: * - V ------f----------------------  - R\u0026amp;rreLj /yrtmO-e-reAJT -Pi^'i B 'kc-uder, Ibe____musv hpod mo Re fWc itSmoks i I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: JF/vd Ui^ro/? pfiche-r Ka nd bot)/^ ^7\u0026lt;CC// ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I ^Aclcn-fiOn YES YES YES NO NO NO . \u0026lt;dccRg piy pro c e SS ( s hl Bpys Plc)c\u0026gt;r bn A hs pg'T ffF ^-era^cc- Yr\\o (\\) ri4 P(vfi\u0026lt;2zt)-r dj^fijr^r, Ofup ruo\u0026lt;hg) f{c\u0026gt; a rd . pro b Aibr^r^__AjQ^ Cfyii(]ht C-i^rppT--^^ QCdio ^6/(i ^'0r\\\u0026lt;2.L(^5 mus-T''/, I U, (\\)c9^\u0026lt;?S, \u0026gt; \u0026lt;^5 I ll^c^ Q pr )cJ\u0026lt;2. ST-\u0026lt;P . rt\\^ lx)0(Z4^ ^)LO(t*2, Nd I0l6 )fD  Tol-O Ncie-5e, d\u0026gt;llod/rs^I Jdvlo fI-G I' LITTLE ROCK SCHOOL DISTRICT Us. district JUDGE ^1^3 0 KS EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/9J TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nT o SP Interview Observe School ProfileSCHOOL: V (' PRINCIPAL: MONITOR(S): LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 )\u0026lt;4 nd U-urci GRADE W LEVEL (s) : DATE: NUMBER OF CLASSES VI^ITEP^ ~nhriiTj)A Observers are required to provide evidence for each criterion. Please print observations and evidence in positive practices and areas in need of improvement. sufficient detail to indicate Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Ecruitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact: with, a varied staff of certified and non-certified personnel. EVIDENCE: bi-fKPsj LJh'liC fAf-i' n? litej SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan EVIDENCE: , QI 1  a: Lti+ire.  I' SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: ' V: t-i u IC Li YES YES YES'j NO NO NOEducational Equity Monitoring 'Page 2 SP 1.4 CRITERIA CIRCLE ONE If needed, strategies to eliminate disproportionate class/course enrollmenrs or one- race classes are evident. YES NO EVIDENCE: SP/O 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 2.0 Rm# Number of students Rm#___Number of students Rm#___Number of students Rm# Number of students __Time_Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: \\ ibcuru YES NO O/I Current and complete student records are maintained in the classroom and school ofi ce I I 1 I NO monitor the progress in achievement of the individual learner (i.e. grade books, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE: ~reric HtrR-S be\u0026gt;A i rid 6 q 2.1 2.2 YES ' O 2.3 All students are actively involved in classroom instruction. EVIDENCE: (VES^- NO K. Inhouse i __Ulkil-hLLL I\nIl Tk nP li: -yEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: -5 Q 11 A A r p  CL I l\u0026lt; S 0 0 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 2.6 yes\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: P (a o td S Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: Kd I Socbiisb gin ^/icl S| 5  There is a display of student work. EVIDENCE: I i i yes) ^ES NO NO YES ) NO Multicultural objectives of the curriculum guides are taught. EVIDENCE: fu Dg zU r. (J 0 ftK . The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: kiE got-gf o z ez.c CHmM \u0026lt;\\-h to OKA I |'(C', NO YES NO kc i~ PicT i 0i\\ - i~ * ' '\\g u I l lA \u0026gt;\u0026gt;\n^uli\\r IE iia -1~ lOrzOitEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3,1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: iu cv-\\ 1 (Kh a B g.-- SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE:, rP r'r \u0026gt; 1-: ^,4 - - SP The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: QlI Ll Z-O IJ 'F/ioo GO I SP The distribution of honors and awards is generally i rofIGCC iVS f the school population. ! EVIDENCE: 4.0 Committees YES YES Y?S NO NO NO 3,3 I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: * _________ YES NO Educational Equity Monitoring Page 5 5.0 __________ ____________ CRITERIA Extracurricular Activities extracurricular program helps to develop ^^edemic/non-academic skills, abilities and SP 5.1 Procedures are evident to assure that students apprised of information regarding various opportunities in extracurricular'activities/ extended educational ' are SP 5.2 6.0 st CIRCLE ONE YES EVIDENCE: programs. 1 Sc 0 u \"T/ q extended educational in extracurricular activities/ -ho \u0026gt; 7--- programs generally reflects the school pouulation. EVIDENCE: 7-1 Student Achievement/Assessment The school staff implements i.., procedures for administration most recent standardized tests. non-discriminatory analysis, and use of the 6.1 When test results are examined, white students\nh YES NO SP/O 6.2 remains stable or black student achievement EX^IDENCE: Goals and evemen of I i increases as mproves. i I YES NO . Si-rategies 3.r\u0026amp; developed and implemented to aecrease ..he achievement differences betwee.n black students and white students measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: I on the following YES NO Educational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: XES ) NO 7.0 Special Education The school staff ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum, EVIDENCE: YES NO 7.3 Facilities are comparable to those of the in general. EVIDENCE: campus YES NO 0 i Pi fico fiA . O 7.4 Classrooms are integrated into the total school environment. EVIDENCE: -YES NOEducational Equity Monitoring  Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: 0 7.6 Current copies of student records in the classroom to monitor the achievement of the individual learner are maintained progress and (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: P 8.0 snd Talented Education The school staff ensures that student olacement and services provided in the Gifted/Talented non-discriminatory. program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: C/I 6.2 Th' teachers have adequate materials to deliver the curriculum. an) equipment I I 1 T 0 8.3 0 8.4 YES / NO YES NO EVIDENCE: I i No YES YES NO NO Facilities are comparable in general. EVIDENCE: o those of the campus I YES NO Classrooms are integrated into the environment. EVIDENCE: total school YES 1 NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: _____________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ___________________ YES NO 9.0 Staff Developmeirt The staff development plan for the school demonstrates commitment to educational equity. \\ SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: 'ing ker\u0026lt;rf) ro i .YES NO SP/I 9.2 Staff development activities in teaching strareg-ies for multicultural curriculum delivery have been provided. EVIDENCE:  ___________________ i i T I ! I YES HO SP/I 9.3, Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management. and positive classroom discipline, etc.). EVIDENCE: !uanr5 sssTem For kMLl5 YES) NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: CIRCLE OKE YES NO Pro k iz-ii-? 10.0 Parental Involvement The school provides ecruitable\u0026lt;^pportunities.-for parental involvement in the diStx-xct/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: cig-5 YESi NO (List in order of \u0026gt; LZ iv't 7 I Ela bu-T iVO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE kode/^'lV,p 'erv rs /V b\u0026lt;2.cu C(So SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: SP 10.5 SchooL-patrons and parents are given an '^opportunit^to actively participate in developing X~the locan~S'chool Improvement Plan/Comprehensive f Outcome Evaluation (COE). k EVIDENCE: our rc'nC- i-S Kc cmc YES NO YES ES YES NO NO NO 15 0 : KZj pgf \u0026gt; /-I J -XU V. r PiJpi' t-iAfii-E- I i n Ct- 1 ticcjcd 'UW t oEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE: ________________________ YES 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: 'p'lO.dnsTt-rgnJl' 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. Ei^IDENCE: Pb.v \u0026lt;^Lu3e\\h\u0026gt;g-S n-lC'j YES NO YES NO 3 Suspension and expulsion rates are generally YES KC representative of the student population. EVIDENCE: yfO\u0026lt;g\u0026lt;ug inTeru'-eutJ SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. YES NO EVIDENCE: cy 7 The'it~ Loci pt-tAC Ldd i\\r cur rntrs rv A I o \u0026lt;3 nd 61 r IV o PiviC Um'i' i i NO  1^ o IgfMdT IfA^ 11.5 Classroom instruction proceeds in an orderly YES ( NO manner. EVIDENCE: ' ICO . 'Tc C VU ftiu 4 tl. ft 15 tip ft lb g s'ft Ci u i I \\\u0026gt;U S 35 131U 7 (C' i v . I ft ft-Educational Equity Monitoring Page 11 0 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s). A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security B_______ B_____ _\u0026amp;___ EVIDENCE: i '1 fiooi'v\u0026gt; T L- Vs f tV I o 12.0 Building Leadership/Management f L\u0026gt;)'' (J In the desegregated setting, the(^principa3^hnust demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: _ 6(3iALS S4$Te\u0026gt;n i PiTricv\n.ecj O O I YES NO fvfe V) AJO non-^  No 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ___________________________________ 12.3 Hallways are orderly. EVIDENCE: _______ 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: YES\u0026gt; NO NO NO.Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE: ________________________ YES NO I/O /SP 12.6 District and school security guidelines are being followed. EVIDENCE: V\u0026gt;Oc'a-S ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: __________________ ur '1'^ YES NO I ! 1April 29, 1996 Sharon Stark Educational Equity Monitoring Garland Incentive School ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I entered the school grounds from the Maple Street entrance. The entrance sign was hidden by an overgrown hedge. After parking I looked for several students and workers to help me locate the main entrance. They said to come in the side entrance and gave me directions to the office. One student offered to accompany me. The confusion comes because their is no main entrance. Apparently it was bricked over, shut up or somehow done away with. When I identified myself and asked where the Bi-Racial Committee was meeting I was informed that there was no one there. Also the principal was at a meeting in New Orleans. The assistant principal was called\nshe was very kind, caring and helpful. I saw her all over the building directing staff and students. The school nurse would like some screening tools for learning problems, ADHD to further aid the children. Also some training in facilitating small groups. The social worker was absent and the parenting center was locked. The first grade bathroom had no toilet paper and no holder for the paper. (I brought this to the attention of the aides and the school nurse.) In interviews, some of the staff is embarrassed at district meetings because of the problems with Garland. If the staff isn't proud of how and where they work, how can they transfer pride and knowledge to the students? I observed many, many teachers and aides raising their voices to a shout to bring the classroom or a single child under control. Children were easily distracted and not on task, environment. Learning does not take place in this kind of After observing outside all classrooms, talking with teachers and staff, and reading the students work on the hallway walls and classrooms, the problem with Garland is very plain and even fixable: lack of leadership skills and perceived lack of leadership skills. As we know the staff turnover rate is totally unacceptable\nthe lack of parent participation is unacceptable and the student achievement rate is unacceptable. We must teach the leadership skills and team building that is needed operate this school effectively. After visiting Garland, the idea of Anne Mangan's staff at Rockefeller developing an operations manual is even more important.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1410","title":"Report: Office of Metropolitan Supervisor","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Metropolitan Supervisor (OMS)"],"dc_date":["1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","School management and organization","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["Report: Office of Metropolitan Supervisor"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1410"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["96 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_895","title":"Report: School monitoring, response from Mable W. Bynum, Assistant Superintendant for Desegregation, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","School principals","School enrollment","School discipline","School buildings","School facilities","Educational planning"],"dcterms_title":["Report: School monitoring, response from Mable W. Bynum, Assistant Superintendant for Desegregation, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/895"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nMemorandum responses from Mable Bynum to James Smith, Superintendent of Schools\nmembers of the District Desegregation Team, District Biracial Committee, and District Board of Education.\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_914","title":"Reports: Dropout statistics, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2007"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","Dropouts"],"dcterms_title":["Reports: Dropout statistics, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/914"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_716","title":"Restructuring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational law and legislation","School improvement programs"],"dcterms_title":["Restructuring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/716"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year?  A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided.  Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day.  Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses.  Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations.  Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers.  School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques.  Additional guidance counseling services provided through expanded staffing.  ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates  Guidance and counseling function of each staff member emphasized.3  On-going process of school based self-assessment continue at each school.  Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be  Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students.  In-school suspension programs operational in all restructured schools.  Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming.  Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a \"quick fix\" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills\nstudy and learning skills\nthinking and reasoning strategies\ntest-taking strategies\nspecial reading strategies such as\nskimming/scanning, improved reading rate, identifying individual reading and learning styles\nand technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled \"AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS\n12 , AND FOR OTHER PURPOSES.\" 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: \"6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to  proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall:  25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests\nthey must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner  22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203\nche plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205\nand the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons.\" 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6\n1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\\j Q.  3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quick fix\" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go \"the extra mile\" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say \"we'll never go back to the old ways.\" They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are \"alive\" and \"growing.\" These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters\" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs\non-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, \"academic acceleration\" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams\" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities\nemployment preparation and job referrals\ntransportation\ntutoring\ncounseling, psychological evaluation or drug and alcohol treatment\nchild protection\nphysical health\nand mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program\nall other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)\noperational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C  Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright\nOver the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available\nhowever, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes  25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class  20 1st Grade - 1 Class  23 2nd Grade - 1 Class  23 3rd Grade - 1 Class  23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes  25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class  20 1st Grade -1 Class  23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes  25 = 50 Kg - 1 Class  20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes  25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class  25 Sth Grade - 1 Class  25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, b  Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet\nBooker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet\nMoving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet\nThe original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet\nChanging Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet\nThe middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES  -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-\npropriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1479","title":"\"School Emergency/Safety Plan Model,\" Department of Pupil Services","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1990-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["431 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_713","title":"School profiles","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation"],"dcterms_title":["School profiles"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/713"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDRAFT LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE SCHOOL: GRADES: PRINCIPAL: ASSISTANT PRINCIPAL(S): 19__ 19Staffing School Enrollment SCHOOL PROFILE TABLE OF CONTENTS PAGE 1 Course Offerings and Levels 2 Course Offerings and Extended Educational Levels - Elementary - Secondary Programs 3 4 School/District 6 Initiated Honors and Awards Committees/Parental 7 Involvement Extracurricular Activities Students Retained 8 9 Staff Development Update - Staff Development Update - Certified Staff Support Staff Staff Development Training - Staff Development Training - Test Results Certified Staff Support Staff 10 11 12 13 15 Student Discipline 16 School Climate 17 Survey Results 18 Annual School Improvement Plan Academic Progress Grant Proposal Special Programs (coe, 19 20 21 22-1- SCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE black MALE FEMALE other MALE FEMALE total TOTAL PERCENT \u0026lt; J -2-* Please 1. 2. 3. Spec use COVRSE OFFERINGS AND LEVELS - SECONnABV GRADE LEVEL * TEACHER Language Arts Mathematics. Social Studies Science S WHITE MALE FEMALE u D E BLACK MALE N T 8 FEMALE OTHER MALE FEMALE T : WHITE E A C H MALE FEMALE black MALE E R 8 FEMALE OTHER MALE FEMALE I I I I I * Please use the following indicators: 1. 2. Advanced Placement EXAMPLE: grade 4 . Honors/Gifted Regular Special Education Resource 10 2 (Honors/ Gifted) Duplicate ferra as needed. -4-( COURSE OFFERINGS AND levels - SECONDARY GRADE LEVEL TEACHER Others W H HALE SI T : T E female 0 B L KALE E N ack female T  other KALE FEMALE T WHITE KALE * Please 1. 2. 3. 4. use the following indicators: Advanced Placement Honors/Gifted Regular Special Education Resource EXAMPLE: Duplicate form as needed. -5- E R female grade 20 2 BLACK MALE female  OTHER MALE female I i I I I I i (Honors/ Gifted) EXTENDED EDUCATIONAL PROGRAMS -PROGRAM WHITE MALE FEMALE black MALE FEMALE OTHER MALE Governor's School FEMALE AEGIS* Program Boys'/Girls' state Alternative School Summer School Summer School fMPTl *Academic Enrichment for the Gifted in the Summer -6-SCHOOL/DISTRICT INITIATED HONORS AND AWARDS (List ALL Honors and Awards-be specific) AWARD WHITE MALE FEMALE black MALE FEMALE OTHER MALE FEMALE (Attach additional sheets if necessary.) -7-ZiCTIVITY O-E. CLUB w M. JtALE _____MJL : T E FEMALE -M B ERB H I __D LACK HALE FEMALE OTHER MALE FEMALE ( PtlRACTRRICUlAR ACTTVITIES II H T E SPOWBORS MALE FEMALE black MALE FEMALE other MALE female W H MALE T E female black PQSITIOKS MALE FEMALE OTHER MALE I female' \\ I I I--- I I I -I--------- _____i I Duplicate as needed. -9-STAFF DEVELOPMENT UPDATE (To include CERTIFIED teachers and administrators.) NUMBER OF STAFF COMPLETING TRAINING RELATED TO EQUITY MULTICULTURAL CURRICULUM DELIVERY STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Math High Scope Computer PROGRAM FOR EFFECTIVE TEACHING 1 cycle 2 cycles 3 cycles DISCIPLINE MANAGEMENT Assertive Discipline Classroom Management STUDENT INVOLVEMENT IN EXTRACURRICULAR PARENT/TEACHER CONFERENCES **EMPLOYMENT PRACTICES ***CROSS-CULTURAL COUNSELING OTHER TRAINING (SPECIFY) ACTIVITIES ** This particular category should who are administrators only. be answered by school staff members ***This particular category should who are counselors. be answered by school staff members -11-STAFF DEVELOPMENT UPDATE (To include SUPPORT PERSONNEL.) NUMBER OF STAFF COMPLETING '' TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT I STUDENT INVOLVEMENT IN ACTIVITIES EXTRACURRICULAR PARENT/COMMUNITY RELATIONS OTHER TRAINING -12-VI. STAFF DEVELOPS tT TRAINING NUMBER OF CERTIFIED STAFF ( AREAS training RELATED to EQUITY Racism in the Desegregation Seuing Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication Identify Staff Development Trainers MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Assessment Curriculum Infusement DATES Black ADMIMSTRATORS male White Other JIack FEMALE White Other Black CURRENT YEAR ACTIVITIES ALL OTHER CERTIFIED STAFF AIALF. White TOTAL Other Black fEMALE, __WhJls_ Other Peer Tutoring Cross Age Tutoring English as Second Language (If applicable) Identify Staff Development Trainers CLASSROOM MANAGEMENT Identify Staff Development Trainen -13- AREAS DISCIPLINE MANAGEMENT Identify Staff Development Trainers STUDENT INVOLVEMENT IN extracurricular ACTIVITIES Idoitify Staff Development Trainers PARENT,TEACHER CONTERENCES Idottify Staff Development Trainers EMPLOYMENT PRACTICES Recruitment Aaivities Assignment of Staff Other (Specify) Idortify Stiff Development Trainers CROSSCLLTLRAL COLNSELING Advisement Effective Models/Approaches Counseling Identify Staff Development Trainers OTHER TRAINING (SPECIFY) Identify Staff Development Trainen 0 le answere 1  I STAFF DEVELOPA )T TRAINING NUMBER OF CER l IFIED STAFF page: ( DATES Black \u0026gt;y administrators only. ADMINISTRATORS male White Other FEMALE While Other Black The 0 e answero' -14_ ALL OTHER CERTIFIED STAFF male. White TOTAL Other JSlask FEMAL WhlU Other ly counselors only.STAFF DEVELOPMENT TRAINING NUMBER OF NON-CERTIFIED STAFF CURRENT YEAR ACTIVITIES AREAS DATES STAFF training related to equity Racism in the Desegregation Setting Prejudice Reduction Black male White Other female Black White Other TOTAL Human Relations Inlerpcnonal Cross-Cuhural Cominunicaiion Idcniify Staff Development Trainers DISCIPLINE MANAGEMENT Referral Process and Procedures Criteria Identify Staff Development Trainers STt'DENT INVOLVEMENT IN EXTRACVRRICVLAR ACTIVITIES (If Applicable) Identify Staff Development Trainers PARENT/CO.MMUMTY RELATIONS Identify Staff Development Triinen OTHER TRAINING (Specify) Identic Staff Development Tiainen -15-CURRENT STUDENT DISCIPLINE REPORT (Please insert after this page.) -17-SCHOOL CLIMATE SURVEY RESULTS (Please insert after this page.) -18-COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RESULTS (If applicable, please insert after this page.) -19-ANNUAL SCHOOL IMPROVEMENT PLAN (Please insert after this page.) -20-ACADEMIC PROGRESS GRANT PROPOSAL (Please insert after this page.) -21-SPECIAL PROGRAMS CBI NGA 4-YEAR-OLD EARLY CHILDHOOD NEW FUTURES OTHERS: (Please list.) (Please insert infonnation on any applicable special programs after this page.) -22-'pro /!  // bk\u0026gt;rn-.I Little Rock School District OFFICE OF THE SUPERINTENDENT November 1, 1993 RECEIVED NOV 0 1 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham Street, Suite 510 Office of Oessgi aiij.'i Little Rock, AR 72201 'e: School Profiles Dear Mrs irown: Enclosed please find copies of the Little Rock School District school profiles for all schools in the District. As you review the document, you will find that the information from the Special Services Department has not been computer programming requirements. included. due to technical That information must be sent to you under separate cover. I anticipate that this information can be supplied by Wednesday, November 3. Thank you for your attention to this matter. Sincerely, Henry P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000 Little Rock School District March 21, 1994 RECEIVED MAR 2 1 1994 Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage Building - West 201 E. Markham, Suite 510 Little Rock, AR 72201 Office of Desegregation Monitoring Dear Ms. Brown\nDuring a review of the School Profiles which were produced for the second semester monitoring report, it became clear that there might be a possibility of incorrect interpretation of the staffing information included in the reports submitted last fall. The computer program which generates the information counted every individual holding a unique position in the school. This method of calculation caused us to count some employees in the same school multiple times thus possibly causing the reported racial balances to be in error. This method of calculation has been altered in the new set of reports which are being submitted at this time. This change will become apparent when you compare staffing information for this semester with last semester. We feel, though, that this alteration in the program will more accurately reflect the true staffing picture in the schools. If you have any questions, please feel free to call. Sincerely, Dr. Robert Glowers, Director Planning, Research and Evaluation cc: Dr. Henry Williams, Superintendent Estelle Matthis, Deputy Superintendent Jerry Malone, LRSD Attorney John Walker, Attorney 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 I L TO: FROM: RE: DATE: LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Ms. Estelle Matthis, Deputy Superintendent Dr. Russell Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy RECE5V~ NOV 31994 Office of Desegregation Menijgnfig Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Dr. Richard Hurley, Director of Human Resources i/Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney . Robert Glowers, Director School Profiles November 2, 1994 Enclosed are the school profiles for the fall 1994-95 term. Chapter 1 information is not available as of the time the attached profiles were run. Other information reflected in the school profiles is current as provided by the principals and various district databases. If you have any questions regarding this data, please contact Dr. Paul Smith at 324-2120. RLC:it Enclosures cc: Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEIVE' TO\nMs. Estelle Matthis, Deputy Superintendent Dr. Russell Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy FROM RE: DATE: FEB 1 7 1995 Office of Desegregation Moriiibimg Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Mr. Dennis Snider, Assistant Superintendent, Secondary Dr. Richard Hurley, Director of Human Resources y Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney \u0026gt;T)r. Robert Glowers, Director School Profiles February 20, 1995 Enclosed are the school profiles for the spring 1994-95 term. Chapter 1 information for secondary schools is not available as of the time the attached profiles were run. When Chapter 1 data becomes available for secondary schools it will be provided to you. Other information reflected in the school profiles is current as provided by the principals and various district databases. If you have any questions regarding this data, please contact Dr. Paul Smith at 324-2120. RLC:pjs Enclosures cc\nDr. Henry P. Williams SchoPr l.Doc LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT \" U It kisz ^23 J .' Date: September 14, 1995 it To: Principals From: Dr. Ed Jackson, Director Planning, Research and Evaluati SEP 1 5 159 / / 2 Cffxe of Oesegi Subj: School Profile Input Data and Request for Other Information Deadline for Data Input: October 6, 1995 The LRSD Desegregation Plan mandates that each school annually develop a school profile, the purpose of which is to ...provide an overview of a schools success or its impact on students so that changes and/or interventions can take place as needed (Goal VII, No. 5, p.4O). In an effort to assist you in the development of a school profile, a copy of each of the following items is enclosed with this memorandum:  Educational Equity Monitoring Instrument  Effectiveness Indicators for the Education Equity (EE) Monitoring Instrument * Educational Equity Monitoring Standard Operating Procedures (SOP) * Instructions for Completing the School Profile * Data Entry Instructions for the School Profile Entry Screens After reviewing this material, please share the information related to the program monitoring process with the faculty at your school. Several items on the monitoring checklist indicate that requested information is contained in the School Profile (SP). However, it will be necessary for you to provide written responses to some of these items and house them with the profile. At least one week before the monitoring visit, please forward to PRE a copy of the responses to the items listed below: 1.4, 3.2, 3.3, 5.1, 7.1,8.1,10.5, 10.6 and 11.4 Additionally, please have available the School Improvement Plan and/or COE study/update, current Discipline Management Report, and the School Security Plan. Please complete the attached form on Title 1 Mathematics and Reading students by race/gender and send it to PRE with the numbered items above. If you have questions, please contact Dr. Paul J. Smith in the PRE office at 324-2120. For technical assistance, please contact Helen McCraw or Bob Connolly in Information Services at 324-2055. Your prompt attention and cooperation will be appreciated. Encl: (6) cc: Dr. Henry P. Williams Mrs. Ann S. Brown, Director of Office of Desegregation Monitoring Dr. C. Russell Mayo, Associate Superintendent for Desegregation Mrs. Margaret Gremillion, Assistant Superintendent, Elementary Mrs. Sadie Mitchell, Assistant Superintendent, Elementary Dr. Victor Anderson, Assistant Superintendent, SecondaryTITLE 1 Mathematics and Reading Students :3 by Race/Gender Total Membership Sr? I 5 J995 Office of 'JI ue\n^iey.n,n ..cnaOfii,ij School: WHITE BLACK TOTAL ACTIVITY GRAND TOTAL % BLACK M F M F M F Mathematics Reading TOTAL On this Title 1 form, please add other students to the white category. The following school-wide Title 1 buildings do not need to complete this form: Garland, Rightsell, Rockefeller, Watson and WoodruffJ 3c? 1 1595 Office Cl Dsss!y '3a\nc?i .icnuoniig LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key: I = Interview O Observe SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL\nGRADE LEVEL(s)\nDATE\nPRINCIPAL\nNUMBER OF CLASSES VISITED\nMONITOR(S)\nObservers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA 1.0 Equitable Placement bv Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. CIRCLE ONE SP 1.1 The composition of the school staff ensures that students have access to, and contact with, i varied staff of certified and non-certified personnel. EVIDENCE\nYES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE\nYES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE\nYES NO aEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE\n________________________ YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. Rm# Nvimber of students Rm#___Number of students Rm#___Number of students Rm#___Number of students Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ___ _______________________________ YES NO O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner (i.e. grade books, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE:_______________________________ YES NO 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: ______________________________________ YES NO Educational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: YES NO O O 0 O/I I 2.5 2.6 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: There is a display of student work. EVIDENCE: Multicultural objectives of the curriculum guides are taught. EVIDENCE: The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: YES YES YES YES YES NO NO NO NO NOEducational Equity Monitoring Page 4 ____________________________CRITERIA____________ 3.0 School/District Initiated Honors and Awards CIRCLE ONE The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE: YES NO SP 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO SP 3.4 The distribution of honors and awards is generally reflective of the school population. EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: YES NOEducational Equity Monitoring Page 5 CRITERIA 5.0 Extracurricular Activities The school's extracurricular program helps to develop important academic/non-academic skills, abilities and interests. SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational programs. EVIDENCE: ________________________________________ SP 5.2 Participation in extracurricular activities/ extended educational programs generally reflects the school population. EVIDENCE: ___ _________________________________ 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of the most recent standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. EVIDENCE\n______________________________ SP/0 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black students and white students on the following measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE\nCIRCLE ONE YES  YES YES YES NO NO NO NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: ______ YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: YES NO 7.0 Special Education The school staff ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 0 7.3 Facilities are comparable to those of the campus in general. EVIDENCE: ______.________________________ YES NO 0 7.4 Classrooms are integrated into the total school environment. EVIDENCE: _____________________________________ YES NOEducational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: YES NO O 7.6 Current copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: YES NO 8.0 Gifted and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented program are non~discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted ^nd talented are evident. EVIDENCE: YES NO O/I 8.2 The teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 0 8.3 Facilities are comparable to those of the campus in general. EVIDENCE: r YES NO 0 8.4 Classrooms are integrated into the total school environment. EVIDENCE: YES NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE\n________________________________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ________________________________________ YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: ____________________ YES NO SP/I 9.2 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided. EVIDENCE: ___________ ________________________ YES NO SP/I 9.3 Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: __________________ YES NOEducational Equity Monitoring Page 9 SP/I 9.4 CRITERIA CIRCLE ONE Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _______________________________________ YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. (List in order of effectiveness.) EVIDENCE: _____________________________ YES NO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: ___ _______ YES NO I 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: ______________________ YES NO SP 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: ________________________________________ YES NOEducational Equity Monitoring Page 10 ____________________________CRITERIA__________________________ SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE\n___________________________________ CIRCLE ONE YES NO 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Infonnation, including the staff's expectation for student conduct, in the foirm of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE\nYES NO I 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE\n_________________________________ YES NO SP 11.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE\nYES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE\n______________________________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE\n___________________________________ YES NOEducational Equity Monitoring Page 11 0 ______________________CRITERIA________________ 11.6 How visible are the following persons in CIRCLE ONE directing/controlling students? the following for each person(s). Indicate one of A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: ____________________ 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/0 12.1 The school has a clear, concise, well-written statement of specific\"improvement goals. EVIDENCE: ____________________________________ YES NO 0 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ____________________________________ YES NO O 12.3 Hallways are orderly. EVIDENCE: _____ YES NO I 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: ___________________________________ YES NOEducational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE\n______________________________________ YES NO I/O 12.6 District and school security guidelines are YES NO /SP being followed. EVIDENCE\nADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT\n______________________________________________EFFECTIVENESS INDICATORS FOR THE EDUCATIONAL EQUITY (EE) MONITORING INSTRUMENT 1.0 EQUITABLE PIACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS Sc? 1 - 1995 RATIONALE: Office cf Desegregaiicn . Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs . Aids in the socialization of students Enhances cultural pluralism Racial isolation does not support the idea of pluralism on which this country is based GENERAL DESCRIPTION: . Racially balanced (at least 25 percent black) certified and (at least 25 percent white) non-certified staff reflects appropriate percentage . Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, and grade level . School enrollment to be within the appropriate racial range for 1994-1995 school year. This information is available after October 1, 1994, following a districtwide census. . Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plan to eliminate one-race classes, if one-race classes identified are Class enrollments comply with state standards . Strategies to increase the number of minority students in upper level courses/class groupsEffectiveness Indicators Page 2 2.0 CURRICULUM RATIONALE\nThat element in the school environment through which students gain knowledge and information . Provides the opportunity for students to develop a sensitivity for and acceptance of differences Staff has high expectations that all students will achieve GENERAL DESCRIPTION\nImplementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrate use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS RATIONALE\nEnhance the total well-being of the learner academically, socially, and psychologically Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesivenessEffectiveness Indicators Page 3 GENERAL DESCRIPTION\nA variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month. National Honor Society, honors assembly programs, contin- iuous curriculum development 4.0 COMMITTEES RATIONALE\nDiversified parent and staff participation which strengthens commitment to the school and its goals Diversified membership to assure a wide range of perspectives and creative problem solving GENERAL DESCRIPTION\nRacial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population 5.0 EXTRACURRICULAR ACTIVITIES RATIONALE\nProvide opportunities for development of self-concept, self-esteem, leadership skills, and socialization skills in a multi-ethnic social environment Help to develop important academic/non-academic skills, abilities and interests GENERAL DESCRIPTION\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sexEffectiveness Indicators Page 4 . Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities 6.0 STUDENT ACHIEVEMENT/ASSESSMENT RATIONALE\n. Provides an assessment of the outcomes of teaching/learning based on disaggregation of data by race and gender Offers an opportunity to determine the success of district goals . Provides an assessment for student program/course placement Complies with requirements set by the Arkansas Legislature Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\nAll students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents . Strategies to close the disparity in test scores among identifiable groups 7.0 SPECIAL EDUCATION RATIONALE\nServes a vital function in meeting the special needs of students who, because of physical or mental characteristics, require particular educational servicesEffectiveness Indicators Page 5 Ensures equitable treatment based on race/gender through appropriate assessment, diagnosis, and placement procedures GENERAL DESCRIPTION\nClear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served 8.0 GIFTED AND TALENTED EDUCATION RATIONALE\n. Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment, and well-defined criteria for giftedness for equitable placement in gifted/ talented programs GENERAL DESCRIPTION\nStudents identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessaryEffectiveness Indicators Page 6 Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class  Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\nA staff development plan that demonstrates commitment to educational equity by providing appropriate training in\ngeneral knowledge of educational equity equitable staffing practices strategies for teaching the multicultural curriculum strategies to enhance student achievement Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION\n. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum 10.0 PARENTAL INVOLVEMENT RATIONALE\nSeeks the involvement of parents with all subgroups represented Emphasizes the positive impact that parental involvement has on student learningEffectiveness Indicators Page 7 Participation of identifiable groups and selected communities of parents Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participate GENERAL DESCRIPTION\nDocumentation of school-home communication and contact . Documented evidence showing how all identifiable groups of parents have been actively solicited . When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups . Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups . Documentation of parental involvement in writing the school plans 11.0 STUDENT DISCIPLINE RATIONALE\nInvolves effective classroom management Helps students to take responsibility for their actions and to act in socially appropriate ways GENERAL DESCRIPTION\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEffectiveness Indicators Page 8 . Teachers receiving staff development and training to become effective in discipline management and classroom management more . Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students . Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained . School staff very active and visible in directing/controlling students 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE\n. Principal's strong commitment to educational equity Demonstrates that education is valued for all parents, students and staff Accepts responsibility for clear management of administrative tasks Articulates how business is to be conducted on the campus Assumes a pro-active (not reactive) role Demonstrates visible leadership GENERAL DESCRIPTION\nClear, concise and well-written improvement goals for equity . Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum . Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs individual/group counseling . A system to receive information from fonner students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees, and visitorsI r EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) SEP 1 1595 Office of Desggrsgaiion fviomtonng Monitoring_.activities-Will..be-coordinated by.the Planning, Research, and Evaluation (PRE) staff with the assistance of the building principal. During the site visits team members will wear identification badges. 1.0 PRE-CONFERENCE When the monitoring team arrives at a school, a pre-conference will be held with the principal, following points usually will be discussed during the pre-conference visit. The 1.1 UNUSUAL EVENTS - The principal should share with the team any unusual events that might be occurring at school during the time of the monitoring visit. 1.2 LIST OF TEACHERS - The principal should provide the monitoring team with a list of teachers by name, room number, and grade level. 1.3 SUBSTITUTE TEACHERS - The monitors will need to know in which rooms substitute teachers are assigned on that day. 1.4 PROGRAM HIGHLIGHTS - This pre-conference will provide the principal an opportunity to share with the team any highlights or outstanding activities which may be occurring during the site visit. 1.5 PRIVATE MEETING AREA - The principal will need to provide a room with privacy for the team so that\nrandom sample of teachers can be selected to be monitored. a 1.6 1.5.1 This room might also be used by the team to reach and write the team consensus at the conclusion of the monitoring visit. - SCHOOL PROFILE  A completed School Profile should be available for the team to review. The School Profile should be completed according to directions from the PRE Department.EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) Page 2 2.0 EDUCATIONAL EQUITY MONITORING The educational equity monitoring will not include evaluation. personnel 2.1 ANONYMITY - The staff members who will be visited will not be identified. 2.2 MONITORING IN CLASSROOMS - The monitoring team members will enter the classrooms and monitor the programs with as little disruption of the educational process as possible. 2.3 TEACHER ORIENTATION - The principal should discuss the monitoring process with the teachers. The following should be included in the discussion and meeting. 2.3.1 CHECKLIST - The principal should provide the teachers with a copy of the monitoring checklist(s). 2.3.2 TOCHER TIME - Teachers should allow a few minutes to respond verbally to the monitors about some items on the monitoring checklist. The monitors will probably not have time to wait until the teacher's break time. 2.3.3 INSTRUCTION - Teachers should not stop the teaching process when the monitor enters the room, but at the first convenient stopping point, they should take time to answer the monitor's questions. 2.3.4 SAMPLE OF STUDENTS  The monitors may ask a sample of students a few questions during the monitoring visit. 2.3.5 RECORDS  If the student records are displayed in a prominent place in the classroom,.the monitor will be able to the records with minimum disruption to instruction. assess 2.3.6 SITE VISITS - Two monitoring visits will be conducted during the school year.EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) Page 3 3.0 TEAM CONSENSUS making an appropriate number of classroom visits mnni t.t-5 1 i ______* monitors-will-meet-and-compile-the-team the 4.0 EXIT CONFERENCE consensus. If The team consensus will be shared with the principal or their designee during an exit conference at the school, if no conference is held, the principal will need to telephone the appropriate PRE specialist for a phone conference as soon as possible. 4.1 PRINCIPAL COMMENTS - At this time the principal will be provided the opportunity to make comments about the findings to clarify issues and make the report more accurate. 5.0 WRITTEN REPORTS A copy of each consensus report is sent to each school. PRE staff writes a districtwide summary report at the The conclusion of each semester. 5.1 The Associate Superintendent for Desegregation request corrective action, if necessary. may 5.2 SHARE REPORTS - The principal should share the consensus monitoring reports with the school staff so that the reports may be used to continually improve the plan implementation. soLITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation SEP 1 b 1995 INSTRUCTIONS FOR COMPLETING SCHOOL PROFTT P DATE DUE: October 6, 1995 Office of Desegregaiicfl Momii. The process for completing the school profile involves: 1. Data entry at the school site into the AS/400 on an ongoing basis 2. Data provided by central office departments 3. Data entry at the school site using the LRSD School Profile Menu 4. Written narrative statements and additional information provided by the building principal The instructions which follow pertain only to items on the monitoring instrument which require direct data entry via the School Profile Menu (SPM) and ones which necessitate written narratives/additional information. Technical instructions for data entry, provided by the Information Services Department, are attached. Items requiring data entry using the School Profile Menu: 3.1 Variety of honors and awards List honors and awards that are provided at the school, e.g., A Honor Roll, B Honor Roll, Citizenship Honor Roll, service, music, art, and athletic awards. (Menu Items 4 and 5, SPM) 3.4 Distribution of honors and awards Provide data at the end of each semester. (Menu Items 4 and 5, SPM) 4.1 Committees Complete as indicated. (Menu Items 6 and 7, SPM) 5.2 Extracurricular activities/extended educational programs Complete as indicated. (Menu Items 2 and 3, SPM) 9.1 -9.3 Staff Development Complete the Prior to 95-96 column. Current year activities should be updated on an on-going basis. (Menu Items 8-11, SPM)Page 2 School Profile In addition to the foregoing items, please provide the information requested in Menu Item 1, \"Staff Assignment for Advanced Placement/Honors/GT, II of the School Profile Menu. Items requiring narrative answers or additional types of information: 1.4 Disproportionate class/course enrollments Provide a written copy of strategies requested, if such strategies needed. 3.2 Procedures and requirements governing honors/awards Provide a copy of the written procedures, ones which are distributed to staff, students, and parents, governing honors and awards. 3.3 Evaluation of honors/awards Include a' statement concerning the process used to evaluate honors/awards as requested in this item. 5.1 Apprisal of students concerning extracurricular activities/extended educational programs Include a statement describing the procedures used to apprise students of information regarding extracurricular activities/extended educational programs. 6.2 Goals and strategies relative to achievement Include a copy of the School Improvement Plan/ COE Study/COE Update, whichever is applicable. 7.1 Special Education assignment If assignment to special education classes is disproportionate, provide strategies used to eliminate the disproportionality. 8.1 Gifted and Talented Education Same as Number 7.1 above, but relative to G/TPage 3 School Profile 10.3 Documentation recrardinq the remedial process Documentation requested should be on file in the appropriate place at the school. 10.5 Parental Involvement/School Improvement Plan Documentation of the above involvement. Parent signatures are one example of such documentation. 10.6 P.T.A. seminars Agenda from the meeting, notice sent home concerning the above, etc. 11.3 11.4 Suspension/expulsion rates Provide the current copy of the Discipline Management Report. Strategies regarding discipline sanctions Include a copy of the strategies requested, if needed. 12.1 Improvement goals Include requested statement. 12.6 See 6.2. District and school security guidelines Include a copy of the school's security plan.- Little Rock School Profile Technical Instructions - Page 1 I Data Entry Instructions for the School Profile Entry Screens SEP 1 - 1993 - Before you start - Office ot Desesregsiion Mcniioring In order to understand the documentation that follows, it is important that you know how to find certain keys that we will be referring to on your computer keyboard. In order to do this, you first have to know whether you are accessing the AS/400 computer through a PC or a Terminal. The discussion in the box below addresses this issue. If you already know the answer to this question, you may skip to the next section. Are You Accessing the AS/400 through a PC or a Terminal? You are using a PC i You do not have an \u0026lt;F24\u0026gt; key (the highest F key on a PC is \u0026lt;F12\u0026gt;). You do have a 3 1/2 inch wide horizontal slot on the fi-ont of the PC in which to enter a diskette. ' You are using a Terminal if\nYou do have an \u0026lt;F24\u0026gt; key. The \u0026lt;F24\u0026gt; is one of 24 F keys or function keys at the top of your keyboard on a terminal. You do not have a 3 1/2 inch wide horizontal slot on the fi-ont of your PC in which to enter a diskette. Table J Once you have determined which type of device you are using to access the AS/400 (a PC or Terminal), study the keys discussed below in Table 2. Be sure that you can find these keys on your keyboard before proceeding further. Key Name: \u0026lt;ENTER/CTRL\u0026gt; key Location, on PC Use the lower right hand Ctrl key for an enter key. \u0026lt;TAB\u0026gt; key \u0026lt;BACKTAB\u0026gt; key \u0026lt;NEXT PAGE\u0026gt; key Labeled Tab\u0026gt;1  and can be found on the left side of the keyboard. While holding the Shift key ft press theTab ! key found on the left side of the keyboard. Labeled Page Down and can be found to the left of the number keypad. Location on Terminal Labeled Enter and can be found directly under the ft (Shift) key in the lower right hand comer of the alpha key section of the keyboard. Labeled \u0026gt;1  and can be found on the left side of the keyboard. \u0026lt;PREVIOUS PAGE\u0026gt;key L/abeled Page Up and can be found to the left of the number keypad. Labeled  !\u0026lt; and can be found near the upper right side of the keyboard. While holding the Shift key ft press the Roll? key found at the bottom near the right on your keyboard While holding the Shift key ft press theRollT key found at the bottom near the right on your keyboard Table 2 R.Conno!ly- Little Rock School Profile Technical Instructions - Page 2 - If all else fails: \u0026lt;F3\u0026gt; to exit - The following pages contain a set of detailed instructions on how to navigate through the School Profile Entry Screens and to enter necessary data from your school for the School Profile Report. We have taken great care to insure these instructions are accurate and clear. Nevertheless, we realize that, for any number of reasons, you might get stuck or end up looking at a screen that does not look anything like what the instructions tell you to expect If this happens, you can always call Information Services for assistance. There is one thing that you can try first Once you get into a School Entry Screen, no matter where you are in the program, you can always exit the program and go back to the menu by simply pushing the \u0026lt;F3\u0026gt; key found near the top of your keyboard. Once you get back to the menu you can move quickly back through whatever instructions that you have already read by following the instructions printed in bold letters. - Bringing up the screen - To enter information on any School Profile Screen: Select the LITTLE ROCK SCHOOL PROFILE MENU (option #14) off the STUDENT MANAGEMENT MAIN MENU. Your screen should now look like this: MENU LSM610: LITTLE ROCK SCHOOL PROFILE MENU 1. 2 . 3 . 4 . 5 . 6 . 7 . 8 . 9 . 10 . 11. 12 . Staff Assignment for Adv. Placement/Honors/GT Extracurricular/Ext. Ed. - Total Membership . Extracurricular/Ext. Ed. - Adult Sponsors . . Schoolwide Student Honors/Awards - Schoolwide Student Honors/Awards - 1st Sem. .. 2nd Sem. . School Committees/Parental Involv. - Employee School Committees/Parental Involv. Parents 89 . 90 . Staff Staff Staff Staff Development - Development - Development - Development - LRSD School Profile Educational Equity . . . Multicultural Curriculum Discipline/Classrm Mgmt . Other Staff Dev. Activity Reports ................. SPHONORC SPEXTRAIC SPEXTRA2C SPHSEMIC SPHSEM2C SPSCOMMIC SPSCOMM2C SPSTFDVIC SPSTFDV2C SPSTFDV3C SPSTFDV4C SCHPROC Change Assignment Exit ACS Option or Menu Item Flashing cursor appears here Select the menu item for the panicular screen on which you wish to enter information. We will use item #2: Extracurricular/Ext. Ed. - Total Membership as an example. The screens all work in much the same way so that by learning how to do this example, you will know how to enter information in any of the other screens. Type the number 2 then press \u0026lt;ENTER/CTRL\u0026gt;. [r. Connolly - Little Rock School Profile Technical Instructions - Page 3 Your screen should now look like this: MODE: F ACTION: EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT : SCHOOL: ACTIVITY WHITE M F BLACK OTHER M F % : BLACK TOTAL F3=Exit Flashing cursor appears here F12=Cancel M  F : TOT - Entering your schools ID - Type LRS in the box (which we call a field) labeled DISTRICT. Notice that when you fill a field with characters, the cursor automatically jumps to the next field. The cursor is now flashing in the box labeled SCHOOL. Type your school number in this box. Be sure to type your school number as a three digit number with leading zero(s). For the remainder of these instructions we will use School #1 as an example. We will enter our school number as 001. Press \u0026lt;ENTER/CTRL\u0026gt;. |R.Connolly I- Little Rock School Profile Technical Instructions - Page 4 Your screen should now look something like this (note: your screen may show different Activities than the ones listed in the example below): MODE: F ACTION: F EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 Al TVITY Flashing cursor appears here :iTE F BLACK M ] OTHER M : TOT V\nBLACK 'potball Drin Team Cheerleaders Student Govt TOTAL F3=Exit F12=Cancel ot Ot OV Ot 0% Ot F 1 2 3 4 S laiLS. 0 0 0 0 0 0 0 0 0 0 0 0 -Entering your data - The screen consists of five (5) lines which are numbered in the left hand column of the screen. Each line is broken up into fields (designated by the underlines). To enter data in a field, you must first move the cursor to that field. To move the cursor to the next field, press the \u0026lt;TAB\u0026gt; key. To move the cursor back to a previous field, press the \u0026lt;BACKTAB\u0026gt; key. Go ahead and enter your data at this time. Notice that the cursor will not stop on the TOT or %BLACK columns. The same is true of the TOTAL row (at the bottom of the screen). These are areas that will later reflect summary information about the data that you are entering. The information in these areas will not change at the time you are entering data. In order for the summary information to reflect the figures that you have entered, you must completely exit the screen and then come back into the screen. Notice also that we have left the ACTIVITY descriptions that were used for your school last year. If you wish to change any of these descriptions, just type over top of them. If you wish to eliminate a description, just type over it using the space bar and ignore that line. - Saving your changes - This screen allows you to enter five (5) lines of data at a time. We call these five lines a page because they are like looking at one page in a book. There are up to 30 lines available for entering data in this particular screen. Before you move to a new page (of 5 more lines), you must first permanently save the data that you have just entered oh this page. R.Cotinolly- Lillie Rock School Profile Technical Instructions - Page 5 To save the data you have just entered, you must press the \u0026lt;ENTER7CTRL\u0026gt; key. Note: if you do not press the enter key after entering new data, the new data will not be permanently saved in the computer. For example, if you press the \u0026lt;F3\u0026gt; key to exit this screen without having first pressed the \u0026lt;ENTER/CTRL\u0026gt; key, then when you come back into the screen it will not reflect any changes or data that you have entered. It will look exactly the way that it did before you entered your changes. If you have entered data on all five lines of the first page, then when you press the \u0026lt;ENTER/CTRL\u0026gt; key, your data will be permanently saved and a new page (consisting of the next five lines) will appear on the screen. If you did not enter new data in any lines at the bottom of the first page, then those lines will appear at the top of the next page after you press the \u0026lt;ENTER/CTRL\u0026gt; key. For example, if you did not enter any new data in lines 3, 4, and 5 on the first page, then when you press the \u0026lt;ENTER/CTRL\u0026gt; key you will see lines 3 to 7 on the next page instead of lines 6 to 10. If this is confusing, do not worry about it, just understand that pressing the \u0026lt;ENTER/CTRL\u0026gt; key will not always cause the screen to advance a full five lines. Assuming that you entered dau in all five lines of the previous page and pressed the \u0026lt;ENTER/CTRL\u0026gt; key, your screen should now look something like this (note: the ACTIVITY names may be different for your school): MODE: F ACTION\nEXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 10 ACTIVITY WHITE M BLACK M  OTHER M J : TOT : % : BLACK FCS German Club Int1 Club TARS CCE 0% 0% 0% 0% 0% F F F 6 7 8 9 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 0% F3=Exit F12=Cancel Notice that the item numbers on the left hand side now go fi-om 6 to 10, instead of going from 1 to 5 like they did on the first page. These item numbers tell you which lines of data you are looking at. At this point you may enter more data as you did on the first page. R.Connolly [- Little Rock School Profile Technical Instructions - Page 6 - Moving between pages - If you wish to move back to a previous page you may do so using the \u0026lt;PREV1OUS PAGE\u0026gt; key. If you need to move to a later page you may do so by pushing the \u0026lt;NEXT PAGE\u0026gt; key as many times as is necessary. If you need help locating the previous or next page keys check Table 2 at the beginning of this document. WARNING!!!! If you enter new data on a page, be sure to press the \u0026lt;ENTER/CTRL\u0026gt; key before you move to another page. If you enter new data on a pag4 and then press the \u0026lt;NEXT PAGE\u0026gt; or \u0026lt;PREVIOUS PAGE\u0026gt; key before you press the \u0026lt;ENTER/CTRL\u0026gt; key, you will lose the new data that you entered on that page. Unfortunately, the computer will not warn you about this when you go to do it, therefore we are warning you now! - Exiting the Program - As we mentioned earlier, you can press the \u0026lt;F3\u0026gt; key to exit back to the menu at any point. This concludes our discussion of item #2\nExtracurricular/Ext. Ed. - Total Membership. If you have any questions, please call us at Information Services: 324-2055. I R-Connoliy- Little Rock School Profile Technical Instructions - Page 7 School Profile Entry Screens The follow pages show each of the School Profile Entry Screens. We will not give detailed entry instructions for every screen. The detailed instructions that we have just given in the preceding example should enable you to enter data in any of the other screens, because, as we noted earlier, the screens behave very similarly. We have tried to point out the unique features of each of the screens in the notes that follow. If you are still having difficulty after reading these notes, please call Information Services for help. 1. Staff Assignment for Adv. Placement/Honors/GT - This screen should only be filled in by the Secondary Schools. There are only five lines available for entry in this particular screen. Therefore, this screen docs not require any paging. However, if you do not enter new data in any lines at the bottom of the screen, those lines will appear at the top of the next page after you press the \u0026lt;ENTER/CTRL\u0026gt; key (as with any of the screens). If you were finished entering data at that point, then just press the \u0026lt;F3\u0026gt; key and it will take you back to the menu. Also note that on this screen the descriptions (Academic Area) are fixed and cannot be changed. MODE: F ACTION: STAFF ASSIGNMENT FOR AP/HONORS/GIFTED/ENRICHED Secondary Only DISTRICT: LRS SCHOOL\n001 ACADEMIC AREA WHITE M F BLACK M F OTHER M F : TOT : % : BLACK English Math Science Social Studies Foreign Language TOTAL F3=Exit F12=Cancel 0% 0% 0% 0% 0% 0% 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 I R.Connoii7- Little Rock School Profile Technical Instructions - Page 8 2. Extracurricular/Ext. Ed. - Total Membership - This screen was discussed in detail earlier and is pictured again here for your convenience. MODE: F ACTION\nEXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 ACTIVITY WHITE M F BLACK M F OTHER M F 1 : BLACK : TOT Football Drill Team Cheerleaders Student Govt TAILS TOTAL F3=Exit F12=Cancel OV Ot 0% Ot 0% 1 2 3 4 5 1 1 2 0 0 0 0 0 1 0 1 0 0 2 Oi 3. Extracurricular/Ext. Ed. - Adult Sponsors - This screen is nearly identical to the previous screen except for the fact that it deals with Adult Sponsors instead qf Total Membership. MODE: F ACTION: EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS ADULT SPONSORS DISTRICT: LRS SCHOOL: 001 ACTIVITY WHITE M F BLACK M F OTHER M F : TOT 1 : BLACK Football Drill Team Cheerleaders Student Govt TAILS TOTAL F3=Exie F12=Cancel ot 01 01 01 01 01 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 R-Connoilyj- Little Rock School Profile Technical Instructions - Page 9 4. Schoolwide Student Honors/Awards - 1st Sem. - This screen is for First Semester data only. In addition to the description field (Honor/Award) and the race and gender count fields, there is also a field for entering grade level. MODE: F ACTION: SCHOOLWIDE STUDENT HONORS/AWARDS FIRST SEMESTER DISTRICT: LRS SCHOOL: 001 :HONOR/AWARD :GRADE: WHITE M F BLACK ! F OTHER M F : TOT : BLACK 1 \"A' Hon.Roll 2 Citizenship TOTAL F3=Exit F12=Cancel 0 0% ov OV 0* 0% M 0 0 3 4 5 0 0 0 0 0 0 0 0 0 0 5. Schoolwide Student Honors/Awards - 2nd Sem. - This screen is identical to the previous screen except that it is for entering Second Semester rather than FirsLSeihester, MODE: F ACTION: SCHOOLWIDE STUDENT HONORS/AWARDS SECOND SEMESTER DISTRICT: LRS SCHOOL: 001 : HONOR/AWARD :GRADE: WHITE M F BLACK M F OTHER M F : TOT : * : BLACK ov ov OV Ot Ot TOTAL Ot F3=Exit F12=Cancel 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 R-Connolly- Little Rock School Profile Technical Instructions - Page 10 6. School Coramittees/Parental Involv. - Employee MODE: F ACTION: SCHOOL COMMITTEES/PARENTAL INVOLVEMENT EMPLOYEES DISTRICT: LRS SCHOOL: 001 COMMITTEE WHITE M F BLACK M F OTHER M F : TOT V : BLACK BIRACIAL COMMITT P.T.A. BOARD MBR PARENT WORKSHOPS IMPROVEMENT COMM TOTAL F3=Exit F12=Cancel ov 0% OV 0% 0% 0% 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 7. School Committees/Parental Involv, - Parents MODE: F ACTION: SCHOOL COMMITTEES/PARENTAL INVOLVEMENT PARENTS/PATRONS DISTRICT: LRS SCHOOL: 001 COMMITTEE WHITE M F BLACK M F OTHER M F : TOT % : BLACK BIRACIAL COMMITT P.T.A. BOARD MBR PARENT WORKSHOPS IMPROVEMENT COMM TOTAL F3-Exit F12^Cancel 0% Ot Ot ov OV Ot 1 2 3 4 s 0 0 0 0 0 0 0 0 0 0 0 0 I R.Connony- Little Rock School Profile Technical Instructions - Page 11 8. Staff Development - Educational Equity MODE\nF ACTION: DISTRICT: LRS STAFF DEVELOPMENT - EDUCATIONAL EQUITY SCHOOL: 001 CERTIFIED STAFF Number Completed SUPPORT STAFF Number Completed SPECIFIC TRAINING: PRIOR : yy/yy : DURING : yy/yy = PRIOR : DURING: yy/yy : yy/yy PET TESA COOP LEARNING TOTAL F3=ExiC F12=Cancel 1 2 3 4 5 0 0 0 0 9. Staff Development - Multicultural Curriculum MODE: F ACTION: DISTRICT: LRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed MULTICULTURAL CURRICULUM SUPPORT STAFF Number Completed PRIOR SPECIFIC TRAINING: DURING PRIOR yy/yy = yy/yy = yy/yy DURING\nyy/yy 1 2 3 4 3 TOTAL 0 0 0 0 F3=ExiC F12=Cancel R.Connolly- Little Rock School Profile Technical Instructions - Page 12 10. Staff Development - Discipline/Classrm Mgmt. MODE: F ACTION: DISTRICT: LRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed DISCIPLINE/CLASSRM MGMT. SUPPORT STAFF Number Completed SPEC. TRAINING: PRIOR yy/yy DURING : yy/yy = PRIOR : DURING\nyy/yy = yy/yy 1 ASSERTIVE DISCIP 2 CLASSROOM MGMT. 3 CONFLICT MGMT. 4 5 TOTAL 0 0 0 0 F3=Exit F12=Cancel 11. Staff Development - Other Staff Dev. Activity MODE: F ACTION: DISTRICT\nLRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed OTHER ACTIVITIES SUPPORT STAFF Number Completed PRIOR DURING SPEC. TRAINING\nyy/yy = yy/yy PRIOR : DURING: yy/yy = yy/yy- AT RISK TOTAL F3=Exit F12=Cancel 1 2 3 4 5 0 0 0 0 [ R-ConnoH^- Little Rock School Profile Technical Instructions - Page 13 12. LRSD School Profile Reports - Selecting this menu option will take you to a screen that launches a School Profile Report. You probably do not need to run this report. Planning, Research, and Evaluation will run this report on white 8 1/2 x 11 paper and send it to you when it is needed. Havin\nthis option on your menu will allow you to run additional copies of this repon. But if you do decide to this report, there are some things that you should be aware of: ig run 1. 2. This is an overnight report - you should not expect to print this repon until the day after you ask for it. This report is really a series of individual reports that run at one time. Altogether these reports comprise about 20 pages. 3. This report was designed and formatted to print on a laser printer. If you were to try to print this report on a regular dot matrix printer it may be difficult or even impossible to read. Therefore you should not try to run this report unless you have a laser printer that is connected to the AS/400 at your school. If you are not sure whether you have a laser printer or if it is connected to the AS/400, then call and ask Information Services. When you select this option your screen will look like this: SCHPRO SCHOOL PROFILE REPORT Type Information. Then Enter. District School . Enter - Current School's Year Term 1,2,3 or 4 Command ===\u0026gt; F2=Description F10=Select F3=ExiC J Fll=Entry F4=Prompt F5=Refresh F12=Cancel F7=Backwards F9=Find F24=More Keys To run this report, type LRS in the field labeled District. The cursor jumps to the field labeled School. Type in a three character school number (use leading zeros if necessary). The cursor then jumps to the field labeled Year. Type in the last two digits of the last year of this school year. For example, for the 1994-95 school year you would type 95. The cursor moves to a field labeled Term 1,2,3 or 4. Type in the number of the current term (nine week period). The cursor jumps back to the field labeled District Press the \u0026lt;ENTER/CTRL\u0026gt; key. I R-ConnoIiV- Little Rock School Profile Technical Instructions - Page 14 The screen should look something like this: 9/09/ __ACS. FY LITTLE ROCK SCHOOL DISTRICT Submittal Prompt____________ 10:46:33 BOBS2 -------------R\u0026amp;fj., ACS  JSET  02 Job: SCHPROC LRSD School Profile Reports Is ready to run IN BATCH MODE Please fill in the requested data (if any) Or cancel if you do not wish to run this now JOBQ : Normal 2 - High Priority 3 - Night JOBQ QNORMAL QHIGH QNIGHT Library ACS400 ACS400 ACS400 JOBQ Priority: Output Queue: YQURPRTR (1 high - 9 low) (maximum = 3 ) in Library QUSRSYS 1 1 5 Cancel? H Make sure the field labeled Output Queue has the device name of your laser printer that is hooked to the AS/400. Press the \u0026lt;ENTER/CTRL\u0026gt; key. Your report should run overnight and be ready to print on your laser printer tomorrow morning. R.ConnollyRECEIVED DEC 61995 OHice of Desegregation Moruioriiiy LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION 810 W. Markham Street Little Rock, Arkansas 72201-1330 (501) 324-2120 Date: December 6, 1995 To: Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring From: Dr. Paul J. Smith, Specialist Planning, Research and Evaluation Tlirough: Dr. Ed Jackson, Director Planning, Research and Evaluation Re: School Profile L f.lti /' Enclosed please find the 1995-96 school profiles for the Little Rock School District. We extend our apologies for not meeting your deadline of November 22, 1995. The reports are just now being copied in the printshop. In the future we shall send these reports to you in a more timely basis. Thank you for your consideration. Encl: (50) cc: Dr. Henry Williams Dr. Russell Mayo A Brown.doc R LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATIOItifce 810 W. Markham Street Little Rock, Arkansas 72201-1330 (501)324-2120 FE3 ] c 1996 Of DesejregaLcfi Date: February 19, 1996 To: Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring From: Dr. Paul J. Smith, Specialist Planning, Research and Evaluation Through: Dr. Ed Jackson, Director Planning, Research and Evaluation Re: School Profile Enclosed please find the 1995-96 second semester school profiles for the Little Rock School District. These profiles were run on January 13 and 14, 1996. Principals and central office data entry personnel were encouraged to update the school profile immediately after changes occurred to keep the data ciurent and complete at all times. Encl: (50) cc: Dr. Henry Williams Dr. Russell Mayo Joshua Attorneys CTA Plant Services Assistant Superintendents A Brownl.docJOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. OCT 2 5 1996 Office of Oesegregaiion Monaonna October 24, 1996 Dr. Don Roberts Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Mr. James Smith Superintendent of Schools North Little Rock School Distinct 2700 Poplar Street North Little Rock, AR 72114 Mr. Bobby Lester Superintendent of Schools Pulaski County Special School District 925 East Dixon Road Little Rock, AR 72206 Re: School Profiles 1996-97 School Year Gentlemen: I note in Ms. Brown's letter to you dated October 18, 1996 that she requested that you provide to her office by November 15, 1996 school profiles on all schools in your respective district We would appreciate your sending the same to us. Thank you for your cooperation. Incere ^4/ oy C. , pringer bshua Intervenors JCS/ cc: Ms. Ann Brown Mr. Billy Bowles Mr. Bobby Acklin o PCSSD\" PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 7 0/ DATE: November 12, 1996 u' Ji-, 1 - - ^996 TO\nFROM:. Mrs. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Walker Law Firm Billy J. Bowles, Assistant Superintendent for Desegregation SUBJECT: School Profiles tf'ki en As you requested, enclosed are copies of the 1996-97 school profiles. If you have questions or concerns please call. ps Enclosures c Mr. Sam Jones f\nCf RECEIV' A NOV 1 5 1996 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 RECF Ft\"** . PLANNING, RESEARCH AND EVALUATION Office 0* Desegregation Monitoring NOV Office o\u0026lt; Dasegiegaiioii iviVxHVliU\n(S\n1^*^ MEMORANDUM Date: November 15,1996 To: Ms. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Joshua Intervenors Attorney Mr. Clay Finley, LRSD Attorney From: Through: Dr. Ed Jackson, Director Shirley Lewis, Planning Special! Subject: First Semester School Profile Reports Please find enclosed copies of School Profiles for LRSD schools. Schools were given an initial deadline date of October 7 to input school profile data. PRE monitors and principals reviewed the information in preparation of the first semester equity monitoring visits and made corrections and/or updates. The enclosed reports are a result of these corrections and updates. If you have questions, please contact Dr. Jackson or me at 324-2120. enclosure c: Dr. Don Roberts, Superintendent Dr. Vic Anderson, Assistant Superintendent - Secondary Ms. Margaret Gremillion, Assistant Superintendent - Elementary Ms. Sadie Mitchell, Assistant Superintendent - Elementary CTA President LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION RECEIVED MEMORANDUM NOV 4 1997 Date: October 31, 1997 OFFICE Of DESEGREGATION MONITORING To: Ms. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Joshua Intervenors Mr. Clay Findley, LRSD Attorney From: Shirley Lewis, Planning Specialist Through: Dr. Ed Jackson, Director, Planning, Research and Evaluation Subject: First Semester School Profile Reports Please find enclosed copies of LRSDs School Profiles. The information reported by the   r.9 schools reflect activities for the first nine weeks (1st Quarter), (r If you have questions, please contact Dr. Jackson or me at 324-2120.SCHOOL MATERIALS MISSING Cloverdale JR. High Staff Development Test Material Henderson Test Material Mann Magnet Test Material Pulaski Heights Staff Development School Map Badgett Student Retention Bale Staff Development Test Material Baseline School Committees/Parental Involvement Student Retention Carver Magnet Test Material Chicot Staff Development Test Material Cloverdale Elem. Test Material Dodd Test Material Fair Park Forest Park 11 Franklin II Fulbright tl Geyer Springs II Gibbs Magnet It Mabelvale Elem. McDermott Staff Development Test Material Meadowcliff Test Material Pulaski Heights Test Materials Romine Staf Development Test Material Terry Test MaterialSchool Materials Missing Wakefield -School Committees/Parental Involvement -Test Material -Staff Development -School Map Watson Test Material Western Hills It Wilson Staff Development Test Material Woodruff Test Materials\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_696","title":"Status Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2006"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School administrators","School improvement programs"],"dcterms_title":["Status Report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/696"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nTO\nFROM: THROUGH: SUBOECT: Little Rock School District February 26, 1990 Eugene Reville, Metropolitan Supervisor Tames Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Status Report On Thursday, February 22, Arma Hart informed me of your approval of the revised pre-registrati on. to publicize these dates. The district will begin immediately to use various methods Principals and building secretaries will receive inservice training on pre-registrati on and assignment procedures on February 26, 27, and 28. A press release will be issued before the end of the week. On February 27, 28, and March 1, information sessions will be provided for incentive school teachers. Current incentive school teachers will be given the opportunity to serve on curriculum development committees for the incentive school program, the near future. We will also vacate the incentive school teaching positions in The interview process for incentive school principals will begin on or before Friday, March 2. According to Mrs. Hart's instructions, the district will not refer to the incentive schools as magnets. scholarship program. Also, no reference will be made to the proposed However, it is our understanding that we may proceed with all other aspects of the incentive school program. In regard to another matter, Ann Brown has stated that she will be responsible for forming the Rockefeller Early Childhood Committee. for me to wait for further instructions concerning this matter. Mrs. Brown would like Please respond as soon as possible to the concerns listed in my February 13 memo: -- Settlement Days -- Contract lengths for incentive school teachers -- Interdistrict parents on districtwide bi racial committees cc: Arma Hart Ann Brown Estelle Matthis 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: 'Ji A' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 3, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools 6^ SUBJECT: Status Reports - Tri-District Committees I have enclosed status reports from various tri-district committees for your information. cc: Dr. Herb Cleek Sterling Ingram t * /March 20, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director /, Subj.: Criteria For The Selection OftA Director of Extra Curricular Activities. Ref.: Your Memorandum of Feb. 23, 1990. In accordance with your memorandum, a committee of six employees in the district was appointed and met at Hall High School on Monday, March 19. Attached you will find a list of criteria for the selection of a Director of Extra-Curricular Activities as proposed by the Committee. The Committee also recommended a stipend and other considerations for the employement of a teacher to fill this position. cc: Members of the Committee Bill Barnhouse, Principal Roy Wade, Coach Ellen Linton, Assistant Principal Jill Riley, Cheerleader Sponsor O.C. Remley, Club Sponsor and Coach Colleen Ferguson, Cheerleader Sponsor Karen Keopple, Coach Claudia Rogers, Drill Team Sponsor THE CRITERIA FOR THE SELECTION OF A DIRECTOR OF EXTRA-CURRICULAR ACTIVITIES 1. Experience in a desegregated school situation, preferably in a school within the Tri-County Districts. 2. Previous leadership role in a secondary school extra-curricular activity. 3. Familiar with the rules and policies of the Arkansas Activities Association. 4. Familiar with the rules and policies of the Little Rock School District with regard to extra-curricular activities. 5. Have an appreciation for the role of extra-curricular activities in the educational development of the total child. 6. Understand the role of a School Director of Extra-Curricular Activities as outlined in the Desegregation Plan. 7. Have a sensitivity for the cultural and socio-economic differences found in a desegregated student body. 8. Be cormitted to providing equal opportunity to participate in extra-curricular activities. The Committee also recommended that the teacher selected be given an additional prep period and a stipend of $2,500 (Senior High) $1,500 (Junior High). The responsibilities would also require secretarial support from the school office. or March 26, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director '^ Subj.: Tri-County Conmittee On Conflicting Requirements In Extra-Curricula Activities. As directed by you, I served on the subject committee as the representative of the Little Rock School District. The minutes of the meeting are attached, is required on my part, please inform me. If further action / cc: Dr. Victor AndersonLittle Rock Public Schools March 22, 1990 To: From: Conmittee Members, Tri-County Extra-Curricular Activities Committee. Committee Recorder, Dr. Joe A. Murry, Little Rock School District. Subj.: Recommendations of the Tri-County Committee. The Tri-County Committee On Conflicting Requirements In Extra- Curricular A.ctivities met at the Pulaski County School District administration building on March 22, 1990. \"M em' bers present were: Eddie Collins - Asst. Superintendent, Pulaski County Bob Acklin - Asst. Superintendent, North Little Rock Bob Bowden - Athletic Director, Pulaski County Gary Goss - Athletic Director, North Little Rock Dr. Joe A. Murry, Athletic Director, Little Rock (Recorder) The Committee was directed to establish uniform policies and rules concerning extra-curricular activities in the three districts. The establishment of these common policies and rules will allow desegregation transfers (M-to-M, Magnet, etc.) to move from one district to another without conflicting rules and policies that would prohibit participation in extra-curricular activities. The Committee makes the following recommendations: 1) All districts use the Grade Point Requirements of the Arkansas Activities Association for eligibility in those activities under the supervision of the Association. 2) All organizations that operate under a national charter should use the eligibility policies of the national office. 3) Participation fees should not be charged for membership in any organization, team, club, etc. 4) All students participating in athletics or spirit groups should be covered by an athletic insurance program. 5) Uniforms (skirts and blouses) for spirit groups should be purchased by the districts. No student should be required to pay more than $100 for other items of apparel. 6) Districtswill accept elected cheerleaders and drill team members from other districts if it is a desegregation transfer. 7) Any costs incurred by a district in complying with these recommendations should be paid from desegregation funds. West Markham and Izard Streets  Little Rock. Arkansas 72201 (501) 374-3361 TO: FROMiVf'^ SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 Estelle Matthis, Associate Superintendent for Educational Programs arid Staff Development ari\u0026lt; Marie A. McNeal, Supervisor of Social Studies and Foreign Languages Status Report on Central High School International Studies Program The following identifies the activities held from February 21, 1990, to March 26, 1990, regarding the International Studies Program at Central High School:  February 21 - Letters were mailed to committee members to attend a planning  March 1 meeting. - A planning meeting of committee members was held at the LRSD Administration Building (agenda attached).  March 6 - At a committee meeting the members discussed and identified the Foreign Language Program Design for the International Studies Program. It was decided that all existing languages will continue to be offered at Central High, with Japanese being offered beginning with the 1990-91 term and Russian added in 1991-92. All students enrolled in the International Studies Program will be required to take a foreign 1anguage. Courses in other departments will be developed to give a global perspective to all grade levels. Input from the business representatives of the committee strongly suggested that a continuation and expansion of the ATLAS Program and the addition of Japanese as a foreign language course be included in the International Studies Program. Further, the committee recommends that a phase-in of additional International Studies courses be offered during the 1991-92 term.  March 9 - A survey was distributed to Central High teachers requesting that they identify their expertise, interest, and recommendations for the International Studies Program at Central (survey and responses attached).  March 13 - At this meeting the committee refined the conceptual framework of the International Studies Program. recruitment activities and fliers were developed. In addition,  March 19 - A meeting with the Central social studies teachers, other department teachers, and the Supervisor of Social Studies was held to discuss specific course offerings. The following courses have been identified for inclusion in the International Studies Program: Social Studies: Grade 10 - Global Insights - required Grade 11 - Comparative Government - elective Grade 11 - American History International Studies Regular or AP - requiredStatus Report on Central IS Program (3/27/90) - Page 2 Grade 11 - (ATLAS Team //I) International Studies International Relations (social studies, English, fine arts Intercultural Communica- tions, foreign language) - elective Grade 12 - Humanities Seminar (ATLAS Team //2) honors - This is proposed as a two-period block course which will include an AP English credit (required) and a social studies credit (elective).  March 22  March 26 Vocational Education\nScience: Grade 11 - Global Economics - elective Grades 11-12 - Physical and Environmental Geology - elective - Members of the planning committee met and plans for the Central High School Magnet Open House scheduled for March to finalize strategies International Studies 26th. - Open House was held at Central High School. The International Studies Magnet Program was outlined for parents and interested students. A handout outlining the International Studies Program was distributed to parents and students (attached).LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 TO: FROM: SUBOECT: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development ^^Marvin Zimmerman, Acting Director of Staff Development Status Report on Inter- and Intra- District Staff Development Committees I. Inter-District Staff Development Committee A. The staff development directors from the three districts have met on the following dates to discuss and identify cooperative efforts: February 8, 1990 February 14, 1990 March 14, 1990 B. The following cooperative areas have thus far been identified: - resources for conducting staff development activities. - publicizing identified activities in which employees of all three districts may participate. - implementation of a district-wide record keeping system. - investigation of and joint-participation in special funding sources. - needs assessment procedures. - general networking of staff development issues, concerns, etc. II. C. D. E. A tri-district resource bank has been established with approximately fifty (50) volunteer resources included as of today. The inter-district planning committee has been organized with each district selecting two (2) committee members. Mark Grobmyer and Mahlon Martin. The LRSD members are The staff development directors will meet with the inter-district planning committee April 27, 1990. Intra-District Staff Development Committee A. The intra-district planning committee has been formed\nmembers is attached. a list of the B. The intra-district planning committee met March 12, 1990. C. Attached is a copy of the committee's recommendations/concerns that the staff development department will address.LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Facilitator: Marvin Zimmerman, Director of Staff Development School Board (1) Robin Armstrong Term 1989-91 Administration _.(8) Leon Adams Dennis Glasgow Patti Kohler Marie McNeal Mary Mosley Mary Runshang Dianne Wood Richard Wright 1989-91 1990-92 1989-91 1990-92 1989-91 1989-91 1989-91 1989-91 Principals (3) Sadie Mitchell (Cloverdale Elem.) 1990-S2 Charity Smith {Southvzest Jr. High) 1990-92 Al Niven (Fair High School) 1989-91 Teachers/Counselors (12) Elementary (6) Donna Hall (Watson) Shirley Harper (McDermott) Dorothy Howard (Baseline) Ada Keown (Washington) Patricia Killingsworth (Carver) Jeanne Whitesell (Gibbs) Junior High (3) Patty Dickinson (Mabelvale) Danny Fletcher (Mann) Stella Hayes (Mann) High School (3) Pat Bona (Hall) Phyllis Burton (McClellan) 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1989-91 1990-92 1990-92 1989-91 Katherine Wright-Knight (Par)cview) 1990-92 Support Areas (2) Food Services Jacltie Boykin (Director) Secretaries Nancy Wuneburger (Mabelvale J.H.) 1990-92 1990-92 .Parents_( 2) Mrs. Minnie Thompson 4323 W 17th, Little Rock 72204 (D) 666-0804/372-7714, (E)370-8739 1990-91 Mrs. Joyce M. Pattillo 20 Kings Arms, Little Roc)c 72207 (D) 372-5810, (E) 225-1262 1990-92LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Cpnupunity/BusinfiSS...(2) Dr. Mal Lehman, Director Human Resource Development Blue Cross \u0026amp; Blue Shield of AR 601 Gaines Little Rock, AR 72201 (378-2528) 1990-91 Ms. Bea Worden, Director 1990-92 Human Resources \u0026amp; Development Savers Federal Savings \u0026amp; Loan Association Capitol at Spring Little Rock, AR 72201 (372-3311)* RECOMMENDATIONS/CONCERNS FROM STAFF DEVELOPMENT ADVISORY COMMITTEE 3/12/90 1. Consider using some of the AEA's \"Teacher to Teacher\" programs. 2. All staff development presenters must be prepared and do teaching, not just reading handouts and transparencies. 3. Use in-school teachers to train teachers at the local level. 4. TESA substitutes are often not dependable. 5. Use State Department resources, especially the Coordinator of the At-Risk Program, Margie Powell. 6. To address the problem of teachers not attending inservice for which they have signed up: a. b. have required inservice during school hours. when teachers sign-up, use a commitment letter to sign indicating that if they change their minds, they should let the Staff Development office know by a certain date\ncommunicate to them that people are on a waiting list. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. c. d. e. f. send reminders near the starting date. all tuition for minicourses must be paid in advance. offer  refunds for mini courses. send notes to principals when teachers are II no shows. Registration and sign-up for al 1 inservice should be through Staff Development office. Use release time for more inservices. Better publicity for all staff development activities - use one color for all staff development notices, memos, etc. Do quarterly updates on scheduled activities - possibly a newsletter. Preschool inservice must have better quality. Staff Development office must monitor all staff development activities. New teachers need classroom management and record keeping, etc., at first of school year. Use school-level mentors for new teachers. Training is needed in using audio visual equipment. In all workshops, allow time for teacher sharing. Always do evaluation forms. Conflict resolution training is needed (this is included in violence prevention). Multicultural Fair needs to be related more to specific content areas and especially to secondary courses.20. Use 61aser's Steps to Positive Discipline. 21. Not all teachers need the same inservice - especially during preschool. 22. More publicity is needed on IMPACT and SAP. 23. Send periodic print-outs to principals of teacher participation.TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent FROM: 'i^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on the Alternative Satellite High School Commi ttee The Alternative Satellite High School Committee for the Little Rock School District was formed on March 12, 1990, consisting of the following persons: . Mr. Rudolph Howard, Principal, McClellan\nMs. Patsy Campbell, Counselor, Forest Heights Junior High\nMrs. Linda Jones, Teacher, Mann Junior High\nMrs. Ossie Shelton and Chinetta Ford, Parents\nMr. Sterling Ingram and Victor Anderson, Little Rock School District Administrators. Mr. Gene Jones, Director of the MESC. These names were provided to The first meeting of the committee was held on Monday, March 19. Mr. Howard, Mrs. Ford, Mrs. Shelton, Mrs. Jones, and Ms. Campbell attended for Little Rock School District. At the meeting, the Little Rock School District employees were advised that their participation on the committee would be The parents were advised that they were to advisory, with non-voting status. A plan for the alternative high school and some satellites be voting members. was proposed to the committee with a direction that their work was to be The group was divided into four committees to seek completed by April 1. information from interested persons and come to the next meeting with a report. As the attached revisions on an Alternative Learning Program specifies, the membership of the committee and the deadline for a product appear to be in conflict. In light of Mr. Jones' direction to the committee members I submitted, please advise how I should proceed. VA/laj Attachments cc: Estelle Matthis'TO\nFROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72204 March 27, 1990 Estelle Matthls, Associate Superintendent for Educational Programs and Staff Development Dianne Wood, Supervisor of Mathematics Update on Curriculum Planning for Washington Basic Skills/Math Science Interdistrict School of Choice The committee to assist with curriculum implementation at Washington has the following recommendations for the 1990-91 school year. Recommendations are based on an enrollment of 7 first grade classes and 5 classes at every other grade level. 1) Although the magnet theme is the same as the one at Carver, the staff and curriculum specialists should develop a somewhat different approach to the science/ math emphasis. Programs to be considered include FOSS (E.U11 Option Science System, developed at the Lawrence Hall of Science for students in grades 3 and 4), the Early Science set for students in grades K-2, AIMS (ilctivities that Integrate Hath and Science) and, GEMS (Sreat Explorations in Math and Science for grades K-8) 2) Although Washington is to be patterned after Carver, the additional enrollment projected for Washington requires that the staff and resources of Carver be proportionally increased to allow students the same degree of access to the programs. In addition, the program strengths currently existing at Washington need to be maintained and incorporated into an even stronger curriculum. This would include two regular PAL computer lab attendants and a certified computer specialist. The concept of a full-time certified computer specialist has played a significant role in the success of both Booker Magnet and Rockefeller schools. 3) Modify the \"Writing to Read\" approach to include more math and science for grades K-2. 4) Implement a writing lab with word processors to teach science report writing and creative writing.5) Select math and science specialists as soon as possible so that they may begin to work with the principal to plan and recruit. 6) Provide some release time for the new principal of Washington to recruit students and teachers. 7) Provide specialized \"training for math and science specialists. For example, the twentieth annual Festival of Mathematics (June 18-29 in Fresno, CA) and the 1990 Science Festival (July 9-20) stress a strong \"hands-on component. 8) Math and science supervisors will meet with new principal on March 29 to determine location and modification of math and science labs. cc: Karen Buchanan Washington Curriculum Committee: Dennis Glasgow Rene Carson Mary Mosley Marvin ZimmermanTO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development \u0026amp; Rose Ivory, Reading Coordinator Tri-District Multicultural Committee I have previously communicated with Brenda Spriggs, Chairman of the Tri-District Multicultural Committee. Mrs. Spriggs was appointed by Mr. Reville. I will represent the Little Rock School District on this multicultural committee. Today I have tried to reach Brenda Spriggs by telephone. She is attending a meeting. As soon as I receive information about members on the committee and meeting dates, I will send you a follow-up memo. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendnet for Educational Programs and Staff Development Mary H. Mosley, Director of IRC and Reading Supervisor Early Childhood Task Force - Comprehensive Curriculum Training and Information The LRSD Early Childhood Task Force has met periodically during this school year to establish a comprehensive philosophy and curriculum for the Four-Year-Old Programs. Al so designed were a parent philosophy, goals, and objectives. The final documents of the committee were presented to Mr. James Jennings in early March, 1990. LRSD personnel serving on the Task Force were: -Rachel Myers-Chairman -Margaret Gremillion -Dr. Mary Mosley -Lonnie Dean -Anne Mangan -Marian Shead -Annie Abrams -Frenzella Dodson -Beth Foti -Bessie Fowler -Beverly Hines -Lou Ethel Nauden Also serving on the committee were: -Dr. Tish Henslee, UALR -Dr. Betty Caldwell, UALR -Michelle French, PCSSD -Ruth S. Herts, PCSSD The final curriculum documents presented by the committee included: -Characteristics of the Four-Year-Old Child -Developmentally Appropriate Experiences -Qual ity Standards/Recommendations -Four-Year-Old Skills (self-concept, socialization, self-help, problem-solving, gross motor, fine motor, language/1istening, role-playing, visual, math, music, art, block area) The parent involvement component provides background information on program goals and purposes, monitoring and evaluation, and a yearly calendar of events. A copy of the report is attached. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Status Report-Central International Studies Magnet Program March 27, 1990 Page 2 approximately the same formula for seat allocation as is done in other interdistrict magnets, but without a shadow zone. to allow any zoned Central student to participate in the International Studies Curriculum as he desires, but without having to enroll in the program formally. In this instance, plans are He simply selects courses from the curriculum which meet his needs and Therefore, no shawdow zone is necessary, and the seat allocation i nterests. would approximate the following: 175 seats available 70 LRSD students not zoned to Central 79 PCSSD students through M-to-M 26 NLR students through M-to-M Little Rock students would enter through the Optional Enrollment Form. If all seats are not filled through that vehicle. Desegregation Transfers would be used to fill the remaining seats. PCSSD and NLR students would enter through major!ty-to-minority transfers. I recommend that the majority of the 175 seats be reserved for incoming tenth grade students, with some flexibility to allow for some upper classmen '  \" I expect that most of the entering in the 1990-91 school year as well, interest will be with incoming sophomores, allocation is what will be followed. Please advise if this seat Issues to be discussed in the future meetings will be recruitment from PCSSD and NLR. The committee will need the assistance of the Desegregation Office and the MRC in securing mailing lists and labels for prospective students and with planning for media announcements. The curriculum will be finalized and plans made for the development of curriculum, staffing, and selection of equipment and materials. A budget will need to be developed also. VA/laj Attachments cc: Estelle MatthisTO: FROM LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent : Victor Anderson, Assistant Superintendent SUBJECT: Central International Studies Magnet Program Status Report The Central International Studies Magnet Program Planning Committee met for the first time on March 1, 1990. Members of the committe consist of the Charlie Brown and Jerome Mui drew. Central teachers\nMrs. Irma following: ___ . .. Hunter-Brown and Carolyn Newbern, parents\nMarie McNeal and Victor Anderson, LRSD administrators. Also attending meetings from the Central faculty have been Rosemary Brewer, Matilda Buchanan, Suzanne Caldwell, Jennie Cole, Susie Mrs. Newbern was selected chairman of May, Dorothy McDonald, and Doris Nash, the committee in the March 6 meeting. At the March 6 and 13 meetings, the committee determined the mission of the program, began to define the program, and selected the courses to be taught. At the meetings discussion and planning also centered on how to recruit for the program within the District and in PCSSD and NLR. Representatives from the business community were present at the meetings March 1, 6, and 13. Present have been Wayne Wheat of Omega Tube and Conduit, Jack London of Orbit Valve, Joe O'Brian of TCBY, Maralyn Chambers of Riceland Foods, and Ray Fizer of Maybelline. These individuals have expressed support A special meeting for business for the program as it is developing. _ _ representatives will be held in April when the program design is completed to determine the degree to which they can support the program and how they can do so. An informational meeting with Pulaski Heights Junior High parents was held on March 18, 1990 to discuss the program. In a committee meeting on Thursday, March 22, more definition was given to the curriculum structure, and plans were made for the Open House at Central on March 26. The Open House was attended by approximately fifty parents and students, and about twenty faculty and committee members. An informational flyer was sent out inviting all ninth grade students in Little Rock junior high schools to the Open House. Many were in attendance Monday night. The attached bulletin describes the program as it is currently developed. The program will continue to be refined and developed in the coming weeks. My answers Some issues have arisen regarding the allocation of seats. have reflected a discussion held earlier in which you and I discussed followingCOME TOUR THE WORLD AT THE mAL mm emi International Studies Magnet Program Tlio international Studies Program at Central High School is designed to prepare students to function effectively our global communi t y. * develop awareness International Studies students will nd knowledge so that they may reicite to p.\u0026gt;ople of other cultures and countries, * learn to communicate prof ic i ent 1\u0026gt; i n at least one foreign J anguage,  develop skills for analyzing complex global issues, have solid body of knowledge of history and geography. ucients t.he international Studies Program must take an intern\u0026lt;jti onai t y oriented curriculurn. lan^-'.uage ecich year. choosi ng from F rench, They will take one toreign Spanish, Uei'man, I,tit 1 n , Si assical Greek, el nd Japanese\nit recommended that they take cit least three years of one foreign language and begin second. Whenever possible, other requirements and electives will be selected from a body of internationally oriented courses which meet state requirements and the academic guiue1L nes of courses will studfe\u0026gt;nts. ) competitive college admissions standards. (These o be available for other interested Central ilK strong foreign language department at Central High will rovide French, cornerstone fo German, Spanish, AevG?ls I - V, with level Japanese will be offered 1990-91, the International Studies Program. Latin and Classical Greek are taught at VI and up offered as demand develops. with Russian added 1891-9?. Courses i n other departments (Social Studies, English, Science, Voc.\u0026lt;at i onal Educat ion, Fine Arts) will be developed or refocused to give a global perspective\nboth elective and required. courses will be at several levels. with team teaching. will be? developed. interdisciplinary courses. some enriching the basic c u 1 r i c u 1 u m v? i 111 ATLAS program,  I international conce coordinating Global : ns. (Cc^nt rai Studies, now has an English, F1 ne Arts, and Foreign Language.) Foreign exchange students (12 now at CHS) V'ill Join inter academic curriculum. national visitors in supplementing the Strong links with the business communi t \u0026gt; arc being developed to enhance the International Studies Program. The recommended students ' 10th wi11 be gr-ade\nas course of f c?l 1 ows : study fo International Studies 1 It h 12th English. Studies (historical and conceptua .1 f  r* a njE? wo r k for a 11 global studies cou \u0026gt; , 1 . Math, Foreign Language, offer i ngs uat ion, grade: o other courses 1 Elective from the? required for grad including possibly a second foreign language. English, American History (A. P. regular), Math and/or Science, 2 Electives from the 1. rrjquired for graduation, foreign language. grade\nEnglish, Language, courses a or 1. S. Foreign Language, offer!ngs otlier courses including possibly a Math and/or Science, 9 electives reciuired for from I. S. graduat i on, second foreign language 1 nternat i onal Studies courses will i nclude i ntorcui turaj Communicat ions, Physical and secono Foreigri offerings or other including possibly Global Insights, Envi ronmental Geology, Comparative Government, Human!t ies Semi nar (senior A. P. ) , in addition to the current World Histor*y, Guropean History, I re I at ions World Geography, G1obal studies (inter nat i onal and contemporary issues). and the ATLAS program. Ot he r courses will be developjd as the prorgram matures. To bt.'comt\na part of the International Studies Mcxgnet fro^'ram at Central High School, a st-udent may select the 1nternational Studies courses if he or she is already assigned to the school or may choose one of the following procodures Little Rock School District students outside Centrals attendance zone apply for the International Studies Magnet prog ort the \"opti onal form. returned to the current am school by March 30\nassignments will be mailed hlpri J 13\n* apply for a desegregation transfer. appli cat i ons accepted May 7-10\nNorth Little Rock or Pulaski County students: * apply for a majority-to-mi nority transfer. in April a nd Ma y, through the home district. pref erabJ y flbout 17b students from other Little Rock attendance zones. from North Little Rock and Pulaski County will be admitted t o this program to follow tlio required course of study. at Centr al may take courses in the International according to i nterests, prerequisites, and space Other students Studies Program avallabi1it y. T nter nat i onal Studios helF\u0026gt; prepare students of career opr-'C'rt.uni t ies and provide an excellent for a variety basis for c(.Lllege study in many different disciplines, iric.lude tfio following: Career options i nternat i onal f i nance, marketing and trade, law. communications and media coverage, sports, religi OUS organizations, cultural mult i-nat i onal exchanges, science and environmental projects, corporat i ons t ransportat ion tourism diplomat ic teachi ng services }'ecice Corps private world help organizations language translati on (commercial, 1i terary, i nterpretat ion) EN isTiNi\nciiRkiiuii.ini: 1 3*1 cotJif.fjsT, incJudiDR 3 modern nnd 2 clnnsicn) IniiRungeo (tn th thn onl\\ oroiRii I Innees I'Vlvanetjd Il ai:iii6?nt. i n firknnsas )\ncoui'n\u0026gt;s 1 aiiRiiRORee, Honors (bourses h i e t o I /nd j un i (\u0026gt; n\ni r I'HjrI i nh, .SI.ronR speech, Excellent t rn i nI hr high school clnssical Greek in Eiir 1 i sh, . hioJ ORy, cal cul uf, math, anti physics\nCoroiRn and science for soptiomores drama and debate clasaes\nin art a nd mun i c\nflThClS (hilvancinR Toachi hr and hearnluR i nterd i -SC i pl i nary proRr am. in flrkanoas Schools) I ntcrnal i ona I (Center at UAI.R\npro.iect of' the nrk\u0026gt;r\u0026gt;sas National Governors in nrkansae: flssocintion nodel School, nWCikOS: f kmt ra I Inadn ntfto ConiraI Semi i nnl ic tn\nof the Stephens suninir one of two in numbnr of Naticmnl Merit Iea\u0026lt;1f5 si.Jito in tnimiver fn\nh I nv\u0026lt;iiiont Stuilentfj\nui tmern i n Nat i onal Scholarship ProRrani for (lutstandiiiR NeRro ()(}nti-\u0026lt;il students t\nonn i si--nt I y win awards I -inRii/iRn r ompe t i t i one (I ronf:li (\u0026lt;1 n.o i nt-cnt I y have winnnrn\n,t pr- OR I', lino on i Gone i stent Iy have rsRi ona1 , in forelRi^ sc i eneo compel, i t i ons ind f. t\u0026lt;it\u0026lt;i, and nat innaI winners in the National Council Inachers of EnRlish uritinR competition\nTlio Tiger, .\u0026lt;=*1 udent Wc11 rounded nports\nLabyrinth. anti Pl,x, j\u0026gt;ubl i cat i ons , sports program. are J eve Is\naward - winning advancing to finals (7um l.aude Society lias oldest (Ivnr half the l-'aculty I Vive f nisj I I. y h\u0026lt;i ve I'lw.ii'd for on i y t. wo I N.it. i barter west of the received many awards. a'ivnnced dsRrfjfis\ni nc 1 ud i PR Teachi ng (ten. m.ii i\u0026lt;nd()WiiieiU. ach i evement test Rrants front the i nc 1 ud i ng t h\u0026lt;j I the Huniuni t i es\nintern with Senator Pryor\nI'll kannoB Governor ' b School The Neo Gothic building (192?) in writing at Princeton\nro\u0026lt;tier for the two on facult is listed on the National Regifiter of Hietor-ic Placce and i c* National HifAt.oric Landmark\nRecent graduates of Central wore cf\u0026gt;l legos throuRhout tlie United States, accepted by 110 selective seven accepted last i ncludi ng year at Stanford University\nPTSfi won LRSD award for greatest membership growth for necoiiHary schools. 19B9 UO. TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent '1^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on Dunbar International Studies Gifted and Talented Magnet Planning Committee The Dunbar Planning Committee held its first meeting on March 1, 1990. Membership of the committee consists of the following: Dunbar teachers Pam Boyd, Martha Daniel, and Elouise Hudson\nGibbs faculty members Faith Donovan and Vicki Gonterman\nLRSD administrators Mabel Donaldson, Marie McNeal, and Victor Anderson\nparents Deborah Busbea, Elizabeth Dowell, Mrs. H. Otis Tyler, Pam Plant, and Linda Sterling\nLeticia Martin, NLR Schools\nTommie Sue Anthony, PCSSD\nSusan Grier, Arkansas Department of Education. Representatives of the business community have attended some committee meetings also. Also attending have been Lucy Robinson, Beverly Whittenberg, and Diane Woodruff, representing Advocates for Language Learning. Mrs. Daniel was selected chairman of the committee, and Mrs. Busbea was selected as recorder during the March 6, 1990 meeting. The committee has spent its time refining the program of studies which was submitted in November 1989. Except for the addition of Swahili as a foreign language to be offerred in 1990-91, the curriculum remains the same as submitted in the November plan. The committee has designed an informational package of seven pages which is being used as a recruitment tool in meetings with interested groups, meeting was held at Gibbs on March 19, 1990 to explain the program to A prospective parents, commi ttee. It was attended by six parents, three of whom are on the The sixth grade class at Gibbs visited the campus at Dunbar for a tour and informational program on March 23, 1990. Open House at Dunbar was held on March 26, 1990. It was attended by approximately thirty parents and students and twenty to thirty Dunbar staff and committee members. Plans are being made to refine the implementation of the gifted component of the program. That topic will be the focus of the meeting on March 28. There are plans for representatives of the committee to meet with the gifted teachers in PCSSD in April to discuss recruitment of PCSSD students into the Dunbar program.Status Report-Dunbar International Studies Gifted and Talented Magnet Planning Committee March 27, 1990 Page 2 Plans are also being developed to do recruitment in the PCSSD and NLR District in April and May. The committee will need the assistance of the Desegregation Office and the MRC as it finalizes plans for these activities. Target mailings are being discussed which will require mailing lists from those di stri cts. Media announcements will also be developed. provide some assistance there. Perhaps the MRC can Dunbar plans an assembly for its current seventh and eighth graders on Tuesday, April 10 to encourage those students to come to Dunbar. Following that program, it will be appropriate for the Student Assignment Office to mail forms to Dunbar students asking if students wish to be reassigned from Dunbar. Mailings to zoned sixth grade students within the District need also to occur in early April to encourage those students to remain at Dunbar. Mailing packets for those students will need to be provided immediately. VA/laj cc: Estelle Matthisfr Little Rock School District March 27, 1990 \" . TO: Downtown Early Childhood Center Comnittee FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development SUBJECT: Minutes - March 20 Meeting Members Present: Regina Jasper - Educational Cooperative Michelle French - PCSSD Rachel Myers - LRSD Jack Turner - Downtown Partnership Fatimah Akbar - Parent ^ip Jones - LRSD Barnes Jennings - LRSD The committee continued discussion from the first meeting on the following areas: site identification, publicity, licensing requirements, staffing and assignments, and support services. Mr. Turner agreed to head the site identification process and begin a search for available space in the downtown area. At the first meeting, the committee agreed to limit the enrollment to 60 four-year old children for the first year, will give a report on his findings at the April 17 meeting, important task at this point is to identify a site. Mr. Tdmer The most The committee also discussed whether or not the children of parents wlio work in the downtown area should be given preference for assignments. It was agreed that the purpose of the downtown center is to accommodate employees in the downtown area. As a result, preference will be given to the children of downtown employees. Ms. Jasper gave a report on her work with the Educational Cooperative to open an early childhood center in 1990-91 for handicapped and non-handicapped students. The committee also talked about addressing the needs of handicapped children in the downtown center. Hie committee agreed to appoint Glenda Bean as chairperson of the publicity subcommittee. Mr. Turner noted that Ms. Bean has a list of persons to contact in downtown offices. Rachel Myers, Michelle French, and Regina Jasper will serve on the staffing and program subcommittee. All subcommittees are expected to give a preliminary report at the , next meeting, Tuesday, April 17, at 3:00 p.m. The meeting will be held in the Little Rock School District Administration Building. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 22, 1990 Mr. Dames Dennings, Associate Superintendent - Desegregation P^\\achel Myers, Assistant Superintendent for Educational Programs and Staff Development THROUGH?/'Mr Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development RE: Early Childhood Task Force Committee - Parents The listed parents will represent Garland and Franklin Schools on the Early Childhood Task Force Committee. Garland: Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Bl ack Frankl in: Denise Northcutt 4320 Irwin Road Little Rock, AR 455-3110 (Work) 821-3310 (Home) - White 72210 P. S. Darlene Dones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 Garland was unable to furnish a white parent.Little Rock School District Communications Department 810 W. Markham Little Rock, AR 72211 (501)370-1611 To: From: Re: James Jennings, Associate Superintendent Becky Rather, Communications Director Design an interdistrict public relations campaign for implementation by August 1990. The Communications Directors from the three Districts have met to discuss the public relations campaign in the TriDistrict The three Directors are: District Desegregation Plan. Scharmel Bolling, NLRSD Susie Roberts, PCSSD Becky Rather, LRSD Our first meeting included Ann Brown from the Office of Metropolitan Supervisor , who will serve as our liaison from that office. We also met with Deborah Heritage of Southwestern Bell who is chairman of the Education Committee of the Greater Little Rock Chamber of Commerce. Ms. Heritage and the Chamber have been working on a tri-district plan for public relations. They have a sub-committee that has as one of its goal to: \"Promote confidence in the quality and stability of the public schools in Pulaski County. A. Work with the three districts to develop a comprehensive public relations campaign designed to promote a positive image of our public schools.\" The Chamber is working to get some of the top public relations specialists in Arkansas to work on this plan without compensation. Details are being developed and more information should be available soon. Three Chamber members have already volunteered to serve along with Ms. Heritage. They are: Keith Riggs Courtney Swindler Jerry Peters I recommend that we work with the Chamber of Commerce, rather than going off in different directions. If we can get as many professionals in the business community working together on this project, there will be more of a buy-in ownership for these business people who will benefit as muchas the school district. They not only can provide the \"brain power\" but also some of the manpower and possible financial resources as well. There is also a good working relationship already established between the Communications Departments in the three Districts.' 0'3.-03/93 15:00 301 324 2032 L R School Dlst ODM  001 AGENDA STATUS REPORT - OEHCE OF DESEGREGATION MONITORING August 6, 1993 - 3 p.m. 1. aosing of Ish School  Staff  Closing Procedures 2. Desegregation Plan - Overview Work Sessions (LRSD Principals) Date Time Level 8/5/93 8/6/93 8/6/93 8/6/93 8/10/93 9 auTL 8 a,ni. 10 aun. 11:30 8:30 Jr. High Cluster Elem. Cluster (Gremillion) Sr. High Cluster Elem. Cluster (Robertson) Incentive Schools 3. Financial Status - Hearing (August, 1993)  Mark Milhollea 4. LRSD StafSng 5. Length of School Day - Revised ADE Standards 6. Desegregation Audit 7. Opening of School Activities 8. Other t Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/20Cpgg^J^gQ JUN 2 9 2006 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF CASE NO. 4:82CV866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE WRIGHT KNIGHT, ET AL INTERVENORS LITTLE ROCK SCHOOL DISTRICTS STATUS REPORT For its Status Report, the Little Rock School District states\nLRSDs agreement with Dr. Ross and Dr. Catterall for the submission of four final Step 2 evaluations no later than October 1, 2006 was predicated on the belief that LRSD would receive electronic benchmark examination results from the State of Arkansas by July 1, 2006. It now appears that LRSD will receive such data no earlier than July 10,2006, and that LRSD will have to spend approximately two weeks reformatting the data as requested by Dr. Nunnery. Drs. Ross and Catterall continue to believe that they can produce draft reports within about six weeks after receiving properly formatted electronic data. This means that preliminary evaluations would be filed with the Court before the October 1, 2006, deadline. LRSDs program evaluation process, however, requires that the evaluation teams meet and provide feedback to the evaluators which would then be incorporated into a final report. It appears now that this process would result in final reports being submitted after the October 1, 2006, deadline. The final step in the LRSD program evaluation process is board approval. That would occur at the board meeting immediately following the submission of final reports.Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 2 of 3 LRSD fully expects that the final pre-kindergarten evaluation will be submitted to the Court before the October 1,2006, deadline since this evaluation can be completed using data from the Iowa Test of Basic Skills, which is already available. LRSDs current best estimate concerning the development of the other three evaluations is that draft evaluations will be submitted to the Court and the parties on September 11,2006, that final evaluations will be submitted to the Court and the parties on October 11, 2006, and that the Board will approve the final evaluations at its regular meeting in October of 2006. The only step in the evaluation process which is beyond the control of LRSD and its evaluators at this point is the receipt of electronic benchmark data from the State of Arkansas. LRSD will file a status report with the Court as soon as it receives that data and, if necessary, a request for an extension of time to allow for the appropriate use of that data in the evaluation process. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Center 400 West Capitol Little Rock, AR 72201 By\n/s/ Christopher Heller Christopher Heller #81083 Attorneys for Little Rock School DistrictCase 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 3 of 3 CERTIFICATE OF SERVICE I certify that on June 28,2006, I have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us sj ones@mwsgw .com sjones@jlj.com johnwalkeratty@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 /s/ Christopher Heller\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_872","title":"Court filings: District Court, order; District Court, order of dismissal","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-12-11","1989-12-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Educational law and legislation","Education--Finance","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order; District Court, order of dismissal"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/872"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_839","title":"Court filings: United States Court of Appeals, Tenth Circuit, reversal, Brown and Smith v. Board of Education, Topeka, Arkansas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Kansas, 38.50029, -98.50063"],"dcterms_creator":null,"dc_date":["1989-12-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Brown v. Board of Education of Topeka","African Americans--Civil rights","African Americans--Education","African Americans--Segregation","Educational law and legislation","United States--Politics and government","Segregation in education"],"dcterms_title":["Court filings: United States Court of Appeals, Tenth Circuit, reversal, Brown and Smith v. Board of Education, Topeka, Arkansas"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/839"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1281","title":"Parent Committee: Little Rock School District, chairman-assistant chairman","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-12-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Parents"],"dcterms_title":["Parent Committee: Little Rock School District, chairman-assistant chairman"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1281"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["395 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_949","title":"Desegregation: ''North Little Rock School District Revised Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-12-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Educational law and legislation","School enrollment","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Revised Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/949"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNorth Little Rock Public Schools 12/1/89 NORTHL ITTLE ROCKS CHOOLD ISTRICT REVISED DESEGREGATIOPNL AN IN THE UNITED STATES DISTRICT COURT EASTER.N DISTRJCT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINTIFF DEFENDANTS IN'l'ER\\il~HORS INTERVENORS Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: TABLE OF CONTENTS Student Assignment Plan Staff Recruitment Plan. Special Education Plan Introduction. Compensatory Education and Elimination of Achievement Disparity Page i 1 15 21 31 Compensatory Programs Aimed at. . . . 50 Dropout Prevention Extracurricular Activities. 58 Discipline, Expulsions and. 62 and Suspensions Gifted and Talented Education. . . . 64 School Construction and Inadequate. 88 Facilities Desegregation Monitoring 91 Community Relations . . . 92 Referral Evaluation Placement and Programming. . 95 Procedures for Handicapped Students INTRODUCTION In its decision of April 13, 1984, the Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F.Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. Id. at 348, Paragraph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id. at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g) . ii 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 and Paragraph 103(l)(a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102. 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c). 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools south of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10. n-012 iii The Court of Appeals for the Eighth Circuit affirmed these findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The NLRSD's remedial plan, originally submitted as NLRX H-i, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did not address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Plan and Supplement addressed all violations found by Lhe Dislrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D. Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on July 21, 1987 and approved by Order of July 27, 1987. n-012 iv 2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, 1988 and approved by Order of September 1, 1988. 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989. PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan and all amendments thereto into a single document. Second, t.he District committed in its original Plan to implement certain compensatory education programs if adequate funding was provided by the State. The Settlement Agreement does provide additional funding tot.he District for compensatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 1989, the Stipulat.ed Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies was filed which details the programs that will be implemented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education programs, the District n-012 V proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan. n-012 vi SECTION 1: STUDENT ASSIGNMENT PLAN~ HISTORY OF STORM PLAN Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial composition represents the racial composition of the District. This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of-~~-:_, 449 F.2d 500, 501 (8th Cir. 1971) and revised with the 1 approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion of black and nonblack students in District as a whole. 2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA, p. 8. 3. Children entering the first grade after May 1, 1978, enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973). 5. Black students living in predominately white areas and white students living in predominately black areas are not bused or transferred. The questions and answers concerning the District's student assignment plan {Addendum lB, p. 9) are published each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the NLRSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard. JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior High School. Each junior 3 high school reflects the racial composition of the District in grades 8 - 9. These zones will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District. In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum lD. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% ~ 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum lD, p. 14. LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A letter was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be done on a first come first served basis. There were about 35 students to transfer. Another letter was mailed to all white students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first come 4 first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school racially balanced. The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0% + 9.5%. The senior high schools in the North Little Rock School District satisfy this requirement. SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is. The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5 housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will no longer be in operation. The attendance zones will be.revised and reestablished as necessary to assure proper racial balance in each 7th and 8th grade school. Transportation will be provided in the 1990-91 school year to - all students who reside two miles or more from school. This will be a part of the restructured secondary schools program. Parents are encouraged to make recommendations and express concerns to the District's Transportation Department. Concerns and recommendations made to the Transportation Department will be investigated and corrected as the need arises. The North Little Rock School District will continue to provide safe transportation by (1) well trained drives, (2) good discipline on buses, (3) proper bus maintenance, and (4) bus routes as short as possible. STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 The following schools are located south of Interstate 40: ELEMENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine SECONDARY Ole Main High Rose City Junior High Central Junior High 6 Redwood Rose City Seventh Street The following schools are located north of Interstate 40: ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC. The racial composition of elementary students in the District as a, whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area must be between 35.6% and 59.4% black, i.e., 47.5% + 11.9%. A review of the data in Addenda lA and lD discloses that the racial composition of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black. - The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all well within the+ 25% standard set by the Court of Appeals. 7 NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTEMBER 20, 1989 EXCLUDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B \u0026amp;PIKE VIEW ELEMENTARY w,ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUPE PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F -MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS* ELEMENTARY TOTALS: NON-BLACK 138 (57.5) 117 (56.5) 79 (53.4) 103 (53.1) 437 (55.4) 226 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48.7) 112 (56.6) 241 (52 .1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46.9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 132 (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (50.6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43 .4) 222 (47.9) 11 (52.4) 2,271 (46.2) TOTAL 240 207 148 194 789 424 220 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 198 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 8 QUESTIONS AND ANSWERS CONCERNING THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered 9 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attends a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools. 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at 10 any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the District's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood. 9. Q. How were the groupings of schools determined? - A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 11 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the minority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. 12 NORTHL ITTLE R1.,~t{P UBLIC SCHOOLS t l.NM'Nlt) .... ,w ... 1, \\ml1t.,_ ,. .,. .. ,.. .. ......... J ~ II, 1..,L ' . \" ............  t.8-.-n.,. ,.._ 1  I\" _\".'h'\"..', .,\".11\"1.'J ... I ,11,h ll,1\u0026lt; Ill ~,,  H .. !\"' P.a1l II N.iuh '\"itlih I? l'L 11,H ll ~a.~..\" ,. . ., l'u-. ltt..'\\Ju,-.1  1t,.,.-l1 ll S..,,,Nh Sun1 J111ol, lllsli ........... 1. l \u0026lt;1N1~I llf I JL\\- .. ,ul\n!II IC1tl1,u,\u0026amp;\u0026lt;1 !I llu-\u0026lt; l d) lllali \"'\"'\"\" !? Nu.,1.._. , \\\u0026amp; !) Ilk MJIII !.a II-. ,~ ..... lHt\\\\ ( ~IUCI 2S II\"' SLilh hct .- ----- \\ \\ '   Ridgeroad Junior High-black students' Rose City Junior High-white students ' ..... i: - ---\n.\n, \"c t luh kJ ( tHIUlt) ( luh ..... ' 1 SCHOOL CENTRAL LAKEWOOD RIDGE ROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56 .5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. (%) 686 ( 69. 3) 528 ( 54. 5) 1,214 (62. 0) BARING CROSS* BLACK No. (%) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 (30.7) 440 (45.5) 744 ( 38. 0) (School for multiple handicapped) SCHOOL NON-BLACK BLACK No. (%) No. (%) BARING CROSS (Secondary) 9 (34.6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) TOTAL 701 488 626 415 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped eind this school is excluded from the student assignment plan. 14 SECTION 2: STAFF RECRUITMENT PLAN The primary goal of the Worth Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored. All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In furtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persons in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15 ANALYSIS OF STAFF Computer software specifically designed to provide a profile of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs. ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff representation in all five secondary schools. - PROMOTION District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16 the Central Administrative Office Building and in each of the \"District's schools. In addition, this information will be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minority personnel currently employed in administration or areas with under-representation to provide support and guidance for those with similar aspirations. The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17 Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District proposes the following components of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all components of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made aware of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of minority educators. 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18 employee benefits, an Equal Opportunity Employer's statement, and a packet containing other pertinent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee benefits - a District brochure (with minorities prominently shown throughout) - an application for employment - specific informational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions. Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable credentials and recommendations. 14. The District will request identified teacher training institutionsto provide the names and directory information o~ minority students enrolled in upper level courses. Periodic communication will then be mailed to these students. 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 16. A 10-minute slide show describing the District 19 and occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the personnel office staffs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants. COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that could provide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District. When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting minority educators. 20 Section 3: SPECIAL EDUCATION PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental 21 retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have.been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985} (Hereinafter referred to as\"Referral Procedures\"} and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\"). STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981} and \"Program Standards\" (1981} (provided to the Court in NLRX R-1 and NLRX 28). 22 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. ---DUE PROCESS PROTECTIONS In \"Referral Procedures'' (1981 \u0026amp; 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3A. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order. 23 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum JC). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonethel~ss paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures\" at 24-33 ( 1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at Pl.B p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. 24 c. Include materials tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certified educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT in furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Program Standards\" specifies by name which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25 in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS In addition to maintaining its compliance with all State and Federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. Individual schools found to have overrepresentation problems must suJmit a school action plan which addresses the disparity in their special education population. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not 26 necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consisten1: with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 27 North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department of Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 28 1989. See \"Compliance Letter\" attached as Addendum 3E. All suggested improvements were implemented by October 1, 1989. See \"Followup Letter\" attached as Addendum 3F. In addition to this regularly scheduled compliance review, the District has invited the following organizations to conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock Public School District will appoint a Special Education Advisory Committee with the responsibility to conduct compliance reviews every 18 months. This committee will be established with the following additional requirements: 1. Chaired by a member of the North Little Rock Public School Board. 29 2. No fewer than seven (7) members. 3. Minimum of two (2) members to have expertise in special education or related field. 4. No employee of the North Little Rock School District may.serve as a member. RECORD KEEPING The District will maintain records sufficient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually. 30 SECTION 4: COMPENSATORY EDUCATION AND ELIMINATION OF ACHIEVEMENT DISPARITY The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science, and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band. 31 Introduction to competitive athletics, student government, spirit clubs and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum, which meets and exceeds State Standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. The summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 32 * * components of programs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program. To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program. One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Note: Program descriptions preceded by\"*\" are dependent on the monies to be paid to the NLRSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 33 approved by the Court, the District will not be able to implement these programs. The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 34 deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily. 35 * Basic Skills Computer Laboratories The first priority of the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year - of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laboratories have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School. The basic skills computer laboratories provide supplementary 36 * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software and other course software materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. - These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990. A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 37 * * * 2-10\nMinimum Performance Tests in grades 3, 6 and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand health screentng. Test data is used in planning appropriate compensatory programs and services for students. Again, particular emphasis is placed on the needs of minority and disadvantaged students. Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. 38 An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth - percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. * Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 39 specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary s Jdents are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 40 difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans State Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for - all students who do not pass the Minimum Performance Tests. Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL SERVICES AND PROGRAM MONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. Beginning in the 1990-91 school year, basic classes will be eliminated in phases. Seventh and eighth grade basic classes will be eliminated in 1990-91 and the following year basic classes will be eliminated in grades 9-12. Students will be taught in regular or honors classes. Teachers and counselors 41 will make a concerted effort to identify minority students who can be successful in honors classes. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and community and will assist students in overcoming academic, social and behavior problems. Homebound Services. Students with medical conditions which require them to be - absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 42 Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is charged with the responsibility of reviewing the literature on multicultural education and studying the needs of the district. This committee has written a developmental guide for multicultural education in the North Little Rock School District, and that guide is in the implementation process. The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic and cultural groups will have an equal chance to achieve academically in school. In accordance with recommendations from our parents' advisory group, parents and students will be more actively involved in the implementation of the District's multicultural plan. Computer Assisted Instruction 43 For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is erovided. Computer activities are integrated into the instructional program so that classroom instruction is reinforced by concentrated on-task learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. A committee of secondary teachers in the content areas of English, social studies, and science is developing a list of software for each area. A catalog of software will be developed at the district level. Items will be purchased from this list as funds permit. SUMMER LEARNING EXPERIENCES Summer School for Elementary and Junior High School Students Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and t~e data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer 44 * assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. Summer School for Secondary Students To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. VOCATIONAL SERVICES Compensatory services in the area of vocational education are provided through a Carl Perkins Project which is specifically targeted for students identified for inclusion in this program. Services include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students in the most appropriate vocational courses. 45 STAFF DEVELOPMENT The North Little Rock School District Staff Development Program is designed to assist each staff member in performing to optimwn level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) Classroom Management Training and Teacher Expectation and Student Achievement (TESA). 1. 2. Program for Effective Training. The Program for Effective Teaching (PET) teaches the teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observer and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. 46 3. All elementary teachers have completed this training. New elementary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers iearn to manage classrooms more efficiently and effectively. Teacher Expectations Student and Achievement (TESA). Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. Inservice training programs are provided to staff based upon identified need. Staff needs assessments for inservice training activities are conducted each year. Standardized test data are analyzed to determine areas of greatest need. These data are analyzed and inservice programs are provided to support those identified needs. ACHIEVEMENT DISPARITY 47 The District recognizes the existence of achievement disparity between the black and nonblack student population. Addressing the disparity issue will start with the development of disparity plans at each campus unit. Disparity plans are linked to pedagogy techniques and programs designed for specific service delivery such as: Early Childhood Programs, Basic Skills Inatruction, Chapter 1 Computer Labs, Remedial Reading and Mathematics Programs, PACIR, Multicultural Education, Staff - Development and other programs previously identified. All of these programs deal with issues of disparity. Standardized test data are first analyzed by race, grade and content area for the development of disparity plans at the campus unit level. After these data are analyzed, school improvement plans are developed. The locally developed objective based curriculum in mathematics and language arts, Practical Approach to Curriculum Renewal (PACIR), provides the cornerstone for identification and direction for student mastery in these content areas. Each child may be diagnosed to the objective level of mastery and provided direction for future teaching and study. These processes may be teacher directed, computer assisted, tutorials, independent study, etc. or any combination. As technology progresses, the District goal is to provide individual educational plans to teachers and parents as a guide to enhance the student's achievement level. 48 Staff development activities, standardized achievement testing and specialized instructional programs must be used with objective based diagnostic curriculum to eliminate the achievement disparity of students. 49 SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION In North Little Rock, as in any urban school district today, at least 25 percent of t~e students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal communication. All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies. A number of intervention programs which address the \"at risk\" student will be implemented. ---WIN PROGRAM The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being implemented in our secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. ---IMPACT TRAINING In addition to the WIN program, school-based teams (IMPACT) were formed to deal with substance abuse issues and concerns. 50 IMPACT teams are currently operational in each secondary school. VOCATIONAL SERVICES Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be - completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students in the most appropriate vocational courses. STUDENT ATTENDANCE When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel. STUDENT ASSIGNMENT CLASSES Student Assignment Classes (SAC) will be established for on-campus suspension of secondary school students. Students involved in this program will continue academic work under 51 the supervision of the SAC teacher during the time of suspension. ALTERNATIVE EDUCATION In an attempt to meet the diverse educational needs of students in a metropolitan desegregated environment, numerous methods of alternative educational approaches are used to serve those children with special needs. Programs such as Alternative Classroom Elementary, Alternative Classroom Secondary, Joseph Pfeifer Alternative Program, and the Tri District Learning Center are some examples of this approach to service. ALTERNATIVE CLASSROOM (ELEMENTARY) The alternative classroom which is housed at the North Little Rock Boys' Club, is staffed with a full-time teacher and aide. The alternative classroom, conducted in a self-contained setting, is designed to provide structure and maximum supervision for the student whose behavior directly and significantly interferes with classroom performance. A student who might be considered for placement in the alternative classroom would exhibit persistent behaviors that can cause serious injury to self and others or behaviors of such magnitude and duration that the student is unmanageable in the regular classroom setting. After appropriate behavior has been demonstrated and maintained in the alternative classroom, a student will be mainstreamed into a regular classroom setting at Argenta. 52 After the student is mainstreamed successfully for the full school day for a minimum of two weeks, consideration would be given to returning the student to the homebase school. ALTERNATIVE SCHOOL (SECONDARY) Suspension to the North Little Rock Boys Club is an alternative to our-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys' Club Alternative School JOSEPH PFEIFER KIWANIS CAMP ALTERNATIVE CLASSROOM EXPERIENCE A pilot Alternative Classroom Experience has been designed for students between the ages of 9 and 13 or who are in the fourth, fifth, or sixth grades in North Little Rock or Pulaski County School Districts. The four main goals of the program are: 1. To improve student behavior in an institutional classroom setting. 2. To improve academics in an institutional classroom setting. 3. To improve community and home relationships. 4. To improve classroom attendance. In addition, the program works to build self-esteem and motivation within the student and to improve basic academic skills. 53 ---PARENTING COMPONENT During the course of the program, parents will be required to attend at least three (3) parenting workshops. ---PROGRAM DESIGN Each student who participates in the program will live at Pfeifer Camp for six (6) weeks, excluding weekends and holidays. During the first four (4) weeks, Phase I, the student will attend the alternative classroom at the camp. Phase II consists of the last two (2) weeks, when the students will attend his/her regular school and return to the camp in the afternoon. In all, each student is required to live at the camp for thirty (30) days. No child will stay at the camp during the weekends, unless a special event, such as a campout or retreat has been scheduled. This program is operated by Mr. Sanford Tollette, under the supervision of the Little Rock Kiwanis Club with sponsorship from the Arkansas Department of Education and the Metropolitan Education Service Center. TRI DISTRICT ALTERNATIVE LEARNING CENTER The Metropolitan Education Services Center in cooperation with the Little Rock, North Little Rock, and Pulaski County Special School Districts has developed and is implementing a program for educating students at-risk of dropping out of school. This school is an alternative program with new choices for the potential dropout candidate. 54 The target population will be 7th, 8th, and 9th graders who. are experiencing difficulty or have been unsuccessful in the traditional school setting. These students will receive alternative instruction at the old Carver Elementary School at 800 Apperson, Little Rock. The courses will include the State-adopted curriculum standards along with supplemental instruction in self-esteem and drug education. ---GOALS 1. Help students attend school regularly. 2. Help students accept responsibility for their own education and conduct in order that they can be successful. 3. Set goals that include graduation. 4. Instill a sense of self-worth and a belief in themselves and to give them an opportunity to learn in a non-threatening adult environment where they can experience a feeling of belonging and a taste of success. 5. Achieve academic success. ---CRITERIA FOR REFERRAL The teachers, counselors, school administrators, or parents may refer students to the Tri-District Alternative Learning Center (TDALC). The following criteria have been established as appropriate reasons for referrals: 1. Students with repetitive discipline problems in the classroom or with peers. 2. Students will excessive absences. 3. Students with children. 4. Students who are 2 or more years over age for their current grade placement. 55 5. Students whose academic difficulties may be attributed to problems with parents or the lack of basic needs. Students who have been diagnosed as needing support from a special education service will not be considered. ---ADMISSIONS Students eligible to attend the Tri-District Alternative Learning Center (TDALC) meet in a traditional school. Referrals to TDALC will be made to a designated person in each district or the TDALC supervisor. These referrals will be screened and final selection of candidates will be the decision of the selection committee. Each district will be allotted the following number of students: Little Rock Pulaski County North Little Rock 7th 14 11 5 30 8th 14 11 5 30 9th 14 11 5 30 Black 26 9 6 41 White 16 24 9 49 Total 42 33 15 90 The admissions committee will evaluate student eligibility based on these indicators: Poor Attendance Poor Academic Performance Negative School Behavior Need for Social Services Documented Recommendation from the School Students guilty of illegal or violent behavior may be selected to attend classes in other setting. If expelled from school because of illegal or violent behavior, students may enter other components of the alternative program after 56 being out of school one semester. Target date for accepting students in TDALC is set for October 2, pending preparation of the facility. EXITING Students may be withdrawn from Project TDALC and put on a regular campus at any time, but this usually takes place at the end of the school year. An Exit Committee composed of a representative from the receiving school, two TDALC teachers, the TDALC supervisor and the student's parents will determine if a student is to be exited. The students' placement will depend upon attendance, academic, and social progress, as well as the students' age and achievement test scores. 57 SECTION 6: EXTRACURRICULAR ACTIVITIES The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading, drill teams, and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to special interest or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teacher will inform and encourage minority students to become more active in all extracurricular activities. 58 2. Schools will publicize and inform minority students and their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations. 5. The District will annually review try-out procedures and eligibility requirements to identify and eliminate and practices that discourage or adversely affect minority participation. 6. Each school will prepare a summary report for ali clubs, organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year. 59 Mr. Horace R. Smith, Program Advisor from the Division of Planning and Development from the State Department of Education came into the secondary schools in Spring Semester, 1989, and did an assessment of the North Little Rock extracurricular activities. Mr. Smith provided technical assistance in the form of an inservice program for secondary school administrator and activity advisors on strategies to increase minority participation in extracurricular activities. Student feedback was compiled and one-hour inservice sessions designed and scheduled for each of the secondary schools. The primary participants were the school administrators and the activity advisors. The objective of the inservice sessions was to raise staff awareness and focus attention on the broader issues such as academic expectations and social alienation which directly impact the degree of minority extracurricular participation. These inservice sessions were held between March 15, 1989, and May 22, 1989. Since the inservice sessions were held, we have been working closely with the Equity Center from the State Department of Education to finalize plans for on going inservice. Meetings were held with the Equity Center in September of 1989 and also October of 1989. The North Little Rock School District welcomes parental involvement regarding participation and identified concerns in the extra curricular program. The District is presently 60 studying possible actions to reduce cost barriers that may restrict participation in identified activities. Possible actions being considered are (1) including an activity period in the regular school da, (2) providing transportation for student activities, and (3) providing cheerleader and pep squad uniforms. 61 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE Disciplinary policies are periodically reviewed to ensure fundamental fairness and absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook is reviewed with the students in all schools during class time. SUSPENSIONS To ensure fairness and the absence of bias in suspension decisions, the District has revised its disciplinary policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students 62 suspended in each school is compiled by the Assistant Superintendent for Student Affairs annually and provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspension. In the 1989-90 school year the North Little Rock School District developed a plan to monitor the discipline referrals from each school. At anytime the District Desegregation Team believes there may be disparity, a conference is held with the building principal. The bases for disciplinary action will be studied and an effort will be made to check the consistency from one student to another, and the problem will be corrected. EXPULSIONS The North Little Rock School District has expelled only twenty students during the last three years. Of this number, ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 63 SECTION 8: GIFTED AND TALENTED EDUCATION The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD \u0026amp; PCSSD, 584 F. Supp. 328,349 (E.D. Ark. 1984). Since that time significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the program for the 1983-84 school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. CALLAHAN/TREFFINGERSTUDY During the 19\u0026amp;2-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a Title IV-C Grant the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study/placement procedure. The 64 case-study method provides information from a variety of sources and also summarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH During the same year, the District adopted the use of the ''Creative Positives of Disadvantaged Youth and Children.\" by E. Paul Torrance. See Add. 8A. The District has also adopted the Torrance Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths are used in the creativity test for purposes of screening and identification of culturally disadvantaged students. 65 MULTIPLE REFERRAL SOURCES As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This assures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. Where there is unevenness of referrals for culturally disadvantaged students, the supervisor for gifted and talented, resource teacher for gifted and talented and the school principal carefully examine the permanent folders for additional nominations. MULTIPLE PLACEMENT CRITERIA Student placement decisions are based on multiple criteria. See Add. 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrance is used to assist in identification of the culturally different. GROUP DECISION-MAKING Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a 66 case-study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. No single person can decide to place or not to place a student. PARENTAL INVOLVEMENT AND APPEAL Parents are involved throughout the referral and placement process. They are invited to refer their children for placement. They are required to complete the Parent Questionnaire, Add. BC, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of Gifted and Talented Program then review all identification instruments, Add. BB, and meet with the parents to review all 67 placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. One of the goals of the North Little Rock School District Gifted and Talented Program is to help the student develop self-understanding. Many activities are conducted in the resource room at the elementary level and the cluster classes at the secondary level to encourage the gifted student to recognize and use his/her abilities. Emphasis is placed on the nature and nurture of needs of the gifted student through the following areas: inservice training by resource teachers/facititators, training during 68 pre-school inservice, dissemination of articles on behavioral characteristics, handbook for gifted education and two newsletters per year. The District is making specific efforts to seek minority teachers as stated on pp 18, 19, and 20 of the North Little Rock School District Revised Desegregation Plan. 69 NORTH LITTLE ROCK PUBLIC SCHOOLS GIFTED/TALENTED PROGRAM Creative Positive Among The Culturally Different 1. Ability to Express Feelings and Emotions. 2. Discovery: I suggest that giftedness in expressing feelings and emotions may be discovered by: ----Observations of facial expression and body gestures. ----Analysis of samples of creative writing, especially poetry. ----Observations of behavior in discussions, classroom meetings, role playing, sociodrama, creative dramatics, dance, creative movement, music, and rhythm. ----Study of visual art products and the processes used in their production. ----Observations of response in creative reading. Ability to Improve with Commonplace Materials Discovery: The following observation checklist is suggested for identifying giftedness for improvisation with common materials: ----Makes toys from commonplace materials. ----Uses common materials to modify toys. ----Makes games from common materials. ----Uses common materials for unintended uses at home. ----Uses common materials for unintended uses in school. ----Uses common materials in inventions. ----Uses common materials in creative dramatics, art, and so forth. 3. Articulateness in ~ole Playing and St~ry Telling Discovery: Giftedness in role playing and story telling may be observed among culturally different students in learning activities involving role playing, sociodrama, and related techniques. Such talent becomes evident when the role playing becomes very absorbing and lifelike. Fresh ideas arise in the sociodramatic processes, and students respond to one another at a deeply empathic level. In story telling, the interest of the group is aroused and sustained. The students become quite absorbed as one event inspires another and the problem solving processes become complex. 70 Role playing and improvisation tests have been devised by Moreno (1946, 1969) and others, but a sensitive and alert teacher, school psychologist, or sociodramatic director can discover this kind of talent in the regular course of instruction when this methodology is used. It requires a bit more alertne$S to become aware of the real life role playing used by many culturally different students as a survival or adaptation technique. However, this may be the \"real test.\" Importance: Since role playing (especially as used in sociodrama) and story telling fundamentally are creative problem solving processes, this kind of talent is important in achievement, just as creative problem solving skills are important. There are numerous careers that specifically require this kind of talent for success. 4. Enjoyment of and Ability in Visual Arts Discovery: Although there are tests to discover giftedness in the visual arts, research literature does not reveal much of great value. Visual art products are so easy to obtain that most searchers for talent in the visual arts have been willing to rely upon judgements of products such as drawings, painting, and sculptures. As an observational screening device for surveying and talent in the visual arts, the following checklist is suggested: ----Experiences real joy in drawing. ----Experiences real joy in painting. ----Experiences real joy in sculpture. ----Becomes deeply absorbed in drawing, painting, sculpture, or other visual art activity. ----Understands subject matter by \"drawing it\" (e.g. illustrates stories, illustrates history, draws biological objects, makes maps.) ----Communicates skillfully through drawings, paintings, sculptures, and other visual arts. ----Captures the essence of whatever is photographed. ----Makes photographs tell a story. 5. Enjoyment of and Ability in Creative Movement and Dance. Discovery: Although some excellent work has been done on the development of tests to assess creativity in movement (Alston, 1971\nClover, 71 1974\nWyrick, 1966), these tests have not yet been fully standardized and made widely available. While these tests would doubtless be useful in becoming aware of talent in creative movement and dance that might otherwise be missed, most workers will probably depend on observations and judgements of performance. For this purpose, the following checklist is suggested: ----Experiences deep enjoyment in creative movement/dance. ----Becomes intensely absorbed in creative movement/dance. ----Can interpret songs, poems, stories, and so forth through creative movement/dance. ----Can elaborate ideas through creative movement/dance. ----Movement facilitates learning and understanding of events, ideas, concepts, and reading/literary materials. ----Spends unusual amount of time in perfecting creative movement/dance. 6. Enjoyment of and Ability in Music and Rhythm Discovery: Although there are a number of useful tests of musical ability such as the Seashore Measures of Musical Talents (Seashore, 1980), Aliferis Music Achievement Tests (Aliferis, 1954), Drake Musical Aptitude Tests (Drake, 1957), and the Musical Aptitude Profile (Gordon, 1965), and although there are measures such as Sounds and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974) and Vaughn's (1971) Test of Musical Creativity that seem to predict certain kinds of creative behavior in the realm of music, actual performance in musical activities will probably continue to be the best route for discovering giftedness in music and rhythm. For this purpose, the following checklist, which can be used by teachers and other observers, is suggested: 72 7. ----Writes, draws, works, walks, moves with rhythm. ----Rhythm facilitates learning of skills. ----Rhythm facilitates learning and understanding of ideas, events, concepts and so forth. ----Creates songs. ----Creates music. ----Interprets ideas, events, concepts, feelings, and so forth through rhythm. ----Interprets ideas, events, feelings, and so forth through music. ----Becomes highly absorbed in music and rhythmic activities. ----Works perseveringly at music and rhythmic activities. ----Is exceptionally responsive to sound stimuli. Use of Expressive Speech Discovery: Since the social situation is a powerful determiner of speech (Labov, 1972, 1973), the discovery of giftedness in expressive speech among the culturally different requires that the would-be discoverer enter into the right social relationship with the young person. Many teachers, school psychologists, and counselors are unable to do this. Whether one is searching for giftedness in expressive speech through standardized test situations or in nontest situations, it is important that the culturally different student feel free to use the expressive system that is most comfortable. The importance of this is illustrated by Foster's (1974) study of the influence of non-Standard English dialect and lexicon upon Black 10th grade students' ability to comprehend, recall, and be fluent and flexible in providing titles for verbal materials. These students scored higher in response to non-Standard English stories than they did to Standard English stories. It was apparent that these students thought better in their language when they were cued in some semblance of their language, were not limited to preset written responses, and were allowed to respond verbally and freely and to interpret as they proceeded. Foster's test also indicated that in an uninhibiting situation Black students can be more verbal and intellectually creative in their own language than they can in Standard English. 73 The following checklist is suggested for use in screening students who might be gifted in the expressiveness of their speech: ----Speech is colorful. ----Speech is picturesque (e.g., suggests a picture). ----Speech iocludes powerful analogies, metaphors, and so forth. ----Speech is vivid (e.g., lively, intense, penetrating, exciting). ----Invents words to express concepts and feelings for which existing words are inadequate. ----Combines speech with movement and sound. 8. Figural Fluency and Flexibility Discovery: Both the Guilford (1967) and Torrance (1966/74) batteries of creativity tests contain measures of figural fluency and flexibility that seem capable of identifying giftedness in this area among culturally different groups. Little or no language ability is required by this type of test, and language handicaps seem not to interfere with performance. One need not be dependent upon tests for discovering this kind of giftedness, however. The following checklist is suggested in screening for this kind of talent: ----Produces many different ideas through drawings. ----Produces many ideas with common objects. ----Arranges blocks and other play materials in many combinations. ----Assembles and reassembles complex machines with ease. ----Produces images in response to music, sounds, or movement. ----Sketches maps from memory with ease. ----Organizes objects and materials in space. 9. Enjoyment of and Skill in Group Problem Solving Discovery: While there has been considerable work by social psychologists and educators (Lake, Miles, \u0026amp; Earle, 1973) in the development of tests of group performance, such tests have not been widely used either to discover talent or to evaluate the effectiveness of educational programs. Few such tests have been standardized and made available commercially. Perhaps the most carefully developed and standardized of these tests for use in school settings is the Russel Sage Social Relations Test (Darnarin, 1959, 74 10. available from Educational Testing Service, Princeton, New Jersey 08540). Perhaps the best methods for discovering such talent are those that provide students with opportunities for solving problems in groups and for getting important tasks done. The following checklist is suggested as a guide for discovering this kind of talent: ----Influences other students to engage in projects he or she initiates. ----Organizes and structures the group and the group task with skill. ----Work in small groups facilitates learning and problem solving. ----Tries harder in small groups than otherwise. ----Produces original and useful ideas in small groups. ----Becomes more alive in small groups. ----Is highly aware of feelings and skills of others in small groups. ----Supports other members of group, displays high group loyalty and involvement. ----Initiates activities in small groups. ----Is effective in teaching others in small groups. Responsiveness to the Concrete Discovery: Frequently, educators derogate concrete thinking as being inferior to abstract thinking. However, responsiveness to the concrete as a creative positive goes beyond what is implied by concrete thinking or concrete operations. The person gifted in responsiveness to the concrete is stimulated by the concrete\nthinking and problem solving are facilitated if the problem can be conceptualized in physical terms. This person obtains enjoyment from doing things with his or her hands, from manipulating objects physically, and from using hand tools. Perhaps the best way of discovering this kind of giftedness is through involving culturally different students in meaningful tasks and problems permitting physical manipulation. There are also a number of tests, games, and puzzles that involve this kind of physical manipulation of objects. The following checklist is suggested for discovering this type of giftedness. ----Produces a flow of ideas and alternative solutions when concrete objects and materials are involved. ----Tries to conceptualize problems in terms of concrete objects and systems. 75 ----Uses concrete objects and systems to generate ideas and solutions. ----Works in an absorbed manner for lengthy periods of time on concrete puzzles, mechanical problems, and so forth. 11. Responsiveness to the Kinesthetic Discovery: There is a danger that responsiveness to the kinesthetic among the culturally different may be equated with a physical or motoric learning style. Responsiveness to the kinesthetic, as I have conceptualized this creative positive, goes far beyond the old concept of a physical style of learning, which is usually thought of as a deficit among the culturally different. Giftedness in responsiveness to the taxonomies of the psychomotor domain (Harrow, 1972). It includes not only manipulative movements but also kinesthetic discrimination, psychomotor coordination, endurance, strength, flexibility, adaptive motor skills, expressive movement and interpretive movement. Out of the growing field of movement education and work on assessing skills in the psychomotor domain, assessment procedures will doubtless be developed for discovering giftedness in this creative positive. Those interested in developing psychometric procedures for assessing this kind of giftedness can build on the earlier work of the Gesell Institute (Ames, 1966) and the California group (Hayley, 1969) and will find many cluec in Harrow's (1972) work on a taxonomy of the psychomotor domain and in Birdwhistell's (1970) work on Kinesics. The following checklist is suggested to guide teachers in screening for responsiveness to the kinesthetic: ----Skillfully communicates ideas through movement. ----Skillfully interprets meaning of movement. ----Movement is effective as warm-up for creative thinking. ----Displays skillful manipulative movement in crayon work, typing, piano playing, and so forth. ----Makes quick, precise movements in mime, creative dramatics, role playing, and so forth. ----Shows movement in drawings and other visual art products. ----Makes fine discriminations of kinesthetic information. 76 12. ----Has excellent memory for kinesthetic information. ----Works at movement activities for extended periods of time. ----Displays total bodily involvement in interpreting a poem, story, or song, and in creative reading, dramatics, and so forth. Expressiveness of Gestures and Body Language Discovery: Expressiveness of gestures and body language as a creative positive of the culturally different overlaps somewhat with the creative positives dealing with creative movement and responsiveness to the kinesthetic. However, in view of the present state of knowledge concerning these types of giftedness, it seems desirable to treat expressiveness of gestures and body language as a separate set of abilities. Its focus is on communicating through gestures and body language and interpreting this kind of communication. Certain aspects of this type of giftedness may be tapped by some of O'Sullivan and Guilford's (1966) tests of social intelligence, especially their measure labeled Expression Grouping, which involves the interpretation of pictured facial expressions. It is my feeling, however, that tests of this kind miss the essence of the kind of giftedness I have in mind. Thus, I am suggesting the following checklist of behaviors that may help in the discovery of this kind of giftedness: ----Expresses ideas powerfully and accurately through gestures and body language. ----Combines speech with gestures and body language to communicate nuances that cannot be expressed by word. ----Is skilled in recognizing the needs of other children from their gestures and body language. ----Is skilled in recognizing faces. ----Is skilled in mimicry, imitations and impres~ions. ----Is accurate in \"reading\" the body language of the teacher. ----Uses gestures and body language to tell a story. ----Is skilled in charades that rely on the use of gestures and body language. 77 13. Humor Discovery: There have been many attempts to develop tests of humor, but at the present time I am unable to identify any well developed, standardized tests of humor that could be used in discovering giftedness in humor. There are a great variety of theories of humor (Goldstein \u0026amp; McGhee, 1972), and in each, one may find clues for identifying humor in everyday life and in various creative products such as writing, drawing, and acting. Superiority theories of humor maintain that the roots of humor are in triumph over other people. Humor and enjoyment, according to these theories, occur when people compare themselves favorably to others as being less stupid, less ugly, less unfortunate, or less weak. However, this type of humor may be combined with sympathy, congeniality, empathy, and geniality. The incongruity theories of humor insist that humor arises from disjointed, ill suited pairings of ideas or situations or from presentations of ideas or situations that are divergent from usual customs. According to surprise theories of humor, the elements of surprise, shock, suddenness, or unexpectedness are necessary conditions of humor. Ambivalent theories of humor content that the basis of humor is the simultaneous occurrence of incompatible emotions or feelings. Release or relief theories of humor maintain that the basis of humor is relief from strain or constraint, or release of excess tension. According to configurational theories, humor is experienced when elements initially perceived as unrelated suddenly fall into place. Psychoanalytic theories of humor hold that in humor there is an economy in the expenditure of feeling\nhumor turns an event that would ordinarily cause suffering into less significance. One can draw from all of these theories of humor to obtain clues for discovering giftedness in humor in the culturally different. I have tried to find such clues in the creative writings and drawings of children. Some workers might find the following checklist helpful: ----Portrays the comical, funny, amusing in role playing. ----Portrays the comical, funny, amusing in drawings. ----Makes humorous, original comic strips. 78 ----Portrays the comical, funny, amusing in dramatics. ----Makes people laugh a lot in games. ----Makes up humorous jokes or stories. ----Makes people laugh (not \"makes fun of\") in discussion. ----Describes personal experiences with humor. ----Plays jokes on others. The problem in using these observations is finding appropriate criteria of what makes something humorous, funny, comical, or amusing. Other than \"It makes me laugh,\" the best criteria I have found are those inherent in the above theories of humor, such as: - ----Superior or clever adaptation in triumph or victory. ----Joining together of incongruous disjointed elements. ----Element of surprise, breaking up of a routine course of thought or action. ----Simultaneous experiencing of two or more incompatible emotions or feelings. ----Experience of release from tension or relief from strain. ----Joining together of incongruous elements that fall into place. ----Making something important unimportant and something unimportant important. 14. Richness of Imagery Discovery: Richness of imagery has generally been viewed as a characteristic of creative products (such as poems, essays, stories, etc.) rather than as an aspect of giftedness. Although my associates and I (Torrance, 1965c, 1976) have obtained crude measures of richness of imagery in the writings and drawings of children, I know of no really satisfactory measure of this type of giftedness. Since images may be visual, auditory or kinesthetic, indications of the ability to procure rich imagery may be sought in all three of these modalities and in the processes through which images are produced. The following checklist is suggested as one approach to discovering this type of giftedness among the culturally different using criteria of clarity, intensity, vividness, and liveliness for various types of imagery: ----Imagery in writings. ----Imagery in dance, movement, and other kinetic activity. 79 15. ----Imagery in singing or instrumental music performance. ----Imagery used in relating personal experiences. ----Imagery that emerges from oral reading. ----Imagery in role playing and dramatics. ----Imagery in drawings and other art work. Originality and Inventiveness Discovery: There are a variety of tests that can be used in discovering giftedness in originality and inventiveness among the culturally different~ One of the oldest such tests is the Rorschach Ink Blot Test (Klopfer \u0026amp; Davidson, 1962), which uses uncommon responses of good form and humor movement as the primary indicators. Current tests which provide measure of originality include the Barron-Welsh Art Scale (Barron, 1969), the Structure of Intellect tests (Guilford, 1967), the Torrance Tests of Creative Thinking (Torrance, 1966/1974), Sounds and Images and Onomatopo and Images (Torrance, Khatena, \u0026amp; Cunnington, 1974), and Welsh's Origence measure based on the Welsh Figure Preference Test (Welsh, 1959, 1975). The following checklist is suggested for purposes of crude screening: ----Produces solutions that others do not think of. ----Produces solutions when no one else can. ----Solutions are unusual, unconventional. ----Stories have unusual, surprising endings. ----Stories have unusual, surprising plots. ----Comes up with inventions to solve problems. ----Innovates with common materials to produce new solutions. ----Comes up with solutions to problems that others say cannot be solved. 16. Problem Centeredness Discovery: Problem centeredness is such a behaviorally oriented phenomenon that it would be difficult to devise a well balanced test to assess this type of giftedness. However, psychometric procedures have been devised to assess certain aspects of it. Most such attempts have involved the length of time a person is willing or able to continue working on a puzzle or difficult problem. Frequently, teachers and parents are annoyed by the problem centeredness of children and tend not to recognize this type of behavior as a potential strength to be used in facilitating learning and in developing careers. 80 The following checklist of problem centered behaviors is suggested as a guide in discovering this kind of giftedness: ----Does not give up easily\nkeeps trying to solve a problem. ----Persists in asking questions about a problem or topic. ----Shows concern and tries to solve or help solve problems of others. ----Is stimulated by difficult problems. ----Is hard to distract when concerned about a problem. ----Keeps seeing relevance of new information to problems of the group. ----Comes back to a problem or unfinished task time after time. ----Follows up outside of class with problems generated in reading or class discussion by reading, interviewing, experimenting, and so forth. 17. Emotional Responsiveness Discovery: Since emotional responsiveness is not associated with level of intelligence, this characteristic is not usually thought of as an aspect of giftedness. While there are tests of empathy and emotionality (Lake, Miles, \u0026amp; Earle, 1973), little or no work has been done to apply such measures to problems of discovering giftedness among the culturally different. While such work needs to be done, the following checklist may be useful in discovering this type of giftedness and culturally different: ----Listens intently and understandingly. ----Feels strong empathy with others and is highly aware of the feelings, distresses, and the needs of others. ----Actively responds to meet the needs of others. ----Responds emotionally to stories, events, needs of group members, and so forth. ----Is responsive to sincere interest and concern of others. ----Seems almost psychic in ability to interpret and anticipate the actions of others. 18. Quickness of Warm-Up Discovery: There are vast individual differences in the quickness with which people warm up or \"get ready to go\" in coping with problems for which they have no learned or habitual responses. 81 Some warm up very slowly, and in responding to tests of creative thinking they may go ahead and produce a large number of obvious and commonplace alternatives before they are able to do the \"mind stretching\" that results in new or original responses. Or, they may sit or stand apparently inert and inactive for a considerable length of time and then seem suddenly to spring into action and produce brilliant solutions. In track competition, there are brilliant dash runners who perform poorly in the distance events, while others perform poorly in the short distance races and excel in the distance races. In open ended tests of creative thinking such as the Torrance Tests of Creative Thinking, certain aspects of quickness of warm-up may be discovered. Currently, we are obtaining one such measure by determining how many of the early responses to tasks (first three responses in the verbal tests and in the repeated figures task of the figural test) are original (uncommon) responses. The following checklist may be helpful in discovering youngsters gifted in quick warm-up: ----Begins productive work immediately when given a new assignment. ----Becomes tired of waiting and loses interest when there are delays in getting a class or activity started. ----Goes \"all out\" on a task immediately. ----Responds immediately to emergencies, quick changes, and so forth. ----Adapts immediately to changes in the situation or assignment. ----Produces original ideas early in a brainstorming session. 82 NORTH LITTLE ROCK SCHOOL DISTRICT INSTRUMENTS OF IDENTIFICATION Ideally, identification should include all of the information which can be gathered about each student. By using multiple criteria, the pitfall thus avoided is that of exclusive attention to an insufficient number or variety of criteria. The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services. 1. Individual Intelligence Test - Wechsler Intelligence Scale fqr Children-Revised (WISC-R), Wechsler Intelligence Scale for Adults, Stanford-Binet Intelligence Scale. These tests are administered by the District's licensed examiners. The WISC-R will be the primary test used. The Stanford-Binet will be an alternative. The Otis Lennon School Abilities Test will be used for prescreening. These tests give an estimate of potential, but must not be used to exclude students from the gifted and talented program. 2. Creativiey Test - Thinking Creatively,with Pictures Figural Booklet A by E. Paul Torrance. This test will be administered and graded by the resource teacher/facilitator for gifted and talented. 3. Achievement Tests and Grades - Metropolitan Achievement Test - (MAT-6). Scores and grades should be used to indicate students' performance. Either low test scores or grades should not be used to exclude students from the gifted and talented program. 4. Scales for Rating the Behavioral Characteristics of Superior Students. Renzulli Scales for Learning Motivational, Creativity, and Leadership Characteristics will be used for grades K-6. Grades 7-12 will use Renzulli's Scales for Learning, Motivation, Creativity, and Leadership Characteristics. The Purdue Secondary Checklist for English, math, social studies and science. The Scales will be completed by the classroom teacher(s). 83 5. Parent Questionnaire - The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities which are often not observable in the school setting. 6. Product Evaluation - Products such as poetry, slide/tapes,.photo essays, and/or science projects may be used to document ability, creativity, and motivation. 7. Interviews - An interview will be conducted by the resource teacher/facilitator for gifted and talented. 8. Interest Inventory - An interest inventory will be administered by the resource teacher/facilitator. The inventory will help determine areas of interest. 9. Creative Positive Among the Culturally Different (A list of indicators of potential.) The resource teacher/facilitator will assist the classroom teachers in applying these criteria to the students' characteristics. 10. Characteristics of Giftedness - A list of indicators of gifted responses for possible referrals at the elementary levels. 84 Student's Full Name Parent/Guardian NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT QUESTIONNAIRE GIFTED/TALENTED PROGRAM (Date) All information on this form will be strictly confidential and will be used only by the referral and placement committee. 1. Child resides with: (Check) Father ( Mother Other If other, please specify Occupation of: Father: Mothe\n:-: Other adults in the home: 2. Brothers and sisters: Names Ages 3. Hobbies of: Father Mother 4. Child has own room ( )\nShares with others inumber). 5. Private lessons taken by child: Kind How long taken Frequency 85 6. Trips child has taken: Place Age 7. Things the family does together 8. Child's recreational choices 9. Choice of friends (ages, sex, numbers, etc.) 10. How does he/she get along with his/her friends? 11. What does the child like to do when he/she is alone? 12. Child's membership in out-of-school clubs or groups 13. Child's reading interests (favorite books -types, titles, authors) 14. Amount of child's reading per week (estimate) 86 - 15. Child's hobbies and collections 16. Child's special talents or skills 17. Child's special problems or needs at home 18. How does the child get along with others in ths home? 19. Child's home responsibility 20. Does the child have an allowance? Yes ( )No( )Amount per week( 21. Discuss the attitude of the child toward school 22. Child's school needs as you see them 23. Describe the child as you see him/her (personality, attitudes toward home, work, friends) 24. Please feel free to attach any additional information that you feel is pertinent. Prior to the referral conference, the resource teacher for the Gifted and Talented will administer an appropriate interest inventory and creativity test to your child. 87 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES The North Little Rock Sc~ool District was established in 1901 with all students housed in. a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the all-time high of 14,000. Since the 1969-70 school year, 88 student population has consistently declined. The October, 1986, enrollment was 9\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":139,"next_page":140,"prev_page":138,"total_pages":155,"limit_value":12,"offset_value":1656,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. 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