{"response":{"docs":[{"id":"bcas_bcmss0837_878","title":"Court filings: District Court, complaint; District Court, motion to suppress and brief in support","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":["1989-07-24","1989-07-25"],"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","School districts","School management and organization","School integration","Law \u0026 liability","Arkansas--Politics and government","United States--Politics and government","Educational law and legislation","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, complaint; District Court, motion to suppress and brief in support"],"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/878"],"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\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_965","title":"Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90","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":["1989-07"],"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 improvement programs","Student assistance programs"],"dcterms_title":["Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90"],"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/965"],"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\nfifth year of six year plan (1985-1991),\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n~ramewori or 'E~e{{ence PLANS FOR IMPLEMENTING EDUCATIONAL PRIORITIES INTHE NORTH LITTLE ROCK SCHOOL DISTRICT 1989-90 Fifth Year of Six-Year Plan (1985-1991) July, 1989 J' ramework._, for 'E~e[fence Plans for Implementing Educational Priorities in the North Little Rock School District Mr. James Smith Superintendento f Schools July, 1989 Introduction ..... Task Force Membership. TABLE OF CONTENTS Task Force Steering Committee. Act 7 of 1983 ... Goals for Arkansas Educdtion. Philosophy .... Student Learning Goals Prioritization of Needs .. District Improvement Plans .. PRIORITY #1: To better meet the needs of . minority children. Priority #2: The implementation of ...... . compensatory education programs. Priority #3: The development of a written, sequential curriculum for language arts and mathematics. Priority i4: The planning for implementatiun of 7-8, 9-10 and 11-12 secondary programs at the beginning of the 1990-91 school year. Page i ii iii iv V 2 3 4 6 7 23 36 42 School Improvement Plans . Northeast Senior High School. Ole Main Senior High School Central Junior High School .. Lakewood Junior High School Ridgeroad Junior High School .. Rose City Junior High School .. Skills Center ..... Amboy Elementary School . Argenta Elementary School Belwood Elementary School . Boone Park Elementary School .. Crestwood Elementary School Glenview Elementary School. Indian Hills Elementdry School. Lakewood Elementary School .. Lynch Drive Elementary School . Meadow Park Elementary School . North Heights Elementary School Park Hill Elementary School . Pike View Elementary School Pine Elementary School .. Redwood Elementary School Rose City Elementary School Seventh Street Elementary School. Baring Cross Center ......  . . 46 47 50 53 57 60 71 76 79 s4 . . . 88 91 97 101 106 111 122 126 129 136 141 147 153 159 163 166 INTRODUCTION The Six-Year Educational Plan for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts, The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans, This document covers the fifth year of the District's Six-Year Plan, It contains District Improvement Plans for 1989-90 and School Improvement Plans for 1989-90, The School Improvement Plans have been developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. Systematic planning for educational improvement has made a positive impact during the four years of the implementation of the Six-Year Plan, Students, parents, and educators have carefully studied the results of the work done this year and have used this information in planning for improved learning opportunities for the students of North Little Rock during 1989-90. i Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommGy aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whee1 e r Cynthia Mel ton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKPU BLICS CHOOLS Framework for Excellence TASKF ORCEM EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bill Garvin Winnie Talley James Smith Gale Bossier Al ice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum ii Suzanne Stephens Christy Godwin A 11 an Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Ha 11 Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wi1 s on Jim Dyer Linda Elliott NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student iii ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONAILM PROVEMENBTY THE LOCAL SCHOOLD ISTRICTS OF THE STATE OF ARKANSASA\nNDF OR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: Act ofS E1C9T8I3O.\"N 1. The Title of this Act shall be \"The Educational Planning SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October l of each school year, each school district shall repo~t to its patrons on the district's progress toward realizing the goals and noobtjeedc tivepsr oblemse t aroeuats . in its long range plan and on proposals for correcting (c) In addition to the districtwide educational plan, each school ~ithin the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such oasf sistthains ce Act. as may be needed to enable each district to meet the requirements iv NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. d. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. GOALI I: HELP LEARNERSA CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIAC ND OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: a. Providing career information with emphasis on the respect for the dignity of work. b. Providing opportunity to develop job entry skills. c. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. GOALI II: HELP EACHL EARNERD EVELOPT O THE FULL RANGEO F HIS/HER POTENTIALB Y: I a. Fostering and encouraging creativity through the Arts (Music, Art, ~rama, etc.). b. Developing specific learning skills including critical thinking, decision-making and the use of scientific methods to facilitate independent lifelong learning. GOALIV : HELP LEARNERPSR OGRESST OWARBDE COMINHGE ALTHYR, ESPONSIBLE,A ND HUMANCEIT IZENS THROUGH: a. Understanding levels of government and the need for individuQl participation. b. Developing a sense of personal and civic responsibility. c. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. d. Understanding world cultures. e. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. V (Goals for Arkansas Education continued) GOALV : HELPL EARNERMS AINTAINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. vi PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. -2- NORTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. Esyascthe msst.u dent develops an understanding of governmental and political 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic communications skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student a~tendance. 11. The provision of instructional specialists to provide support to the teaching staff. 13. The development/improvement of programs that prepare students for employment upon graduation. 14. The development/improvement of programs that motivate students to be lifelong learners. 15. Development/improvement of programs that teach students to get along with each other. 16. Development/implementation of a comprehensive staff evaluation system. 17. Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICITM PROVEMPELNATN S FOR 1989-1990 ,, ___ N_o_r-th--L~i_t_t_l_e_R_o_c--:k-S,--c D_l,__1i-0s_~oti--rcl -t----,DcciccSccTR ICT Fil'E- YEAR UPDATE TO SIX-YEAR PLAN--~--- Advisory Committee:------Sha ron Williams _I _, I Pu la ski County 1989-1990 July, 1989 Educ at ionn I Priority 1/_1 __ Goal: To better meet the needs of minority children Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Staltt or lncl CoI No. I. Pre-referral activities A. Gather data on special education membership by race/sex/handicap/school to determine the extent of over-representation of minority children. B. Report findings to District's staff. C. Conduct mini-in-service sessions on pre-referral activities with faculty of schools where data reflects overrepresentation oroblems. llupon1lblllty (!Jho will coorJlnul:!7) Dr. Stephen Phaup Dr. Stephen Phaup Dr. Stephen Phaup D. Develop plans for imple- Principals menting pre-referral activities in schools special education exists. E. Implement pre-referral Principals activities and monitor for effectiveness. where overrcpresentatiol of minority children in --~----------------_,___ ---------- lnservlce Activity None Preschool inservice with staff Mini-in service programs on pre-referrol activities Eva)u  tJon of Activity (Evahution ln1tn.1.,1tnt, teat Ing d,ua, flnhhrd product, appropriate othrr) Statistical report Inservice feedback compilation Inservice feedback compilation Completed plans Written reports on activities and effectiveness Conclu1lon1, flndll\\Jr.l or Statu o( Activity I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-Yl:AR UPDATE TO SIX-YEAR PLAN l'J89-l 9'J0 Advisory Committee: Sharon Williams Steve Phaup July, l989 Educiltion~l Priority II l Go.il: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or Loe.al CuI No, - --- --- -------T-\"------,--- -----------------------------, v1luatlon o( Activity ([v1lu  tlon l,urruaet\\t, A,ct lvhy or TIM Line 91upon  lblllly testing dt, flnhh.:d (llho 1.1111 coorJlnatcJ) tnser-v1ce Activity ------ ------------~-------- F. Dc,velop Teacher Assistance Teams (TAT). I. Consult with Directot of the Arkansas Special Education Resource Center (ASERC) and arrange TAT training. 2. 3. Select and train TAT coordinator and key administrative personnel. Pilot TAT program in one elementary school a. Select school for pilot program b. Train staff of pilot school Dr. John Moore Dr. Stephen Phaup Esther Crawford Jane Brown . one Dr. John Moore TAT training Dr. Stephen Phaup Esther Crawford Jane Brown Dr. John Moore Dr. Jone Moore Dr. Stephen Phaup Esther Crawford Jane Brown District trainer TAT training product,  rprorrlte other) Record of meeting Inservice feedback compilation Inservice feedback compilation ConcluatoC'I  , rlndln or St.alu  of Act tvlty 1 ' I v:, I NortlJ Lictle Rock School Di.strict ?ulaski County DISTRICT P IVE-YEAR UPDATE TO SIX-YEAR PLAN 198')-1')90 Advisorv Committee Sharon Williams July, 1989 Steve Phaup Educntinnnl Priority~-- Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object ivc: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal or loc,l CoI Ho. Act,vlty or Tl- Lin Ae  pon  lblllty (IJho will coorJln.atc1) lnservlce Actlvlty c. Monitor and assist, District None with implementa- trainer tion of TAT program d. Evaluate pilot effort Dr. John Moore None II. Multicultural Education A. Phase I AWARENESS I. Identify eight people Dr. John Moore to attend training sessions on multi-cultural education conducted by Dr. Jame, Banks. 2. Attend the Multicultural Training Program conducted by James Banks. Dr. John Moor\u0026lt; Same as activity John Moore committee. 3. Appoint a dist~ict Dr. multicultural -------~ [v  lu  tton of Act lvlty (Evaluation ln  tn.i.,ent, teat Ing dt, I lnl  hed product, rprorrhu other) Anecdatol records Evaluation report People identified Record of attendance Committee members identified Conclu  lon  , Flndln,.1 or Statu  of Act lvlty -------- - i !. 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989- I Y'JO Advisory Committee: Sharon Williams Steve Phaup Esther Crawford Jane Brown July, l 989 bluc.ll ional Priori Ly II l c\n0 ,1 I: To better meet tl,eneeds of minority children John Moore Objective: By May l990, the District will have implemented strategies/programs to better meet the needs of minority children. State Of local Coal filo. Act lvh)' or TJ- Line Kupon,lbtl lty (Uho wlll coorJlnateJ) lnservlcr Act1vltJ [valu,tton of Activity {[Y1lu1tton lnatru  ent, tntlng d,1t1, flnl,hed p1oduct, rprorrl.ate other) ------------f---------1------------L---------- 4. Schedule mi,etings with Esther the multicultural Crawford committee, to view a Jane Brown video tape by Dr. Banks, discuss multiculticultural education, and dev.,lop a district plan. 5. Meet with representatives from Little Rock and Pulaski County to discuss their plans for multicultural education. Dr. John Moore Est her Crawford Jane Brown 6. Meet with Director of Dr. John Moore the Pulaski County Educational Cooper-ative Service Center to discuss ways the Coop will assist and coordinate training of leaders from the three districts. Record of meetings Record of meetings Record of meetings Conclu  lon,, Flndlni,\n, or Statu1 of Act lvlty Norch Little Rock School District PulJ~ki Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN I 989- I 9'JU Advisory Committee: July, 1989 Educ,1tion,li Priority /I l Coal: To better meet the---\n-eeds of minority children Sharon Williams Steve Phaup Esther Crawford Jane Brown John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Ylu1tlon of Activity Sttt, or Jluponlbll lty (Ev1lu1tlon JnatruMent, Loc,l Act f111ty or TJ9tC Line In.service Acttvlty Cone I ua ton,, Find In~ te,tlng dua, rlnhheJ or Statu  o( Activity CoI Ho. (Uho will coorJlnatc:1) product, rprorrl,te otl1er) --- \u0026gt;-- 7. Identify two people to Dr. John Moore Record of meetings meet in Seattle, Washington with James and Cherry Banks. 8. Meet with deans of the Dr. John Moore Record of meetings various colleges in central Arkansas to determine what is available now or will be available in the near future in multi-cultural education college courses. 9. Identify existing Jo Stewart Books and materials multicultural profes- identified sional books and materials in each school's media center. lO. Conduct a multicultur- Dr. John Moore Record of meetings al information meeting with Dr. James Banks. ------ - ---- - - ,..-.'..,. I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-19')0 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educ.iLional PrinriLy /i_l __ Coul: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj eel ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. - --- -- Cvluuton of Activity St  tir or upon,Jblllty (Ev  lu  tlon ln1lru.,ent, Loc1I Acttvlty or n- Line Inser-vlce Activity Conclu  lon, flndlnJ. te1tlng dt, flnl1h~d or Statu of Act hlty Co.al Ho, (llho \"'111 coorJlnue?) product, rprorrhte other) --- ---- - 11. Conduct a district- Esthrr Same as activity Record of meetings level multicultural Crawford orientation for Jane Brown administrators. The session wil 1 include viewing and discuss in! video tape by Dr. Banks, \"An Intro-duction to Multi-cultural Education. \" 12. Conduct building-level Building Same as activity Record of meetings multicultural orienta principals tion in service sessions for staff. The sessions, which will be conducted by principals, will include viewing and discussing Dr. Bank's video tape, \"An Intor-duction to Multi-cultural Education. \" -I w I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAP PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup S1ale Loc.11 Co.11 July, 1989 Educ.1tion,1I Priority II I Coal: To better meetui\"eneeds of minority children Jane Brown Esther Crawford John Moore Objective: By May I 990, the District will have implemented strategies/programs to better meet the needs of minority children. Evaluation of Acttvlty ., Reponalbtllty (Ev,luat Ion lnt ruMent, Act lvt ty or TIMt: Line- lnservlce A.cttvlty Conclu  lona, flndln~ teat Ing data, rtnhhtd or Statua o( Act lvlty Ho, (11110 wf11 coorJlnucl) product, rprorrhtt other) 13. Conduct a multi cul- Jo Stewart Same as activity Materials fair held tural materials fair for principals, teachers, and media specialists. 14. Inform textbook Esther Committees informed adoption committees Crawford of the need to care- Jane Brown fully evaluate the quality of multicul-tural and ethnic view points presented in textbooks. 15. Attend workshops on Jane Brown multicultural Record of meetings 16. Disseminate in forma- Jo Stewart Information dissemi- . tion related to nated current research on multicultural educa- ~j tion, learning styles, and teaching strategies. - - -- ------ --- North Little Rock School District Pulaski County DISTRICT PIVE-YMK UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams July, 1989 Steve Phaup Ec.luc.1t ional Priority II I Go.11: To better meet tne needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ----------,-------------- ------~------------,------------, State or Local Co,1 Ho. ,kttvlt)' or TJ- line leron, lbl 11 ty (llho wlll coorJln.ate1) lnae.rvlce. ActJvlty - -- ---- ---------------+--------t----------- B. Phase I I IJEVEJ.OPMENT I. Define multicultural education as it will be used districtwide. Jo Stewart 2. Develop district goal, Jo Stewart for multicultural education. 3. Begin to identify Jo Stewart the major multicul tur-al concepts that will be taught. 4. Identify stories in Jo Stewart the newly-adopted basal readers that lend themselves to the teaching of multicultural concepts and code these in the books. tv,lu1tlon of Activity (11,luat Ion Jn1tru.-e.nt, te.1tfng d,ua, rtnhh1,d p,oduct, rprorrhte otl,er) Definition written Coals developed Concepts identified Stories identified Conclualon, rlndlnJt or Sttu of Acthlty l -I '-\" I TO SI -YEAR PLAN======::.::.::\nAdvisory Committee: ___ ~-- Pulaski County 1989-1990 July, 1989 /:\u0026lt;Juc,H ion.,J Priority 1/_L_ Goal: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal\" or Evaluuion of Activity Loc.11 Activity or TIM LJnt, Rupon,Jblllty Inservlc.e Activity (Ev.1l uat Ion ln,t Tu.,ent  Conclu,lon,, flndln1t, Co.al No. (Uho \"Ill coocJln.1tc7) te,tlng d.ata, flnl,hed or Statua of Act lvlty product, rprorrl.a1e other) s. Communicate to Jo Stewart Books coded principals and teach-ers findings regard-ing multicultural stories. Teachers will code these in the books. 6. Identify library books Jo Stewart List distributed listed in the basal readers which lend themselves to the teaching of multi-cultural concepts. Distribute lists to each teacher. 7. Purchase a copy of Dr. John Moore Books purchased Dr. Banks' mul ticul-tural training manual for each building. 8. Purchase selected ! Jo Stewart Books purchased multicultural pro- 1.Principals fessional books and encourage principals to purchas additional books. -- - ----- -- North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: July, 1989 f::\u0026lt;luca t iona I Priority fl l Goal: To better meettrieneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evalu.atlon of Actlvlcy Stale or Activity or Tl111e Line Rupon,jbtl lty ([valuation Jn.cruin~nt, Locl ln,ervtce A\u0026lt;:t!vlty Conclualons, FlndlnR tettlng d_.ta, (lnhhed or Slatu  of Activity Co.11 No. (Uho will coocJln-'tc1} product, rprorrl.ite other) 9. Develop a plan for Jo Stewart Plan developed using literature to Nova Staggs teach multicultural Esther concepts. Specific Crawford books will be identi- Jane Brown fied for each grade level and content area. Strategies for using the books as teaching tools will be developed. 10. Provide grade level Esther Sessions conducted and departmental Crawford discussion sessions or Jane Brown multicultural educa-tion. Demonstration less ions may be included in the sessions. 11. Provide district and lJo Stewart Same as activity Sessions conducted building level ins er- Esther vice sessions on any Crawford aspect of multi- Jane Brown cultural education. -I \"I North Little Rock School District PJlaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 AJvisory Committee: Sharon Williams Steve Phaup Stte loc.11 Co.1I July, 1989 Educntlon~J Priority I Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj cc t Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ., Activity or Tle Ltne No. 12. Identify existing student multicultural books and materials in each school's media center and develop a bibliog-raphy of multicultural books and materials appropriate for students. 13. lnco rpora te mul ci-cultural education into Teacher Expecta-tion and Student Achievement, Program for Effective Teach-ing, and Classroom Management staff development models. 14. Develop sample ele-mentary and secondary multicultural lessons. Mupon1lbll lty (llho \"Ill coorJlnatc7) Jo Stewart Esther Crawford Jane Brown Jo Stewart Esther Crawford Jane Brown lnservlce Activity Ev,luatlon of Activity (Ev1lu1t Ion ln,t ru.,ent  te,t Ing d,t,, finished product, rprorrhte other) Bibliography completed Content incorporated Lessons completed Conclu,lon,, flndlni-. or Statue of Act lvlty ---------------------\u0026lt;-------~ -------------\"------------'----------~ -I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educationnl Priority ll_ _ l _ Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. vlu.1t1on of Act lvHy SI It: or Ruponlblllty (Evlu  tlon tn1truinent 0 Conclu,ton, flndl111t1J locI Aeltvlty or Thie LJne lnservlce A.cc1vlty te~I Ing dat 11, f lnlehcd or Statu1 of Act lvlty Co.al No. (Uho will coorJlr,atc1) product, rpror,d.ue other) C. Phase III IMPLEMENTATION 1. Include examples Building Examples included which reflect cultural principals diversity in all instructional lessons. 2. Identify appropriate Jo Stewart Literature multicultural litera- Nova Staggs identified ture for teaching selected PAC IR obj ec-tives in language arts and reading. 3. Cooperate with the Esther Sessions completed. Pulaski County and Crawford Little Rock School Jane Brown Districts to provide Dr. Jess training in using Walker math manipulatives. 4: Provide staff train- Dr. Jess Same as activity Sessions conducted ing on teaching Walker strategies which appeal to all learning styles when teaching math PACIR objectives. I -I \"I ' North Little Rock School District 0 ulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEJIR PLAN 1989-1990 Advisory Committee: July, 1989 Educational Priority f_l __ Goa 1: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evluat!on o( Act Iv tty State or LocJil ActJvlly or 11.,, Ll\"r lupo\"1Jbllhy lnsrrvtce Activity (Ev1lutlon l\"ltruMrnt, Conclu1lon1, fl\"dln1t1 lr:11 In\u0026amp; dt, flnllhrd or S1atu1 o( Activity CoJil No, (llho will coorJlnatc7) product, Jirprorrhtr othrr) 5. Conduct building-level Building Same as activity Sessions completed in service sessions on principals student participation Jo Stewart with sponsors of all extracurricular activity groups in the secondary schools. 6. Study multicultural curriculum units Jo Stewart Programs assessed developed in other school districts for possible district use. 7. Obtain multicultural Jo Stewart Unit collected units of study in language arts and math which can be infused into the regular curriculum. 8. Utilize resource Jo Stewart Record of resource people who represent Ann Kincl people on file diverse cultures. Building principals -- .___ --- I N 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPUATE TU SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup F.dur,nional Priority 11_ 1_ _ Coal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or loc,l Coal No. --- 9. Incorporate multicultural literature into appropriate content areas. JO. Keep a record of all multicultural education activities at each building level. II. Inform parents and other conmunity members of the District's involvement in multicultural education. luponelblllty (Uho wit I coorJ1natel) Jo Stewart Nova Staggs Building principals Jo Stewart Scha rmel Bolling III. At-risk programs A. To review the District's Dr. John Moore None strategies for dealing with at-risk youth through committee meetings by September 30, 1989. lnservtce Activity [valuation o( Activity (t'.,,1elu11lon ln  rrucnt, tutlng data, flnhhcd product, rprorrhte other) Multicultural literature utilized Record of activities on file Con tac ts made Committee Reports Conclualon, rtndln~ or Statu or Activity I N. ,. North Little Rock School District Pul,iski County DISTRICT ~rvE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 \\dvisory Committee: July, 1989 Educational Priority // l Goal: To better meettneneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Yh,.tlon of Acthlty Stte or leponlbll lty (Evlut Ion lnt ruent  Cone lu Ion,, Find lo,_, local Acthlty or Tl- Line lnservlce A.c:tlvlty test1n1 dat, flnhhed or Statu or Act IYlty Coal Ho. (Uho will coonJlnatef) product, rprorrhte other) B. To continue the role of Sharon None Trained staff person the at-risk youth Williams person in place coordinator in each secondary school. C. To continue and refine Sharon None Team reports the role of the early Williams identification/inter-vent ion teams (IMPACT) in the six secondary schools and to expand the work of the school-based prevention teams in the six secondary schools and the six elementary schools with teams. D. To expand the School- Sharon School-based Pre- In service feedback based prevention Team Williams vention Team Train- compilation P,ogram into five addi- Cycle tional elementary I schools ,,,~::] __ - ------- -~ I N N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup July, 1989 Educational Priority il Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stale: or Local Co.al Ho. E. To provide on-going training to at-risk youth coordinators and personnel trained in IMPACT, School-based Teams, and Refusal Skill! Training. F. To supervise the activities of Student Assistance Counselor Rupon1Jblllty (llho wll l coorJlnatcl) Sharon Williams Sharon Williams lnservlce A.ctivt1y On-going inservice determined through needs assessment None EvalunJon of Activity (Evaluation lntrusient, re,tlng data, rtnhhed product, rprorrlare other) lnservice feedback compilation Student Assistance Counselor/District Staff feed back Conclu  lona, flndln,t  or St.atu1 of A.ct tvlty I N w I North Little Rock School District Pulaski Countv Educational Priority U 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YTAR PLAN 1989-1990 July, 1989 Advisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [valuation ot Activity Local Activity or Thie Llne .. ponJblllt)' Inservlce A.ct1vlty (v,luatton lnuru .. ent, Conclulon,, flndlnR Co.al No. (Who will coorJlna1c?) te,tlng dao, flnhhed or Statu o( Activity product, rprorrh111 oth11r) Local 1. Chapter I Program A. Determine the schools Director of Names of schools that will receive Elementary presented to the Chapter I services. Education, Assistant Superin- Coordinator- tendent for Instruc- Instructional tion. Services B. Determine the Chapter I Director of Plan submitted to services in selected Elementary Assistant Superin-schools. Education, tendent for [nstruc- Coordinator- tion. Instructional Services C. Determine locations for Director of Information presence, three additional Elementary to the Assistant computer labs. Education, Superintendent for Coordinator- Instruction. Instructional Services I I N \"I ' North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee : Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey July, 1989 Educational Priority ll_2 __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State oir Local Coal No. D. E. F. C. Acthlt)' or 11- ltnt Decide on a tutorial program to use in grades one and two. Confer with Chapter I Advisory Board regarding proposed program. Write Chapter I applica-tion for District ap-proval. Present application to the Arkansas Department of Education. lluporulblllty (llho vlll coorJlnue?) Di,\n,.:Ctor of Elementary Education, CoordinatorInstructional Services Coordinator- Instructional Services, Parent Coordinator Coordinator- Instructional Services Coordinator- Instructional Services lnstrvice Activity C...aluat1on o( Activity (Evaluation lnatruent, teat ln1 data, ffnhhed product, rprorrlue other) Tutorial program in place. Meetings conducted. Application submitted to the Assistant Superintendent for Instruction. ~pplication submitted Concl,,nlon  , Flndln111,  or SUllH of Activity I North Little Rock School District \"ulaski County Educational Priority D 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Goal: The implementation of compensatory education programs. 1 Advisory Commiccee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Seate or Louil Cu,1I No. Acthlty or Thie Linc Kuponalblllty (llho wlll c:oorJlnatc1) Inservtce Ac.ttvlty h.tuuJon of Activity (f:valuuton lnatrucnt. teu Ing dua, finished product, rprorrtuc otl,cr) Conch1alona, FlndlnR or Statu of Activity r----ir-----------------t-------+----------1---- I N Ln I ,.- l H. Order equipment and materials. I. Determine staff needs and make any staff changes. J. Expand the computer labs at Boone Park. CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant SuperintendenlePersonnal, Director of Elementary Education, CoordinatorInstructional Services Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Purcha~~ orders on file. Staff assignments on file. Expansion completed. I N a, I North Little Rock School District P11l11ski Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Commitlee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Educational Priority ll __ 2 __ July, 1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt\" or Loe.al Co.ti Mo. ActhJty or TJ..c Lin lupon1JblJlcy (Ul,o wJIJ coorJJnatel) lnurvlce Activity K. Install computer labs in Coordinatorthree additional schools. Instructional Computers L. Share program information Director of with elementary princi-pals. M. Share program information with Chapter I Staff. N. Confer with staff about any changes in assignments. Elementary Education, Coordinator- Instructional Services Coordinator- Instructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services 111formation session will be conducted in July, 1989. Information session wi 11 he conducted in August, 1989. hluulon of ActJvlt)' (Ev1lu1tton ln  cru ent, tot ln1 d.tt.t, ftnhhtd product, rprorrl.1u other) Labs installed. Meeting conducted. Meeting conducted. Conferences held. Conclu1lon, Flndlntt or Stuu, or Acl lvlty I -\".J ' I School District Educational Priority U_ _ 2_ _ DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 ~dvisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [uluatton of Actlvtty local Acth1t)' or Tl- Linc llupon  lb111ty ln.tervice Activity (Evaluation ln1tru111cnt 0 Conclualona, rtndlnA Coa I No. (llho wtll coorJlnateT) t1ut Ing data, ftnhhcd or Statua of Acthlty product, rprorrl,tc other) o. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and com- Elementary conducted in August puter lab aides. Education, and September, 1989. Coordinator- Instructional Services, Coordinator- Instructional Computers P. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and staff Elementary conducted in August involved in tutoring. Education,\n1ncl September, 1989. Coordinator- Instructional Services, Coordinator- Language Arts Q. Inform District Staff Building Building level meet- Meetings conducted. about Chapter l programs. Principals ings will be con-ducted. R. Implement the program. Building Program implemented. Principals I I N 0, I Nurtli Little Rock School District Pulaski County Educational Priority O 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Committee: Goal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stitt or loc,t co.,I No. Acthlty or TIM Line S. Monitor the program. T. Evaluate the program. luponalbfl lty (lllto vii I coorJln1tel) Building Principals, Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services lnurvtce Acttvlly [uluuton of Activity (v1lu1t Ion 11,.t ruent, tt:1tln1 d1t1, flnhht-d product, rprorrlue other) Monitoring reports on file. Utilize annual Chapter l evaluations Conclu1lon1, flndln1111 or Sutu1 of Activity I I I I I N \"I ' \\ \\ I I :vu, t.l1 Llttlt:' Rock Sc/1001 Dl:aitrlct Pulaski Count_v DISTRICTP'IV '-YEAR UPDATE TO SIX-YE.OR PLAN 1989-1990 Advisory Couunitt.~~: Esther CratN'ford Bil 1 Balla rd Letitia Martin Barbara Gilkey Educational Priority U __ 2 __ July, 1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Sttc or loc.111 CoI Ho. ActlYlty or TJ111c Linc lcpon1lbl I tty (llho 111) I coorJlnuel) U. Determine Chapter I needs Assistant for 1990-91. Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services In.service Activity I EvluacJon of Activity (Evalut Ion lnu ru .. cnt, testln1 du1, (lnlshcd product, rprorrluc otl,cr) Conduct a needs assessment. Conclu1lon1, flndln~ or St.1tu1 of Acthlty I I w 0 I North Little Rock School District Pulaski County Educational Priority U 2 DISTRICT FIVE-Yl:J\\K UPUATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Cor.unittee: Goal: The implementation of compensatory education programs. Esther Crawford Bi 11 Bal la rd Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensalory education programs. Stc .. or Loc,l Co41 No. Acttvtcy or Tlc Linc II. Summer School A. Dvelop criLcria for student selection. B. Develop program guidelines. C. Hire staff. luponelbll lty (Uho vJII coorJlnatd) Director of Elementary Education, CoordinatorInstruclional Services Director of Elementary Education, CoordinatorInstructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services lnservtce A.cttvtty [valu,tton of Acttvlty {Evaluat Ion lnat ruacnt  teltlng d.-r,, flnhhcd product, rprorrluc other) Submit criteria Lo Assistant Superintendent for fnstruction. Submit program guidelines to Assistant Superintendent for Instruction. Staff hired. Conclualoru, flndln~ or Statu, of Activity ---,,L--T .-.: ..-:..-:..-::...-~-----_-_~-r ' I I w i . Aav..1.sory ...o. mm:a:~tec: Pula:-:,J...i County 1989-1990 Esther Crawford Bill Bal lard Letitia Martin Barbara Gilkey Educational Priority U 2 July, 1989 Goal: The implementat~ compensatory education programs. Objective: To improve student achievement through compensatory education programs. Co.11 No. Ruron,lbll lty (11110 will coorJlnlt(!f) lnservlce Act lvlty Ev1lu1tJon ol Activity (Ev1luat Ion lnttru\"'ent, te1tl111 du1, (lnhhrd D. Communicate with patents Director of E. F. G. about the program. Elementary Compile a list of students to be served. Order materials and supplies. Train summer school staff. Education, Coo..-dinatorInstructional Services, Supervisory Staff Coordinator- Instructional Services Coordinator-lnstructio, w l Services, Summer School Principal Director of Elementary Education, CoordinatorInstructional Services, Summer School Principal, Supervisory product, rprorrhtt other) Communication data on file. List of students on file. Purchase orders on file. Conduct sessions Record of inservice prior to the heginninJschedule on file. of summer school and l throughout the summer as needed. Conch,nlon,, r1ndln1t oc Su,tu, of Activity I I w N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YMR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority #_2 __ Coal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stet, or Loe el Au lttlty or 11 .. , Line Coel Ho. H. Imp) ement th\" program. I. Monitor the program. J. Conduct program evalu-ation activities. Re1pon1lbl I lty (llho .,Ill c:oorJln,1ef) Summer School Principal Director of Elementary Education, Coordinator- Instructional Services, Summer School Principal Coordinator- Inst ructiona I Services, Summer School Principal In.service Act1vlty [v1llutton of Activity (veJvuJon lnuru1r1rnt, te1tln1 du, flnhhed product, rprorrluc otl1er) ll'rogram implemented. ~onitoring visits conducted. Evaluation reports on file. Concl, ... ton,, rlndlri1111 or sruv, of Activity I w w I Pulaski County Educational Priority U 2 July, 1989 Coal: The implementat~ compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal t or hluatJo\" of Activity (Ev1lu1tlon ln1tru.,,nt. loc,l ActJvlty or Th1t Lint Ruron,tblltty In.service Activity testll'I\u0026amp; du. fJ,.hh,d Co~ I No. Conclr,ulon,, rt\"dln,ta (llho wilt coorJJna1el} product, rprorrl.ut other) or Stltua of Activity III. Early Prevention of School Failure A. Develop a program Director of Submit program pro- proposal for the 1989- Elementary posal to Assistant 90 school year. Education Superintendent for I. Continue program in five schools. Instruction. 2. Expand program to five additional schools. B. Determine costs and Assistant Information on file. identify funding Superintenden~ sources. Instruction, Director of Elementary Education, Coordinator- Instructional Services C. Confer with principals Director of Conferences conducted. and staff regarding Elementary program and training. Education t I w ~ I North little Rock School District Pulaski C\"inty DISTRICT FIVE-YEAR UPDATt,\n'f U SIX-HAR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority U __ 2 __ Goal: The implementation of compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal, or Loe, I co .. 1 Ho. Activity or Tlc Linc D. Order training and program materials. E. Conduct training sessions. F. G. Implement the program ten schools. Monitor the program. Jtupon,lbl I Icy (llho will coorJln,1el) Director of Elementary Education, CoordinatorInstructional Services lnnrvlce Activity haluttlon ot Activity (valuation lnurucnt, te1t1n1 dua, flnhhcd product, rprorrl,1c ocher) Pl1rcl1ase orders 011 file. Director of Elementary Education Two days of inservice Sessions conducted. will be conducted in Director of Elementary Education, Building Principals Director of Elementary Education, Building Principals prior to the begin-ning of school, and a one day session will be conducted during 1 ht vear. Program implemented. Monitoring reports on file. Conc:lualon,, rlnJlo,:, or Statue of Actlvl1y I I w V, I Educational Priority fl 2 July, 1989 Coal: The implementation--\nr compensatory education programs. Letitia Martin Barbara Gilkey Objective: To improve student achievement through compens ory education programs. Slle or [v1lu\u0026amp;tlon of Activity Activity or Tl.,e Line Rur,on,Jblllty (E-.,,lu1tlon ln,tru .. ent, Conct..ulon,, Flndln11,1 Loc,I lnservtce A.ctlvlty te.11tlng d,lta, flnhhed Co.ii Ho. (llho wJII coorJfntc7) product, rprorr hte otl1er) or Sc1Cu1 of Activity H. Evaluate the program. Director of Evaluation reports Elementary submitted to Assis- Education, Lant Superintendent Building for rnstruction. Principals, Coordinator- Instructional Computers I w al - North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Educational Priority# 3 July 1989 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. ltue or Loul CHI No. SECONDARAYC TIVITIES Ac:thll)' or r, .. LJH Complete final draft of curriculum guides for grades 7 and 8. Fall, 1989. Provide inservice for 7-8 grade teachers on implementation of curriculum guides. Fall, 1989. Finalize work on curriculum guides for grades 9-12 (begun in summer of 1989). Spring, 1990. Code textbooks to objectives for grades 9-12. Spring, 1990. Develop a plan to use literature to teach multicultural concepts. Spring, 1990. luponlliltl lty (Who vtll coor.tlneld) Language Arts Coordinator, members of Language Ar ts Commit tee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, Directors, Coordinator of Instructional Materials -~ lnurvtcc Activity Inservice on implementation of the guides. haluutol'I of Acrtvll1 {[1i1luuJon lnI ru-..nt  Ult ln1 du. tint.hid product, rprorrhu ocher) Distribute guides. Inservice conducted. Final drafts prepared. Plan developed. Advisory Co1111ittee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Concht  ln. rtft41n or lcat1H of Au hltJ a------...~---- ...........=..=...=. ==--..--:-=-=-===:=-=-=-:\\1'.:'.\"':\"::-::-:--_:- : - :- :-- -= - -_ =---_-= ---~-=- -- =, --===-==-=:. :.:.:.:..:..-:-.----,- 0 ohn Moor--:_-:_~_~ ___ _ I w -..J I North Ltttfo Rock School Distr1ct PL.1 1::\nki County July 1989 Educatlonal Priority I_\n__ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. SECONDARYA CTIVITIES St or Loul Coal No. Acttvtty or ti .. Un IHponalbllll)' {Uho viii coordlnate1) lnaervtcc Act1v1ty Develop reading pretests for Language Arts grades 7 and 8\nlanguage arts Coordinator, pretest for grade 7. Summer, members of 1990. Language Arts Committee Develop pretest bank items for Language Arts grades 9-12. Summer, 1990. Coordinator, members of Language Ar ts Committee Distribute curriculum guides for Language Arts grades 9-12. Fall, 1990. Coordinator, members of Language Ar ts Committee Continue to work on Middle Language Arts School and Secondary Coordinator Restructuring Committees. 1989- 1990. Provide inservice and any other Language Arts I nserv ice on assistance to principals and Coordinator improving language teachers on improving arts instruction. instruction in the language arts program. On-going. Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker haluuton of Actlv1t1 ([valuation Jntru-nt. Concluln fh1dlna Uttn1 d ttnhhd or Stuua of ActhJty product. rpco(lrh1c other) Pretests developed. Pretests developed. Guides distributed. Inservice provided. ' I w co I .. \\ North Little Rock School District DISTRICT FIVE-YEAK Ul'IJA'fl,\nlO SIX-YEAR PLAN 1989-1990 Pulaski County Educational Priority l____i_ July 1989 Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. State or Local Coal No. 2 K-6 ACTIVITIES\n.utwlty or Tl .. Line Distribute remaining objectives in language, literature, listening, speaking, and learning strategies, K-6. Fall, 1989. Distribute D.C. lleaLh textbook coding sheets for all objectives for grades 1-6. Fall, 1989. Develop group and individual checklists for basic objectives. Fall, 1989. Finalize work of reading pretests for grades K-2 and 4. Fall, 1989. Finalize work on language arts pretests for grades 4 and 5. Fall, 1989. luponelblllty (Uho will coordlnuo?) Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts CommiLt:.ee lnuf'Vlcc Activlcy DistribuLe and review language arts objectives, K-6. Study D.C. Heath codings for language arts objectives. h1luatlon of Actlvtty ([oh1UJon ln1tru .. nt. 01tln1 duo, flnhhtd product, rprorrhc ocli,c) Objectives for remaining areas included in guides along with objectives from the fall of 1987 and 1988. Inservice conducted. Checklists developed, distributed, and implemented. Final draft of reading pretests. Final drafts of language arts pretests for grades 4 and 5. Advisory Committee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclu  Jon  , fh1dl11a or ltatua of Actlvlq, I w \"I ' North LJttl Rock School D1str1ct Pula ,kl County July 1989 Educational Priority 1 __ 3 __ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts, Stat or Local CoI No. K-6 ACTIVITIES Ac:tl\"lt)' or Tl .. Una ... ,onalblllt)' (Uho viii coordinate?) Identify D.C. Heath selections Language Arts for use in teaching multicultural Coordinator, concepts. Fall, 1989. committee of Monitor use of curriculum guides, pretests, other test results, and school improvement plans. Ongoing. teachers and Media Specialists Language Arts Coordinator, Principals Provide intensive staff Language Arts development training and Coordinator, assistance to individual teachers Principals and principals in selected buildings to assist in improving instruction in areas of concern. On-going. Develop a plan to use literature to teach multicultural concepts. Spring, 1990 and On-going. Language Arts Coordinator, Di rec tors, Coordinator of Instructional Materials Inservice and assistance for improving instruction in language arts. l\"luuton of A\u0026lt;thlt)' ([\"aluatlon lnatru  ant. tut1111 data. ftnhhed produc:t  rprorrlata other) Selections identified. Inservice conducted and assistance provided. Plan developed. J hn Moor Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclualon fl11dln11 or IUtu of Ac:t hhy , 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority ll 3 Goal: The development ofawritten, sequential curriculum for language arts and mathematics. Object fve: St r lo\u0026lt;al CoI .... To design and implement a curriculum for mathematics luponelltl Illy (Uho viii coorJfnl1) July 1989 lnurvtce Actlvtt1 John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs. Co-Chairman Jess Walker, Co-Chairman [uluatlo111 or Acthlt)' ([welual Ion fnll n,eftt, te  t ln1 d  t  , flnhhrd ,,oduct, rprorrhtr other) Conch,elon  , rlndll'IK  or sutu  of A\u0026lt;thlty --------1---------+--------------i Publish and distribute the revised Math curriculum guides for grades K-6 Coordinator during Fall of 1989-90 Continue training for the use of math curriculum components Continue to place special emphasis ,n teaching an objective based ~urriculum by working directly ~ith principals and teachers ~uring 1989-90 school year \\ Math Coordinator/ Elementary Principals Math !coordinator \\ Inservice elementary principals and K-6 teachers on how to interpret the coding in he revised guides ~uring 1989-90 school vear ~rovide inservice to eachers K-8 on the se of manipulatives o teach math concepts ~uring 1989-90 school r,,ear \\ Completed guides K-6 Evaluation instrument Dates of visits to schools J I .I. ,_ ..... I North little Rock School District Pulaski County /JISTRLCT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority H 3 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Stt or local Coal No. Activity or Tl...e LI,,., hpontlbl I tty (llho will coonJlnue1) Assist principals and teachers Math with school improvement plans and Coordinator with the implementation of the plans during 1989-90 school year. Purchase computer software for Computer curriculum management during 1989- Services 90 school year. Department Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District needs during the 1989-90 school year. Continue to revise and update the math curriculum guides for secondary schools during the 1989-90 ~chool year. Begin compiling math objectives and test items on computer for curriculum management during the summer of 1990 Begin developing PACIR tests for secondary math courses during 1989-90 school year. Math Coordinator and Math Committees Math Coordinator/ Computer Services Dept. M-ath Committees M-ath l'\"\"'oordinator July 1989 lnservice A.ctfvlty John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman valuation or Activity {Evaluation lnUruent, te  tlng data, flnhhrd Conclu .. on FlndlnJI: or Statua of Acttvltr product, rprorrhte othl'r) Dates of visits Purchased products Testing dates Revised Guides Data entered on computer Draft copies of test ' I .tN I \\ North Little Roe~ School Oistrict Pulaski County Educational Priority U 4 DISTRICT FIVE-YEAR UPDATE TO SIY-YEAR PLAN 1989-199D July 1989 A~visory Committee: John Moore Jane Brown Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Stt or local Coal No, \\ Acthlt)' or ri- Lin I. Preliminary Report~ A. Each High School Committee will submit a preliminary report to the High School General Committee- June 9, 1989 B. Each Middle School committee will submit a preliminary report to the Middle School General CommitteeJune 9, 1989 C. High School General Committee will review all preliminary reports and respond to the coonnittee with approval and/or concernsJune- August, 1989 D. Middle School General Coonnittee will review all preliminary reports and respond to appropriate committees with a~~TovaL and/or concerns-lupo\" 9lblllty (Uho will coorJlnau:1) High School General Committee Chairmen Middle School Committee Chairmen High School General Committee Middle School General Committee lnscrvice Activity haluuton ot ActJvtty ([valuatlon Jn  tn,nt, tut ln1 data, f!nhhird product, rprorrlat other) Preliminary Plan submitted to High School General Committee Preliminary Plan submitted to Middle School General Committee Responses to each High School and General Committee on file Responses to each Middle School Committee on file Conclwatona, rlndlna  or Sutua of Activity ' ' ,I, . w I Norch Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Educational Priority U __ 4 __ Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the James Morris Ginny Wiseman Billie Jo White Anita Cameron beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. State or haluatlon of Acthtty local Act hit)' or TiM Line lupon1Jblllly In.,ervice Act1v1t)' (Ev1lu1tlon ln1truent 0 Coal No. (Yho vtll coorJlnate1) tut ln1 dat1 0 (tnhhed product, rprorrlate other) II. Report to Secondary Staff Content area Reports completed A. High school content chairmen areas will report to the appropriate department- August, 1989 B. Middle school content Content area Reports completed areas will report to the chairmen appropriate departments- August, 1989 c. High school general High School Reports completed committees will report general to high school staff committee members- chairmen August, 1989 D. Middle School general Middle School Reports completed committees will report general to Middle School staff committee members- chairmen August\u0026gt; 1989 ' Conch11ton1, findln,i.1 or St1tu1 of Activity ' ,,I,, .. I l ~orth Little Rock School 01Rtrict Pulaski County Educational Priority 0 __ 4_ DISTRICT FIVE-YEAR UPDATE TO sr:\n-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Coal: fhe planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. St or Loe.al Activity or TtN Linc CoI No. III. Finalizing Recommendations A. Each committee will meet to finalize recommendations- September, 1989 B. Final reports will be submitted to the High School and Middle School General Committees- October 9, 1989 IV. Recommendations will be made to the Restructuring Task Force- November 15, 1989 V. Recommendations will be submitted to the Superin-tendent- December 15, 1989 VI. Board of Education will receive all recommendations A. Recommendations to Board of Education B. Board will act on _\\ ,:e.commendati.ons 1-  po,ulbtllt)' (Uho will coorJlna1ci1) Convnittee Chairmen Convnittee Chairmen High School and Middle School Gen-eral Connnitte Restructuring Task Force Chairman Superinten-dent of Schools Board of Education tnurv1ce A.ccivlty CvaluatJon of Actlvtty ([val uat ton lnat ruaent  tutln1 d.-ta, flnhhed product, rprorrhtc other) Minutes of meetings on file Final reports on file Recommendations on file Recommendations on file Recommendations on file Minutes of Board Meeting Concluaton  , flndln~ or Sutua of Act lvJty .I. ,. u, I .Vorch Little Rock School District Pulaski County Educational Priority II 4 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Goal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Advisory Coflll\"nittee: John Moore Jane Brown James Morris Ginny Wiseman Billie Jo White Anita Cameron Stat or [vduation or Activity locI Act lvity or Ti- Line lltuponlblllty In  ervlce Activity (Evalu  C Ion int rurnt  Conch,alon  , flndlna Co,11 No. (l4ho wtll coorJJnatc1) testln1 data, flnhhrd or StUu of Acclvll)' product, rprorrlU other) VII. District personnel will District Plans completed plan for the implement a- Administra-tion of recommendations- tors February-August, 1990 VIII. Implementation of plans District Plans implemented for reorganization- personnel August, 1990 SCHOOIML PROVEMPELNATN S FOR 1989-1990 ..I.. .,,. I l'I N l1w.it io11.d 1'1 iorit.v II_!_ _ The improvement of programs that teach basic lani\nuage arts skills. 1m!! Ill, Sue Beach, Chairperson Jerry Copeland Debbie Cornwell Mary Beth Cox Jim Gray Cricket Hicks Pl,jlct ivl': To i\u0026lt;lcntif) arp\nis of weakness. To implement teaching strategies that will improve skills and test scores m\"Jsured by MAT6 in the spring of 1990. Ann McCollum :,1 .. 1 r or I or,1 c,.J I N..i. ALt lvll)' or Tl- Lina State There will be an evaluation of l the findings of the sophomore teachers. (January, 1990) nronetblllty (111.o viii coorJlnteP) Sophomore Teachers ParcntH of studenls who score Sophomore below tlte 25th percentile in 2 or T~~chcr~ more areas will be notified. (March, 1990) Jn1er-vtc:e Activity heluetlon of Activity ((veluetlon lnlrucnt, tr1tlng dt, flnhhrd product, rJ1rl'lr1 IJte other) Teachers will compare MAT6 results and share successes. Lnvite pare11ts to a inscrvice activity. MAT6 Con\u0026lt;lu1lon1, flnJln111 or Sttu of Ac! 1\"11)' I ,I, _ 00 I I Norlin: 1.,l lligh School /\\~HJll,\\I. ~\\l'll1llll. Pl.AN c's,.j,1\n111)- -- l 1JH1J-l'lfl() rl11.1_l1 I ii I I,_ l~~-~~~~12 lli.tri~ t J'd1w:1t inn\n1l Prinrily 0_ _ 2_ _ Cn.11: To address discrepancies between scores of black and white students on basic computation and other math skills. Dinah K~nn~\u0026lt;ly, Cl1Jirp~rs011 Ron Brown Jon Robbins John Narkinsky Kay Ewart Clhjl'CL iv\u0026lt;': To decrease the disparity between the scores of black .1nd white students on the Mathematics MAT6 by increasing the black students' scores 3%. Brenda Sullivan Sue Bledsoe ~I I II' Of lut.11 t .... , , ... An Iv Icy or 11- I.J11e luron,lblllty (Uho .. ,11 c.-.o,.Jlnlcl) [Yaluulon o( AcflYICy ([..,aluac Ion lnat rurnt, 1r1111 ln1 d.ua, flnlht'J prnJ11r1. rJH1\u0026gt;rrl.011 011,rr) Cun.lu1l1\u0026gt;n1. rtt1.Jl\"a or s, .. , .. , of Actl.,lly -- ------------..---------+------------ ---------- -- --- -------- Local 5 A computer listing will be done to show 10th gr~de students who ~corPd in the lower quartile on tit, 1989 MAT6, the areas of wcal,ncss, and the current te:1chcr A practice test will be given early first semester Computer assisted instruction will be used in the classroom and computer lab Students will use skill maintenance worksheets in the multiple-choice format Teat taking techniques will be taught prior to the MAlb Math teachers of 10th grade students Principal, Math Dept. Chairperson, and Committee Chairperson Principal, Math Dept. Chairperson, and Committee Chairperson Principal Math Dept. Chairperson, land Commit tee Chairperson Principal, Math Dept. Chairperson, ~n~\\ (\".On\"\\,..'\\ t I.:._,,.. Math department meetings - one per month will be used to share information with teachers of sophomores Practice test Computer assisted instruction Worksheets - an activity in class Worksheets on test taking techniques MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in Apri.l 1990 I ~ \"I ' Northeast lll8h_Scl10(,}l _ _ _ (.'i1 /1.,11 I) tJ.,, 1 I, 1 ii I I U,~,_I _f\n, l~1~n1 __ 1Ji.:_t ri_,,_r Fd11r,1tin11:d Priority II 3 ANNIIAI. SCllfllll r1 ,\\N l'JR'J-1 'J')O Gocil: The continued development of programs, policies, and practices that lead to better student behavior in school. Ohj\u0026lt;'cLivc: To improve programs that promote better student behavior. SI I I 01\" I oc .a I c .... 1 t1,J. Local 7 August 1989 - June 1990 ltron1Jbl I hr (lllio wlll coocdlnuar) Glen Amis Terry Laughinghouse ln.tervlce Activity To facilitate cooperation between the two high schools, joint meetings will be held at least once each semester between similar groups at Ole Main and Northeast. (This is for a smooth transition with the merger of the two schools in 1990.) Patsy Pearson, Chairperson Glen Amis Peggy Clemons Marilyn Grymes Patrina Greenway Terry Laughinghouse Gretchen Watson [v1luulon of Activity ([v1lutlon ln1t1\"uaent. tetlna d.-11, flnhhtJ Conclulon1, rlnJln or St .atu1 ol ACI lvll )' pl\"oduct, rprorrt..11 otl,er) By Committee , ,I. ,, 0 I _Ole Maio HJ\u0026amp;h School (School) NnrLh l,i ll le Rock School Jlislricl F.ducational l'riorlty P __ 1 __ i\\Nf'UAL SCIJOOI, PLAN 1989-1990 Goal: The improvement of programs that teach basic Language Arts skills. Objective: To idenlify those tenth grade students scoring below average and help them to improve in this area. Sll or Loc.1l Co.al Ho. RuponJbll ltJ (Ul.o wlll cooirdJ\"cof) I. Designate a committee to 1. Principal coordinale thls learning goal. 2. By the end of September the 2. CommitteP committee will have received chair and a list of students that computer scored below average on the services last MAT-6 test. 3. By the end of the first .1. Committee grading period a suggested chairperson remediation plan will be presented to the staff. 4. The outlined activities 4. Department will be presented to the chairperson targeted students. 5. The MAT-6 test scores will be 5, Commit tee individually compared with previous test scores. lnoervlcc Acthll7 1. None 2. Committee planning time 3. Staff meeting 4. None 5. None School Advisory Committee: Jim Morris Sue Perry Jackie Ryan Linda Fuller Nova Staggs Kathy Gault - PTA President [valuation o( Acthlt7 (Cvaluotlon ln1tn1-nt. tot Ina dato 0 flnhh.,4 product rprorrhto other) Conclualono, rlfldlnK or Stotu ol Acthlt7 I. Committee list 2. Computer list of designated students 3. Written plan of suggested activi-ties 4. Documentation of class activities 5. The results of the test scores com-parision will be presented to the staff\nI V\u0026gt; ' \\ \\ \\ ~ ---~---------.,~-----1\\NNUI\\L SCIIOOL l 0 t.l\\l'I (ScJ,oul) 1989-1990 North LI l c Jc Rock Sc:honl Dlst,lct: Educational l'rlority 1 __ 2_ Coal: The improvement of programs that teach Basic Computation and other Math skills Objective: To identify those tenth grade students scoring below average and help them improve their math skills. S1 t or Local CoI No, 5 Ac:t lwlt)' or Tt- Lin, 1. Designate a committee to coordinate this learning lupon lld 1 It r (Uho vlll uorJlnatof) ln  rvlce ActJvlty IJ.. Principal 1. None I '~ Sc.:hoo.1 J\\dvlHory Com,nLLLc.c.: Jim Morris, Principa1 Roy Spradlin Quilla Lanes Jo Lynda Hoggard Jess Walker Rita Murchinson [Yalu.clon of Activity ([v  lu  t Jo\" ln1C f'u nt  tntlna dat. 0 flf,t.h,J Con,du  lon  , rlflJlna,  or Stuu, of Act tvlty produc:1,  rp1orrh1  other) 1. Committee list 2. By the end of September the ~committee will have received Committee chair and computer services 2. Committee planning 2. Computer list of 3. 4. 5. a list of students that scorec below average on the last MAT-6 test. By the end of the first grading period a suggested remediation plan will be presented to the staff. The outlined activities will be presented to the targeted students. The MAT-6 test scores will be individually compared with previous test scores. 13. 4. 5. time designated student~ Committee 3. Staff meeting 3. Written plan of Chairperson suggested activit-ies Department 4. None 4. Documentation of chairperson class activities Committee s. None s. The results of the test scores com-parison will be presented to the staff , I V, \"I ' Ole Main High School (School) North Little Rock School District Educational l'riorlty D ___ 3_. Coal: To help identified at-risk students and problem-solving skills. /\\NNU/\\L SCIIOOJ. PLAN 1989-1990 increase decision-making School Advisory Cmnmlttee: Jim Morris, Chainnan Linda Fuller Marjorie Kirby Quilla Lanes Nonnan Denney, Phyllis Doer Parent Ben Harper Monica Davis Objective: Through Core-Team process, identify at-risk students and direct to proper support facilitators co increase decision-making, problem and Mildred Standley Natalie Porter Darlene Little s, .,  , local Co.11I No. 4 solving skills. Act hltJ or TJ .. LI\" 1. Use Student Referral to Core Team and Teacher Response forms to identify at-risk students. 2. Use Peer-Referral Box for student referrals by peers. lupouUdlllJ ln  ervlcc A.ctJvltJ (llho wlll uorJlneteJ) b.. Principal 1. Staff meeting 2. Staff 2. Staff meeting 3. Complete Core Team Process to 3. Administra- 3. Training sessions refer student to proper ion facilitator for help 4. At-risk students participate 4. Family Ser- 4. None in counseling vices and District Staff Carl Moore [.,.hutlon of ActlvltJ (Cv  h1atlo111 llru-ftl 0 teatl1  fh1hheJ proJ1.c:t, r,,orrhu other) 1. Identified students 2. Referral box 3. Maintain log of contacts and group membership 4. Improvement in grades, or attentl ance, or behavior of participants over prior grading periods Coftch1aloft FJ,.J111~ or Sltu of ActhllJ I V, w I r H1gh_,._.h (Sch,H\u0026gt;l) Nore.It l.ilth. R,,ck School Vl_~tricL Educational Priority II _l_ School Advisory Commlttce: Debbie Hardison, Chairman Ellen Brown Rose Christian Coal: Olivette Dettor The improvement of programs/operations that lead to improved student behavior. Jean Crumby Pat Havlin Objective:To develop strategies to decrease inappropriate student behavior. Shedrick Warren State or Loe.al Coal No. Local 117 - Activity or Tlae Un 1. Continue to assign lockers next to first period teachers' room at the beginning of the school year. 2.Conduct locker checks at least once during each grading period. ~- Teach hallway behavior at beginning of school year and as needed throughout the year, with strict and consistent enforcement. 4. Strict, consistent enforcement of all handbook rules and procedures. 5. Teachers assign detention hall for infraction of classroom rulei 6. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. ponlbl 1 lty (Uho wtll coordlnete7) Administration Admin/Staff Admin/Staff Staff/ Admin. Committee to .meet with Mrs. Morledge IMPACTT eam Inservlce Actlvlty None Ev.aluatton of Activity (valuat ton Inst ru-nt  test Ing d.ata, f lnhhed product, rprorrlau, other) Locker list on file ~ritten locker check Calendar of locker guidelines/procedures lists on file. Conc:luton, flndlnR or Stuu of Activity I.Review lesson strategy at preschool inservice. 2.Consistent visibilit~ of staff/Admin. in 1allways \u0026amp; outside. Thorough observa ton of hallway behav or. Lesson strategy en file. Teach handbook at the beginning of each semester. Preschool workshop None Maintain discipline referrals and follow up Maintain D----Hall records and followup Maintain records on students referred to IMPACTan d follow-up activities. , I ,V,, .. I Central Junior High School __ _ (School) NorLh Litt le Rock Sehool Dist_ri_1:_ Educational Priority #___1._ ANNUALSC llOOLP LAN 1989-1990 School Advisory Committee: Debbie Hardison, Chairman Ellen Brown Rose Christian Goal: The improvement of programs/operations thakt lead to improved student behavior. Olivette Dettor Jean Crumby Pat Havlin Objective: To develop strategies to decrease inappropriate student behavior. Shedrick Warren Stace or Local CoI No. 117 Activity or TIM Line Local 7. SAC class to begin at 8: 15 and end at 3:20 8. Alternative plan to be developed after 2 SAC assignments lupon  lblllty (Uho wfll coordlnue1) Conrnittee to meet with Mrs. Morledge and District Admin CO!TITiittee to meet with Mrs. Morledge. lnerv1ce Activity None None [uluuton of Activity (Ev  luatton lnatruaent, te  t Ing data, Unl  hed product, rprorrt.ua other) Maintain SAC record Maintain discipline SAC records. Conclualona, Ftndln1. or Statua of Act lvl t)' I\n-:::==================-.--,-n-,-):-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-::_-=_.-_=_.-=_-_=_-_=_-=:._-= -=-=-=-=_- =-=-=-=-=-=-=-=-=---:':.:.-:-':':\"\"-:-:-::() uI , u, I Snr th l,il_l ':._c:__Rc1_c_k_.:,c\nc\n,.!,.!li!s_t\u0026lt;ri.yl\u0026lt;L) I Educational Priority P_ .2 Coal: Margaret Moore, Chair Joyce Lymna Nancy Sheehan John Tate To address discrepancies between scores of black and white students on Science MAT-6, Carolyn Millican Phil Lee Objective: To decrease the disparity between the scores of black and white students on the Science MAT-6 by increasing the black students' scores 3%. Esther Beavers Sttc or Loot Co,.1 No. State l Local 5 Act Jvlty or Tl- Llrie 1. By September of 1989 a vocabulary list of important scientific terms will be developed in the areas of disparity. 2. Beginning in Septembec of 1989 there will be a \"science word of the week\" listed and read on the daily student announcements. 3. Beginning in Sept. 1989, all subject aceas will emphasize the use of gcaphs and charts in gathering data where appropciate 4. Continue to emphasize co-operative learning in the classroom. h,pon  lbl I lty (Uho \"'11 coorJlnue1) Corrmittee Principal will choose a word from the list to be typed on announcements. All staff members. Science staff. lnservlce Activity EveluatJon of Act lvlty (valu1tlon lnuru.,ent, test Ing d.1t1, finished product, rprorrluc other) List developed during List distributed to preschool inservice all teachers. in August 1989. None MAT-6 test scores of 1990. None MAT-6 Test scores of 1990. Inservice by Pat MAT-6 Test Scores of Havlin (or other 1990. staff) on coopecative learning. Conclu1lon1, flndln11,1 or Statu o( Activity ___ L_ _____________ --1------~-----------'----------'--------~ I I V, a, I ____ Centr:al Junio_r:_f! i_g_h (Schoo 1) .S c-h-o--ol North Little Rock ~-_h..co_o_l_:L::..lt::.:s::.:LrJ:E_L_ Educational Priority ll 3 /INNU/IL SCHOOL PL/1:-1 [989-[990 School Advisory Committee: Laura McGhee, Chair Marti Thompson Drew Mashburn Coal: Address discr:epancies between Social Studies MAT-6. the scores of black and white students on Cindy Schilb Cindy London Reva Battles Leon Davis Objective: To r:educe dispar:ity between social studies test scor:es of black and white sLudents by raising black student grade equivalency 3% S1 1 e or ,, C.0 .. 1 t,10. ILocal 5 -- - - ------r---- AcllVlly or Tl- Line 1. In August, 1989, develop specific sLrategies to alleviate disparaties of scores between white students and black studenti in strands in which the disparit: is 15 percent or greater. 2. In September 1989 begin implementation of the strategies 3. Evaluate the strategies per:iodically throughout the school year. 4. Conduct an inservice activity in cooperative learning by October 31, 1989. - - Repon  lbl I lty (Uho vii I coorJln,11tt'l) Social Studies department Social Studiei Dept. Staff Staff l ----- --- lnservlce Acttvlty None None None Staff Workshop - - - [v  luetton of Activity (Ev,hutlon ln1tru.,ent, te,tln1 d_.t,, flnhhed product, rprorrl,.u other) April 1990 MAT-6 Objectives on file. Teacher made assessment tools. Evaluation Survey -- CcH1clu1lon1, rlndtn~ or Statu  o( Act lvlty ' I I V_, _, I t A~Fwnnn _VI f',I I 01? HI nH ~ Hnnt (.\"frho1d) Nc,rth Little Rock 8clic\u0026gt;ol District Educational Priority II J Coal: To improve programs/operations that lead to better student behavior. Objective: To decrease the number of referrals to the office b\u0026gt; 15\"/.. State or Local Coal t'o. Local 7 Act tvt ty or TIM Line Di sc i p 1 i n e comm i t tee w i 1 1 me e t throughout school year to maintain focus on improving disc ipl 1ne. Rules and procedures to be presented to students in class level assemblies and English classes. Students will be given handbook test. b. Increase recognition of responsible student behavior. Rupon  lbtllty (Who will coordinate?) Assistant Principal Principal Assistant Principal ~- P.A.W.S. School-based team Principal to work on positive self-esteem Donna Hall of students. ,. Recognize students with 'Outstanding Citizenship each nine weeks. Newl et ters to parents and posted 1n halls. ~- Work w1 th students that are assigned to the SAC class on expected behavior. Donna Hal 1 Assistant Pr1nc1pal Cindy Quarry Insuvlce Activity irst meetino will be l!ur i ng pre-s~hool ~ctivities and then bn monthly basis. !'ldministrators. to meet with English eachers during prel\nchool week. P.A.W.S. will develop brograms for student ecognition. Present inservice on how to promote selfesteem. ~r1ter1a for giving itizensh1p grades to presented during preschool activities. SAC supervisor w i 11 be given tra1n1ng in t,ow to deal with !students 1n SAC. ~-~~--------------------'-------- chool Adv lRor Jim Oyer, Pr1nc1pal Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Specialist Roy Bishop, Social Studies Lucy Stephens, Parent/PtA President Ev.tuation of Actlvlty (Evaluation lnatruent. testing data, (lnhhed product, approrrhte other) Minutes of meetings  i 11 be on f i 1 e . Student test results ~ill be placed in their folders. Newsletters will t,e sent to parents with 1 ist of students. District personnel to be invited. Newsletters and announcements ,oi 11 be on f i 1 e. Statistics will be Ion f i 1 e. Conclualona, finding or Status of Activity _J ' I u, 00 I U\u0026gt;KEWOOJDl-\" IIOR HIGH SCHOOL (Scho\n-ff -- -- - ~ Little Rock School District J\\NNll/\\LS CIIOOLP LAN 1989-1990 2 Edu cat ii9,ia be\\:.'e~'Hr,Wn{ ,..pP-\u0026lt;Wemetn of remed 1 a I programs for Goal: slow learners. Objective: To decrease the number of students scoring below average on the ~T-6 test by 101/., Stt or locI CoI No. Acth1ty or Tl\" Line Jlupon1Jbllhy (Uho viii coordinate?) b\ni :~\nA.tr.S:---scnoo1 oasea team uonna Hal 1 will sponsor peer-tutoring for slow learners. Inservlce. Activity None Jim Oyer, Pr,ncip~,hool Advisory Committee: Jeff Huddleston, English Faith BurKe, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Bi 1 1 i e Jo Wh i t e , Hedi a Spec i a I i st Roy Bishop, Social Studies Lucy Stephens, Parent/PIA President EvaluatJon of Activity ([valuuton ln1truent. test Ing dta, (lnhhed product. rprorrhte other)\n:,cneau, e or peer-tu tor Ing techniques w I I I be on f i I e . Conclu1lon1, Flndtn~ or Statu of Acllvlty 2. Present inservice on webbing techniques for teachers of all classes. Susan Fendley Susan Fendley will D1str1ct personnel 3. Use computer software to encourage slow learners and improve basic sK1lls. Pr Inc I pa 1 4. Invite minority race speakers Kay Ramey from business coownunity to speaK to basic classes. 5. Inservice by special education Faith Burke teachers on techniques to use Pam Turpin with slow learners. 6. Establ 1sh parent group to Principal provide tutoring for students. 7. Success of objective will be Principal evaluated on ~T-6 test to be given April 1990. present 1 nserv Ice wi 11 be Inv I ted to on webbing techniques attend inservice. None None lnserv1ce by Sp Ed teachers. None None Schedule of classes using computer lab will be av\u0026amp;ilable. Records of Volunteer! will be available. District personnel will be invited to attend inservice. Records of tutoring sessions will be on f i 1 e. HAT-6 scores will be avai !able for statistics. I I I , I V, 'I LAKEJn~o fNIO\" HI H (Sclu\u0026gt;ol) H'D=-.o-i----------\"'ANNOAL=..C,i:UofJT PI..I\\H----- . hnol l\\dvl 1989- /\u0026lt;)\u0026lt;JO Jim Dyer, Pr1nc1paf Nnrch Litt le Rc\u0026gt;ck 8C\"h\u0026lt;\u0026gt;c\u0026gt;l District Educational Priority // 3 Goal: The development of programs for the improvement of stud)' ski I ls. Objective: To increase the number of black students passing all areas of of the MPT by 101/.. Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Special Roy Bishop, Social Studies Lucy Stephens, Parent/PIA Pres Evaluation of Acthlt)' Comm lt tC\u0026lt;\": ReeponJbtltty lnservlce Activity (Evluuion lnitruent, Conclualon  , rlndlnR {llho will coorJJnatC!l) teSllng dt  , finh hed or Statu  of Activity State or Local Act lvlty or Tt- Line \"-\"-t------------------f,--------jf-------------1-__:_'_'o__\"'_'.:__.:_r:_.:_o:_r'_:':_:'_:'__:o:_:\u0026lt;.:_l:_:\":_\u0026gt;~-----------...J Coal No. Jeff None Minutes c,f the meetings ,., i 11 be on f i 1 e 3 1. Committee will meet through-out school year to focus on improving study ski I Is of sfoo, 1 earners. 2. Provide unit in each class on techniques of learning strategies and study skills of SQ3R. 3. Inservice on attitudes of teachers towards working with minority students and slow 1 earners. 4. Computer software on study skills will be used with sloo, learners. 5. Develop study sheets to correlate obJectives. 6. Success of objective will be evaluated on MPT to be given in March 1990. Huddleston Pam Turpin Faith Burke Shannon Hami 1 ton Principal Inservice by SP Educ de par tmen t. Cooperative Learning Inserv1ce Director of Secondar Education will be invited to in-servic,. District personnel will be invited to inservice. In-s.ervice on how to District pers.onnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Cindy Quarry None Copies of study shee s will be available. Pr1nc1pal None MPT results wi 11 be available. i I , I ?\"' RIDGEROADJ UNIOR HIGH (School) North Little Rock School District Educational Priority O_i__ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Coonnittee: Kathy Burris Jennifer Bishop Vicki Dokes Mrs. Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson I Goal: To attain improved basic skills for the 1989-90 school year test scores in the area of science Debra Butler I Nannette Howell Louis Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (J) percent, as measured by the Minimum Performanc~ Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton Jane Jackson Marilyn Scott ltau r Local c\n.0.1 ... I Ar:UwUp er T.t UN \u0026amp;.a,oHIIIIJlty (Wllo wlll coori0Mte1) Sample questions, similar to Science Depart those on the MPT will be included ment Faculty, in class work, homework, and on Administration chapter and unit tests. Higher and District order thinking skills will be Personnel promoted by questioning technique,. luervtc ktblty Pre-school in-service in higher order think ing skill questioning techniques will be conducted. Faculty conferences will be !held as needed. 1 .. 1.,,.ttoa ef Ac:Uvttr (lwla,aU .. tnae  t. ttta 4t ftahh.. pr .. uct. rprorrlt etlNr) Copies of sample questions will be on file. Test taking skills will be addressed across the curriculum. School Faculty ~est taking skills in ~eacher lesson plans and Administra-~ervice early in the will reflect test Keyword identification will be addressed in each area of the school curriculum. tion ~chool year will be taking skill lessons. \"'aculty onducted. ~uilding level coprdination meetings petween core departments OCeacher lesson plans ~ill reflect keyword ~dentification being ~ddressed. ~ common method for teaching transSchool Faculty rore department ex- eacher lesson plans ~er of learning will be incorpor- and Administra- hange of ideas to .111 reflect teaching ated into the curriculum. ion ~each definition part 9of transfer skills. ~ocabulary and spell-ng rules across the urriculum will be ~ngoing C:O..Ch1alou. flNla er ltah1a el kl htty \\. \\ Rl.DGE..ROAD JUNlOX lllCfl (School.) ANNUAL SCHOOL PLAN 1989-1990 North Little Rock School District Educational Priority 6 l Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year Schoo1 Advisory Comm~ttee: Ka thy Burris Vicki Dokes Bonnie Moody Roy Watts Marilyn Scott Tennifer Bishop Linda Huey Linda Chancellor Gregg Thompson Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Debra Butler Nannette Howell Louise Odom Dorothy Williams Ruth Clinton Jane Jackson State oC\" Local Coal No. Acthtt, or TJM Lh leaponaJbU tty (Yho viii coordtnaut) Special materials will be utilizedScience Departin presenting the specific objec- ~enc and Facultives not mastered O'll the 1988-89 y MPT. Those objectives are: 7-2.l 8-5.2 8-6.2 8-2.l 8-5 .1 8-7.l Define cell terms Identify weather instrumenti Identify water cycle Define earth history terms Define meterology terms Define universe/astronomy terms ~-8.l Define energy/natural resource terms 8-4.2 Recognize agents of erosion omputer assisted instruction in specific science objectives will ~e made available to students to ~einforce the material presented n class. Teachers will be able o provide individualized assisance in the above listed objecives. School Administration and Science Depart ment Faculty lnaarvice Act1v1ty Worksheets, diagrams, transparancies, tape recordings, review games, and vocabulary flash cards will be developed by the science department and shared in departmental meetings. Teachers will receive proper instruction in the use of computers and software by district/ building computer service personnel. !lvation. of \u0026amp;ctlvttr ([valu.uto h1atruaen1:, taat1n1 data, ftahtM:d product, rprorrlata other) Copies of materials will be kept on file Records will be kept by teachers of the progress made by students receiving computer assisted instruction. Condualona, flndlna or Stah1  of Acthtty l--- __ _,__ _______________ __._ ______ .., __________ __.___ ________ ~--------~ , l I a- \"I ' North RIDGEROADJU NIOR HIGH (School) Little Rock School District Educational Priority 1_1__ ANNUAL SCHOOL PLAN 1989-1990 Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year School Advisory Cononittee: Kathy Burris Jennifer Bishop Vicki Dokes Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson Debra Butler Nannette Howell Louise Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton l.tet. .e.r . Goel ... I ActhltJ er Ti LIM Department head meetings will be lteld as needed to ~oordinate materials and skill development instruction between Ridgeroad and Central Junior High. I ... ,_.u.utt, ( ... wtll CNdJ .. teT) School Administration and Department Heads laaenlc lcth'ltJ None Jane Jackson Marilyn Scott lwalvatlH ef kllU:J (hel..aU lt,,_ ,. Utl I .. ,., ll  t.a.. ... O.YCl 0 .., .......... tMr) Records kept in Department Head files C..C:lualon  Fladla er Ital  el kthltJ I \"w' I (School) ANNUAL SCHOOL PLAN 1989-1990 School Adv1sory Comm1ccee\nMary Taylor John Jeu North Little Rock School District Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell ,,.,. ., Loc:al Coal llo. a.po-  t~U ltJ (.,._ wlll CNr4lutet) lwal.,..t1ott er AcUvUJ ftvalwaUN taat....,.  t, 1-  t11 ,.,  Uaht.. pr .. uct  rp.-oprlau titer) c:a.c:, , .... ,. ...... er ltH el kt hltJ I The language arts department will L.A. Classroom utilize the following recommend- Teachers ation in \"Tips.for Teaching\" from the MAT-6 Teacher's Manual to increase reading comprehension: l) Provide reading experiences at both the instructional and independent reading levels of students 2) Establish purposes for reading 3) Build on the reading interests nf students and use those in-tere8CS to improve reading comprehension 4) Increase the background for reading 5) Enhance the motivation to read School Admin-istration and L.A. Classroom Teachers L.A. Classroom Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove vocabulary development: l) Students will select the word .A. Classroom in a sentence that agrees with Teachers the meaning of the sentence. Review of previous inservice and subsequent departmental meetings Guest Speakers Review of previous inservice and subsequent departmental meetings Teacher lesson plans will reflect teaching comprehension skills Teacher lesson plans will reflect teaching vocabulary skills ' I f\" ' RIDGEROADJ UNIOR HIGH (School) ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: North Little Rock School District Mary Taylor Wilene Rigsby Susan Miller Sharon Kimbrell John Jeu \\ Educational Priority f 2 Goal: To attain improvedachievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Way.,e Thompson Pat Morris Linda Chan-cellor AcctdtJ w 'II. u .. a..,-.n11tt, ,.._ will eeer1u1t) tuentce Acthlty ...... , .... , Actlwl1, Ctwaluatt- leat,...t , .. u .. .. , .......... . .., ... ,  .,..,.,.,hH et111,n) C:O.CI- fl .. laa er ltat I \u0026amp;c:tlllf 2) Students will determine if meaningful sentence words agree with the meaning of the story. 3) Students will read stories that relate a number of words to a particular topic 4) Students will locate and classify selected words from stories being read 5) Students will identify and provide synonyms for words or expressions that take on a special mea~ing in a particular story content. L.A. Classroon Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove spelling skills. 1) Students will be taught the study method: \"Look at the word. Say the word, close your eyes and try to see the word. Write the word. Check the wot:d 11  Review of previous inservice and subsequent departmental meetings Teacher lesson plan, will reflect teaching spelling skills i I ANHIJAL SCHOOL PLAN 1989-1990 -----Schooi Adv1sory Mary Tay1or Wilene Rigsby Susan Miller CoUDD::1.t::tee: Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell llatl- f Actt.hr John Jeu Linda Chan-cellor ltt  Local Goal ... .......,,. .... (.._viii uotutet) INnlce ActhltJ (r.-.1 .... ,,_ 1  , ....... 1  , .. u .. ... , ......... . ~, ........ ...... 2) Students will be challenged to locate and correct mispelled words in passage,\nthat have been deliberately copied incorrectly. 3) Students will be grouped for a cooperative effort to write a paragraph or short essay using their spelling words. L.A. Classroom Teachers The language arts department will L.A. Classroom Review of previous specifically address reducing the Teachers study disparity in MAT-6 Test ~~or~s in the following areas, as outlined in the Ridgeroad School Improve~ e)lt Plan: H-3 Usage (8th and 9th) ~0-01 Subjects and Predicates (8th and 9th) ~0-02 Adjectives and Adverbs (8th and 9th) ~0-03 Direct Objects (8th and 9th) 4-012 Sequencing (8th and 9th) ~4-02 I~ferential Comprehension (8th and 9th) 4-021 Inferred Meaning (8th and 9th) ~4-023 Main Idea (8th and 9th) Progress meetings as needed throughout the year fl'N11c:t  -,,ropl\"lete t\"'-r) Teacher lesson plans !will reflect specific 1idstruction to the strands addressed in the School Improvehnent Plan t-lAT-6 test scores ... t- f ac., .. u, , I a, a, I RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Mary Taylor John Jeu Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Steve Duke Yvonne Whalen Renee Nelson Clancy Mdlwell Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Richard Alexander ltt er Local C.OI ... AtU..ttr ..- l'J UN C4-03 Critical Analysis (8th and 9th) C4-031 Drawing-Con~lusions (8th and 9th) C4-0l Literal Comprehension (8th) C4-0ll Detail (8th) The language arts department will utilize MAT-6 test format in vocabulary, reading comprehension and spelling, as illustrated in the administrator's manual, whenever appropriate throughout the year. Students in the reading program will be remediated specifically in reading passages at the 5-6 and 7-8 levels, as outlined in the School Improvement Plan. Co~puter assisted instruction at the appropriate level will be given a~l students enrolled in the reading program. ... ,.. .... 1.,, (.,._ wUl c..dlMt  I) tuant.c. Actblt7 L.A. class- Review of previous room teachers inservice Reading None teacher Reading Review of previous teacher and inservice Computer lab assistant Way,ne Thompson Pat Morris Sharon Kimbrell lal...aUoa f ActtllJ (twali.att .. tlr-- t IHUa .. ,  flhM. ,.. ... ,  .,.-.,r-lau  t.,.r) Teacher lesson plans will reflect teacher use of MAT-6 format Teacher made tests and worksheets Student records kept by reading department MAT-6 test scores Student records kept ~y lab assistant C...Cl  I.-, ,. .. , ... er ltat .. el kthltJ I I .e.r_, , I HIVCEROAJJ JUNIOR HICill (School) North Little Rock School District Educational Priority 6 __ 2_ ANNUAL SCHOOL PLAN 1989-1990 School Adv~sory Comm~ttee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell Jnhn Jeu Linda Chancel-lor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Waype Thompson Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 tes~ to be administe.-ed in April, 1990 Pat Morris Suu r Local Coal No. ... po .. 1ti,t1tt, (Ullo Ill coor41lftAtd) Activities in other areas of the Classroom curriculum, as follow, will be teachers implemented to reinforce reading skills: 1. 2. Test taking skills, including pretest orientation, time management, problem-solving and anxiety reduction will be taught in core subjects. Students in math will be given word problems to practice transfer of reading comprehension skills. Core subject teachers Math teachers luervice ktbtty Test taking skills inservice early in 1989-90 school year Department meetings 3. Students in history will read Social Studies Department meetings and select important facts in teachers a paragraph to practice trans fer of reading for purpose skills. 4. Students in science will Science Department meetings practice vocabulary words using definition parts to reinforce definition instruction in language arts. As the middle school reading ~rogram is restructured, building ~evel meetings will be held to ~oordinate materials and skill eachers Reading teacher None laluaitto ef ActbltJ (t,,.luaitloa t Hnae  t. teatla 41ata, fl  lat..4 ro41uct, pprotrlate tMr) Test taking skills handouts and overhead transparancies on file Classroom observations Classroom observations Classroom observations Minutes of meetings C:O.dualNa, fla4la~ r Statue f Act hltJ , I a, co I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Coounittee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell John Jeu Linda Chancellor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Obj~ctive: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 test to be administered in April, 1990 State or Local Co.I No. I At:UltJ or t1M Lh development plans for the 1990-91 program. Reading department meetings will be held between Ridgeroad and Central Junior High as needed throughout the year to coordinate materials and skill development instruction. leponiblllty (Who ttlll coordl-tel) lnaervice Activity School admini- None stration and reading teachers Pat Morris ,--~uo  , AcU.1tU:y ([valuattoa laatruaent  Uat h\u0026amp; data Unhhed product. rprorrlata otl .. r) Record kept in reading department files Cone ha- FI..S In~ or ltatua of Acthlty i I \\_ ~lf~ROA t fl r1R /lLJ'll r.-~~ ~chooi~)~==---- AN'NUAL H L PLAH----------- School Advisory Penny Beasl.ey Shirley Bowers Brian Breeding Comm.1.t:t:ee: 1989-1990 North L1ttle Rock School D1str1ct Educational Priority I __ J_ _ Goal: To improve programs and operations that lead to better student behavior Objective: To reduce the total number of students displaying inappropriate behavior by three (3) percent Sue Brummett Curt Derden Mark Hays Linda Hazelwood Carol Hicks Sally Huey-student Co,\n_nie McCann Suzie Ritchie Richard Woods Gregg Thompsbn .,.,. ... Local Coal ... Acthf.lJ  II u .. ... ,..  ~uo, (Ilia will caortutO luen1ce Ac.ti.tty lalYoatlM ., Ac:UUr (llwat ... u- ltruaet , .. u  ,u . ,. ... ._.. fro4uct. appropriate ether) C..Clud ... , rt .. l\u0026amp; H ltat..a al Ac.tlttr I. IV I \"\"I '' Develop a test covering expected ntudent behavior and administer it to all students during the first week of 1989-90 school year School Administration and Staff To have staff members select in- IMPACT Team dividual students of their choic, for implementation of a positive reinforcement program for target ed students To further develop classroom and School Adminbuilding- wide student recognitior istration and and reward programs Staff Improve consistency from room to room on targeted student behaviors (class rules) Cooperatively develop individual behavior plans for students who chronically display inappropriat, behavior (involving staff and peers) Building Discipline Committee School Administration and staff Discussed in preschool in-service Copy on file, record, on file Selections to be Records on file conducted during pre-school in-servic and throughout the year. To be discussed throughout the year as needed August of 1989 Selections of team members to be made in September of 1989 Records on file Records on file Behavior records on 'ile '-------'-------------------'-------...J------------'----- -------~---------~ I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 3 __ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Penny Beasley Suzie Ritchie Shirley Bowers Richard Woods Brian Breeding Gregg Thompson Sue Brummett Goal: To improve programs and operations that lead to better student behavior Curt Derden Mark Hays Objective: To reduce the total number of students displaying imappropriate behavior by three (3) percent Linda Hazelwood Carol Hicks State r Local Coel ... kthltJ or IJM UM Evaluate the overall success at the conclusion of the 1989-90 school year le,oen111,, (.._ vUl coorlutet) luenic ictbltJ School Advisor August of 1989 Committee for Priority 113 Sally Huey-student Connie McCann tnh,ntoa of \u0026amp;cl lwltr (hlu.aUo l.rn-. t u., .... ... , . ,. ....... product appropriate otller) Behavior records on on file c .. dwalona. flodln11, or ltalY  of kt htcr 1 ' : I --.J I Educational Priority U_1 __ r..: SCHOOi~ 1989-1990 Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. ~ Schoo1 Advisory Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. State or Local Coal No. Lo~al :~::~t~~~eac::~~~~eb~~a:!:~/ throughout the school year to maintain focus on improved behavior/discipline. Explain handbook, building policy, classroom rules, and evaluate content by the testing of each student at the beginning of the school year. Conferences will be called for the teachers, counselors, administrators, and parents of the students who are demonstrating chronic behavior problems and/or assigned to SAC. Establish a committee and a system to reward students for good citizenship. leepone1bll lty (llho vJll coordlnte?) Administration and Staff Administration and Staff Administration and Counselor Student Behavior/ Discipline Committee lnaervice Activity Inservice will be presented at the beginning of the school year and throughout the year. Report to faculty on reward system. [valuation of Actlvlty (Evaluation lnatruNnt teatln1 data. flnlahed product, rprorrhu other) Report on file. Test on file. Documentation of conference record. Records of students receiving rewards. Conclusions, Flndlnll or Sotua or Act lv1tJ .I. ... N I Rose City Junior High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1989-1990 Educational Priority O_j__ Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. School Advisory Committee: Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. Stat or Local Coal No. Actlwilf or T1 .. LlM ... po.-Jlttlity (W'ho will coordt-ul) Periodically schedule small Administration student group meetings to and Counselor emphasize expected behavior and/or to explain school policies as well as to motivate students. Develop packet of materials to assist students assigned to SAC in understanding expected school behavior. Administration Counselor, and SAC Supervisor lnervice Activity twaluaU.o of Actlvt.ty ([valuatioa laauuaent. uatl\u0026amp; data, fl\"tahed product, rprorrlata other) Schedule of meetings on file. Packet of materials on file. C.O.c::lualoaa, Ftndlna  or Statua of Act tvtty I -..J w I Educational Priority U 2 ANNUAL. SCUOOI~ PLAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in orrler to raise scores on standardized tests. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, in MAT-6 test strands with a disparity rate of 15 percent or greater in 1989, the number of black students scoring below average will be decreased by ten percent. Stal or Local Co.-1 No. 5 Activity or TJM Lln Send results of the MAT 6 and Local MPT (showing the disparties between test scores of black students and white students) to parents/cover letter. Develop better methods of communication between the school and the parents {possible by adding an additional phone). Form a committee of minority teachers to discuss areas of concern with parents. Develop study materials and sample tests in each department (which would address disparties). a.pondbJl tty (\"ho will coordtnato7) Committee Counselor All Teachers Minority Teachers Develop small groups (minority) Teachers to work on attitudes, morale, Counselor test taking skills and study skills with parent participation. lnrvice Activity ..,aluuioit of Acthlty (Evaluattoa lntruMnl, testtna data, rtnhhed pl\"oduct, rpl\"orrt.t other) Test results on file in the counselor's office A list of parent conferences/contact placed in the Guidance Office. Participant evaluation strategie Department meetings Check list of mastered skills Concludon. Flndlna or Sutu of Acthlty , l \\ Rose City Junior High School (School) North Little Rock School District Educational Priori ll_2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in order to raise scores on standardized test. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, the MAT-6 test strands with a disparity rate of 15% or greater in 1989 will be increased by ten percent. State or Local Coal Ho. \\ ActhHy or TJM Line luponeJ.bU Uy (Uho vtll coordinate?) Develop and set up programs with Counselor community organizations (churches  Teacher/ civic organizations, ect ... ) Coordinator to create study groups and tutoring programs. lnserv1ce Act1vity Evaluation of Acthlty (Evaluation lnatruMnt, tuttna data, ftnhhitd product, arprorrbte other) Number of students using the study group and tutoring other students. Concludona, rtndlnA or Statu of Acthtcy I I I -.J V, I (School) North Little Rock School District Educational Priority #_J __ ANNUAL SCIIOOL PLAN 1989-1990 School Adv~sory Committee: Goal: The development and implementation students improve MPT scores. of school-wide strategies to help Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Objective: By the end of the 1989-90 school year, students will exhibit an Ken Kirspel improvement of MPT scores in comparison with 1988-89 MPT test results. Slat or Local eo.1 No. I A \u0026amp; B State Activity or TiM Line lupon  Jbtl ity (l,lho wUl coordtnta1) Generate a letter expressing Committee/ concern about improving test Secretary scores, to be mailed to parents prior to the 1989-90 school year. Expand use of sample tests and the All teachers use of practice questions in test format in each department. Incorporate test-taking skills All teachers into lessons throughout the year. Require all 8th grade students to complete computer diskette \"Test Taking Skills Made Easy.\" Teachers and Chapter 1 aide Develop and use educational games All teachers and exercises in each department to help review knowledge in each content area. Require all 8th grade students to All MPT core see video \"Making the Grade.\" teachers Recognize student achievement of Counselor and improvement goals with awards and PTA activities. In  ervice Activity hluUon of Acth,ity (Evalutton lnatruNnt, uatlna dat flniahed product, rprorrlau other) Letter on file in Counselor's office Departmental meetings Completed checklist of skills taught Printout of results List submitted by departments to be kept on file in the library. List of all students who have viewed the film. MPT scores on file. Condusiona. find lnA or Statue of Actlvlty _I _, I Skills Center IINNU/\\LS CIIOOLP L/IN 1989-1990 School Advisory Committee: (School) North Little Rock School District Educational Priority U__1_ Goal: DEVELOPMENT/IMPROVEMOEFN T STUDENTST O GET ALONGW ITH PROGRAMTSH ATT EIICH EACH OTHER, Objective: TO PROVIDEP OSITIVE REINFORCEMENATC TIVITIES WHICHW ILL INCREASE APPROPRIATES OCIAL ANDA CADEMICB EHAVIORS. Sllt or (valuttJon of Actlvlcy ((.,aluatJon ln,tru.,tnt, lncI Activity or Tl.,, Lint Rtaponalbl I lty Inser-vlce Ac:tlvlty testing dt, !lnhhtd Co.111 No. (Uho \"'111 coorJln.itcl) product, rprorrl.u, other) 15 1) Positive reward system for Skills Social \u0026amp; Prevoca-exemplary behavior. Center Staff tional Information Battery. Sub-Test 2) Send letter by mail Skills Job Related Behavior to parents. Center Staff 3) Separate statement at Skills Count to see mid-term about conduct. Center Staff decrease in di sci-pline slips 4) Citizen nf the week on Skills Friday from each class. Center Staff Posted with picture in hall. 5) Tangible reward at the end Skills of each month. Center Staff Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclu1lon1, flndln,., or St.uu, of Act !,,,tty ..I_ , .._, I ----_::_::_::_::_::.::.::.::.::.::.::.::.::.::.::--=--1,1 ..s,r.,NrnNnrU~ A PL/\\~N\n::=============--s:'c::':hoo 1 Adv f..s o r y Comm 1 t: t: e e : --~\"'fktT _T___ . __gj-i-:~c'~-'e~~,r-,,- 0 - 1 ,,-),---------- 1989-1 990 Nor:th Litcle Rock Sclluol District Educational Priority 1 __ 2 __ Coal: THE DEVELOPMENT/IMPROVEMEONFT P ROGRAMTS HAT PREPARE STUDENTS UPON GRADUATION Objective: TO DEVELOPA VOCATIONALP LACEMENTPR OGRAMF OR 11TH ANO 12TH GRADES( IMPLEMENTED1 988-89). State or loc,11 Activity or TJme Lint Rt1pon111bll lty Inservtce Activity Co,11 ~o. (11110 ulll coor\u0026lt;.llnatc7) 13 l) Train students in Skills maintenance, clerical and Center food service. Staff 2) Place students in Job Skills Training Partnership Act Center contracted jobs when Staff work-ready . I Evaluulon of ActtYlty ((valuat Ion ln  tru,.,tnt, test Ing data, ! lnlshtd product, arprorrl.ue other) (Pre \u0026amp; Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) (Pre c, Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclualon , r Ind In~ or St,1tua or Act lvlty , .I. ., CX) I L. skn 1 s Center (School) ANNUALS CIIOOLP LAN 1989-1990 North Little Rock ,chool District Educational Priority O 3 Goal: DEVELOPMENT/IMPROVEMOEFN PTR OGRAMS STUDENTST O BE GOODC ONSlJMERS THAT TEACH Objective: TO SEE THAT STUDENTSG ET THE MOSTF OR THEIR MONEYW HENS PENDING. Sl1 or Local Activity or TJ,-lt Lin Jlupon  lblllty (Uho ,.,111 coorJlnatc:1) Coal Ho. 21 I) Coupons Skills Center Staff 2) Checks (fake) Skills Center Staff 3) Comparison shopping Skills Center Staff 4) Group shoppin!\\ for Skills identical items with Center Staff same amount of money. 5) In-House Bakery Skills to be purchased with Center Staff coupons for Behavior. \\ \\ \\ I lnser-vlce Activity School Advisory Committee: [nlunlon of Ace lvlty ([v1luulon ln1tru111ent. c  atln1 datl, flnhhed product, appl\"orrl.ate other) Social \u0026amp; Prevocational Information Battery. Sub-Test 1. Purchasing Habits 2. Budgeting 3. Banking Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Coflclu  lon  , rtndlnJ. or Statu1 ol Act lvlty .I. ... \"' I '\"'''' ,t ry School ,.\\NNl1Al Sl'l/001. 11 ... \\N (Sc:lu,ol) 1989 I 990 Nnrt II J,i t l le Roe k 8c:ltool DJt.\nr_r_~:_!_ Educational Priority # __ 1 __ Coal: The improvement of programs/operations that lead to better student behavior. Objective: By April, 19QO, students will improve behavior through oositive reinforcement. local Coal No. Local H7 State q4 Activity or- T1M Un 1. Praise cal ls wi 11 be made to parents from classrooms with the use of cordless phones. 2, A \"Behavior Drill\" will be periorlically announced by the Principal. Awards wi 11 be presented to students for exemplary and/or improved behavior. 11:epontbt I tty (Uho wtll coordinate!?) Staff Principal 1. Hall passes will he issued Staff to control movement between classrooms. lnservlce Activity Schnul /\\\u0026lt;lvl.!--tnry CnmmfLtc~: Tammy Collier Tami Eggensperger Jeni fer Faught Terrie Gipson Kay Hogan Mandy Hyatt Kathryne Jordan Darlene Kelley C i ndy Me J ton Nancy Porter Michel le \\.lard Janet \\.la rren Jane Ford Evaluulon of Activity (valuation lnHruent. tf!stlng data, (tnhhed product, rprorrlate other-) Conclulona, rtndlnR or Statu of Activity Student behavior wil be man i to red for improvement. Improve ments will be recorded during a staff meeting each nine weeks. Positive responses from students will be recorded during a staff meeting each nine weeks. Improvement in ti me on task and unnecessary disruptions wi 11 be noted during a staff meeting each nine weeks. 4. Ideas will be shared on posi- Staff tive reinforcement and student Two staff members per Ideas will be record month will share at ed and given to each responsibi 1 i ty. least two ideas on staff member. positive reinforce-ment and/or minimizinq unnecessary movement in the ha 11 s . ~ -----------------'----------'---------------''-------------'----------~ , l I 00 0 I Amboy Elementary Schoel ANNUALS CIIOOLP LAN 1989-1990 School Advisory CommiLtee: -- (Seho-~) ------- NnrLh LiLtle Rork School DisLrict F.ducational Priority II 2 Coal: The improvement of programs that increase reading comprehension, ObjecL ive: Faye Ashberry Susan Branch Lee Annette Buck Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford By the end of the 19q9-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homoPyms and _ ~ ___ c:,:o~.!.!n:.t-=e~x_.,_tc__ !cc:~..~'1--.!-u--~-e-,:-.-.\n-s-!-.-c-.-,-_--. ---------------,-------------, Stte or Loc:.111 CoI No. Act lvlt)' or Thoe Lin Local 1. Lessons on specific skills QJ will be identified and highlightec State in the basal teacher's edition for #l each grade level at the beginning of the school year. 2. A Hake and Take \\forks hop wi 11 be conducted by the end of the second nine weeks to develop activities for specific skills at each grade level. 3, A resource file of additional ~ctivities will be compiled and stored in the media center by the end of the t~ird nine weeks. 4. HECC software programs wi 11 be used to provide student applicatioh of reading skills. Appropriate ltupon  lbl l lty (Who vii I coordlntcl) Reading Cammi ttee Reading Cammi ttee Reading Cammi ttee Media Spec i a 1 is t and Gifted/ ~oftware wi 11 be reviewed and l Talented ~opied for a 11 grade levels. Resource Teacher p. Addi ti ona 1 materials wi 11 be Principal Durchased to reinforce specific and Media ,ki11s. Spec i a 1 i st \\ Inu,rv1ce Activity Sta ff Media Specialist and Gifted/Talented Resource Teacher I uluatlon or Activity (vlut Ion lnu ruaent, teUlna dat, flnlahed product, rprorrl.lte other) 19~8-89 HAT6 test scores will be compared with scores for 19~9-90 to deter mine overall effectiveness of these activities. Same Same Same Purchase orders wi 11 be on file. Concluatona, flndln11, or Statu of Act lvlt)' i I (X) ' Aml..!.!.?r_/~_~fr y ~~!.!_po I (Sc/Jool) ANNt.lAli sc11on1. l'l.AN 1989-1990 School Advisory Commiccee: North Little Rock School District Faye Ashberry Susan Branch Lee Buck Educational Priority U 2 Goal: The improvement of programs that increase reading comprehension Objective: By the end of the 1989-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homonyms and context clues. Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford State or [v.tuation of Acth1t)' (Evluatlon lntruent, Louil Act ivlty or Tl- Linc \"-eponalbl 1 lty Inservice Activity Conclulon, Flndlnit Co.11 No. (1'ho wlll coordinate?) teiitlng d.at  , flnhhed or Statu  of Activity product, rprorrhte other) 6. Book Swaps. On the first Hrs. Inga 11 s A sign-in sheet for Tuesday of each month starting in and P.T.A. each class wi 11 be October, students wi 11 bring volunteers kept during book books from home to swap for a swaps. book of their choice. Books wi 11 be provided for students 1-iho do not have books at home. , I 00 N I ___ Amboy Elemen1:__?ry School (School) /\\NNU/\\L SCIIOOL PL/IN 1989-1990 School Adv Lsory Committee: North Little Rock School District Nancy Mars~all, Chairperson Carolyn Allen Educational Priority #_ _ 3 Goal: The improvement of programs that teach language and writing. Objective: Ry April, 1990, students will improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students uti 1 ize language ski 1 ls in their writing. Ruponlbllity lnaervlce Activity Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Judy Wa 11 ace Evaluation of Acthlty (Evaluation lnatruent. reulng dal  , ftnt  hed Stce or local CoI No. (Uho will coordinate?) prCJduct, rprorrhu other) Conclulions, Flndh1~ or Stat1..1 of Activity  Local 1. Al 1 language teachers wi 11 Teachers 19q8-g9 MAT6 and MPT test scores will be compared with scores for l9R9-90 to deter mine the overall effectiveness of these activities. \\ QI teach a unit of writinq after ead State skill unit. This will be evalu- #I ated by notations in lesson plans which indicate \"Writing Unit.\" 2. Each teacher will select two papers per month to honor students who use capita 1 i za ti on ski 11 s in the content areas. These papers ~ill be displayed in the media on the \"Capita 1 i ze It Roa rd.\" 3. Each language teacher will select two students each nine :weeks to receive 11Gramrnar-Grams: 11 one student whose written work demonstrates mastery of language objectives, and one student whose written work shows greatest im- l provement in language objectives. \\ Teachers Same Teachers Same I 00 w I \\ L -'lmboy fcmc-ntc1ry School (.5c:lmal) Norl11 Little Rock 8c:hool Distri t Educational Pciority # __ 3 __ /\\NNUAI, SCl/001,,, PI./\\N 1989-1990 Coal: The improvement of programs that teach language and writing. School AdvLsory Comm.i.t:tee: Nancy Marshall, Chairperson Carolyn Allen Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Objective: By Apri 1, l'l\u0026lt;JO, students wi 11 improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students utilize language skills in their writing. Judy Wallace State or Locl Coa I No. Act hlty or TfM Line 4. A school-wide essay contest will be held once each semester ~irst week of December and Hf March.) The essays will be judged by a selected school committee. (This committee will be randomly chosen and will represent upper and lower grades.) Skills to be judged are: capitalization, ending punctuation, commas, pronoun usage, verb usage, usage of contractions and usage of a and an. One winner from eachgrade\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_976","title":"Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989","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":["1989-07"],"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","School improvement programs","Educational planning","Student assistance programs"],"dcterms_title":["Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989"],"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/976"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nFramework for Excellence PROGRESS REPORT Implementation of Priorities in the North Little Rock School District 1988-89 July, 1989 ' I Framework for Excellence Progress Report 1988-89 J arnes Smith Superintendent of Schools July,1989 I I I I ' TABLE OF CONTENTS Introduction ..... . Task Force Membership. Task Force Steering Committee. Act 7 o! 1983 ... Goals for Arkansas Education Philosophy. Student Ledrning Goals Prioritizdtion of Needs .. District Improvement Plans Priority #1: The implementation of . cumpensatory educcttion programs. Priority #2: The d~velopment of a written, sequential curriculum for language artb and mathematics. Priority #3: Planning strategies to deal .... with at-risk students. Page i ii iii iv V 2 3 4 6 7 25 30 School Improvement Plans . Northeast Senior High School. Ole Main Seniur High School c~ntrdl Junior High School. Ldkewood Junior High School Ridgeroad Junior High School. Rose City Junior High School .. Skills c~nter .... Amboy Elementary School Argenta Elementdry School Belwood Elementary School Boone Park Elementary School. Cr2stwood Elementary School Glenview Elementdry School. Indian Hills Elementary School .. Lakewood Elementary School ... Lynch Drive Elementdry School Meadow Park Elementary School Nurth Heights Elementdry School . Pdrk Hill Elementary School Pike View Elementary School .. Pine Elementary School .. Redwood El~mentary School Rose City Elementdry School . Sev~nth Street Elementary School. Baring Cross Center ... 32 33 36 40 44 47 51 55 58 62 66 70 73 77 80 84 91 94 97 103 108 114 119 122 127 130 I I I I II I! II II II INTRODUCTION The Six-Year Educational Plan, \"Framework for Excellence,\" for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts. The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans. The School Improvement Plans were developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. This Progress Report for 1988-1989 covers the fourth year of the implementation of the District Six-Year Plan. The process of identifying District needs, planning carefully to meet those needs, and assessing programs and activities in terms of meeting identified needs is making a positive impact on improving learning activities for North Little Rock students. The information contained in this report has been utilized in formulating specific improvement plans for 1989-1990. i NORTLHI TTLER OCSKC HOOLS MODEFLO RI DENTIFYIPNRGI ORITIES TABLIE DEVELOP GOALS FOR STUDENT LEARNING DISTRICT PRIORITIES SURVEY PARENT, EDUCATOR, STUDENT OPINION ii I-' I-' \u0026gt;-' NORTHL ITTLER OCKS CHOOLS PRIORITYID ENTIFICATION TABLEII STEERING COMMITTEE COMMITTOEFET HEW HOLE .) Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommyG aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whe1ee r Cynthia Melton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKP UBLICS CHOOLS Framework for Excellence TASKF ORCME EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bi Garvin Winnie Talley James Smith Gale Bossier Alice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum iv Suzanne Stephens Christy Godwin Allan Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Hall Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wilson Jim Dyer Linda Elliott ! NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student V ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONALIM PROVEMENBTY THE LOCAL SCHOOL DISTRICTS OF THE STATE OF ARKANSAS\nAND FOR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: SECTION 1. The Title of this Act shall be ''The Educational Planning Act of 1983.\" SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October 1 of each school year, each school district shall report to its patrons on the district's progress toward realizing the goals and objectives set out in its long range plan and on proposals for correcting noted problem areas. (c) In addition to the districtwide educational plan, each school within the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such assistance as may be needed to enable each district to meet the requirements of this Act. vi NORTHL ITTLE ROCKP UBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. d. GOALII : a. b. c. GOALII I: a. b. .Q9AL IV: a. b. c. d. e. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. HELPL EARNERAS CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIACN D OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: Providing career information with emphasis on the respect for the dignity of work. Providing opportunity to develop job entry skills. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. HELP EACHL EAFJIERD EVELOPT O THE FU1..LR ANGEO F HIS/HER POTENTIALB Y: Fostering and encouraging creativity through the Arts (Music, Art, Drama, etc.). Developing specific learning skills including critical thinking, decision making and the use of scientific methods to facilitate independent life-long learning . HELP LEARNERPSR OGRESST OWARBDE COMINGH EALTHYR, ESPONSIBLE,A ND HUMANCEI TIZENS THROUGH: Understanding levels of government and the need for individual participation. Developing a sense of personal and civic responsibility. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. Understanding world cultures. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. vii (Goals for Arkansas Education continued) GOALV : HELP LEARNERMS AINI'AINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. Viii PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. NOPTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. ach student develops an understanding of governmental and political systems. 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic commu~:cations skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student attendance. 11. The provision of instructional specialists to provide support to the teaching staff. l3. The development/improvement of programs that prepare students for employment upon graduation. l4. The development/improvement of programs that motivate students to be life long learners. l5. Development/improvement of programs that teach students to get along with each other. l6. Development/implementation of a comprehensive staff evaluation system. 17  Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICSTI X-YEAPRL AN , ~ I North Little Rock Scbool District l'ulaski County Educational Priority U __ l __ SCHOOL llIS'l'RICT PLAN 1988-19!l9 Goal: The implementation of compensatory education programs. Advisory Committee: Ballard, Bill Crawford, Esther, Chairman Kincl, Ann Martin, Letitia Moore, John Phaup, Steve Smith, James Objective: To improve student achievement through compensatory education programs. Staggs, Nova Stat or Local Co.a) No. 6 I. Acth1lJ' or TJ- LJU Chapter 1 Program A. Develop a plan for continuation of the Chapter 1 program in all District kindergarten classes and in first and second grade classes in fourteen schools. B. Develop an alternate Chapter 1 program for three pilot schools. 1. Eight station computer labs 2. Aide for each lab 3. Serve students in grades 1-6 C. Present proposal for District approval. Jupontbll lty (Uho vJll coordlnatol) Director of Elementary Education Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Assistant Superintendent for Instruction ln.senke Activity Stewart, Jo Walker, Jess Williams, Sharon [uluatton of Activity (Evaluat Ion ln1t runt  te1t1n1 date, ftnhhcd product, rprorrLlu other) Conclu1ton1, Flndlna or Stu11o1 of Activity Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to Superintendent The plan was submitted to the Superintendent. -------- -- ------ ----- --- ~-- ----- --- --- ___________ __,____ ______ _ ' : l North Little Rock School District Pulaski County Educational Priority# l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal No. l Acttvlty 01' TJ Un h1pon1Jblltty (lilho wll I .:oord lnuol) Inurvic Activity D. Confer with Chapter l Coordinator of Advisory Council regardin: Instructional proposed program. Services E. Present proposal to Arkansas Department of Education for approval. F. Communicate with elementary principals and current Chapter I staff about program proposal. G. Order equipment and materials. Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Coordinator of Instructional Computers H. Determine staff needs and Directors of develop a plan for utilizing surplus staff in other District programs. Elementary and Secondary Education f',ssistant Superintendent ~for Pc.rsonnQ.1 l Conduct a session with principals. Conduct a session with aides. Cvaluuton of Acchtty ([.,,aluac ion lnat ru-nt  le.it Ina data. flnhhed product, rprorrlua oth1r) Meeting conducted Proposal submitted Sessions conducted Purchase orders on file Staff utilization plan on file Conclu1lon1, Flndln10 or St.tu, of ActlvJcy The proposed plan was shared. The proposal was submitted to the ADE. Information was shared with principals and staff. Equipment and materials were ordered. Surplus staff members were assigned jobs in the District. I , J \"J ' Norch Little Rock School District Pulaski County 'SCllvv,.-ur,,..,-1\u0026lt;TCT 1'1.:MI 1988-1989 Educational Priority U __ l __ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs, State or Local CoI No. -- I. Train lab aides. J. Inform District staff about the Chapter 1 programs. K. Implement program . L. Monitor program. aupo111lbll lty (Uho vtll coordlnatol) lnaervicc Activity haluuton of Act1Ylty ([valuat ton 1natn,1aant  te1lln1 data, flnhhcd product, rprorrt.u other) Conclualol'la, Ftndln\" or Sttua of Act lvJty Coordinator of Conduct initial train ~raining sessions Instructional ing sessions before conducted Computers implementing program. Training sessions were conducted at the beginning of the year and during the year Director of Elementary Education Building 'Principals Building Principals, Director of Elementary Education, Coordinator of Instructional Services, ,ordinator of Instructional Computers Conduct additional sessions throughout year, Conduct pre-school informational sessions. Informational sessions conducted as needed. Staff was informed. Program implemented ~he program was implemented. Monit ng reports on fil,: [l'he program was fOnitored throughout he year, --~- -------- -----------~----- I 0 I North Little Rock School District Pulaski County Educational Priority ll_ _ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat or Local Coal No. Act hit)' or TJ .. Lin M. Evaluate program. N. Determine Chapter 1 program needs for 1989- 1990. luponaiblllty (Uho wlll coordlnacol) Assistant Superintendent for Instruction Director of Elementary Education, Coordinator of Instructional Services Assistant Superintendent for Instruction Directors of Elementary and Secondary Education, Coordinator of Instructional Services 1nserv1c A.cttvlt)' baluu Ion of Act lvlty (yaluatton lnatru-nt. testln1 dt  , flnhh1d product, ar,pro(lrlHa other) Conclualona, flndlnaa or Stat\\,, of Aulvlty Program stunmary Program summary re-reports and evalua- ports and evaluation tion results on file results will be com-pleted during the summer. Record of meeting to Plans for 1989-90 discuss needs on fil, are being developed. I ,,i!~~~~~~========~~=========~=====~s~c~11~o\no~L:\nD~!=,S~'[~'R~l~C\n,,~l'~P~[~,A~N:=--==-=-==~...'.:Nor th Uttle Rock School District 1988-1939 .-. I -I Pulaski Count Y Educational Priority H___L_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local eo.1 No. Activity or n- Ltu II. Elementary and Secondary Summer School A. Develop criteria for student selection. B. Develop program guidelines. C. Hire Staff. - - - ponJblJ Jt)' (Uho vlll coordlnuo1) !Directors of Elementary and Secondary Education, Coordinator of Instructional Services Directors of Elementary and Secondary Education, Coordinator of Instructional Services Personnel Department, Directors of Elementary and Secondary Pducation, K.\noordinator of J[nstructional l,ervices Insel\"Vice ActJvlly EvaluatJon or Acthlty (fvalutlon intrunt. teat Ina dua, flnhhed product, rprorrhte other) Conclu1iona, rtndlnR  or Statue of Au lvt t)' Submit criteria to Criteria for selecAssistant Superinten- tion was submitted. dent for Instruction Submit program guide- Program guidelines lines to Assistant were submitted. Superintendent for Instruction Staff hired Staff was hired. I !... N I North Little Rock School District Pulaski County Educational Priority O_ _ l_ _ SCHOOLD ISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Slat or Local CoI No. I lupon1tbll lty (Who wlll coorJlnaul) D. Communicate with parents Directors of about the programs. Elementary and Secondary Education, Coordinator of Instructional Services E. Compile a list of students to be served. Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services F. Train summer school staff. G. Order materials. District Instructional Staff, Summer School Principals District Instructional Staff ln1ar-vlce .U:tivlty Conduct inservice sessions prior to the beginning of summer school and throughout the summer as needed. Evaluuion of Activity ([..,aluatfon Jn1tru1nt. tutln1 data. (lnhhcd product, rprorrJue other) Communication data on file List of students on file Record of inservice schedule on file Purchase orders on file Conclu1Jon1, Flndln11\n1 or Statua or Act hhy Written and oral communication occurred. Parent meetings were held in each elementary school. Lists of students served is on file. Inservice sessions were conducted. Purchase orders are on file. I , .!..... , I North Little Rock School District Pula~ki County ffi/Oul. ,,y5,,, .T Pl~ l 988-1989 Educational Priority U __ I_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs State or Loul Coal No. Acthlt)' or Tl .. Lln luponatbll tty (Who will coordlnato7) H. Implement the programs. Summer School Principals and Staff I. Monitor the programs. J. Conduct program evalution activities. Summer School Principal, Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services Summer School Staff, District Instructional Staff Insa(\"\\l'iC:e Activity [valuuJoft ot Acttvtty (fvaluatlon lnatruMnt, tutlna chta. flnllhcd product, rproJ'lrlu othar) Program implemented Conclu.ton   flndln or Statua of Act hit)' The programs were implemented. Monitoring reports or The programs were file monitored regularly. Evaluation reports on Program evaluation file reports are on file. l \\ North Little Rock School District Pulaski County Educational Priority O __ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or locI eo.1 No. \\ ActJvtty or n- Una luponJblllty (Uho will coordln.to1) III. Early Prevention of School Failure A. Collect specific infor- Director of mation about the pro- Elementary gram. Education J. Reading material 2. Michelle French 3. Educators who have used the program B. Develop a cost figure Director of per classroom and iden- Elementary c. n. tify funding sources. Education, Coordinator of Instructional Services Present program for District approval. Determine pilot schools and classrooms. Assistant Superintendent for Ins tructio, !Director of lementary Education, !Coordinator of \\Instructional -~_e1:vice.s \\ [nservlce: Activity haluatlon of Acctvtty (Evaluation Jn  trunt, te  t Ina data, ftnt  htd product. rprorrll other) Conclu1ton1, Flndlna  or Sta tu  ol Au lvlty Information on file Early Prevention of School Failure information is on file. Information on file ~rogram plans sub\" 1itted Schools selected I Cost figures were developed. Chapter 2 was the funding source. Program was submit- , ted for approval. Schools were selected. I I ..,. I North T.lccle Rock School District Pula::.ki Count Educational Priority P __ J __ SC//CJOI l\u0026gt;ISTIHC/' PLANS 1988-1989 Coal\nThe implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local CoI No. - -- -- luponJblllty (Mho vlll coordlnuo?) Inurvlc:e Activicy E. Develop program plans. Director of Elementary Education, Coordinator of Instructional Services F. Confer with principals and staff regarding program and training. G. Order training and program materials. Director of Elementary Education, Coordinator of Instructional Services Coordinator of Instructional Services ~eet with staff to share program information. Evaluation of Aci:1v1ty (EvluuJon Jn,tn,-nt, teltlna data, flnt,hcd produce, rprorrhu other) Plans on file ~eetings conducted Wurchase orders on file H. Conduct training sessions. Director of Elementary !Education ~wo day inservice ~essions conducted for all staff in- I. Implement program Director of c.lementary Ed., l::oordinaLor of ~olved in the program f'lll be held. . ns L. Services 'l .lementary I\u0026gt;, J.ncipal.s - -- Program implemented Conclu.tona, flndlna or Statue of Act lvlty Program plans are on file. Information about the program was shared with principals and staff. Purchase orders are on file. Training sessions were conducted in August, 1988. Program was implemented in September, 1988 . I \"I ' North Little Rock School District Pulaski County Educational Priority 0 __ 1_ SCHOOL DISTRICT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stet or Locel Caal No. \\ la  p0n1lb1l lty (Who vf 11 coo rd lnato1) J. Monitor program. Director of Elementary Education, Elementary Principals K. Evaluate program. Director of Elementary Education, Coordinator of Instructional Services, Elementary Principals L. Determine whether to Assistant M. continue program in Superintendent pilot schools for 1989- forinstruction 90 school year. Develop plans for program expansion for 1989-90 school year, if feasible. Assistant Superintendent for Instruction I In1ervic~ ActJvlty [w.tuuJon ol Actlvlty CEv  luat ton ln1t ru  ant, o,t ln1 data, flnhhcd product, rprorrhca other) Monitoring reports on file Evaluation reports on file Conclualon  , Flndln or Stu,u ol Activity Program was monitored Reports are on file. Program plan on file The decision was made to continue the program in the pilot schools for the 1989 90 school year. Program plans on fil, Program plans to expand the program to five additional schools are on file. I , I ' I ...., I North Little Pock School Distrlcc Pulaski Coun SCI/OOI. DISTRICT PLANS 1988-1989 Educational Priority U __ l _ Goal: The implementation of compensatory education programs. Objective\nTo improve student achievement through compensatory education programs. Stat or 1.oul Coal No. Acth1lJ' or Tl- Lina lupon1lb1l I l)' (Ullo wlll coordln  tal) IV. Computer Labs A. Develop proposal for l\u0026gt;irectors of B. expanding computer labs lementary and in two elementary school,Secondary and in three junior high ducation, schools (30 station labs).\"'oordinator of Present the proposal for District approval. Instructional ~omputers l\u0026gt;irectors of !Elementary and !Secondary ducation C. Determine funding sources. Assistant f,uperintendent 1or Instructior D. Communicate with District)irectors of staff regarding program, :lementary and Secondary ~ducat ion, Principals lnrvlce Act1v1t1 Conduct building inservice sessions. ------------- -- -- --- -- . ---------- [vduation of Acthdc,( Ev1Juatloa tn1tru-11t 0 t11tln1 d1ta, flnhhed product, rprorrl,u1 other) Proposal on file Conclu1ton1, flndln1u or Statu  of Acthdt)' Proposal was developed for three junior high schools and two elementary schools. ~roposal presented to The following were ~ssistant Superinten- approved: two 30 dent for Instruction station labs, a 15 Funding secured station lab, and a 13 station lab. Funding was secured through Chapter 1, Chapter 2, CCVE, and District. Record of sessions on Building inservice file sessions were conducted. .!... (X) I \\ North Little Rock School District Pulaski County SCHOOL DISTRICT PLANS 1988-1989 Educational Priority 0 __ 1_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Loul Coal No. \\ Acthhy or Tl .. Un E. Order equipment and materials. lupon,Jbtl I ty (Uho wtll coordlnuo?) Coordinator of Instructional Computers Inun1lcc ActivltJ F. Install computer equip- Coordinator of ment. C. Assign aides to junior high computer labs. H. Train lab aides. I. Implement program J. Monitor program Instructional Computers Director of Secondary Education Coordinator of Conduct training Instructional sessions throughout Computers the year as needed Building Principals Building Principals , Directors of Elem. \u0026amp; Sec. Education, Coordinator of \\ \\nslructionn1. _\\~ ...::.i,.\n_'\"~~....!!' fvluatfOft of Acthlry (haluac Ion lnurunt, taat Ina dat., f lnhhtd product, rprorrlue other) Purchase orders on file Labs installed Assignments made Sessions conducted Conclu1lona, rtndlna or Seu 11, of Act hrlty Purchase orders are on file. Labs were installed. Aide assignments were made. Training sessions for lab aides were conducted. Lab schedules on fil, Programs were implemented. Monitoring reports on file Programs were monitored on a regular basis. ..'.. \"I ' North Ltc.c.le !fock School District Pulaski Count\\' SCHOOL DIS l'R !CT Pl.AN 1988-1989 Educational Priority # __ I __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. [valuat1011 ol Activity State or ([valutJon inuru-nt. local ActhJty or TJ- Ltn luponaJblllly lnur-vtcc A.ctJ.vity t11tln1 d1t, flnhhed eo.1 Ho. (Who will coordln\u0026amp;to1) product, rprorrlt other) K. Evaluate program. uirectors of Evaluation data on Elementary and file Secondary Education L. Determine whether to Directors of 'Proposed plans on pursue the implementa- Elementary and file tion of 30 station com- Secondary puter labs in additional Education schools for the 1989-90 school year. I 1 I -- --- . - ---~ Condualona, rJndln\"' or Statu of Activity Informal program evaluations were conducted. Plans include the expansion of two elementary labs.  I N 0 I North Little Rock School District Pulaski County Educational Priority U l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat  or L.4ul Coal No. v. After School Four Week Tutorial Program for Eighth Grade Students A. Study Minumum Performance Test scores to determine students in need of remediation. B. C. D. Develop program guidelines. Develop a bussing plan. Communicate with parents regarding the program. lupontblltty (Uho wtll coordtnau1) Director of Secondary mducation, [Coordinator of Inst. Services ~uilding 'Principals , freachers !Director of Secondary !Education !Director of !Secondary !Education llirector of lSecondary Ed. , ~uilding Principals \\)i 'Cecto-r of econ.dary\\ 1\n..,.d ~~ \\~-------- E.valuatioft of Ac:lhtry (Evaluation lnatru-nt. uattn1 dat., flnhh~d product, rprorrhta other) Test data on file uidelines on file ~ussing plan on file ~ommunication data pn file 1,taff hired Conch1ato11a 0 flndlnA oc Statua of Acllvlq MPT score~ were\n-1na 1 yzcd. Guidelines were developed. Russin~ p 1 an w,1s developed. l\nnrcnts were informed regdrcl lng tutorial program. TutoriRl staff was hi..red. - I N ', Norch J.lttlP Rock School D1titr1ct P11l.1skl County ducat1onal Pr1or1ty 1 __ 1_ SCIIOOI DI ST1'' ILT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or locl Coel No. Ac:ltvHy or TJM LIH F. Train staff. G. Develop tutorial schedule. H. Implement the program. I. Monitor the program. J. Evaluate the program. 14ipoHlliilJh)' (Who wJll coorcllnau?) Building Principals Building Principals, Teachers Building Principals , Teachers Director of Secondary Education, Building Principals Director of Secondary Education , Assistant Superintendent for Instruc- :oo ___ _ / lnn,ic Acttvhp Conduct training sessions for all teachers as needed [veluetlo of Acthtt)' ([valuatJo l.cr-t. Utln1 clta, flnhhecl ,rocl .. c1, flprorrh1e other) Training sessions conducted Schedules on file Program implemented Monitoring reports on file Evaluation data on file Coaclt,et ... , ft41n or ltatuo or Acch11, TuLoria) stdff was trained. Schedule was developed. Tutorial prop\nram was implemented. The program was monitored. The program was evalunted on the basis of Lhe second MPT nd11:i11isLrnLio11. r I N N I North Little Rock School District Pulaski County Educational Priority 0 __ 1 __ SCHOOL DTSTRICT PLANS 191lb-l989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or local eo.1 \" VI. Actlvlt)' or ti .. Un Staff DevelopmenL Programs A. Classroom Management for new elementary and secondary teachers. I. Develop training schedule. 2. Communicate with teachers about the program- 3. Develop observation schedule. 4. Implement training program. aeapon  lbll lty (Who will coocdlnatol) Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of \"'onc'. u. ct training condary ducation and ~essions (two days) Eva.1.uat.C!. \\.he ~ lementary QTO\u0026amp;Tam irectors of \\ , tm,n\\. .~..-..., nn,\\ [vduatlon ol Acthltr ([valuation ln  tru 11t, t  H Ina data, rtnhhad prod .. ct, rprorrht other) Copy of schedule on file Communication data on file Copy of schedule on file Wrogram implemented \\Evaluation data on ~l\\( Conclu  lon  , flndln,:  or Stuu, of Ace hlty ,\\ tr 1i.1inf prdgr,un fur 1ww P 1 lmentar~ t\u0026lt;:achers an\u0026lt;l J modified program for 1ie\\Y sccon\u0026lt;l:iry LLnchers ~ere co nd uc t ed .. WrlttE:'.'n communication is on file. Observntion sch0dL1leb werC' developed. l'rni11in!1 progra1ns were cun\u0026lt;lucLed. 11\\l-~)1-m,1\\ ind fur1n.1\\ -.,  \\o, ot D ...... 'o I I N w I North Little Ro k Scltool D1str1 t l'ulcJskl Count SC'IUX)T. D 1 .SH{ I (\nT Pl.i\\NS l 988-1989 Educational Priority l __ l_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal Ho. luponelblllty (Uho will coordlnatol) lnurvlc kt1vit7 Evaluation or Acthhy (Eveluetton tnetruent, teetlna dta, Unhhtd B. Program for Effective Teaching Training for new Elementary and Secondary Staff. 1. Develop training schedule. 2. J. 4. 5. Communicate with teachers about the program. Develop observation schedules. Implement the pro-gram. Evaluate the Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of econdary taff ~ lementary and product, rpror,.i..,e othtr) Copy of schedule on file Communication data on file Copy of schedules on file r.onduct training ~rogram implemented sessions (seven days) Evaluation data on file program irectors of lementary and !Secondary ----------------- (!-l-duc-at-io-n- -~--- ---- ------------ C.Oncluetona, flndln or Statue of Activity A training schedule was developed. Written communication data is on file. Observation schedule, were developed. The program was implemented. Evaluation data is I on file. _ ' I .\",', .. I North Little Rock School District Pulaski County Educational Priority O __ I_ School District Plans 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local Col No. \\ Activity or- Tl .. Lin C. Teacher Expectatjons and Student Achievement. aupon,Jbtl lty I (Who wtll coordlntot)I lnurvlce A.cc1v1ty 1. Seek outside funding ~ssistant sources. Superintendent 2. Develop training schedules. 3. 4. s. Communicate with staff regarding training. Select participants. Conduct training sessions. for Instruction Directors of lementary and !Secondary !Education !Directors of Elementary and Secondary !Education !Hrectors of !Elementary and Secondary !Education !Directors of !Elementary and Secondary \\Education Conduct training ~essions (5 training sessions per cycle) \\ halu  tton of Acchlty (fvluatJon lnurunt, te1tln1 data, flnhhcd product, rprorrhu otlu:r) Program funded Conclu1ton1, flndlna oc Stat11a of Acthlt7 Wunding through the ~ulaski County Cooper ative was obtained. Copy of schedules on frraining schedules file ~re on file. ommunication data on~ritten communication file ~ata is on file. ~ists of participants~ists of participants pn file ~re on file. Sessions conducted ~-:vn1.u.nci on. c:ln\\.a n,, Sessions were conduc ted for 31 elementar and 13 secondary teachers. F..,,, 1 ... ,, 1\".:.! I \"\" V, I I EducacJona l1 r1or1ty I 2 Coal: n,l '11..vl lopr:wnt-,-,-,-,.,, it t.:n, Sf.\u0026lt;JU 'Ill i.11 c11rrjculw1 for larv:11a,\nL' 11rls nrH/ 1,1thlM,Jtic~. ObJecttve: '!'o dcsir,n and implement a c11rriculun for Jann11.1gc arts. Suce or Local Cual No. K-6 ACTIVITIES Ace awu, or TJ .. U11 rrn 1mll'lL finnl c.:r,1f: of object ivcs for rL'111.ti11i111~n n'.\"ns of lnngu\n1ge nrts, V.-(,. F,111, 19:J:J. ConLinue to provic.!C' inservicc for imnlcml'ntc1tion of lan 11,u,1ne arts ohjccLives for r,r.1dcs, J~- 6. ,Ii roup,hou t I 933-1 939. Edit LC\"'SL.S for rendinn ohjcctivLs: l~, l, .2, l1, .1nd 5. l'a 11 , I 'J8a. ConLinue to develop ltsts for lannunne nrLs objectives for '\\rn\u0026lt;les J-6. F~ll, 193!1. ... , ..... 1111tt, (Who 111Jll coordinac  1) ! .. ,,nr,uar,c /\\rLs  Coordinator l.an~u:-i~c /\\rts Coordinator Lan'1uage /\\rts Coo:-t.linatnr ant! Clcracntar\" Co11MiLLee Langungc /Ins CoonlinaLor nnd C:onnittec \")ixLrU111tP lanruar,e arts 011.ic.ctive._, for :-(,. InsPrvice on iM11l~n0ntnLion of lanit1apc nrls objectives. John lloore JJffil'S Sm i. l h ~\n:-, t her Cr.,wf ord Steve Phaup 1arsha Paul Ja nc llrown [11,~cne 1.Jisc 1:a therj ne l!arvcy NOVil s ta~~s Jes~\n\\!alker fuluatton ol A.ctlvJCJ (fvaluacton Jneru, .. ,.,  u1111'11 dua. finhhad product, rprorrlaca ol111r) Ohjectivc-s fur 1\u0026lt;r1nin in~\n1n.,1 inclut.lcc..1 in 1~uiliLs a I 011 1~ \\Ji l ii ohj(Ctives for \\ff i Lin\u0026lt;~ f ro111 Lt 11 of 1987. Inscrvir.c conc.!urtcd. l'inal ,:rnft of Lests for rcadh1~ ohjecLivcs. Preliminary Jrnfts of LCSLS for lan:~ua~e ar:...s obj cc Li VL'S. Co11cll,al ''\"''\"II or Ital\" of A.Uhh,- Draft of reading objecLives distributed in the !'all of 1988. Evaluation of District-wide preschool inservice sessions on file. Final draft of reading test for grade 5 prepared. Coordinator and committee will prepare tests for K-2 and 4 Language arts tests for J and 6 compleled Fall, 1988. -- ------ __________________.,_ __ _____ _ I .J. ., \"I ' North Little Rock School District Pulaski County Educational Priority I 2 SCHOOL DISTRICT PLAN 1988-1989 Coal: The ,!cvL lopr.a-nto'Tnurittcn, .sc\u0026lt;1uential curriculum for lann11.1gc .:1rls and n:1tltenatics. Objective: To ,1esi'ln :ind i!Jplcmcnt n curricul11m for l.1niu.:11e arts. Stt or l.ocel eo.1 J'G. \\ 1:-6 ACTIVITil:S Adninister fiPl\u0026lt;! t~sls for renclinr, and lnn,~uap.l arts ohJ\u0026lt;1 Ctivt.1s, J:-6, nncl tvc1l11nte re!-.it1lts. Spring, 1969. Use t!ata fron testin~ pronram, iMJ\u0026gt;lcmcnLation of objectivPs, and other sources to assess J en!\"'ner and pro~rnm needs, l~- 6, and be!1in rencw.:il process. Sprinn, 1989. l ..,.. ...... ,,)' (1,lho wUI coordtnual) Langua~i~ Arts Coordinator Lannuagc Arts Coordinator, Dirnctor of Elementarv Educ a Lion, nnd Principals \\ [uluatton ol AcUwUy ([welue1Jo11 lnarru-111, Utln1 11bt, fJnhhd product, rprorrlu otl,,r) Co clwI rt  ,Una or llUw ., Au hlt1 Tes Ls aclm i 11is tcn.d. Tests admini::iterLd for reading and language arts objectives for 3 and 6. Le.:.1rner and pro~ram needs assessed. Learner/program needs assessment ongoing. I I _\"_' , I EducacJon:11 Pr1or1Cy I 2 Coal: TIH dLVc\u0026gt;lopmenc~written, sequC?ntiaJ currjculu1.1 for language arts and mathematics. Objective: Tr 1esign and implement a curriculum for language arts. Stt or Locl Coal No. S ECOtIDARYA CTIVITIES Act h1t)' oc Tl .. LJae Continue to jdcnLify objectives for all areas of la11guaqe arts, grades 7-8. 1988-1989. Survey all English/language arts teachers, 9-12, to identify objectives to be included in the District curriculum. Spring, 1989. Coordinate curriculum ~ork at the secondary level with realignment of schools. b1poAlbl I It)' (\u0026amp;Ibo will coordln.te?) Language Arts Coordinator and Secondary Committee Language Arts Coordinator Director of Secondary Education, Coordinator, Committee, and appropriate District staff. lnervlce ActlvltJ Workshops for identifying objectives. John Moore James Smith EsLher Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker (v .. utlon of Actholly Uvluu Ion ln1tru-nt  Ult Ina dat. f lnhh1d product, rprorrt.11 otli1r) Preliminary draft of objectives for 7-8 developed. Survey results on file. Coth1el rJadlnA or lt  tw of Au hi CJ Final draft of all objectives for grades 7-8 prepared. Survey of teachers has not been conducted. Curriculum commit tee has provided updates to hoth language arts restructuring committees throughout the year. ' I N 00 I North Little Rock School District Pulaski County SCHOOL DISTRICT PLAN 1988-1989 Educational Priority O 2 Goal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Seit or Wc,I Coal No, ActJvJty or TJw Un lupon1lblllty (\\.lho vJl 1 coo rd lnatol) lnervlce Activity Advisory Committee: John Moore James Smith Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman tv,tuuion of Actlvltr ([v1luat1on ln1trv .. nt 0 tutln\u0026amp; data, flohh1d product, rprorrl.ue othrr) Conchulon1, rJndln~ or Statu1 of Actlvlcr Continue training for the use of math curriculum qualities, Math Coordinator Provide inservice Evaluation Instru- In-serviced new principals during Provide commercially prepared materials (calculators, computer software, kits, etc.) to assist teachers to teach objectives during 1988-89 school year. Math Coordinator Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District program needs during the 1988-89 school year. Began to compile a test bank of test items for objectives in grades K-8, concentrating on grades 3, 6, and 8 during the 1988-89 school year. Math Coordinator \\ \\ for new teachers and ment administrators on how to use the math cur-riculum guides during the I 988-89 school year. Purchase orders Testing dates Completed project Fall of 1988-89. Principals inserviced new teachers during 1988-89 school year. Purchased calculators. Renewed and updated computer license for computer software at District level. Didnot purchase kits. Tested all students K-8 on PACIR Tests during 1988-89 school year. Received test items from the North West Cooperative. Continued to revise test item, on PACIR Tests K-8. Have not compiled test banks of test items due Stu or Loc.-1 eo.-1 Ho. 2 - str ct Educational .rJority I 2 Coal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics A,ctJVlty or TJ .. LJna luponeJbU lty (\"ho wJll c:oordlntal) Continue to revise and update the Math math curriculum guides when Committee needed during the 1988-89 school year. Continue to monitor the use of the math curriculum guides Math Coordinator/ Building Principals 1988-1989 InurvJc Act!vJt7 (valuuton of Acthh1 ([oluatton ln1tru  1nt. tutln1 d  ta. flnl  htd product. rprorrJ11 oLhtr) Revised product Dates of visits Respond to individual request for inservice Math Coordinator Provide inservice Dates of inservice for teachers as requested during 1988-89 school year. Conclu1lon rtndl\"1t or Stuu, of A\u0026lt;tlvJty Still in the process of revising and updating guides. Visited all schools. Visited schools on a needs basis. I I \\\n\u0026gt; 0 I North Little Rock School District Pulaski County Educational Priority #__J__ SCHOOL OISTlUC'l PLANS 1988-1989 Goal: Planning strategies to deal with at-risk students Advisory Committee: Sharon Williams, Chairman Steve Phaup Ja11 Brown Esther Crawford John Moore Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. Stal or Local eo.1 No. To develop a comprehensive list of at-risk characteristics by August I, 1988 ponalblllly (Who wtll coordtnuol) S. Williams To develop in-service programs J. Moore to raise awareness of District personnel regarding at-risk students by August 15, 1988 To establish an on-going committee to develop new programs or strategies to deal with at-risk students by August 1, 1988. To establish a component of the elementary counselors' work plan to include strategies for dealing with at-risk youth by September I, 1988 To designate, train, and provide one hour of release time for one person in each secondary school to coord~nate at-risk youth act \\.v \\t. \\\\ . b)l ~ottt:embe\n,:- \\  \\ \\ J. Moore S. Phaup S. Williams \\ \\ lnur-vtce ActJvlt)' None Inservice on highrisk characteristics None In-service planning Sessions with Elementary Counselors In-service on atrisk youth programs 1,1aluatfon of ActhlSy ([..,aluecJon tnuru-,11. tttna dlt flnl  hotd prod11cl, rprorrlt other) Completed list of high-risk characteristics District in-service feedback form compilation Committee Reports Completed Work Plan Feedback forms on training provided. Staff person in place Conclualone, ftr,dln~ or Statu, of Acthlq, Completed-lisL of cl1nracteristics on file. C:ompleted-ngendc1s and feedback data on file. CL1rrentlv heinr dnne thru Pul.Co. Coali- 1 ion for Youth atDisL\n2nd NLR Community 1eam for Substance Abuse Prevent ion. I 1Completed-contai11ed in school guidance plans\nalso, Crisis Response Plan. Completcd-Ench secondary sciloo l hns one person design. iLcd as al-risk vouth coordinillor. Nanu .. s n f V\\H1rd i-n., 1 \u0026lt;\u0026gt;1 .1,, 1\\11 I 11, .I. .. ' N rth Lfctlc Ro,k Sc/1001 District /'ulusk1 County Educational Priority I..........J..._ sc11001 I\u0026gt; IS fH. I l T PLAN  1988-1989 Goal: Planning strategies to deal with at-risk students Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. S1a1 or Loul Cual No. To train early identification/ intervention teams in 5 secondary schools (Lakewood Junior High currently has a team), school-based prevention teams in 6 elementary schools, and refusal skills teams in all elementary schools by September I, 1988. I l .. pontbll lly (1'ho will coordlnato1) S. Williams lnervke Activity School-based Prevention Team Training, IMPACT Training, and Refusal Skill Training [waluuton or Actlvhy ([vduac ion tnac runc  1e1t ln1 data, rtniahed product, rprorrlt other) lnservice Feedback compilations To provide on-going training to personnel identified in strategies 4 and 6. S. Williams On-going inservice Inservice Feedback determined through compiled needs assessment Conclulone, findln,ia or Statua of Aclt.dty C'-\u0026lt;\u0026gt;i\u0026gt;1plcLeci-J:.--1cshe condnrv school hc1s an eorlv ldentificatlm1/ refeiral team Lraine\u0026lt;l Seven eleI11enL.1rv schoo 1 s lrnvc schoo 1- based prevention teams. Refusal Ski 11. Trnining fur all elementary couns~lurs has been provided. Feedback data are on [i]\". CompJ eLec.1-lwo c Luster retreats l1av0 i\u0026gt;cen cumnl cted. Feedback data are on file. -----~---------- ---- SCHOOIML PROVEMPLEANNT S I w w I l'.!.LL.h.UllU~-~'~Ql__- __ _ (.'it.\"l,noJ} .!!::..!..llt_! _ _l...!_l_!_r R,\"k' Scltoo1 Dlt.t.r1rt .11.:rt1U,\\l. !\nCIIOOI .. PLAN 1 988-1989 School Advisory CommJttee: Cl1~ryJ D~nf~ls, Ch:iirper~0n Debbie Cornwell t:clur:,t ''\":?:il PclorJty I I Gary Davis Coal: To promote pns~tt!rudc.,\nrnr:f boost IT'orale nf f\nJculty members. Sal 1 ie Langford Louise Cammack ilary McCullough O~Ject Ive: To have teachers become .ictively involveJ in 1,l.1nned activitcs Bettye WJlliams that will create ,,]casanL exp\u0026lt;\"rienct?s. SIUe OJ Loc-I r .. 1,.1 Ho. 1. 2 3. Ser 01t P..tls Br,wkfast B\"d.ty System 5 While El~phant Tr..1rlc 6 Fcnturc-A-Teacl1er h,r,on,lbt I It)' (llh11 will col'.lrJlnto?) AttituJe Committee Departmental Attitnd ...... Con.mi tttt! Attitude: Cummittce Altitude Cllffiffiitt....-1.! Altitude Comn:itl re l,uc,vlcc A,.\n.tJvJry Sc~ re t Pa 1-C if t exchnnr,c Once a month faculty brccikf.,~t tvlution of Activity (vl1HC ton lntru-nr  ,,utln1 1bt, flnhhtJ proJuc-t, rprorri.,, other) Faculty Evdluat i 1n at end of the year Faculty Evaluation c1t end of tht! vc..ar Committee wll l select FJculty [valuation d bu\u0026lt;lJy [or tl1c new at end of the y~~r tuachrrs-to help get Ll1~m uc\u0026lt;1uatnted with the school Faculty members pnrtiriputing i11 1.:.1sld on show Foculty members will ~wnp iLems u~a bi1lletin beard l n lomgc for spccia inf.1rmation on tcncl1\u0026lt;!rs Faculty Ev3J11~tlon at end of tl,e yc3r faculty Evaluation at end of the year F..1culty Evaluatlon at end of the yc.,r C.Oncluelon, rlndlr,11, ur St Hue ol A\u0026lt;l ,.,,,,. I. 51% of staff participated in a successful Secrrf Pal prt,gram. 2. Departments cv:1.L .... ,I to have enj oyabl~ brc:i.kf.:1st\n, :ind lun,.:lh 111 3. JOO% particip,1tio11 of new tea~l!crs nnd selected buddies. 4. Thi~ ~oal has not been ~ct but will be by the closing of Sl.'1,vol. 5. Due Lo lack of interest this g03l was not met. 6. Th~ bulletin boor, was used in more effective ways. ---- --- _______ ,_ ___________ .1_ ___________ , ' ,I. ,, ~ I (School) Norlh Little Ruck School Dlstrict ANNUAL SCIIUUL PLAN 1988-1989 Educalional Priority O 2 Coal: The Improvement ~ograms/Ope.rot. i0ns '-11at Lt...1d Lo netter Stud~11t Bel1Jviur. ObjecLlve: Tn lmrro,c Programs that l'ro,.,. Le Better Student BLl,avior. StI or Loc:al Coal Ho. 7 Local 1. Augu~r, 1988 - June, 1989 2. August, 1988 - Tune, I 9tl9 ]. January, 1989 \\ ponlblllty lnearv1ca Activity (Who v11I coordlnatol) Jim Gray Co11sistc11tly enforce rules about hals, rJJios, food, drinks in the builJ lr.g Sue Bennclt Kathy Smith \\ To ai\u0026lt;I li1\n1LriLul\n1LJon of RLu\u0026lt;lc11Ls new to the community and 11ew LO \"-:0rlhe~:::.t by appointing \"Bud\u0026lt;lie:.i'' T0 reward students with no more than four absences and with no Disciplinary Referral--:, n Sock Hor or Pizn Party will be  tanned at end of fali semester - if succegsful, commit Let wlll do in spring \\ School Adv lsnry Conunittee: GreLt:i1en Wol5on, Ch.1irrcrsc~:1 K~thy Smilh Uin.:th Kennedy Arlean RobcrtGon Sue BcnncLt Jon Robbins Jim r.rny aluuf.on of AcChlEy ([valuat Ion lnatru-11t, taat1n1 data, flnhh14 ConcluaJona, fh1dln11\n or Sutua of Act lvlty p10Juc:t, rprorrhta oth1f) By Committee By Committee By Committee 1. Llnti te\u0026lt;l success. School Store for snack~ an\u0026lt;l Pepsi macl1incs contribut~\u0026lt;l to fvcd .'.lnd \u0026lt;lr 1 .1ks : n h11ild ing. ll.1Ls\nincl L.1d Lus improved. 2. Jlu\u0026lt;ldfos for fall semt:slcr were ilpiJOint ~d in GuidJn~e. Good response. Should be continued .. 3. Fall semester Piz'-\u0026gt;a Par Ly\n253 ~tudenrs eligible Feb. 10. Very success f., 1. Should be continued. Spri11g semesterMay 19, Movic-122 students eli~iblc. I w u, I I\\NUUAI :,, r,oor. l'l.J\\N L'J88-l')IJ9 Y-1..i:..tr!..,:.!.. J-'.JucatJnnal Prlorlcy t J Coul: The Devclop,,u.rnt-of Programs for t\n,c Improvement of jtudy Ski] ls. Objective: To give students, teac.:1,crs and parents tools to improve the students' study hJhits . School Advfoory CtHnmlttee: J.\n111 Scholl, Ch~,irpc1 Sue Bled:\nClc Brenda Sull iv ... n Patsy Pearson Mab1\" Bynum Patrina Greenway David Kaufman .----.----------------..--------.--------------.------------.----------~ SlI or Lncal lo\u0026lt;ul 11,., 3  .. pol'llblllty (11110 11l1l coor,llnato!) [vdution of Actlvlty lnser-vlce. Arttvlty ([.,aluallon lntru-nt, Conclulon , rlndll'IA ,  ,1,.. dt, fll'lhhJ ors,.,.,. ol AClhlty product, rprorrlt 01l1tr) Lo_c_a_,l- ------------------r--------1-------------l---------- ---- -------! l. To get Jn(orm~tio11 to pRrcnts about way!Jo lv impro1. 1e their rldlc.l's st .. !y h.:Jbits, either ii1 a ,nailing or in local newspaper 2. To have each teachC't perRonalize study skill~ necess.'.lry to do well in his subject and present these the first week of school to clossc~ J. Make avaJlaLle in guidance nrlJitJonal n:aterJ,Jt\nto be be l1sed by teacl1ers, ~tud~nts and p3rents t\" help with sLudy s\nkilh Committee Committee Deportments Committee Plan leLL~r ~r advcrtJBemcnt Give \"workshl!ets\" to departments to help t 0 ad,crs prepare study skllJs lists Orgnnlze m3t1~rials anJ li.!ave in guidnnce ----------- F~edback/Staff ~d P.'.lrents Feedback from departments Fe edL .. ~ k/ Staff ~\nnd Parents Parent of eat.h cl1ild rec~ i ed mailing on s11ccessful study hnhits a11J l1ow to help children study. Every teacher got 8uggc~tion sheets for indiviJualizin~ her/his area to help students study. Materials on file in Cuidan-c for stuJent parents, teachers tl, help improve study skills. I I \\\n) a, I Ole Main High School ---- (School)-- - North Little Rock School District Educational Priority #___i_ Coal: To provide recognition and staff. ANNUAL SCHOOL Pl.AN l 988-b9 for outstanding achievement of students School Advisory Committee: Marjorie Kirby-Chairperson Bruce Watterson Sue Perry Gary Goss Bill Garvin Scharmel Bolling Objtc l i.vc: A process that will make the school and community aware of the achievements of Ole Main students and staff. Stt1: or Loe.al Co.al No. 19 \\ Ace l1tJ or Tlac Lin M.uponell.lllty (Uho ,,ill coocdlnte1) I. Organize a committee I. Principal of students and staff that wil: coordinate the program. 2. Committee will establish the 2. Committee guidelines for determining the standards for recognition. 3. Process will be presented to 3. Committee the staff and students by September 15. 4. Committee will coordinate the 14. Committee process during the year. 5. The committee w1ll actively 15. Committee seek suggestions from several and student avenues in order to identify \\ council as many achievements as possible. \\ lnur-vlce ActJvlt:, I. None tz. None 13. Staff meeting and student council meeting. ~-None 5. None \\ Cv lut Jon or Act lvl t y ([ve lul Ion lnt rucnt  tutlna dt flnhhcd product, rprorrhtc other) Conch.1ton, rlndln,- or Statu o( Activity l. Committee named. 1. Committee met prio to the opening of school. 2. Standards presented. 2. Decision was made to make a greater use of local newspapers and distric newsletters. 3. Activity meetings 3. Information was presented in regular meetings. 4. Bulletin boards, trophy cases, etc. set up at least monthly. 5. Evaluate the suggestions presented. \\ 4. Achievements were published and posted in the building. 5. Did not accomplish I w -..J I 1/\u0026lt;lu.::iclonal l'rlorlty 1 __ 2 __ ANHUl\\t. ~ 11nnr .. ,-~H 1988-69 Co:.1 J: To increase the use of the media center by teachers and students O1,jcc tlvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment and services available. School Adv l!'t'Of\" y Comm l L tee. Damaris Purtl(..-Chalrpcrson Sandra Joyce Roy Spradlin Sue Perry Jo Stewart s,   , [ult,llon of AcllYllJ (Ch,el I ln,1 ru-nt  Local hI In\u0026amp; Je\u0026amp;o. I lnhh.,J Acl hi CJ or Tl- LIH ... , .... ,1111 ltJ c  , Ho. (Ul.o wll I coorJlndof) 16 l. August 1988 - Open House for I.Purtle/Joyce l. teachers 2. September 1988 2.Purtle/Joyce 2. 3. Spring and Fall Newsletter ).Purtle/Joyce 3. 4. English Orientation - 4.Purtle/Joyce 4. Fall 1988 5. Computer lab workshops 5.Purtle/Joyce 5. tnun,Ju ActlltJ p,0J11ct. rpurl'l1 01h,r) C.nch,eln. fl,uU,.1 or Slatu o( Acthllr -1----------~-----------j Opportunity to l. Participation and view new material. s materials checked of IMC materials, out will indicate review equipment success of open operation, etc. house. Students will be 2. Checklist and instructed on observation of rules and pro- student use. cedures of library To acquaint 3. Request for teachers with materials will activities arriv- indicate success ing during the of letter. year. Students in Englis classes will be taught the class-h4. English teachers will test material covered ification system, IS well as other library skills co v-ered in the text. l. Held open house which allowed teachers to view and check out new materials. 2. All study halls participated in the library orientation. 3. Lists of new materials were distributed to teachers. 4. English classes were given orientation and tested by teachers. Workshops will be p, Requests for com- ~- The computer lab provided to snail puter instruction was scheduled for ' I I,) 00 I Ole Main High School (School) North LI l l lc Rock School llistrict ANNUAL SCIIOOL l'LAN 19118-\u0026amp;9 F.\u0026lt;lucntlonal l'riorlty 1 __ 2 __ Coal: To increase th use of the media center by teachers and students. 01,j,c t lvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment, and services available. s,   , lcl Coal \"- \\ S. Computer lab workshops \\ lu,-llollhy 011 .. vtll c-r.lh, .. 1) S.Purtle/Joyce S.Continued \\ groups or individual~ who request it. Teachers and/or students will receiv~ instruction on apple works, print shop or other software currently available in the media center or IMC collection t.,.h111le111 t Acl hltJ (ll11atl ltr11i1-t  '\" ..... r ... , .. ._  ., pro4uc:t, rpr .. ,-ri.u other) S.Continued \\ subsequent use of computers will indicate success of workshops. C..cl ri ....... . or Slt of Act hltJ S.Continued classes 267 periods up from 168 periods in 87/88 and only 64 periods in the 86/87 school year I I .I. ., \"I ' -,. h'\\I Eclu1.,tional Priority II__J._ Coal: To formulate a building level plan to help students that return from drug counselling. Obj,ctive: To reinforce the \"Just Say No\" program philosophy when a student returns to school. Stte. or local CoI No, Act lvlty or TJ .. Un 1. In september a plan will be presented to the staff. The purpose will be to ensure that continuous contact will be made to reinforce the drug counselling program. 11:e  pon  lblllty (Uho will coordlnto7) In  ervice Activity 1. Principal ~. Staff meeting 2. By October 1 training sessions 2. Faffiily Q. Training sessions for staff members will be Services scheduled. Agency and district staff. 3. After a student returns from suspension, a staff volunLeer will have on-going contact with the student to reinforce the \"Just Say No\" phliosophy. 3. AdminisLra- 3. None tion staff ~\u0026lt;ho,,J I\\Jv lt'tinry Cnmm It t c.(: J fm Morris-Ch\u0026lt;-l I nna.n Counselors Family Services Agency Sharon Williams [valu  tJon or Act Iv tty ([vdutton ln  tru-.ent  tetlng data, flnhhl'd product, rprorrlu other) l. The number of staff members willing to enter into this project Canclu  lon, rlndln,ta or Sta tu  of Act lvlty 1. Discussion of the problems and goals were presented in in a faculty meeting. 2. Schedule presence, 2. Did not occur because school staff members had same training. 3. Maintain a log of 3. Decision was made contacts. to not maintain a log but steps were ta ken to ensure that positive reinforcement was given .   , \u0026amp;, ,  ,  ,  r Family ~- Staff and volunteer 4. To be determined 4. The Core-Team process is a building priority for the 1989-90 SC hool year. will evaluate the student contacts to determine if progress has been made. Services meeting and district staff. - - ~ -------J--------------''------------'--------------' ' Central Junior High School (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority O 1 Goal: The improveme~prograns/operations student behavior. that lead to improved Objective: To develop strategies to decrease inappropriate student behavior. State or Local eo .. 1 Mo. ,I, . 0 I Loca 7 ActhlCy or Tl .. Line I. Assign lockers next to first period teachers' room at the beginning of the school year. lupon1lbllt1y (Who viii coordl\"atcll Admin is t ratio 2. Conduct locker checks during Staff first period classes during the school year. 3. Teach hallway behavior at Staff beginning of school year and as needed throughout the year. 4. Train volunteers in IMPACT by September 1988. Teachers/ Administratio1 Inaerv1c A.ccivlcy None None Review lesson strategy at preschool inservice. IMPACT training. School Advisory CoimDittee: Pat Havlin, Chairman Esther Beavers Gayle Calver Fran Lewis Laura McGhee Jane Tinsley [aluatlon of Activity CCvat.ut Ion ln1t runl  u1tln1 dt flnhhd product, 1rprorrt.1t1 otld Conclu1lon1. flndlna or St1tw1 of ActhllJ' Locker list on file. uist on File. More control during lockeF !breaks. Calendar of locker lists on file. Lesson strategy on file. Training completed. Locker check must be ~one after 12:00, whe1p more custodians are o duty. ~tudents know rules, !could have been ~einforced more. IMPACT just began, 5. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. IMPACT team- Awareness infonna- }taintain records on tion provided to students referred to staff at pre-school IMPACT and follow-up olans to be implement d at the beginning of he 1989-90 school ~ear. inservice. 6. Form a committee that recommen s Administrati n None modification for the detention areas by June 1, 1988. \\ \\ \\ \\ activities. Recommendations on file. I Larger SAC room. D-Hall in teachers room is more convenient. I Educational Priority Q 2 Coal: The improvement of attitudes and morale of North Little Rock staff members. Objective: To develop activities to improve the attitudes and morale of staff members. Stt or Local Col No. Local 1. Conduct stress release 16 workshop(s) during after school inservice time. t.,pon,lbtllty (Uho will coordlnuo7) Committee Committee Inerv1ce Actlvlt7 Workshop Staff meetings il- 2. Offer energizer games after school hours periodically throughout the school year. ..... I 3. Offer Exercise Clubs during after school hours. 4. Provide student helpers through a Student Council project to help teachers in the mornings before school. 5. Organize a faculty breakfast cl,ub which meets twice quarterly. 6. Develop a faculty handbook during the summer of 1988. Committee None Committee Training for stu- Student Council dents during Student Council meetings. Committee Committee Principal Teach handbook to staff during preschool inservice time. School Adv~sory Comm~ec~~= LouAnn Chandler, Chairman Frank Boyle Shari Brown Mary Darling Laura McDowell Meg Shalek [ulutJon ol ActJwBy ([yJutlon lntru-nt 0 t11t Ina dt, flnlhd Conclu,lona, Fh1dlnA or Sttu1 o( ActlYllJ' product, rprcrrlt othr) Staff evaluation forms. List of meetings held. List of clubs offered. List of student helpers and their duties. 4 day inservice was eliminated at Distric level. Goal not met. No instructor availab e _,oal not met. Calendar of meetings Jointly sponsored wi h PASS team and sunshi e committee. Handbook on file. Handbook completed, presented in teacher packet at beginning of year. Needs to be expanded. , l Central Junior High School (School) North Little Rock School District Educational Priority 0 __ 3_ .,~1::.c.L SCHOOL !'!L'l 1988-1989 Goal: The development of programs for the improvement of study skills. School Advisory Colllillittee: Charlotte Bull, Chairman Sylvia Allen Danna Davis Debbie Hardison Drew Mashburn Judy Pflughaupt Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. :\nStal or Lour,1 eo.1 No. Local 1. 3 2. 3. 4. \\ \\ '-ponlblJ ICJ (Uho wlll coordlnata?) In May of 1988, conduct departmental meetings to standardize supply/material lists which will be distribute~ to all entering seventh grader\n. In Hay, 1988, deLermine the study skills objectives which will be taught to all students in September 1988. In May and June of 1988, conduct departmental meetings to plan teaching strategies for assigned skill. Teach study skills to students b-y departments in September 1988. \\ Department Heads Committee Department Heads Staff Inacr-v1cc ActJvltJ None None None None \\ tvaluatiof\\ o( Activity ([.,.1 lut Ion ln1uu-nt, teat In\u0026amp; data, (lnJahcd product, rprorrht other) Lists on file. Letter to parents. Coathln rl\"dln~ or St.ru1 o( .Activity Meetings held with staff. Supply list included in August parent letter. Objectives on file. Colmlittee met to determine objectives needed. Strategies on file. Skills taught. Colmlittee planned strategies for teaching skills. Me with PASS team to assign skills. Taught study skills to students not attending main event l-- w I Educac1onsl Pr1or1cy 1_ _ 3_ _ Goal: The Development of pro~rams for the improvement of study skills. Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. Stt O'C fvluation ol Ac:ttvtty l.DcI ([valuation tntru-nt, ,\\ct lvlt)' or TJ- Lina luponJbll ltJ tnaervlc:e A.c:tJvltJ tet Ina dt, flnJahd eo.1 No. (\"ho viii coordlnato1) product, rprorrlu other) 5. Conduct monthly departmental Committee None Department meetings meetings with reading held. teachers for clarification and feedback. 6. Periodically analyze data Committee None Modified plan on throughout the school year file. and modify plan if necessary. Coclu .. oN. rtndln or Statua of Activity Study skills reviewed during North Central evaluation self stud Goals met. I I I ' I.,1~lw0od .Junior High Sc  .-huol (Scl100!) llorth Lill ll' Rork School District ANNUALS CIIOOLP LAN 1988-1989 School Advisory Committee: Jim Dyer, Principal Jeff Huddleston, English Failh llurke, Special Education Jt1dy Dace, Career Orientation Educational 1'1 lorlty O__L Goal: To improve programs/operations that lead to better student Donna Hall, English, SLudcnt Counci 1 Shannon Hamilton, Counsc tor Ill llie Jo White, HC'dia Speci,1list Richard Wiseman, Uand Director Gayle Wing, Parent/PTA President behavior. Objective: To improve student behavior 1n the school setting. local C.UI No ,,I,, .. I 1. D1sc1pl1ne committee u1II meet throughout ~chool year to ma1nta1n focus on 1mprov1ng d1sc1pl 1ne. 2. Rules and procedures to be presented to students 1n class level assembl ,es and Engl 1sh classes. Students wt 11 be given handbook test. 3. \"WIN' Team to continue with emphasis on high-risk students 4. P.A.W.S.\u0026lt;Positive and Workable Solutions\u0026gt; cOIMlittee to work on positive self-esteem of students. 5. Recognize students with \"Outstanding Citizenship each ~ \\ ' nine weeks. Newletters to ,. 1\u0026gt;arents and 1\u0026gt;osted in ha\\ Is. '-lot''tl: ..,., n 5 udents that ace - ~\" Q~ .. ~~, \\ ~ ,!.~\"~\".,,., (\"_c . \\ on ponlbll ll\"t (\\lt,o will coo,dlnaull I Assistant Pr1nc1pal Pr1nc1pat Assistant Principal Principal Judy Dace Donna Ha 11 \\ fi\\ss\\stant 'i)(\" \\'C\\C\\t) \\ ln,.,rvlcc A.cl lvllJ First meeting u1 I I be during pre school act1v1t1es and then on monthly basts. Adm1n1strators to meet wt th English teachers during preschool week. [ .. ,1,.utnn or Actlvll)' f[w,l,utlon l,u1ru-nt. 1,u1ln1 d111. tlnhhd p,oJ .. ct. rporrlt 01hu) Minutes of meetings u 1 11 be on f I I e. Conclual.\u0026gt;na rl,.Jl,.11\n o, Sea tu,. of Acl 1 .. 11 r Committee met and r,ave ideas to faculty, Student test resu I ts Presented during 1st wi 11 be placed in eek of school. Handb\u0026lt; ok the Ir fo I ders. test was given 2nd we, k of school. \"WIN' Team wi I I pre- Statistics wi JI be o 1:rN team intervened o, inservice to faculty. file of students tha more students this ye1r. were intervened. A special effort was ade to reach students in need. Sharon Wi I Iiams to present inservice on how to promote selfesteem. Criteria for giving citizenship grades to presented during preschool act1v1t1es. District personnel t, P.A.U.S contributed i~ many ways to raise students self-esteem. be invited. Newsletters and Students were recognzed announcements wi 11 b\u0026lt; each nine weeks and list on file. of students with O's were sent to parents. Statlstics w1\\\\ be on t, \\e. \\ rm nya:  rr n~ f ., SAC supervisors made special. effort to to k with ~'-_\\\"\\t~t~ t.o imp-rov I I I oc.al C...I No G r,J,,r.it l011.tl l'rJ01lty I 2~ Co,11: The deve/opment/1mp1ovement of remedial programs for slow learners. O~Jcct1ve: To improve the test scores and the self-esteem of the slow learners at Lakewood.  Definition of a slow learner is one that does not pass the minimum performance test or working below capacitv l1ron1lbl I It)' ln,endce Actlvlt7 (Uho will coorJln1tol) r. r ru..: P\"' JtII Hu\u0026lt;l\u0026lt;llc~t.on, ,_.,11:Jl,,h F.lith Burke. Special t::c..lucat:ion Jucly Dace, Career Orientation Donna Hall, English, SLudcnt CounciJ Shannon Ila mi I ton, Counselor Bi.llie Jo White, ~!c\u0026lt;li., Spcc.ialist Richard Wiseman, Band Direclor Gayle \\.ling, rarcnt/l'TJ\\ Prcs\n.dent [valulllon of Activity f(v1l,11tlon lnatru-..nl, tell Ina data, flnl1hrd 1nod .. ct, rprorrl.u1 011,.r) Conclu1lona. flt1Jlo11 or S11tua of Acl lltr --------------t-------f----------l---------1 --------- I. Comm, ttee w, 11 meet throughout school year to focus on improving ski I Is of the slow learner. 2. Provide inserv,ce for teachers of bas1c/remed1al classes at the beginning of the school year on how to motivate the slow learner. 3. Develop peer tutoring for support of the slow learner. 4. Computer Lab to be used to improve test scores and remediation. Jeff lluddleston Principal Shannon ilami I ton Bi 11 ie Jo White 5. Establish a mentor program for Cindy Quarry students having difficultly 1n classes \u0026lt;students with one or more failing grades\u0026gt;. ~----------------- None Same As Act1v1ty None Minutes of the meet I ngs w I I I be on f I le Corr ittee met severa timi..:~ and contributed ideas for improvement of sl)w learners skills. Di rector of Secondar Teachers were given methods Educ al I on w' I I be to work with slow lea ners 1nv1ted to 1n-servic during inservice. Schedule of tutoring P.A.W.S developed a sessions wil I be peer tutoring rrograrr. posted. In-service on how to District personnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Compter lab was used by language arts, math a1d science classes. Prio~ity was given to basic cl~sses. In-service for the teachers that wi Ii participate in the mentor program. Records w I I I be ma In P.A. W. S. developed a In en tor tained of the progra,nprogram and the facu ty throughout the year worked with students and on 1 le. having more than 2 'son lst interim report. J L\nikcwood Junior Hi1\nh School ANNUALS CHOOLP LAN (School) 1988-1989 North Little Rock School Olstrict 19 \\ CF.odaulc: atlonalI mpProrvioermityen t oOl: ,cnoo3l Env,rnoment In Order That Students EnJOY School Hore. Objective: To improve the school climate of Lakewood ,n order to have a sound educational program for the students. I . \"P. A II. S.  conrn I t tee w I I I Judy Dace focus on prov1d1ng a positive, w1nn1ng school climate. 2. Establ 1sh a c00Jll1ttee of Donna Hal I student leaders to welcome new students to the school an\u0026lt; plan activ1t1es for new students. 3. Take special efforts to sprue up the physical environment of Lakewood. 4. Develop methods that emphas1zi growth in students and facultl 5. Catch students and teachers succeeding in something and recognize the achievement. 6. Provide more fun activities for students and teachers to partlc1pate. \\ Principal Principal Jeff Huddleston \\'c\n\"\"\"' None None None None None -~ School Advisory Connni t tee: Jim Dyer, Principal Jeff Huddleston, English Faith Burke, Special Education Jt1dy Dace, Career Oricntati0n Donna Hall, English, Student Counc i 1 Shannon Hamilton, Counselor Rillie Jo White, Mc\u0026lt;lia Spcci.ali5t Richard Wiseman, Band Director Gayle Wing, Parent/PTA President M1r,111~c,, ,t \\,,_.,~ ly - meetings w111 be on f, le. Record of act1v1t1es w i 1 1 be on f i 1 e  Survey of fac1 lilies at beginning of year and at the end. Records wil I be on f i I e. Records will be on fit e. Copies of the monthly calendars w i I I be on f i I e . \\ Cor,(\"luI., rtnJln o, Stcu\nof Act 1 .. 11, P.A.W.S~tributec much to the most positiv\u0026lt; school climate according to NCA Vi, itini committee. Welcome committee cc nducted orientation rior to school, Aug. 23 Building continues to receive laudatory r marks from visitors. Progressive honor re 11 and citizenship lis were developed. Pencils were given o students for their achievements and god works. Activities were conducted throughou school year for both teachers and studenL -~ 1100\" - 1 \\ D1scr1cc Educat1onai Pr1or1cy I_! __ \\ .-NHtfAl. SCIIOOL PLAN 1988-1989 \\ School. Adv.isory Comm.J.ccee: Goal: To improve programs/operations that lead to better student behavior Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Objective: Improve student behavior in the school setting Gregg Thompson lute OI' Local Coal Nici. 7 \u0026amp;cChlCJ N' 11 .. LIM Establish a building discipline committee for the purpose of studying and identifying desired student behavior and methods of achieving good behavior a.1,oaaO.UltJ (Ylto vlll coor4lMtet) School Administration and Staff laaH'Vlc ActtltJ 1Hl!ot41ti0tl of Actlllr (belu.attoa tr..-.t Oatla 4ata. lthhel , .. .,..,. approprl11u other) Discuss in pre-school Minutes of the in-services and meetings will be on throughout the year file. as needed Coac:lwalou. Fhwllaa air ltat11a of Ac.thltr Committee establishec behaviors identified, methods employed, committee continuing to function. Explain handbook, building poli- School Admincy, classroom rules, and evaluate istration and Discuss in pre-school Staff will compose Students were taught workshops evaluations which and tested oVer the content by the testing of each Staff will be kept on file student handbook. student Establish a team of teachers, counselors, administrators, and parents to meet with students who are demonstrating behavior problems Schedule an extra period (\"Plus\" period) periodically during the school year to emphasize expected behavior and/or to explain school policies as well as to motivate students Recognize students who have all O's and all S's School Admin- Schedule team meetistration and ings as needed Staff. Students behavioral Impact team function records available ing as of the fall of for evaluation 1988, other members will be trained as future sessions are held, School Administration and Staff Explain in pre-school Records will be kept 11Plus 11 Periods held, student behaviors/ expectations empqasized, other 11Plus\" periods scheduled. meetings of the dates of the \"Plus\" periods and the topics discussed Assistant None Lists will be prePrincipal and pared and posted. Staff Lists posted, recognition programs implemented, lists and ~---L----------------~------~----------~--- -------',:-e-c\n'O-,,\nrr~ttro,_..--,~,t=~b:r,rms--' ongoing. !- c,:, I RIDGEROADJU NIOR High (School) North Little Rock School District Educational Priority t_j__ ANNUALS CHOOLP LAN 1988-1989 Goal: To improve programs/operations that lead to better student behavior Objective: Improved student behavior in teh school setting ltt or Local Coal No. ActhitJ or TJ .. L1H a.ponaJblltty (Who vlll coordt-tal) Establish school-based counseling School Adminprogram for suspended students istration and Counselors Evaluate overall student behavior School Adminthrough the year based on disci- istration and pline documentation and staff Staff survey. \\ lnHrvice ActtvltJ None fuluatioti or ActhltJ (f:waluatloa lnatruNnt. tut I\u0026amp; 1.. ta, ftnlhd product, orprorrht othr) Counselor conference records and student behavior records will be on file. Discuss in pre-school Records will be kept inservices as well as on file. one other in-service during the year \\ \\ I Conc:h,.Son, fldln,.o or Sut1.1a o( ActhHJ Program established and will be continue To be completed in June of 1989. I ~ I \\ BlfllFNOAP J.J./lV...V.l.i.-.- -1J.J,..J.iJ. - - (S\u0026lt;\"lwol) Little Rock School District Educational Priority # __ 2 __ \\ ANNUAi. sc:110\u0026lt;.'1. 1'1../\\N 1988-1989 Goal: To develop programs that foster improved student attendance Objective: To improve student attendance Stat or Local Coal No. 11 Acttwit1 or IJ.ae LJH Daily telephone notification of absentees focusing on targeted students leponlhlltty (Who 11111 Cl.I Jlrute?) School Admin- None istration and Staff Notify parents of student atten- School Admin- None dance policy at the beginning of istration the year Notify parents by mail after the students 5th and 9th absence. School Admin- None istration and Staff Establish a reward and recognitio1School Admin- None program each nine weeks designed istration and to recognize those students with Staff perfect attendance and those who have missed no more than two days Inaarvice Activity School AdvJ.sory Commit: t:ee: Barbara Dudl.ey Cynthia Hampton Ging~ Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson [uluation of AcUvUy ([valuation ltr~nt. taatl\"I clta. ftnlahad Conch,alona, ftndlnJ. or Statua of Acthlty product. rprorrhte otlir) Records will be kept Records at present re on file and a compar fleet a 1% increase ison of yearly atten in student attendance dance figures will beover 1987-88. made. Copy of policy kept ~ctivity completed. on file Dated copies of the letters will be kept on file. Records on file Parents have been notified throughout the year and will continue to be notified. ~ecognition and re~ ard programs have peen initiated and 1,,/ill continue. , RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority I__J__ Goal: To improve the attitudes and morale of students and staff. School Advisory Committee: Objective: Improved working and learning environment at Ridgeroad Junior High Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson l\u0026amp;H ec Local Coel Mo. 16 Ac:Uwtl)' ..- TJM LiN Survey students and staff to gather information about morale and attitudes Identify concerns and suggest possible solutions Implement selected recommendations Conduct a follow-up survey to evaluate progress of improved attitude and morale of students and staff ... ,. .. uiuu, (WM .. 111 coodlute1) Communications None Committee Staff and Discuss in faculty Communication, meetings and preCommittee school in-service Staff and Discuss in faculty School Admin- meetings and pre-istration school in-services Communications Conduct during Committee faculty meeting \\ , .. 1 ... uoa ef Acttwu, (lvIIMIU- lHr.,..t te  ll\u0026amp; u llt1l t.e pt'o41uct. pproprlal  otMr) Coadu  loa fladha  r IUht of A,c.thltJ Records of data kept The areas of communon file. ication and recognition of staff and students to continue. Records on file Records on file Reward and recogni tio It programs implemented- Programs have been implemented and plans are being made for further implementatioh. R~sults of survey on To be completed in file. June of 1989. \\ I I \\ \\ ,. , (S,ht\u0026gt;ol) ..!:!.nrth l~llt le R,uk S,:lmol _n~'!..!...!:.l.... Educational Priority I __ I __ Coal: The dcvc lupmc11t ..in\u0026lt;./ implementation of programs which promot~ .:.1n\u0026lt;l rceog11i2t! .studt!nt invulvemt:!nt in the total school program. Objective: Thi::! number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increa~ c by 10% over the number in the 1987-88 school year. c-honl Advt a..-y J\\1111 U,1h t I .J~111f.! JJrow11 Pt\u0026gt;ggy Clcmu11t. Dorothy Gantz Steve Garrison Phyllis Jans.sen Patric.:ia Kaiser Carolyn Warren Mandy Welsh s,.,. 01[ Locl eo.1 \" leeponslbtlhy (ut,o wUl coo1dlnuel) (valuation ol Actlwlty (fvluHlo lnatn, .. ,.t. Calll1 ch1a 0 finished Coch,alot1, ft111dln or Sia tu of Ac:t hlty L~L.1hl i~l1 .1 i i1111.: lt11 l' lub lAdministration dl.'.L1v1l1es .111d intramural sports\np.\nlub spon!::iors recug11ize parLicipatio11 on daily Intramural a11nuu11ceme11ts a11d bulletin sponsors b0an.b (contingent upon adminis-trator's i1pprl\u0026gt;val) encouragl! lcat.:her sponsorship by reducing duly ti1ne (contingent upon a\u0026lt;lminb\nlrc.1Lor 1 s approval...) Plan A - two 50 minute lunch shifts Plan B - schedule lirst period Lt\u0026gt; begin at 8: )U Speda l Emphasis Days (one per 9 weeks) Photo bulletin boards lo recognize participation. Suggested schedule: A. Ha11JicapJ)ed Aware11ess Day tt. Teen Talk llay C. C,ireer l),iy IJ. Fine Arts llay Special Ed. Core ll~pt. Voe. Ile pt. Fine Arts Dept Expl~111ati,,11 at preschool meeting by principal and committee chair-pc rsons None product, rprorrl other) bclwol Schedule Student Survey Studt:rnt Survey Unable to set time for club meetings or intramural sports because of bus schedule. Special emphasis days scheduled were for lfandicapped Awareness Day - November 7,L988 Career Day -May 2,198~ Fine Arts Day - May 12, 1989 Bulletin boards for each cl11b/organizatio1 were set up in the media center duri11g North Central Re-evnluation April 5-6 ~---L _________________ L_ ______ __J ___________ ..J __________ _,_ __________ _, ' Hose fjty hmlor High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority ft Coal: //1 The dcve lopm~d imp lcmcntat ion of programs which promo Le and recoHnizc student involvement in the total school program. Objective: The number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increase by 10% over Lhe number in the 1987-88 school year. ltt er Loni c..1 ... School Assembl ils \u0026lt;.ind Activities A. Exp.-in\u0026lt;l \"Almost Anything Goes\" IL Al low stuUcuts to sit where they w.:1nt \u0026lt;luring Pep J\\sscmb Li es C. Continue J\\wiJ rds Assemh Ly, Student of the Week, Honor Holl/Perfect Attendance Parties In.service on classroom activities which increase student involvement and recognition \\ ... ,.\".11111, (Who wtll c-oorllft  raf) Administration Special Ed. Dept. Cheerleader Sponsor llonor Society/ PTA/Student Council Goals Chairpersons lnHnlu ActhltJ Explanation pre-sthoo I ffil Principal lnservice with staff sponsored by Goals Chairpersons \\ tw  hatlo af ActhltJ (h1h1at IN 111111r ... r: u1t11 lat   fhhhe41 prolttet, rprorrf  u other) Student Survey Student Survey C..c-1 ... , .... ,. ....... oc ltat at ActhltJ 'Almost Anything Goes' assembly held ~ovember 23, 1988. Rtudents allowed to hit where they war1ted ~11 Pep Assemblies. ~wards assembly, RtudP,1t of the Month, Dnd Honor Rnll/Perfec ~tlendance Parties ~ere continued. Results from student 11rvey taken in 1987- /38 a,1d 1988-89 were ,::::.ompared and showed hP following increas s in positive student respo1tses. Activity % Increase St.:.hool Assemblies l 5% Cl11h Activities 22% Special Clc:1::.s Activities 24% Spuciill Emphas1n O.iyt-. 4 S% IIV, I I p.,.., i, Iv, If, ANHJl.14.I .. cuno,. l'I..AH J 9tJ8-l 9B9 J.11u Brown Educ-Jtlonul l'rlor.Jcy I l Coal: l11t development ,md7mp1eml'11tatfon of programs which help studt.nts to improve Pt\"ggy (' I emuns Dorothy Cnntz Steve Carrison Phy l 1 is Janssen Patti K.-:liSl:!r Carolyn Warren Mnndy Welsh tf1efr scores on standardized test~\n. Objective: By the end of the 1988-1989 school year, students will exhibit an improvement on standardized test scores as shown by the MAT 6 test results. SlI or loc:al CQal No. laponll\u0026gt;ll ltJ (I.tho will c:oordlnauf) lnervlce Activity [valuatlo of Ac:chlty ([valuat lo lnI ru-t, 1et ln1 data, flnhhed p10Juct, rpror,I otl1er) Conc:lulo rindfn,111 01 Slalua of Acl htq, -1-------------------1---------11------------+------------ Comm l t tee/ Secretary l.eucr on fiJt! in Counselor's office Pa\ncnts made aware hrough writ ten ~eLter/PTA Meeting. Ln I-\u0026gt; \u0026lt;:L11t.r.1lt.  lctler t.xpressing c-011ct.111 .ihoul improving Lest scores, lo he mnile\u0026lt;l to parenls prior to lhc 1988-89 school year. l)~velc111 and expand sample tests i11 ci1ch \u0026lt;l~partment. A 11 lenchers llcvclop list of lest takin~ ski 11: All lcachcrs ,uut i11\u0026lt;.orporc1te those skills into lessons throughout the year. Sc.:hcd11lc rcsClurce peop1e to \u0026lt;c111duct sll1\u0026lt;lent worksl1ops 011 lest laking skills. l\u0026gt;tvc I op t!duca ti ona l games and excrcis~s in each department tl, l1clp review k11owledgc in cad1 content aren. Kccl,g11izc student improveme11t with awc.1rds and nctivites. ('./'I' facilltato Al I leachcrs Counselor l'TA llepartmenta I Sample Tests formumcet i ngS lated and given in ~cience, Math, Histoq and Language Arts. Completed checklist of skills taught Participant evaluation List suhmitted by departments t,1 be kept on file in the library. 1.ist of students' scores on file in counselor's office. !resting Taking Skills overed in class-ooms and over P.A. ,ystem. ounselor met with ~tudents through 'ngl ish classes .ist n[ Games on file 'a mes and activities 'hrriecl 011t in in~ ividual classrooms. OK.- Party held for :itudents showin5 lt\nnific.:int improvenent over previous Wear. ---- ------------------ - -- -----------~------------'--------------'-----------' ' H.11s1.C. ity Junior lligh St'hool (School) North Little Rock School District Educational Priority U 3 ANNUALS CHOOL PLAN 1988-1989 School Advisory Comittee: Ann BahiJ Jane Brown Goal: l'he development and implementation of programs to decrease school dropouts. Peggy Clemons Dorothy Gantz Steve r:arrison Phyllis Janssen Patricia Kaiser Carolyn Warren Mandy Welsh Objective: To decrease the number of school dropouls hy 2 per cent over that of 1987-88. State or Loc.11 Coal No. 2 Local Activity or Tl .. Un Prnvidc inform,1L ion to .students concerning dropol1ts. a. ll.:111d-out8 \u0026lt;listrib11L d through social studies and lponllitllty (Wko wlll coordinate?) Teachers of Career Orien-career orientation classes. tation and b. Filmstrips showing vocation~ ,of Civics jobs, and career orientatio1 c. Speakers (former dropouts) to speak in appropri.:itc classes. fmplcment a \"Buddy-System\" for new and \"a L r j sk 11 SL11denLs a. Pictures uf new studenLs on bulletin board. Counselor b. Pairing responsible student, Student with potential dropouts. Council and NJ llonor Society Encourage \"at risk\" students who \\11 Staff have failed the MPT to attend Members summer school~ where the need for assistance in educ.:1Li.ona\\ \\!.t'Owt.h \\\"l c\\uv\"\"'\"''\"'\"\"l w i \\ l he a\u0026lt;.ldresse\u0026lt;.l. lnarvlce Act lvlty Committee an\u0026lt;l involvEd Leachers Training for studenu involved in 11 BuddySystem 11 \\ I [valuuto ol Act:hlty ([valuallo lnacu,-t Ul ln1 1ht., r tnhhed product, rprorrl,ua other) C.,nch1I flndlnA or Sltu of Ac11 ... 1,, -------------1 )isplayed posters, Compc1re Scplember - \"Success Is No Secret /\\pr i l, J 987-88 Stay In School\", in school year to sameaJl classrooms, hall, period in the 1988-and offices. 89 school year, re: the number of drop- Information from the outs. pamphlet, \"Why Stay In School? 11 was presented to all students. Survey of students invo]ved in the \"Buddy-System. Number of stu\u0026lt;lents participating i11 summer schoo I. Films, video tapes, and speakers were use relatP.d to career choices. Camera and film purchased. Pictures of new students were displayed in hall through library window. Sept.-April, 1988-89 Enrolln1ent - 375 Dropouts -14 - 4% There w\n:,,s a 1% increase in t.hc d..-npo\"l. .-.,t.P. \"~ Educational PrJorJty I llHHUAI, SCIIOOL PLAN J 988-1989 Goal: TIii l,'ll'Wl\\'l\",'11.ld' OF Pi~or:JV\\jfS/OPr\n:..\\l I ON!\u0026gt; TPJ\\T I.LAI) Tll un,rn S'/T/J/./\n'j lll:i!AV/01! Objective\nTO FOSTER A SENSE OF STUDENT RESPONSIBILITY FOR THEIR OWN ACTIONS .,., .. , lAlcal Coal Mo. ... ,. ... ,1111111.,. (!Ao .. u1 c1M\u0026gt;r4tnul) lwalwatl f Ac:ttv1t, ,,.,,. ........-.... . . lt I\u0026amp; 4  h, I lnhh  4 School AdvJeory eo-Jccee: l'.11 ti Ben i,l1t ,\\njL.1 :c.111111 in~\nHl..11\n{usscJ l ll,1~1kj11s I .,n (' l t.1 ~\nclrn.1 r r .I iPuaie Smilh r----\nr------------------t--------1-------------l _._ .. _. \"_,_.,_,,_:.:__,._ 01::! Cot1clu  t-- flt141A,t  or llfw f Act hll J I) :-ll lt1I ,I l\u0026gt;Ll1:1vio1 11rogr\n11:1 jn wl1iclt l)OSi l ivc hPliavior in c-I\n1::\n:s C:ln be 1c\\1:1rde\u0026lt;l in ., Ji rec L u,,v. SL uclenls can c.-1rn n r.ivcn i.H1l0Ullt of 11 f.1kc 11 ~ moncv fnr r~ood hcl1avior. ~ Unnn snv i1H~ \"x\" numlH!r of dol l.:1rs, s l udcnls cnn nurchasc \" Licker LO ., l\"'IOV ie ii t thl! weeks' end. l(c-\\-1ard sLudcnLs with cerLifi-t ,1Les f tir\n.11,1d liLll,1v i nr. Annou1uI.! \" 11 SLmlc11L \"f tile \\leek\" for til udcn ts \\Ji Lh J~ooU hcli.avior. 2) 1:cwJrd students fot :~ooJ at L~nJ.rncc. J) Make slut.lent .,ware of rruper hi rth con Lr ol methods. Use ~uest sneakers, filr1.s, poster::\n, Lapes. Fxnmple: \"It Only Tal.c!i Once. \" Skj 11 ~ Cenler SL.if F Sh.i I !ti Center S La ff Ski! I~ CenLcr Staff Inc 11.\n1t\nLd a L l l11d.11h l 0n~oing-provided i11 :1cl ivi Lv. funds are available. (Approximately: $150.00) SPIB--Banking Job Related Behavior Awards presented lncrc.:1:.\ncd ,ll Lc11d.111t.v Awards at assembly in net ivily. U~Oll cur1:lleLJ011 or nctiviti\u0026lt;.::., 11.ivc stut.lcnts f i JI oul\nt hlrlh 1onLrnl \u0026lt;]ue:\nL io11n:1 ire. Ongoing I a0 I SKIii S CINTI.I: (School) North Litt le Rock School District ANNUALS CHOOLP LAN 1988-1989 CEodaulc:a tionalT Iii l1'rJl1o:rvl1t:y1 .ol\"ILI! IT7T' .TI'RllVl:IFNT 01' 11:oc:1t/\\:'~ TIIAT l\"'FPAl!I'. STUllFIHS ro:: 11'1'1 IIY/I1'.MT UPON C:l:AllLIATION Object tve: '('1\\ lll.\\'I I.Ill' A 1'1.A('I II NT l'l!OCl\u0026lt;A'I FOi: IlTII I, I '''Ill r1:AllFl:S .,., .... lAcel c.o., .. I) I) 2) \\ \\\n1,,J:c (JW, i1H.'S~i 1,:011u1cts for pt\u0026gt;ll'lll i.1 I ::\nll.:u.lowin g ex per icnce. 11.ikc business conLncLs for potent lid job pl,,ccmcnl with 1, district ( ic: MainLen,,ncc, Footl Service) ,ind area hnLcl~. ... ,.  1-.111,,. ,.._ wlll cHr41utef) Skllls CcnLer Staff Ski I ls CcnLer Staff \\ \\ School Advisory eo-ittee: lul\"41.I ' Acctwu, .(lw.dw,.tl. ........... ..,.. .... ,, . ,.,_ ...... pto4ucl. rprorr I other ~take , lte,I Ii :\nL of husi11es:-\ns lJliiclt Pat c i ncn Lr.ht Anila )lcJ11nkins fi\u0026lt;'I l Russel I llawkins Loretta ~chnarr .111J1rti.e Smith c..c,., ...... , ........ . or ll  lM  I Mt 1 .. 1,, - - -------- JTPA in progress will .:1llou sl1ndl\u0026gt;wi11g ,lake cla.:ckl isl of l,usincssc::. wiJJin'.~ Lo .d low plnce111c11L of sLudcnts. Ongoing JTPA 1 ANHIIAI ~C lt\u0026lt;~U l'I..AH J 988-1989 EduC-dLlnmJJ l'rJorJty I __ _ Coal: /'Ill IH\\'/.lfll':JLN'I/L'IPUO\\..-Ult:N'I ,,,. J'j~()(,/:NIS Tll,\\I Pi~IP,,:n S\"Jlfl)J:NTS HIii 1.111'\"1\\ ''II Ill' 1ll'IIN l\n/(,\\1\u0026gt;11/\\I IIIN Objective: I\" l\u0026gt;I \\ I I 01' /\\ FIii i.\"i -Ill' l'iWCl\u0026lt;Ail Fill( UI' Ttl 11111: \\'I ,\\R ,\\FTrn f.l:,\\JJl',\\I ION Local ., w.1 Mo. 11 I) l\u0026lt;lVi ,l' ,I fnl 111\\..1-1111 funn. 2) l~l'visc ii r111tsLitH1naire nrior Ln ~.r,1Jui1L inn c,mccrninp. their pl.,ns. C'l-:xit hir111\"/ \"tlul'Sl i unn:1 ire.\") ]) Administer I xiL l\"nrn1 !1rior lu\n~r-.1d11~1Lio n. Adm in i!itCI lhll'SI io1111,1irc ill(, 1'111. inlcrv.il .1ftcr gr.:u.Junlion. ..__ ~ - ~----------------- \u0026amp;eeP4Ul~lllty (Whu wll I cr41nauU /\\11 i La Ile I I C:ounsclo1 /\\nitn llel I C.ounsc I or /\\nila l\\t'I J ('uun:::.clor l\"hoetio ef Aclhlly ([.,ht lo lI r-, taa\u0026amp;lt 4ata, llnhh4 ,,o4ucl, r,.-or, lI oll.d Cnmn I tL cd nv i i\nt,1 fn1 l'I!-\n, 1luL'::\nt i Oll\\l,I i rt n1ninj lcJ. I', 1 l I i lh. 11 I i ~ II l /\\nil.i 'h ft111l.i11s lh:I I l~oss\u0026lt;:l l ll..1wki11s l.ott.'lta Selinar1- l1i!m1 ic Smi Lh Cocl-,I fldln11,a 01  , .... , A\u0026lt;t , ... ,, On file in Skills Center Office On file in Skills Center Office /\\cLu:11 nluuhcr of studenls milintili11i111 Ongoing ,1 joh to he monitored . I V, (X) I llmhoy EI cmcn ta ry (School) 1/orth Little Rock School District Educational Priority ll ANNUAL SCIIOOL PLAN 1988-1989 Goal: The improvementofprograms and operations that lead to better student behavior. Objective: Sy the end of the 1988-89 schoo 1 year, activities \"i 11 be developed and implemented that wil I motivate students to improve their classroom manners and socialization ski I ls. I ~t  t  or '\"'' Aclbdly or 11- Lin roo,lbl Illy C: .. .-1 No. I -- I I Loca I - #7 I State-i 111, I I 1. A lmi t on manners and social ski I ls wi 11 be taught in each class by the school counselor at the beginning of the school year. (Uho 1.1111 coordlnaioJ) Principal, schoo I counse I or, staff 2. Assertive discipline plans Principal and for classrooms, bus duty and cafe staff teria wi 11 be submitted to the principal during the first week of school for distribution and a sharing session. Parents wi 11 then be invited to learn about these plans at the September Open House. 3. Staff wi 11 read Assertive Discipline and participate in a discussion and viewing of the Assertive Discipline film package at inservice meetings. Principal, staff, lunch aides (bus drivers) l1. A school-wide Reward Day wi 11\\rincipal, be held at the end of each nine staff, PTA weeks. Community resources lnservlce Ac.t lvJty Same School Advisory Committee: Principal: Jane Ford Teachers: Mandy Hyatt Ka thy R i dge,-,a, Jenny Turner Support Staff: Lori lfol ler Parent: /\\nnl Si mp son [uluuton ot Activity (Ev1lu,clon lnurunt, rt1l ln1 d1t,, flnlihtd pr0J11ct, rprorrlu, othef) At a faculty meeting teacher observations of behaviors wi I I be shared and recorded. Fi !e of plans Recorder wi I I make notes of meetings. Conclu1lon,, rlndln.1,1 or Stteu1 of Act lvlty Faculty ohservations noted that social ski 11 s imp roved s i gn if i cant ly. Manners improved slightly. Plans on file. Assertive Discipline was rearl by staff anr ideas were implemente Film packaqe was not available. Records wil I be kept Records on file. of the number of children partici-pating. I \"\"I '' \\ \\ \\ f'tluc~\"lt1c\u0026gt;nitl l'r1or1c.y II Conl: 1\"11t improvt.me11L- 111 p, o,\n1 w1s .ind ,,pt..r-~H ions th.rt leac.l to bctt\u0026lt;r studt.ul bPhJvlur. Objective: By tlu.~ cnd of the 1988-89 school year, activitjcs wj J J St t or local C:,ul No he \u0026lt;levtlop\u0026lt;.\\d and implemented that will motivate students to impn1vc their classroom manners an\u0026lt;l socialization skills. 5. Good Apple Assembly will be divided into primary and intermediate programs, to be held simultaneously every Friday morning. Hrs. Ford and designated teachers wi 11 take turns pres iding over Good Apple. 6. For each Good Apple Assembly each classroom and/or teacher wi 11 select a \"Problem Solver of the Week\" and a \"Good Apple.\" The problem solver wil I wear a button, and the good apple will receive a written award. Al I winners for the month will be included in a drawing for an Amboy T-shirt or similar item. There wil I be one winner for primary and one for intermediate students la1pon1 lbl I lty (llho \"'I I I coorJlnato1) Principal, staff and PTA Principal, Slaff and PTA Jn.urvlce Act tvlty h.aluuton of Aclhlty ((valuac Ion Inti ru1t11, te1tln1 dua, flnl1haJ produc1, rprorrt.u, otlorr) Conclu1lon1, fJr1Jlnl1 or St1Cu1 of ACI lvll7 Survey response of Survey on file. children wi 11 be made at the end of the first nine weeks. Survey response of Survey on f'le. children will be made at the end of the first nine weeks. --- - -- ________________ J_ ______ ___JL_ __________ _ ' l I a, 0 I \\ Amboy Elementary (School) North Little Rock School District ANNUALS CIIOOLP LAN 1988-1989 Educational Priority O 2 Goal: To improve enrichment activities in reading. Objective: By the end of the 1~88-139 school year, we will develop and implement programs that wil I encourage reading outside the basal texts. \\1 ...  o, lrI  I Ho ocal fl \": t ,1 lC Ill I. Reading Contracts - Parents wi 11 be asked to rC'ad with or I is ten to their chi Id read on a weekly basis. Starting in Octobe teachers will send reading contracts home for parents to sign. 2. Book Swaps - On the first Tuesday of each month, starting in November, students will bring books from home to swap for a book of their choice. Books wi 11 be provided for students who do not have books at home. 3. Idea Sharing - A reading resource person wil I be invited to the school to share ideas/ activities to enrich reading in the classroom. Each teacher will implement an activity from the sharing. \\ \\ pon,lbl 11 I)' (Mho wlll coordln1te1) Teachers, parents, and students Teachers and PTA volunteer Ashley Inga I Is and other teachers \\ ln1,rvtce A.ct tvlty Resource person will share ideas during January meeting School Advisory Committee: Principal: Jane Ford Teachers: Handy Hyatt Ka thy R i dgew,, Jenny Turner Support Staff: Lori Wal !er Parent: Anne Simpson LY1lu1t Ion ot Acl hdty ,c.,,lu1tlon ln11tut1t, c.11Jn1 data, llnhhird produce, rprorrl.11, oth,r) Conclu1lon1, r111J1n,., or Sl1fut of ACI 1 .. 11 r Students wi 11 share 247 signed reading completed contracts,contracts are on and a record of the file. number of returned contracts wil I be kept. A sign-in sheet wi I I Participation was be kept during book displayed on a hall swaps. A graph bulletin board. showing participa-tion for each class will be displayed each month. Teachers will discuss student responses to activities during a staff meeting i~ March. Student responses were positive. Records on file. (.:i, louul\nJ I IL\u0026lt; I Ro, k ..:.-\nc l~o,. I ' H IVfl, Educational Pr1or1cy I J Coal: The development~tivities that will enrich science instruction. Objective: By the end of the 1988-89 school year, activities wil I be developed and implemented to improve and enrich the elementary science program. S1t or l.oc:l eo.1 \" State H3 lcponlbt I It)' (~ho \\tlll I c:ooirdlntel) I. lpach\u0026lt;'\u0026lt;', \"i 11 supply a I ist Staff and of ~cit.'nct. m(1ttrial~ appropriate science for their grade levels. This committee 1 isl will he compiled by the sci-ence corrmittee for implementing a IT'alerials supply 1 ist for the science program. 2. Teachers, parent volunteers, and students will assemble and display a variety of science experiments that will enhance and enrich unit studies at all grade 1 eve Is. 3. A school wide science fair will be held during the spring semester of the 1988-89 school year. Individual and/or group participation of students will be encouraged at all grade levels. Parent volunteers, staff, and students Staff, parent volunteers, resource people, district personnel, and students An inservice session on conducting a science fair will be held. Ttucher,: M,lncly lly.1l t Kathy Ridg\u0026lt;\",.. Jenny Turnt-1 Support Staff: Lori Wa 11 er Parent: Anne SimpSOIL [vluctlon of Acth,hy (Cvlutlon lntrucnt, tcstlftl dsts, finished produce, rprorrl.u other) Conclulona, Fh,dlnA or Slatu of Act hltr The materials supply Materials were pur- 1 ist will be compiled chased and userl in in Hay, 1988, for experiments. Purpurchase and imp le- chase orders on file. mentation at the be-ginning of the Jq88- 1989 school year. Student self-evalua- Evaluation forms on tion form file. Responses were very positive. qJ~ of ~th grarlers rassed HPT in science. Evaluation of the ~his activity was science fair will modified in that pro-include: an account jects were not judged ing of the percent- Each student that suh age of student parli mitted a project was cipation, judges' awarded a certificate evaluation of the ,f narticipation. quality and variety ,tudent responses on of entries, \u0026amp; studentfi le were very pos isel f-evaluat ion form ive. ' ~ r I Argenta r.lemcnlary (School) ANNUAL SCIIOOLP LAN 1988-1989 North Little Rock School District Educational Priority H 1 Goal: To improvethe programs that teach basic math computation and other math skills. Objectlv: By the end of 1988-1989 school year, studenls will have achieved an average of one year's growth in math. Slat or Loral Wal No. Local 5 ,k:llwlCJ' or YI .. LI .. Schedule a specific time for m~th to facilitale cooperative teaching. Utilize adults and peers to tutor in basic math skills. ... ,. .. ,.,1111, f\"'- wlll uortllftoU1) Principal and staff. Principal and staff. Purchase math facts tapes to be Principal. used in classrooms. Use school wide incentives for Staff. knowledge of math facts and counting. Set up math centers in Staff. classrooms and in the media for use by teachers and students. Administer timed math facts Staff. tests on a weekly basis in \\ each classroom. \\ \\ School Advisory Co-lttce: Denise Clark, Chairman Cindy Schilb Lois Clifton Louise Benlon Becca Carr Opal Goldsby Dr. Pat Coomes, Principal Linda White, Parent fwal1,1atlo I AclhllJ ([woluatl l111ot,.,...1. C.H toa ,., ... f lnhh4 ,ro4,,c:c, r,,orrl,10 011\u0026gt;,rJ Cood1,1ol ... , U 4111a or Ital'-' I Ac:1 i.11, Schedules on file. Schedules on file. Schcdu le for adult tutors on file. Purchase order for materials ordered. Schedules on file. Purchase orders on file. Record of incentives Records on file given will be with teachers. recorded, List of materials Materials and and activities in activities on file. centers. Teachers will chart Charts on file. or record weekly math facts results. \\ t ~- ,  ,.,, ~,ft t lo II\" J,,, ~. lui.1I 111,-1 t It_ l ,._.,JucaLln11.1l l'rlorlt:y I 1 Ludl: 1'0 1mp,ovt-CTif:--,\nrn1,f'':w1:J t/1.Jt lr\u0026gt;dCh basic math computation and olticr rr1cJU1 skills. Objective: Ry the end of 1988-1989 school year, studenls wi Jl l1uve achieved an average of one year's growth in math. ,. ., . . , L.tral 1,,c:1,JwUJ or 11- LIN ..,.... ,.. ,. .,. c..., ... lnentc Acllrit.J \u0026amp;MIio will c .. ,,u,.tH Local Revro11p childl'en to limit. Principal and 5 nt1ni1Jer of matl1 ,~roup!J per staff. Lr-acher. I '\"r'' -- -- ---~ [walvUoA I Act hrll J (lwI., lo I , ..... 1  c  c1 ... ,_, , .... , .... , ...... flAh t.. er 111 ... f kthltr ,,  ,..:,, rpurr ll 011,ar) List of mat.h groups Lists of math on file. groups on file. I A1,~.!11l:'.l I lcr,..__1 _,,_.,___1_.. :y _ cs\ni\n-\n1\u0026gt; f.HMUAL SCIIUOL PLAN 1~1111-l~H~ N,~ 1.ltt ll W111 k Schnol Ul~!..!J...!. r tJut\"JLiOu-'1 l1 1io1ily I __ \" __ To 1111prove :...lu1..h.:11L co11l.lucL w1Ltiu, clc.1:.0:Aoao!.i, t,u1 ldLn~ and l..tyi,1rounLI. Lu.,1: ,. .... . a..,  '- .... Local 7 I ,a,_ I To promote a stun,mt conduct pla11 that w1 l I e11hunce 1\nuod d1sciline. ......... ~1111, ....... ,u_c--uH 1'1111cq,,1l ,:11,d ::I al'f will senLI ticm1c a lelll'.r :~tut1rw new rules \"\"LI policies tu, Lt,,. l')tlU-89 stt,ool year. l'..tr'\"\"Ls/studenL,i will s11\nrt Lili.it L11ey have read ttie rules a11tl w111 support LIie ru Jes and procetlure:.J. tJ1,ic1pl111e form w1 ll be sent 1io111eL o uocumcnt di:.\nr-upL1ve betiav1or. 11T11ue-oul\" ror K-2\nAfter ,\ncl1ool detent1011 for 3-6. l'o~LC't'Z w1J l t)e madl! Lo roinoLe t:ood ,1 .,,c1 pl ,n.i anLI I'\" 11 pasc\ne,\nw 1 Jl l,e Ukld!! Lo ir,sUJ:'!! r.outl :\nt.uuunt conduct. 110utSli..U\\J.1.111~ Ci\\. l 't.eu 11 \\1rorr-a111 1,,1\\ \\ \\ b, \\1 \\l.1 1n \\.he ~,\npr1.n1r. to acV.1,o'-1\\l!.c..\\)'.I.!. S\\.u\u0026lt;lc.nt.t:. \"\"ho t.ypi{-y out.- l.a\\\\d \\\\W. U ha'-' lor. . Principal anti teacher:\n. Princ1p\u0026lt;1l a11LI Lt.:acllurs. ''eacher:\n. !jLaff meeting. __ _) School Adv1aory 1..0-1,,e1 Anueltc Hr\u0026gt;d!\nt.H: 1 Ct1,,ir11'\\d.O A111L...1 !'\nmi t ti c.,rol Aclin ~\n111!11y l\u0026gt;u11n EulteLa W.\nre Belly t::arnhart Betty M..rLin LJr. Pat Coo111e~, Principal jt,irley Pederson, Pflront lwdwettoo1 I MlhhJ ,... .......,.-........ ..,.-. ........ . ...... f- I , t t hl a atke1, Parents ~i~n rules anti re turn Lo sct,ool. Si1\nneLI rules will uc kct on flle. Copy will be kept on I' !le. Hontlily rtecof'd of slud1.:11L:\non file. Posted throughout l\u0026gt;ui lei 1 nv. a11d pas:-\ne\n.. .t11 c la.\nrooms. J.i!.iL ,.Jr Olll t ..i11ding. r I Ll't.1..11.~ w 1 11 Ue kept. 011 1.1.h,. C..C:I-- 1a .. 1-.e at IUI .. el AUlUJ Signed copies were kept by individual teachers. Master copies on file. HecorLls are on file 1n office. lr.dividual teachers 1\u0026lt;ept reecords ou file. Posters were made and posted by students and media staff and put in hall. Program held Ju,,e 2,\n'.)8'). \\ , . , .-1\"7 Mt ti I II I Ir   ~,rlonoI ,,,,.., r I, I 1-,lucL ,,,,,~ I l'r Jut J ty I J t.\nu~J: r,, 1111p11)V:--\n-y\n,-\nJ1 I J flld 1 .uad mnr'i.Jlt~ CJI 1'11/rf'flloJ :\ntc.Jfl' t111..n1lut'!J. Objective: To 1110L1viJl.e and reward /\\rJ~enld sLut'f m1..:rn1Jcrs. ,,. ..,. Lota I Wal ... Local 16 I V\", ' I TnscrvicP will I,\u0026lt;' prov111etl on Pdncipal Same t,~du, in 1~ !d.rP:\n:1. and committee. P1i11ripal wi 11 ,nlliate \"f1eeL i.me\" for Leacl1ers. P.T.A. and principal will conllnuc lo in1 Lia Le teact,er upprec1at.ion i.1Ctiv1 Lies. i0 lrnplPmr11l ~oci\nil acLivlLics l h1ouvhou1 t l1t'. scl1uol yr~ar tu i11tluIP bi1lllday:1 1 potlucks, t.tlin,~ ouL, J11tl pctrltc1p11t1n1~ 111 111, slulls c.1nt,ir rood pro,~ram. Principal P.T.A. a11d pr inc i pal. Principal and Committee \"Men La 1 I lea l th Our:\" Teacher appreciaLi on luncheon I o, _. ,y 1ft, I, , ( ' oJ I\\C. I lfl Trt'V.J 110.11\u0026lt;11n,1n lie Lt y Camp be J l i\u0026lt;OSJI' llom\u0026lt;Ul Jenifer f'au,1ht Kay Green Dr. Pat Coomes, Principal Dona.3 Sti rmc.111, Parent ll .. atJ el \u0026amp;H lUJ flaluall- .,... Caecla..l. , flMli 1  Uh\"'- r I- I Mthllf P..c 1, rptGr1 ht cu\u0026amp;...-) Oa t.c and t.anrtou L Inservice with of icl.,a:: on rile. Marcia Anderson on April 25, 1989. LisL on f1 le. Date on fl le. List of free times on file in office. Teacher appreciation luncheon 5-30-89. Calendar or ev\u0026lt;:nLs Calendar of events on fllc. on file. ( 1'118-19119 (School) llorth Little lock School District I \"\"I '' l lducational PrloritJ I 1 Coal: Enhance instruction through peer tutoring, Objective: to implement structured, well-monitored peer tutoring program in order to better the educational skills of at-risk students. .......... .. c..1 ... \\ l. Define the need and role of peer tutoring. 2. train and provide opportunities for students to tutor. 3. Infona parents of peer tutoring program. a) Newsletter b) P.t.A. Study groups .......,. ..... c-. .... c .. , ...... ., Principal and Teachers Principal, Teachers and Resource Person Teachers and Principal __ \\_ Effective uses of peer Tutors and Coaches. Principal: Teachers: Susie Ballard-Jac~son Barbara Hartwick, James Parker, Shirley Kelly and Katherine Keough Support Staff: Fonda Purifoy and JoAnn Layton Parents: Sharon Jordan and Marv Shuffield .. ................ u, ... .,.-...., ,.- -, .  ...... .. u . ....... . ........... ,.,.,.   o.,, The collect ion and recording of information relevant to tutoring needs Survey of program effectiveness Teacher monitoring fom Copies of letter and meetings c-, .. ,--. , .......  kt I M1h11, Tutors and coaches were chosen in grade, 3-6 based on class performance. Interest, motivation, grades, work efficiency, task commitment and improved behavior were observed. A letter was written and sessions were held with P.T.A. -- _.__ ., I I _\"_'_ , I Uucc1o .. l rr1or1~T I 2 CoJ: Extend metacognitive sk1lls of students. -UAL c..~,u,u,a,. i~-i Ol\u0026gt;Jectfve: Utilize literature to expand reading and critical thinking. ...-.. c.. ... l. Develop and teach literature lessons incorporating Higher Order Thinking Skills. a. Comparison b. Inference c. Evaluation d. Analysis 2. Observation of other teachers ..,. .. ..., ... ,.._ 111 c_,,. .... ,, Teachers and Language Arts Supervisor Principal and Teachers Distinctive elements of Higher Order Thinking Skills in Literary Studies Pr1ncipa.1t Sch.lao Adwo~, ea-ace~ Sua~e Bailard-Jackson Teachers: Support Staff: Parents: ,. .IN. .,_.I .. .A.c.ll .I. ... .... ..H.II. ........ ...U..I .... .. , .. , ....,.,. .. Oral and written coonnunication between teachers and students Observations Lesson plans Visit McRat grade level teacher Barbara Hartwick, James Parker, Shirley Kelly and !Catherine Keough Fonda Purifoy and JoAnn Layton Sharon Jordan and Mary Shuffield c.., ....... , ....... . ., ....,. ... ..,. .. Plans, observations, and communication denoted the use of Learning Links and Reading Beyond~ Basal to assist with developing Higher Order Thinking Skills. Grade level observations were done but not of McRat teachers. ' ~ I co' I Belwood Elementary (School) llorth Little lock School Diatrict AIOOJALSC HOOLP UJI 191111-1989 !.ducational Priority I 3 Goal: The Development/Improvement of programs that Teach Decision-Making/Problem-Solving. Objective: Develop decision making skills by the use of a multi-discipline approach. ....,. ,.. .. . C-1 ... \\ 1. Employ decision making skills as directed in prepared media materials- 0 TAD,\" \"Know He Know You\" and \"Tips.\" 2. Develop decision making skills through the use of printed and audio-visual media. 3. Provide an opportunity for students to select a hobby in their area of interest. \\ ........ ~110, ,.._ will .-,,1-ul) Classroom Teachers and Counselor Classroom Teachers and Hedia Specialist Classroca Teachers, Principal and Resource Persons \\ 1 ... n1.ce iklbllJ Instruction utilizing decision making materials \\ School Advtaory Coaaittee: Principals Teachers: Support Staff: Parents: ,, .. ,. .. ., ...... ..,. a..c ,.u_..1.,1 , . tetl .............. . ... ..._,_ ... , .. ,  te tllair) The increase in the ability to make decisions as observed by classroom teachers, Counselor and Principal Written and oral analysis of World Affairs Sharing and ex-changing ideas with others Susie Ballard-Jackson Barbara Hartwick, James Parker, Shirley ielly and Katherine ieough Fonda Purifoy and JoAnn Layton Sharon Jordan and Marv Shuffield ~, ....,.. . ..... er etalM ef AUhl1, The Principal, teachers and the counselor have worked to promote responsible decision making and realize the consequences. Classes used headlines in newspapers, periodicals and television programs to evaluate World Affairs. Interest was stimulated t, ough use of resource persons in music, art, engineering, politics, poetry and science. I 5 I Uuctloaal PrJorU7 , :J C:O.J I The Development/Improvement of proar- that Teach Decisian-Malctoa/Problea-Solvtns- Ol\u0026gt;Jactivel Develop deciatan salttna slttll by th use of ulti-\u0026lt;liacipltoe approach. ......... .... . , ... 4. Organize a \"Just Say Ho\" club. .............. ,.. .... _  , .... ,1 Principal. VIPS, and Drug Facilitator .,..... ............................ ................... .. ........... , .. ,laH ..... I List of students participating and activities involved c..., ....... , ....... . ... ......., ...l. .. Sixth grade students participated in \"Just Say No.\" Weekly meetings were held with the counselor and teacher sponsor. High School students also held group sessions. The club members wrote songs and skits to present in assemblies. Posters were created and mounted through the building encouraging Students to say \"No.\" We were represented as a drug free school. Held balloon parade for \"Orama Troupe.\" ' .I. ., 0 I ~ Boone Park Elementary (School) Norch Little Rock School District Educational Priority D l Goal: The Improvement of Programs Skills Objective: ANNUALS CHOOLP LAN 1988-1989 that Teach Basic Communication We will provide additional opportunities for children in the area of language arts and communications. s,.,. 0 .. Locl Act lvlt)' or 11- Lin lupon,lblllty Cu41 ~o. (111.o will coorJln,ucl) ln,u\"Vlcc Actlvlty Dis- 1. Students will participate in G~idance tric t classroom guidance sessions Counselor Goal on bette!' W3YS to communicate Ill with each other. 2. The Quest teacher will work Quest Teacher with designated classes to teach creative problem sol-ving skills. 3. All classrooms will partici- Principal and An inservice will be pate in creative writing Teachers presented co share projects and display their creative writing products during one specific ideas. month. 4. Students will participate in Classroom special event days empha- Teachers sizing language arts and com-munication. 5. Staff members will at tend a Principal An inservice will work5hop on enrichment act- focus on art and ivities in the area o( crca- music as a means of ti VI! art!.. co~munication . \\ \\ \\ \\ School Advisory Committee: Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal [valuHhn of Ac:thlty ([.,aluatlon ln  cruaant. tc,tln1 dua, (lnt.hcJ proJuct, rprol'rlUa other) This will be evalu-aced through class-room observations. This will be evalu-aced by classroom participation. This will be cvalu-aced by teacher in-put. This will be cvalu-ated by participa-tion in events. This will be evalu-aced by teacher re-sponse to the in-service. \\ C.,nclualon, flroJln or Scatua ol Act !vier This activity was completed in October and the program is on going. The Quest teacher has worked throughout the year with groups of students. Creative writing has been stressed in all classes. However all products were not displayed at one time. This activity was n, L ..:.ample te1..1 his activity was not completed. I I .I. ... i 1-..,.,,, , .,, ,. , lm11t r_,,r (Schoo.l) ANNUAL SCIIOOI.. 1988-J.989 Norch L1cclc Rock School Dlscricc Educational Prior1.ty II 2 Coal: The Improvement of Programs that Lead to Better Student Behavior Objective: We will acknowledge and positively reinforce good behavior. Stt OIC\" Loe.al Co.al No. District Goal Ill l. Actlvlty or Tl- Lin We will develop a program of student negotiators. pon1lbll lty (Who vUl coorJlnato1) Guidance Counselor lnservice A.ctivlt)' 2. We will train the lunchroom aides in skills for negotiation and mediation. Guidance Counselor and Principal Training program for the lunchroom aides 3. 4. A program of competition based on behavior will be initiated in all classes. Excellent behavior will be rewarded through assemblies, parties and certificates. Guidance Counselor Guidance Counselor 5. Individual student improve- Guidance ment will be recognized Counselor through various activities. 6. A program for discount prices Guidance at the bookstore will be in- Counselor itiated for good behavior, good grades and good citizen-ship. Schooi Adv1so~y Coram~ccee: [vah,1tio of Acchhy (Evlluatton ln1tru-nt, C11tln1 data, flnllhrd produce, rprorrl.u1 ochrr) Linda Shaddox. Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conch .. lon1, Tlndlnit1 or Statu1 of Actlvlcy This will be evaluated by the increase in the use of appropriate language when solving conflicts. This activity was initiated in October and appears to be a success. This will be evaluated by observation of lunchroom aides' skills. This will be evaluated by documentation of the success of the competition. This will be evaluated by documentation of assemblies and parties. This activity was completed by the counselor and administrative intern. This activity was no1 deemed feasible for this school year. ~he Beaver Achievers brogram has been initiated. This will be evalu- [ndividual students ated through activ- were picked for icy completion. ~xtra activities. This will be evalu- [his activity was ated through activ- not completed due ity completion. o lack of funds. 1----J--------------~---- _ _j_ _________ _.___ ________ .1._ _______ _ ' I -..J N I Boone Park Elementary (School) North Little Rock School District Educational Priority# 3 Coal: ANNUALS CHOOLP LAN 1988-1989 The Development of Activities that Lead to Parental Involvement in the Total School Program Objective: We will provide varied activities that involve parents. State t' Loc.i Coal ,,.__ l. 2. 3. 4. 5. The staff will work with the social worker to encourage par-ents to attend workshops and make teaching aids for their children. Parents and faculty will sponsor a school carnival with door prizes and special drawings in October. Parents and faculty will sponsor a chili or spaghetti supper. Parents will be encouraged to participate in group \"rap sessions II with teachers, counselors, and Principal. A Homeroom Mothers Organization will be formed to encourage increased parent participation in \\ \\\"''o\"s so\u0026gt;oo\u0026lt; o,,,,,,,,s. po\"lblJ lty (Uho will coorJlnacol) Parent and Teacher Volun-tee rs PTA and the Staff Parent and Teacher Volunteers Principal, Counselor, Teachers Volunteers Parent and Teacher Volunteers \\ \\ lnu-..,tcc Activlty School Advisory Committee: haluatlon of A.cthlty ([\u0026lt;11lu1tlo lnuru-nt 0 tutl111 d  t., flnhhcJ proJ11CC, rprorrlu1 otl11r) This will be evaluated by increased participation in these workshops by parents from Boone Park. This will be evaluated by activity com pletion. This will be evaluated by activity completion. This will be evaluated by activity completion. This will be evaluated by activity completion. I Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conclu1lon1, flnJlna, or Stuu, of Ae1 lvlty A Chapter I in- :dr~~cB~o~~~~~e~:~ - May. Other inservices were presented in the district during the year. This activity was completed in October and was a great success. This activity was not completed. This activity was completed on the kindergarten level in the beginning of the year. This group was initiated by PTA in the summer but little follow up was seen. I Educational Pr1or1cy I l Coal\nThe development/improvement of programs that foster responsible citizenship A\u0026gt;rPIVAI: -~H\u0026lt;)c\u0026gt;r:  .J. 9/JIJ-J 9119 Objective: To increase knowledge of the world around us through glohal ,studies llate ef Local Coal Me. .... ,.  111111t, C\"'- wtll c-rt\"ateT) Sue SimPK\u0026gt;ns-\u0026lt;\"ha f rnerson Lor11ine  foorf\". Sharon Anderson  . JackJ e llin,~s. Kathy Ash] ev, Gale Stanlev. Sharon Keel, Mary Zakrzewski, Paula Kirspel (parent) Carma Hess (parent) lvah,aUoe f Acth,ltr ,(f .vl,.-r .l- ..,. .l. c,.r. -. ,l.. .... pro4uct, rprotrl.ua har) C..Cl11a1 .... rtMlna or ltat11 ef Acthltp 10 To present information about local cultures, government, and economics of one continent a minimum of 2 days each month by May, 1989. Staff members, September orientation To compare results students, of staff about our of the MPT in 1988 parents, and goal and activities and 1989. MPT scores increased from 65% passinz to 95i~ passing. To name and locate continents, oceans, and hemispheres of the world by May, 1989. To correlate music and art with units of studv by ~ay, 1989. resource speakers Staff members and students Staff members, students and parents To participate in costume parade and smorgasbord. To decorate the display case and make hall bulletin boards. To record each The Parade of t!ations was held on April 28 with an international menu in the cafeteria The front bulletin boards and display case stressed a country or continent each month. individual's test Awards were made for results and place in making 100~ on tests. folders. Scores are in the grade books. To present all P.T.A. Some art show entrie, programs with themes had an international about other theme. Ja~anese Day countries. was held by tlie ques To display art show class for the whole entries with a globa school in lieu of flavor. PTA programs. 97% of To assess the our students students' enjovment enjoyed our r,l0bal of our study with a studies. survev. , Crestwood Elementarv (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority D 2 Co~I: The improvement of programs/operations that lead to better student behavior Objective: To stimulate interest in physical fitness while developing perceptual and motor skills, social skills, better behavior, reducing stress and absenteeism Stat or Local Coal No. Activity or Tl .. Li lupon.tblllty (~ wlll coordlnual) ln  uvtce Activity 7 Local To expand equipment, utilize fitness course, develop 11black top\" games, make walking track around soccer field, purchase other P.E. equipment by May, 1989. To make a sequential list of skills/games K-6 to be taught to give students activities for recess. To emphasize physical fitness for students and staff To utilize \"Fitnessgram\" as a pretest given Spring 88 and posttest Spring 89. To teach CaTeer Awareness in Telation to fitness/?.E. Committee, principal, P.T.A. Committee, teachers Committee, teachers Classroom te\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_1498","title":"Student handbooks, elementary school, 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":["Little Rock School District"],"dc_date":["1989-07/1995-07"],"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--Standards","Educational law and legislation","Educational innovations","School attendance","School management and organization","School improvement programs","Student activities","Student assistance programs","School discipline","Student suspension","Parents","Education, Elementary"],"dcterms_title":["Student handbooks, elementary school, 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/1498"],"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":["handbooks"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_875","title":"Court filings: Court of Appeals, ruling, 876 F.2d 660","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":["1989-06-02"],"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":["Education--Arkansas","Educational law and legislation","School districts","School integration","Court records","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: Court of Appeals, ruling, 876 F.2d 660"],"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/875"],"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\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 "},{"id":"bcas_bcmss0837_801","title":"Court filings: District Court, objections of plaintiff Little Rock School District (LRSD) to findings and recommendations of the special master","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":["1989-05-24"],"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","Educational planning","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, objections of plaintiff Little Rock School District (LRSD) to findings and recommendations of the special master"],"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/801"],"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 "},{"id":"bcas_bcmss0837_817","title":"Court filings: Court of Appeals, joint addendum for appellants","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":["1989-05-10"],"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","Educational planning","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: Court of Appeals, joint addendum for appellants"],"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/817"],"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 "},{"id":"bcas_bcmss0837_856","title":"Court filings: Court of Appeals, joint reply brief for appellants","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":["1989-05-10"],"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":["Education--Arkansas","Educational law and legislation","Court records","School districts","School integration","Magnet schools","Education--Finance","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: Court of Appeals, joint reply brief for appellants"],"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/856"],"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\n\n "},{"id":"bcas_bcmss0837_836","title":"Court filings: District Court, stipulation to set deadline for state monitoring plan; District Court, findings and recommendations of the special master","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":["1989-05-01","1989-05-10"],"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","Education--Arkansas","Educational law and legislation","Educational planning","School integration"],"dcterms_title":["Court filings: District Court, stipulation to set deadline for state monitoring plan; District Court, findings and recommendations of the special master"],"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/836"],"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\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_1503","title":"Student rights and responsibilities handbook review committee, 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":["Little Rock School District"],"dc_date":["1989-05/1989-06"],"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":["handbooks"],"dcterms_extent":["420 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1020","title":"\"A Study of Selected Management and Finance Issues in the Cleveland Public Schools, Cleveland, Ohio,'' Oliver S. Brown Associates","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Ohio, 40.25034, -83.00018","United States, Ohio, Cuyahoga County, Cleveland, 41.4995, -81.69541"],"dcterms_creator":null,"dc_date":["1989-04"],"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":["Education","Education--Evaluation","Education--Finance","School management and organization"],"dcterms_title":["\"A Study of Selected Management and Finance Issues in the Cleveland Public Schools, Cleveland, Ohio,'' Oliver S. Brown Associates"],"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/1020"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA'.ITACHMENT A A STUDY OF Sf LECTED MANAGEMENJ' ~ ! ~ [ID . AND . MAY I 1989 FINANCE ISS,t:IES r at_\"\"-.. \"' o'clock M CLERK OF COUFfrs-- lJ. S. District Court, fl!.D.O. IN THE CLE\\(.f=~~ .. f?.. PUBLIC SCHOOLS . .... Cleveland, Ohio Oliver S. Brown Associates 9 Bowdoin Street Cambridge, MA 02~38 APRIL 198S  . . Executive Summary Introduction TABLE OF CONTENTS A. Purpose of the Report B. Scope and Organization of the Report c. Scope and Method of Work D. Background - The Unfinished Compliance Agenda: 1. standard Requirements of the Agenda I-1 2. Relationship Between Agenda Requirements and Performance standards 3. Assessment Format for Performance Standards 4. Developmemt of Performance Standards and Assessment Methodology E. Summary of Conclusions II. Financial Planning and Budgeting A. Introduction B. Agenda system Characteristics c. Analysis of current Status D. System Implementation Effort III. Financial Management A. Introduction B. Agenda System Characteristics c. Analysis of Current Status D. system Implementation Effort II-1 III-1 IV. Management Information v. A. Introduction B. Agenda System Characteristics c. Analysis of current Status D. System Implementation Effort Capital Planning and Budgeting A. Introduction B. Agenda System Characteristics c. Analysis of current Status D. System Implementation Effort Attachments: IV-1 V-1 A. Listing of Documents Supplied to the Consultants A-1 B. c. Other Documents Requested and Response Information System Status Report, January 1989 B-1 C-1 A STUDY OF SELECTED MANAGEMENT AND FINANCE ISSUES IN THE CLEVELAND PUBLIC SCHOOLS EXECUTIVE SUMMARY This study analyzes certain management and finance functions of the Cleveland Public Schools (the \"District\") and the relationship of those functions to system specifications in the \"Management and Finance Component\" of the \"Unfinished Compliance Agenda\" (an instrument developed by the District and the State of Ohio to complete unfinished remedial work in the case of Reed v. Rhodes). The District has been attempting to improve its management and finance practices for much of the last ten years. The \"performance standards\" which the District has developed, and which the State has approved, as part of the Management and Finance Component are, in fact, general and vague in nature. They specify little in the way of observable and measurable information. Until these \"performance standards\" are improved, their value as measures of District improvement in the management and finance area will remain very limited at best. Once measurable performance standards are developed, measurement of success will depend in large part upon the development of the information systems referred to below. Page 2 The fundamental management and finance activities of the District can be organized functionally as Financial Planning and Budgeting, Financial Management, Management Information Systems and Capital Planning and Budgeting. It appears that the District has achieved a level of overall financial control through its financial systems, but it is not able to use those same systems to provide management information to support decision-making. An exception to such overall financial control is the District's lack of an automated position control system The financial system is essentially an accounting system that produces the accounting reports required by state law, but it does not generally satisfy the high-priority information needs of the District itself. Major unmet needs include an improved ability to generate systematic short- and long-term expenditure projections, as well as an improved ability to allocate resources according to explicit District priorities, especially in relation to academic programs. The Management Information Systems of the District are (I) I'll$$ intended, conceptually, to support both the educational programs (j) Ffl,t.. in the schools and the management requirements of the leadership of the District. The District appears to have made recent progress in implementing student information systems, but has not successfully addressed problems in financial systems to produce Page 3 timely and accurate financial reports to schools and departments. With the exception of the student information system, there appears to be a significant management problem related to the District's ability to plan and implement computerized information systems. This is particularly true of financial systems. The lack of program-oriented and other truly useful financial information may impede the District's efforts to provide an equitable and productive distribution of resources to all students. The District has initiated a program of capital improvements during the past two years. However, the Board of Education approved a Capital Improvements Plan that was not recommended by the Superintendent, in his capacity as chief executive officer of the District, and has established a decision-making and reporting process which bypasses him. There appears to be no individual with overall responsibility and accountability for the successful completion of the Board's Capital Improvements Plan. Progress to date on student information systems has not been matched by similar progress on financial or capital management and planning. Divisions of responsibility and accountability in these areas appear to have limited progress in achieving desired results. I. Introduction A. Purpose of the Report The purposes of this report are to describe and analyze the present status of selected requirements of the Unfinished Compliance Agenda related to Management and Finance in the Cleveland Public Schools (also the \"District\") and to assess whether or not the District's approach to developing the systems identified in the Unfinished Compliance Agenda is appropriate for the task. The Unfinished Compliance Agenda is the device which the District and the State of Ohio have chosen to complete their work in complying with the United States District Court's Remedial Order in Reed v. Rhodes. The requirements identified in the Management and Finance component of the Agenda are critical to the overall compliance efforts of the District. The systems specified for implementation include the resource allocation systems, resource distribution systems, and information systems which comprise the core of the financial systems of the District and support all of the educational activities of the District. Their importance within the framework of the United States District Court I-1 Remedial Order of February 6, 1978 is captured in one statement from that Order: Nowhere do the management and administrative skills of the defendants appear more inadequate than in the area of finances. [Remedial Order, C73-1300, 2/6/78, page 98) B. Scope and Organization of the Report The Unfinished Compliance Agenda and the related performance standards document (see sections I-C,I-D,I-F of this report) include a number of components relating to financial systems and information systems. This report has been organized around the following functional areas, with reference to the sections of the Agenda that include these areas: Report Section II. Financial Planning and Budgeting III. Financial Management and Control IV. Management Information systems V. Capital Planning and Budgeting Agenda Component XIII-B XIII-B, XIII-C XIII-E XIII-D This report analyzes the status of the District's efforts in each functional area in terms of the Agenda requirements and related performance standards. I-2 c. Scope and Method of Work: The information for this report was obtained through several methods which included: - initial on-site interviews (August 1988) of District Administrators in key financial and management positions in the District\n- responses by a sampling of principals, curriculum and other central office administrators to questions developed by the consultants to the study\n- review of selected filings in Reed v. Rhodes\n- submission by the District of a number of requested documents in the area of management and finance\nand - follow-up on-site interviews (March 1989) of District administrators to verify or modify information obtained from documents and questionnaire responses. D. Background - The Unfinished Compliance Agenda On August 14, 1987, the United States District Court I-3 for the Northern District of Ohio, Eastern Division, in the case of Reed v. Rhodes, approved the \"Unfinished Compliance Agenda\" document. The Unfinished Compliance Agenda (also, the \"Agenda\") was developed by the Cleveland Public School District (also, the \"District\") and the State Department of Education (also, the \"State\") as a comprehensive statement of the unfinished remedial work under the Court's original Remedial Orders. The primary difference between the Agenda and previous documents relating to remedial work was a focus on the development of management systems, permanent and ongoing rather than a series of one-time tasks or projects. The Unfinished Compliance Agenda has become the operative document used by the Defendants to define and undertake its work in order to comply with the Court's orders. It is the Defendants' self-defined set of management systems which they must plan, develop, implement, and maintain within the organizational structure of the School District, in their effort to comply with the Remedial Orders. In this sense, the Unfinished Compliance Agenda is an integral part of the District's effort to improve its performance in the management and finance area. A key element of the Agenda is the development by the District, with approval by the State, of \"performance I-4 standards\" for each of the management systems. In its August 14, 1987 Order, the Court stated explicitly, \"The success of every system will depend on the establishment of observable, measurable, and rigorous performance standards.\" (1.1) It is very clear that the performance standards should be real, tangible, verifiable measures of results, and not merely indicators that a process is occurring. Excessive concentration by the District and the State on neat, well-structured packages of systems, without measuring the impact of those systems on the end-product, delivery of effective educational services to all students, runs the risk of missing the mark altogether. 1. Requirements of the Agenda Within each of the functions outlined in Section B, the Agenda describes a set of requirements that each system must meet. These requirements are as follows: Board adopted, codified policies and regulations\nPerformance standards\nCurrent and coordinated operational controls\nPeriodic information and training programs\n(1.1) Order, August 14, 1987 I-5 Timely provision of information\nAnnual assessment of attainment of performance standards. In addition, the Agenda calls for a \"multiyear, comprehensive, perpetual planning procedure that addresses all educational and education-support service requirements of the District\",(1.2) based upon assessment findings and research information. This includes the annual assessment of attainment of all performance standards. This requirement specifies that there must be linkages to policy development, goals and objectives, spending priorities, facility planning, operational plans, desegregation, race equity issues, school climate, new educational development and implementation, and student attendance, retention and discipline. (1.2) 2. Relationship Between Agenda Requirements and Performance Standards The performance standards developed by the District and modified and approved by the State should be fashioned in such a way that they can be used, ultimately, to demonstrate (1.2) -Defendant Cleveland Board of Education's Unfinished Compliance Agenda. January 9, 1987, page XIII-6. I-6 that the District has met the the test of \"fulfillment of the underlying duties embodied in the Remedial Order and Final Standards\". (1.3) Whereas the Unfinished Compliance Agenda describes requirements in terms of management systems with certain general characteristics for each of the subsections of Component XIII, Management and Finance, one would expect the performance standards to be more specific, measurable indicators of those specified characteristics. This is decidedly not the case with respect to the performance standards for the financial system subcomponents of the Agenda. One example clearly demonstrates the point: Unfinished Compliance Agenda Requirement XIII-B calls for a \"System of financial controls for revenue planning, budgeting, accounting and auditing, which supports the Remedial Order implementation, and which projects revenues, budgets for expenditures based upon student enrollment and staffing needs, limits spending and staffing to available funds, allocates funds on the basis of District objectives, identifies cost by program and involves all levels of administration in budget construction.\" Performance standard XIII-Bl, which is to serve as the measure of the above system's operation is: \"Operational fiscal controls system for revenue planning, budgeting, accounting and auditing which limits spending to available funds, allocates by District objectives and involves all levels of administration in budget construction. By November 1989, needs and requirements for the new system defined, system acquired and modifications leading to implementation in place.\" Unfinished Compliance Agenda Component XIII. Management and Finance, performance standards, dated October 1988. The Agenda reflects general statements of intent. The performance standards should constitute \"observable, measurable and rigorous\" standards by which it is possible (1.3) Order, August 14, 1987, quoting Order, September 26, 1983 I-7 to determine unambiguously whether the described system is producing the outcome intended. In the above-cited example, the performance standard is merely an extract of key language from the Agenda requirement, and the statements are virtually the same except for the addition of a date in the performance standard. There is no measurable indicator or assessment criteria to further define performance. This would not appear to lend itself to the development of a body of data that supports the Defendants' efforts to achieve compliance and thus would not assist the Defendants in producing \"verifiable evidence\" thereof to the Court. One example, for purposes of illustration only, of an observable, measurable performance standard related to the foregoing Agenda system on revenue planning and financial control (XIII B.) might be as follows: A monthly revenue report will be provided by the ~ _ 15th of each month to the Board and senior ~~. administration which will contain the major sources of ~~v general and restricted revenue\nthe monthly and cumulative-to-date plan, actual, and variances\nand the projected end-of-year balances, along with a narrative description and analysis of any current or anticipated problems. This report will be operational by December 1989. The matter of vagueness and imprecision is a generic problem throughout the District-authored and State-approved performance standards for Management and Finance Systems. I-8 The performance standards for Unfinished Compliance Agenda systems relating to financial planning, management, and control, management information systems, and capital planning and budgeting are virtually as general as the descriptions of the Agenda systems. This appears to be a significant problem which the Defendants' must address if they hope to use attainment of performance standards as evidence of their progress toward compliance with the Court's Remedial Orders. It is of interest to note that for Fiscal Year 1986-87, the District published a Comprehensive Annual Financial Report (\"CAFR\") for the first time. According to the District Treasurer, Cleveland was the first major school District in the State to publish such a document. The Association of School Business Officials International (ASBO) presented the District with a Certificate of Excellence in Financial Reporting for this CAFR, based upon a review of the submitted document by ASBO officials and experts in the field. This annual financial report contains much useful information, and could, with appropriate consideration by I-9 the State, itself be used as one of the measurable performance standards in the area of financial management and reporting. (1.4) Yet, the performance standards document and the assessment format document make no reference to the annual financial report or any other such specific indicator which already exists. 3. Assessment Format for Performance Standards The actual measurement of District performance within the Unfinished Compliance Agenda is in the form of annual assessments. The District has developed, and the State approved, an \"Assessment Format\" for each of the performance standards in the Management and Finance component of the Agenda. Ostensibly, the assessment format calls for data that the District and the State can use to evaluate system performance as identified by performance standards. (1.4) The CAFR is a significant annual financial reporting document recognized as an industry standard that constitutes one aspect of a comprehensive financial management and reporting system. There are numerous other generally-accepted standards and indicators of effective financial management systems that are part of a common body of knowledge within not only school business practice, but financial management as a profession. Extracting a representative set of such standards from this body of knowledge is a routine process for consultants in performing management studies of organizational financial systems. The numerous studies (referred to in the following sections of this study} by outside consultants of the Cleveland Public Schools financial systems consistently identify standards in presenting recommendations. It is somewhat remarkable that the District has not drawn upon information from the numerous studies already conducted to establish commonly-accepted standards for performance. I-10 There is a striking difference in the District's approach to assessment of certain non-financial performance standards and financial performance standards, as embodied in the Assessment Report Format document. For example, subsection XIII-A generally deals with the subject of decentralization, and both the performance standards and the assessment criteria are specific and measurable. One of the performance standards on decentralization relating to personnel appointments (XIII-A3) reads as follows: By November, 1989, data gathered on a representative sample of schools will show that 90% of both certificated and classified personnel appointments to school site positions have been made through a school-based selection process involving both staff and sec members (Policies 4112.1 and 4212.1) The standard has a specific timeline and has a measurable indicator of success, (90% of selected sample meeting criteria). The related assessment methodology is specific as well. A stratified random sample of schools will be selected consisting of 25% of the population of elementary, intermediate and high schools. A review will be conducted of all appointments made to this sample of schools to determine the percentage that were made as the results of the recommendations of a school-based selection committee consisting of both staff and sec members. The assessment report format document identifies the specific data by which attainment of that performance I-11 standard may be demonstrated. It includes counts of appointments in each school of the sample, counts of appointments meeting the criteria, and the percentage relationship between the two. In contrast, the performance standards and assessment formats for financial-related requirements are very general. For example, the performance standard for subsection XIII-B 1, as quoted above on p. I-7, is extremely general. The only specific element of the performance standard is the date, and it only defines a deadline for a process to have been initiated. There are no criteria defined with hard, measurable performance data specified to provide verifiable documentation of performance. Moreover, the State-approved assesssment methodology simply follows the amorphous nature of that financial performance standard: An external and impartial study will be undertaken under the guidance of the Management and Financial Information system Advisory committee (which consists of approximately twelve members of the Greater Cleveland Roundtable and Cleveland School Budget Coalition plus three CBOE administrative staff) to assess the systems development and implementation, in relation to District information needs and requirements, and to report the conclusions of the report to the appropriate parties. [Assessment Report Format, section XIII-Bl, dated December, 1988] The assessment methodology specified for every one of the performance standards in sub-components XIII-B through XIII-F I-12 4. contains this exact language relating to an \"external and impartial study\".(1.5) Only sub-component XIII-A relating to decentralization, has language on specific, measurable indicators of performance. Thus, it appears that the Defendants' approach to obtaining hard, factual data which measures performance in these critical areas is to commission another study of the process. Development of Performance Standards and Assessment Methodology Interviews with District administrators produced a variety of views on the usefulness of the generalized performance standards and the generic assessment methodology. The Chief of Management, Budget and systems, who has a primary responsibility for implementation of several of the requirements in Component XIII of the Unfinished Compliance Agenda, assisted in the development of the performance standards in the area of Management and Finance. He stated in an interview on March 20, 1989, that a \"systems approach\" to the process best suited an assessment (1.5) Sections XIII-B through XIII-F of the Agenda relate to financial management and control, the budget decision-making process, personnel-payroll systems, position control systems, asset management, facilities planning and maintenance, capital improvements budgeting, management information systems, and long-range educational, financial and resource allocation planning. I-13 of performance in the area of financial management. He further indicated that ongoing annual studies with the assistance of outside professional advisory groups such as the Management and Finance Advisory Committee would provide the best results. When asked if this meant that the annual assessment of whether the District had met the performance standards for financial management would be based upon the judgements and studies of outside groups or consultants, he responded that it would. The District Treasurer, who is reponsible for the general accounting and treasury functions of the District, stated a clear preference for specific and tangible measures of performance, during on-site interviews on March 20, 1989. He produced the CAFR document for the District and felt that document demonstrated significant progress and improvement in the area of financial management and control. He expressed frustration that it was not clearly recognized by all concerned that the District had made significant progress and improvements in the area of financial administration. In the March 20, 1989 interview, he stated his opinion that Cleveland was \"so far ahead of other school Districts\", and cited such documented performance as the CAFR, the monthly financial reports to the Board of Education and senior management, and the creation of an I-14 internal audit section reporting to the Treasurer. He also stated that he had very little involvement in establishing the performance standards document. The Research and Analysis Department has the organizational responsibility for conducting annual analyses of the annual assessments of the performance standards. This process was described as an analysis of the data that was gathered and presented by departments responsible for the annual assessment in their own areas. (1.6) The Research and Analysis department reportedly played a significant advisory role in assisting the responsible department heads in developing the data requirements for the annual assessments. The Research and Analysis Department's task was to help identify tangible and measurable data elements for each performance standard, and to advise the department heads in developing realistic performance standards that foster quantitative measurement. In discussing the generic \"study group\" approach to annual assessments in the Management and Finance area, the process was described as a \"needs assessment\" rather than a performance assessment. (1. 7) (1.6) Interview with Chief, Research and Analysis Department, March 20, 1989 (1.7) Interview with Chief, Research and Analysis Department, March 20, 1989 I-15 It was not clear how the Research and Analysis Department would be able to conduct .analyses where there was no set of specific data to measure against. The Financial Administrator for the District {who reports directly to the Superintendent) reportedly had no role in the development of the performance standards for the Management and Finance component of the Unfinished Compliance Agenda.(1.8) His primary role is providing monitoring and oversight for the Superintendent in the area of finance, and providing support to other departments on financial issues. He also is involved in Capital Projects as assigned by the Superintendent and in an interview on March 20, 1989, (1.8) Interview with Financial Administrator, March 20, 1989 I-16 stated that he had no role.in the development of performance standards in that area. The Special Assistant to the Superintendent who reportedly participated actively in the District decision process on the performance standards and the assessment format indicated that the generic nature of the performance standards and assessment formats in the Management and Finance section was directly a result of State influence in the approval process. He stated in an interview on March 20, 1989 that the District had initially provided more specific standards and the State required more general standards. The development of the performance standards for the Management and Finance Component XIII appears to have been a disorganized process that did not significantly involve all of the key financial administrators of the District. The resulting set of \"performance standards\" appear to reflect the uncertainty of the District as to what direction it is taking in these areas. It also appears there has been a significant lack of focused involvement and unity within the senior financial management staff of the District, with respect to the development and approval of the performance standards I-17 relating to Management and Finance. There does not seem to be a clear and consistent understanding, within the organization, of the nature of the performance standards in this area, and the need to establish \"observable, measurable, and rigorous performance standards\". The following sections of this report focus on the financial and management information topics described in Section I-B of this report, and provide an analysis of the information received from the District relating to its efforts to develop and implement the systems described in the Unfinished Compliance Agenda and the performance standards documents. I-18 E. Summary of Conclusions: The following is a summary of the major conclusions of this study of management and finance issues. 1. Financial Planning and Budgeting Projections of the financial impact of expenditure and revenue trends beyond the current year are produced by the District monthly. They are not a part of a computerized financial planning and modeling system that would provide a systematic approach to long-range financial planning. The goal of having the staffing budget based upon enrollment data is currently being met in the area of school instructional staffing, but it does not appear to be operational in the other staffing areas. The budget process appears to allow for the allocation of funds based upon system-wide goals but there is no evidence in the budget document itself that identifies funding allocations for specific priority goals. Goals are generally stated in terms of programs such as reading, counseling and career guidance, and the like. The budget on the other hand is displayed in terms of schools, with little or no programmatic financial information. The result is that the programmatic goals cannot be matched to the funding allocations by school and function. - A system of program budgeting has not been planned or implemented. This appears not to be a priority goal of the District. Some goals of school-based budgeting appear to be operational in the District with regard to the planning and implementation of budgets at the school level. However, the ability of principals to impact on budget policy decisions which are the basis for per-pupil allocation factors does not appear to be significant. It is difficult to determine what role principals play in the determination of Districtwide funding priorities, since the public budget document does not provide adequate information on funding allocations to priority programs. I-19 2. Financial Management Control over expenditures at the detail level is maintained in a systematic fashion utilizing the capabilities of the computerized financial system, and is supported by appropriate regulations and procedures. However, overall financial control does not appear to be maintained in a similar systematized fashion but must be supported using analytic reporting and controls developed manually. An integrated financial management system including both accounting and control capabilities at all levels of the organization does not exist in the District at the present time. The District does not have a computerized, integrated, personnel, payroll, position-control system to ensure that all staff on the payroll are in budgeted slots. It relies on manual verification for this purpose. Appropriate management level position control reports cannot be produced from existing computer applications. The financial system is a basic school accounting system that generates financial data to comply with State accounting requirements. The computer-based financial system does not provide adequate overall financial control reporting and extensive manual analysis is required to generate such reports. Management level financial reporting is inflexible and does not take advantage of current technology. 3. Management Information The District has made progress in the development and implementation of useful student information systems. There has been little apparent progress in implementing effective financial information systems. The implementation of new information systems in the area of financial management does not appear to be well-planned or well-directed. It is unclear whether this is related to problems in the offices having responsibilities for information systems development or offices having responsibility for financial planning and operations. I-20 4. Capital Planning and Budgeting - The recent progress resulting in funding for capital improvements and adoption of the Board's Plan for overseeing implementation are steps toward establishing a system physical plant and asset control as described in the Agenda. However, the Plan appears to exclude the Superintendent, the administrator with primary responsibility for District governance, from any direct role. The absence of the lead Architect and the separation of responsibility for projects between Building Trades and project architects raises concerns about effective management of the Board's Plan. Specific project status reporting, particularly on the $15.9 million authorized for immediate use, is critical to monitor performance. I-21 II. Financial Planning \u0026amp; Budgeting A. Introduction The financial planning and budgeting systems of a school district set the framework for the financial management and control systems, which include accounting, auditing, financial reporting, and related subsystems. This section will focus on the planning and budgeting processes and systems that establish the overall fiscal framework for the District. The following section will deal with the operational fiscal controls and financial management components of the District. This distinction between planning and budgeting on the one hand and financial management and control on the other provides a useful framework for an analysis of the Unfinished Compliance Agenda Management and Finance systems and the October, 1988 \"performance standards\" document for the following reasons: 1. The financial planning and budgeting systems provide the framework for the definition of the II-1 fiscal policies of the Board of Education. As such, these systems must reflect the reality of the primary educational and support service programs of the District. 2. The accounting, auditing, financial control, and financial reporting systems are tools used to classify, categorize, accumulate, analyze, and disseminate information about the financial transactions that occur within the framework of the budgeting and financial planning systems. They are the tools for measuring financial performance against the financial standards. 3. It is very possible to have a well-structured, operational, and clearly understood financial planning and budgeting system, and have a poorly designed, ineffective accounting and reporting system, with the result that actual performance is never measured against standards. The reverse is also true. Finally, it is possible, and in fact common, to have both systems operating fairly effectively but separately (i.e.,plan by program, prepare the budget by school and object, and account for cost by function and object). II-2 B. Agenda System Characteristics: Financial planning and budgeting systems are described primarily in Subsection B (Fiscal Controls) of the Management and Finance component of the Unfinished Compliance Agenda. There also are related elements in Subsection A (Decentralization of Decision-making). These system characteristics are general in nature and may be summarized as follows: 1. Revenue and expenditure projections\n2. Staffing budget based on enrollment projections\n3. Funding allocations based on District objectives\n4. Use of program budgeting\n5. Use of school-based budgeting\nand 6. Decentralized budget development process involving all levels of administration. As noted previously, the Unfinished Compliance Agenda calls for development of specific performance standards by which to measure attainment of the aforementioned system II-3 goals. Unfortunately, (as noted in section I) the District-authored and State-approved performance standards for this area use the same general language as the \"Agenda\" uses in describing systems. Additionally, each of the performance standards relating to budgeting and financial planning (XIII-B 1., -B 2., and -B 3.) calls for the following: \"By November, 1989, needs and requirements for new system defined, system acquired and modifications leading to implementation in place.\" Unfinished Compliance Agenda, Component XIII, Management and Finance, performance standards, dated October, 1988. This statement merely describes when the new system will be defined. There is no mention of an actual implementation schedule or timeline for an operational system to be in place, or more importantly, by what criteria the outcomes of such a system are to be measured. c. Description of Current Status A number of reports, written policy documents, regulations, procedures, and other documentation were requested of District officials for review and analysis. (The requested documents would constitute, collectively, a baseline description of an effective, operational financial planning and budgeting system for a public school system.) II-4 In addition, a group of school principals, central office administrators, and other selected administrators were interviewed in order to attempt to identify areas of significant achievement and significant problems relating to the stated goals of the Agenda. The following is a description of the current level of achievement of each of the system characteristics identified in Section IIB above: 1. Revenue \u0026amp; Expenditure Projections Documentation of three- or five-year revenue and expenditure projections, with related narrative and analysis was requested. The District provided several documents, including Comprehensive Annual Financial Reports for fiscal years (FY) 1987 and 1988, a \"Comparative General Fund Receipts and Expenditures\" document for the period 1979 through fiscal year 1990-91, and the FY89-90 Budget Manual of Instructions, that indicate three-year projections are prepared by the District and reviewed and revised periodically. However, the public budget document provides no information regarding such projections, and therefore it II-5 appears that long-range financial planning information impacting on educational programs is not readily available to the public. The \"FY88-89 Appropriations and Budgets\" document has a series of \"four-year\" summaries of revenues, expenditures and fund balances. However, these include the current year, two previous years, and the projected budget year. There is no long range financial projection and analysis in the public budget document. The budget procedures include a form for school and other unit administrators to provide a multi-year (3-year) budget analysis reflecting the future impact of the immediate budget year request. This provides a \"what if\" look at budget requests on a detailed unit by unit basis which can then be summarized systemwide. However, it appears that this analysis is performed only at the lowest detail level by school and other unit administrators and is not synthesized into a systemwide projection using a computerized projection or modeling system. Such a summary-level analysis would reflect such factors as cost increases in existing programs due to inflation and salary increases, known cost increases due to previously approved program expansion, enrollment-driven cost increases or decreases, known savings due to program discontinuance or planned school closings, one-time costs, II-6 and the like. The result of such an analysis is to derive the overall cost of the present level of operations for subsequent fiscal year(s). It can form a \"platform\" or a base with which to compare proposed changes. Revenues require similar analysis with realistic projections of funding support from local, State, and Federal sources. A study conducted for the Board of Education by the CPA firm of Laventhol \u0026amp; Horwath, entitled, \"Financial Management Information System, Assessment of the Existing System and Identification of User Requirements\" (August, 1988) identified forecasting/modeling capabilities as one of the six major functional user needs not provided by the current District financial system. In an interview, the District Treasurer stated that the revenue projections performed by his office are very straightforward with few variables. In the Treasurer's opinion, such projections do not require a computerized modeling system. While this might possibly be true of the revenue side of the financial system, the expenditure side is driven by many factors, and it would appear that a computerized forecasting system would be the most efficient method of obtaining timely and accurate information. Conclusion: Projections of the financial impact of expenditure and revenue trends beyond the current year are produced by the Cleveland Public Schools on a manual basis for a three-year planning period and are used by District personnel in the financial planning process. Such projections, however, are not part of a computerized financial modeling system that would provide a systematic approach to long-range financi~l planning. This long-range information is not routinely available to the public in the public budget documents of the District. 2. Staffing Budget Based on Enrollment Projections: The interviews indicated school principals perceive that there is now an equitable allocation of instructional staffing based on enrollments. (2.1) Most principals interviewed referred to enrollment-based allocation factors controlled through the central budget office. However, neither the budget procedures manual nor the public budget document explicitly state the staffing allocation policies, formula or standards that are used in the budget process. (2.1) However, the Science and Music/Fine Arts Divisions' central office administrators indicated their staffing is not based on enrollment (since the advent of school-based management program). II-8 It is of interest to note that in another report, \"Report Number One of The Management and Finance Advisory Committee to the Cleveland Public Schools - Informational and Other Needs of Principals, Teachers and Parents Relating to School Based Management,\" May 16, 1988,p.32, principals criticized these enrollment projections as being inaccurate and resulting in last-minute staffing changes when schools opened each year. It is unclear the extent to which staffing allocations other than school instructional staff are determined on a similar basis since conflicting documentation was received. For example, a central office security administrator responded to the survey questions that security personnel are allocated \"by location\" (which may or may not address needs) a process that was felt to be fair. (2.2) In the area of administrative staffing allocations, a few principals commented that the allocation is not enrollment based, and that there are disparities between small middle schools and larger elementary schools which are not formula-based. (2.2) Interview with District Safety and Security Division Director, December 6, 1988. II-9 Several principals also stated that schools with differing levels of need have the opportunity to request additional staffing resources and are given consideration based on available funds. The District generates a summary enrollment report on an annual basis. The \"Enrollment Projection Report\" for 1987-88 consists of one page cover sheet with 14 pages of computer-generated enrollment data summarized by ethnic category and grade level. {2.3) Five years of history and five years of projected data are presented, with percentage calculations by ethnic categories. The report provides no narrative description or analysis of the data, no description of the projection methodology, and no data on the accuracy of projection data in previous years. {2.3) The complete document is raw data for use by technicians. The cover sheet refers to a full detail report consisting of 5000 pages of data. The type of analytic management report referred to above would provide systematic supporting data for the long-range expenditure projections referred to in section 1 above. This does not appear to be done on a systematic basis as part of the budget process. II-10 In short, there is no professional analysis of the information to provide senior management, the School Board, and the general public with useful management information to support policy decision-making. Conclusions: The allocation of instructional staffing resources to schools appears to be based on an enrollment-driven set of standards, although such standards are not explicitly stated in the budget documents. Other staffing allocations appear to be driven by decision factors other than enrollment, which also are not explicitly stated. Long-range use of enrollment data for staffing analysis and projection purposes does not appear to be systematically utilized in the budget process. The goal of having the staffing budget based on enrollment data is currently being met in the area of school instructional staffing, but does not appear to be operational in other staffing areas. 3. Funding Allocations Based on District Objectives: The annual budget process calendar, budget procedures, budget message from the Superintendent and the School Board, and responses to the interview questions, all indicate a reliance upon the Districtwide goals and objectives in establishing budget priorities. II-11 These goals are explicitly stated in the public Appropriations and Budgets document. They are \"derived in part from the fourteen components of the Remedial Order ... and particularly, the Final standards for Implementation of the Remedial Orders.\" (2.4) Copies of the Districtwide goals and objectives document are distributed annually with the budget procedures manual, and both principals and central office administrators responded in the interviews that the documents were actively used in both the development of the budget requests, and in the final decision processes by which budgets were approved, (within the funding limitations in existence at the time.). The school-based management approach which the District has implemented focuses funding allocation decisions around school priorities. This supports the goal of decentralized decision-making which is a major element of the Remedial Orders. The District also has established the District-wide goals and objectives referred to above to provide a policy framework for school-level decisions. However, the public budget document does not provide a synthesis, or summarization, of the school-level budget priorities that demonstrates funding has indeed been allocated to meet the high priority goals and objectives of the District. All of the budget information is displayed by school (2.4) 1988-89 Appropriations and Budgets, Cleveland Public Schools, page iv. II-12 or department and the budget does not identify how budget requests relate to Districtwide programmatic priorities. An example of the lack of readily available financial data to support District goals and objectives is the \"Cost-Effectiveness\" study relating to reading. (2.5) Reportedly, the most difficult information to obtain in preparing the study was the cost information relating to the various reading programs. (2.6) Reading was one of the key areas addressed by the Remedial Order of the Federal District Court, and improvement of reading skills is stated as one of the District's goals in the annual budget document. However, it was indicated that there was no readily available source to obtain the systemwide reading costs, and research staff had to obtain the information from a variety of sources other than the regular budget and financial reports of the District. As a result, such a programmatic cost would, at best, be difficult to determine. Conclusions: The budget process appears to allow for the allocation of funds based on systemwide goals and priorities, but there is no evidence in the budget document itself that identifies funding allocations for specific priority goals. (2.5) \"Cost-Effectiveness, Affirmative Reading Skills Program, 1985-86\" Cleveland City School District, prepared by Research and Analysis Department. (2.6) Interview with Chief, Research and Analysis Department, March 20, 1989 II-13 The goals are generally stated in terms of programs, such as testing and tracking, reading, counseling and career guidance, and the like. The budget, on the other hand, is displayed in terms of schools, with little, if any, programmatic financial data. A result is that the programmatic goals of the District as a whole cannot be matched to funding allocations by school and function in the budget document. 4. Use of Program Budgeting: The definitions of program budgeting vary from organization to organization, but one common characteristic is a primary focus on the purpose for which funds are intended, a focus on educational and support service programs (e.g. English, Mathematics, etc.), rather than on \"object class\" line items (e.g. textbooks, salaries, fuel oil, etc.), or organizational units, or functional categories. The historical requirement for program budgeting was clearly identified by the CPA firm of Ernst \u0026amp; Whinney in its 1981 report commissioned by the Cleveland Board of Education to review the financial/business systems of the District: It has been recognized for several years that the budgeting system and procedures of the District have many deficiencies, including lack of participation by personnel at the \"cost center level\" (bottom up approach), the absence of timely and detailed reporting for both budget preparation and monitoring, and the lack of budgeting on a programmatic basis. (emphasis added) II-14 However,in the recent (August, 1988} study conducted for the Board of Education by the CPA firm of Laventhol \u0026amp; Horwath, entitled, \"Financial Management Information System, Assessment of the Existing System and Identification of User Requirements\", there is only one minor reference to program budgeting and reporting. The report includes a summary list of user requirements based on interviews and discussions with District staff. The user requirements for budgeting made reference to cost centers, organizational structures, functional categories, and funds, but not programs. The detail list of requirements, Appendix c, has 25 pages of items listed, and a budget section of 27 items. Twenty-six of these are flagged as \"R\" priority (required), and one item is flagged as \"D\" priority (desired}. The one item is item 14 (Pg. 20 of 25), \"Provide capability to budget by program and project, at users option.\" The District has as its primary focus, the school, consistent with school-based management. Within this structure, the budgeting system allows for differentiation between programs within a school, but there is no evidence .Q! a Districtwide focus on programmatic goals, objectives and resources across the spectrum of all grade levels and all curriculum areas. II-15 For example, a Districtwide goal of improvement in the reading levels of students was referred to in the interviews by several principals, but there is no comprehensive overview in the budget documents and process of the systemwide reading program and all of the resources allocated to it. In the FY88-89 Appropriations and Budgets document, reading improvement is referred to as a high priority District goal, yet there is no attempt to identify and measure the resources allocated by the District to reach this goal. An effective program budgeting system would provide this overview, and would provide supporting data to reflect the school-by-school impact and resources for this program. The School Board policy on Budget Goals (3110.la) refers to \"Program Functions\" as the \"action a person takes or the purpose for which a thing exists or is used.\" It breaks the activities of the District into seven broad \"functions\": -Instruction -Supporting Services -Operation of Non-Instructional Services -Extracurricular Activities -Facilities Acquisition \u0026amp; Construction Service -Debt Service -Other Uses of Funds II-16 In the appendices to the FY88-89 Appropriations and Budgets document issued by the Cleveland Public Schools, September 27, 1988,, there is a table (C-5) of Uniform School Accounting System (USAS) function categories that have many similarities to program categories. (2. 7) For example, \"functions\" such as psychological services, guidance, home economics, business and office education, etc. could easily be defined as program categories in a program budgeting system. However, primary academic programs such as reading, mathematics, science, etc. do not appear on the function list, but are lumped together under \"regular education\". In notable contrast, there are function classifications for \"boys' tennis\", \"girls' gymnastics\", \"student government\", and 83 other extracurricular programs offered by the school system. School Districts provide educational services to students in the form of academic programs, such as reading, , mathematics, science, social science, music, physical education, and the like. Parents, teachers, and students view progress and achievement in the same terms. The (2.7)USAS function categories are established by the State of Ohio Department of Education, not by local districts . II-17 financial and human resources to accomplish all of this in the Cleveland Public Schools are budgeted, allocated, accumulated, analyzed, reported and controlled in terms of funds, schools, components, functions, and objects, but not the primary programs which embody the reasons for the existence of the Cleveland Public Schools. Thus, neither the public education constituencies nor the administrators themselves can readily discern the priorities of the District as reflected in the allocation of resources. Conclusion: A system of program budgeting has not been planned or implemented. It appears not to be a priority objective of the Cleveland Public Schools. 5. Use of School-Based Budgeting: The primary focus of the budgeting system of the District is individual schools. The public budget document, the budget procedures manual, the budget calendar, and supporting budget policy and regulations all emphasize school principals and staff and parents participating in the development of the budget. The interview responses of principals reinforce the perception of this focus. The School-Based Management section (3111.1) of the II-18 School Board policy on Business and Finance clearly provides the principal with the authority and the responsibility for planning and monitoring the school budget. It restricts central administrators from constraining the planning process in any way, other than providing relevant legal requirements. The Superintendent has established several oversight committees which involve principals in discussions and planning efforts in major functional areas of the organization, such as Administration and Organization, Curriculum, Information and Finance, etc. These committees appear to deal with broad policy and regulation issues, and not with the actual budget decision-making that ultimately determines how resources will be allocated to each functional area. In characterizing the level of participation of schools in the budgeting process, the phrase \"we work with what they give us\" appears closest to the mark. The significant financial decisions are made at the central office level, and schools are allocated a portion of available funds based on enrollments. School principals do not appear to participate in a systematic way in establishing budget priorities other than for the discretionary funds allocated to their own schools. II-19 In some ways, aspects of school-ba\u0026amp;ed budgeting as practiced in Cleveland may have drawbacks. For example, utility costs are budgeted at the school level and principals are responsible for managing such costs, according to interview responses. The more time spent on operational and support service functions, the less time there is for development of effective educational programs in the school. Conclusions: Some goals of school-based budgeting appear to be operational in the District with regard to the planning and implementation of budgets at the school level. Howevert the ability of principals to impact on budget policy decisions which are the basis for per-pupil allocation factors does not appear to be significant. It is difficult to determine what role principals play in the determination of Districtwide funding priorities, since the public budget document does not provide adequate information on funding allocations to priority programs. 6. Decentralized Budget Development There are significant areas of overlap between the goal of decentralized budget development and the goal of school-based budgeting. The budget process, as identified in II-20 both the Budget Manual of Instructions and the Administrative Regulations on budget, emphasizes a decentralized approach, including school staff, parents, students, community members, and others in various stages of the process. Interviews with principals clearly indicate the existence of a decentralized budget planning and decision-making process. Funds allocated to schools on a per-pupil or enrollment basis are budgeted under the direction of the principal with planning support from the groups mentioned above. There is a Budget Review Advisory Committee which advises the Superintendent on the development of the annual budget. (2.8) This group consists of employee group representatives, school board members, parents, students, and administrative staff members. According to the annual budget calendar, this group meets to advise on budget policy recommendations. There does not appear to be significant representation from school principals or classroom teachers on this committee. The budget calendar also describes a process that includes participation by parents in budget training (2.8) Cleveland Board of Education Policy, 3110.lb, \"Budget Review Advisory Committee\", adopted 7/25/85, revised 6/30/88. II-21 workshops, and active participation by School Community Councils in the development of school budgets. Conclusions: A structure for a decentralized budget development process appears to have been put in place at the school level. However, Districtwide budget decision-making appears to be essentially a central-office responsibility. The District does not appear to have an organizational process to allow substantive participation of school-level staff in major budget decisions. D. System Implementation Planning Efforts: The preceding analysis of the progress the District has made toward accomplishing the goals it has established for itself under the Unfinished Compliance Agenda Management and Finance component relating to financial planning and budgeting indicates the District has partially met its goals in most areas, with the exception of program budgeting. Planning efforts undertaken by the District toward full accomplishment of these goals are identified as follows: 1. Revenue and Expenditure Projections The assessment by the CPA firm of Laventhol and Horwath II-22 states that forecasting and modeling capability was one of six major unmet user needs identified. In its recommendations, the report stipulates implementation of this capability in a new financial management information system as a priority. The District has established a performance standard relating to financial management and budgeting which stipulates a target date of November, 1989 for a new system to be in place with appropriate modifications. Reportedly, the November 1989 date was intended to be a target date for a system to be defined and selected\nactual implementation of that system is not likely to occur until July, 1991.(2.9) The above mentioned assessment by Laventhol \u0026amp; Horwath in August of 1988 indicated a July, 1990 date as feasible. Originally, a December 1988 date had been planned by the District in the Five-Year Computer Plan. (2.10) The District's current plans and timelines for implementation of a new financial system, including budgeting and financial (2.9) Interview with Chief, Management, Budget and Systems Department, March 20, 1989. (2.10) Cleveland Board of Education \"Five-Year Computer and Data Processing Plan\", dated October 8, 1986. (the \"Five-Year Computer Plan\") II-23 planning, are somewhat unclear. The District Chief of Management, Budget, and Systems described the District's \"two-pronged\" approach to resolving problems with the current financial system. The first prong is a project to convert the existing financial system, which operates on the old IBM System 3031, to the new IBM System 3090 which was installed in June of 1987. The stated reason for this move is major hardware breakdowns on the old system which cause significant delays in processing financial information and generating reports. In order to accomplish this, the District planned to issue a RFP (Request for Proposals) for a consultant to study the costs and requirements for migrating to the new hardware system and to develop a set of specifications for the planned move. This set of specifications will then be sent out to prospective vendors in the form of a second RFP, and a contractor will then be selected to perform the actual conversion. The Chief of Management, Budget and Systems stated he was hopeful that the conversion could be accomplished within a one-year period of startup. The second prong is a project to implement a new financial system on the IBM System 3090 hardware, to meet the requirements for a fully integrated financial management II-24 and control system as identified in the numerous studies and reports performed by the District in recent years. (2.11) The District plans to issue a RFP to obtain a consultant who will assist the District in developing a set of specifications for a new financial system and prepare a RFP for public bid. This second RFP would seek a contractor to provide all the necessary services and support to install a \"turnkey\" financial system. The Chief of Management, Budget and systems, as indicated previously, was hopeful that this system would be operational by July of 1991. The current plan of the District, then, is to issue a series of four RFP's with which to obtain expert outside assistance to 1) convert the existing inadequate financial application software from a malfunctioning hardware system to a functioning hardware system, and 2) install a new financial system to replace the current one which does not meet the needs of the District. (2.12) (2.11) Examples of recent studies include: the previously mentioned Laventhol and Horwath Report in August, 1988\nthe \"Application Transfer Study\" conducted by IBM in conjunction with District administrators and other staff in the Business Department, August 26, 1988\n\"Report Number One\" and \"Report Number Two\" of the Management and Finance Advisory Committee to the Cleveland Public Schools, issued on May 16, 1988 and September 15, 1988, respectively. (2.12) Interview with Chief, Management, Budget and Systems, March 20, 1989. II-25 One question immediately surfaces from this scenario: Why does the District not consider placing an organizational priority on the installation of a new financial system, and set a timeline of July, 1990 for implementation, thereby eliminating the need and the costs of conversion of the old system? The District could call upon corporate resources to assist in identifying existing \"state-of-the-art\" financial packages that would substantially meet the District's needs. In any event, the November, 1989, date specified by the District in its performance standards can only be characterized as one benchmark date in the overall project. 2. Staffing Based on Enrollment As stated earlier, basic teacher staffing allocation factors appear to have been established and appear to be operational. Other staffing factors do not appear to be established or in the process of development. The District should consider publishing a staffing document which outlines the staffing formulas as public information, and provides data on a comparative school-by-school basis that demonstrates the equitable distribution of such staffing. There is no evidence that the District has a long-range staffing plan for all positions which is enrollment based. Such a staffing plan would be a necessary ingredient in II-26 long-range financial planning and budgeting, since a significant portion of any school budget is staffing-related. (The FY 1988-89 Cleveland Appropriations and Budget document shows salaries and fringe benefits comprise 81.7 % of the total general fund operating budget.) 3. Funding Allocations Based on District Objectives The District has focused its annual goals and objectives around the 14 components of the Remedial Order and the Final Standards for Implementation of the Remedial orders, as stated in the annual budget document. There is evidence that District staff, both at the school and central level, rely heavily on the Unfinished Compliance Agenda as a guiding document in program and budget planning. However, the ability of the District to demonstrate that it is, in fact, allocating financial resources to its high priority goals is severely limited by the lack of program budgeting capability. The essential linkage between program budgeting and resource allocation based on District goals and objectives does not appear to have been addressed in a systematic II-27 fashion by the District. Planning efforts to establish such a linkage are not evident in the various studies and needs assessments relating to the financial system of the District. 4. Use of Program Budgeting As stated previously, there is no apparent evidence that a comprehensive program budgeting system is planned or is a priority of the District. It appears that the concept of program budgeting has been considered of secondary importance to school-based budgeting in the District's planning. It should be noted that the two concepts are not inconsistent. Budgeting systems can and should (and do) incorporate both school and program data in ways that maximize the benefit of looking at financial data from both perspectives. Incorporating program account categories within the existing functional account categories should not require a major effort, particularly since many of the existing functional categories do, in fact, reflect extra-curricular and support programs in the District. II-28 5. Use of School-Based Budgeting The District has focused efforts in planning and implementing a school-based budgeting system. It appears to have been substantially successful in that effort. The involvement of school principals and other school staff in District-level budget decision-making is an area that remains to be accomplished. 6. Decentralized Budget Development As in school-based budgeting, the District appears to have substantially met its planning goals in this area. The same exception applies, in that the final budget decision processes do not appear to include representation from school staff. II-29 III. Financial Management and Control A. Introduction Financial management and control systems must provide the tools to enable all levels of management with budgetary and financial responsibility to obtain the necessary financial infornation to perform their duties. In addition to standard accounting systems to codify, process, and accumulate data, the financial information system must provide layered levels of information from the school level up to the School Board level in a manageable, accessible, and appropriately summarized form. This latter requirement is very critical to ensure that the infornation system does not get buried in detail. Different levels of the organization need different levels of financial information. Strategically-designed exception reporting and summary-level analytic reporting are keys to an effective financial information system. Another key element of the effective financial system is the timeliness of infornation. Stale financial data is unusable and unused financial data. A school-based budgeting system that cannot produce timely financial reports to school principals III-1 inhibits rather than facilitates the allocation of resources to schools. B. Agenda System Characteristics Component XIII-B of the Unfinished Compliance Agenda describes a financial system with the following characteristics: 1. Limits spending to available funds. 2. Limits staffing to available funds. 3. Provides useful financial information to decision-makers on a timely basis. It is important to reinforce the generic purpose for all of the system requirements specified in Component XIII of the Agenda document--namely that they, along with the other components, represent ... The remaining systems which the Cleveland Board of Education must implement to be in full compliance with the letter and spirit of all provisions of the Remedial Orders of the Federal District Court. [Unfinished Compliance Agenda, 1/12/87, page 2) In its simplest form, this means that such systems facilitate the equitable allocation and timely delivery of educational services and resources to the student-clients of a III-2 desegregated District. It is therefore important to design and develop financial control systems that are not so time-consuming and bureaucratic that teachers cannot be hired for classrooms and books and paper cannot be delivered to schools when they are needed. c. Analysis of Current Status The District appears to have achieved a significant level of success in developing overall expenditure control, as evidenced by a number of indicators. The Comprehensive Annual Financial Report as of June 30, 1988 and the accompanying Auditor's statement indicate financial control is maintained appropriately, as does the upgrading of the District's bond rating by both Moody's and Standard \u0026amp; Poor in the Fall of 1988. Moody's comments include the following statement \"Significant administrative changes, particularly in relation to expenditure control, appear to have succeeded in providing a more stable operating environment.\" (3.1) The requested documentation provided by the District for this study in the area of financial management and control included a significant volume of School Board policies and administrative regulations which cover the personnel procurement and purchasing functions. It appears that District policy and III-3 regulation development efforts have absorbed a major portion of staff resources allocated to implementation of the Management and Finance section of the Remedial Order. The documentation and interviews indicate that detail transaction-level financial controls exist and are operational, but that some systems are computerized and others are manual. Therefore, the development of summary-level exception reporting must be done through the preparation of off-line analytic reports by staff members in various financial departments. This is consistent with the assessment by Laventhol and Horwath which states \"Based on our review of the system and user interviews, we believe the current system is, at best, an accounting and recording vehicle for supporting the basic needs of the Board. It is not designed to accommodate the emerging needs for an integrated financial management system.\" (3.2) The following is a description and analysis of each of the characteristics identified in Section III.B above. (3.1) Moody's Municipal Credit Report, December 12, 1988, page 2, included in December 15, 1988 transmittal of \"Summary Treasurer's Report as of November 30, 1988 11 from Paul Yacobian, Treasurer to Board of Education. (3.2)\"Cleveland Board of Education Financial Management Information system, Assessment of the Existing System and Identification of User Requirements\", Laventhol \u0026amp; Horwath, Certified Public Accountants, August, 1988, page I-2. III-4 1. Limit Spending to Available Funds The computerized appropriation control system provides for control at the budget level of school or department. Appropriation (budget) financial status reports are produced on a regular basis and distributed to schools. In addition, supporting detail transaction reports on expenditures and encumbrances are distributed. Almost without exception, school principals responding in interviews indicated such reports were useful and fairly accurate. However, all principals and central office administrators, in response to the question, \"Do you know right now how much you have left in each of your accounts?\" and \"How do you know?\", responded that they knew based on manual or off-line microcomputer-based records maintained in their own offices by themselves or clerical staff. In other words, prudent school administrators in Cleveland maintain a separate record, keeping track of requisitions like a checkbook, and balance these against financial reports like a bank statement. This is a common problem for large school systems that is difficult to resolve. The accounting system, like any document flow system, has a number of \"float factors\" that require separate record-keeping III-5 and reconciliation and impact on accurate reporting. The primary one of these is created by the purchasing cycle, where the time period from requisition to purchase order can be significant, and there is no system for pre-obligating estimated requisition amounts. Administrators must therefore keep track of requisitions they send to purchasing until such time as they receive confirmation through the financial system that an order has been issued and funds have been set aside through a purchase order. Signature authority over purchasing is required by regulation (3132) at the school level and at the central office level by the Chief of the Business Department. In addition, all requisitions between $3500 and $6000 must be approved by a senior administrator, either the Superintendent, Deputy Superintendent, or Treasurer. Requisitions in excess of $6000 require approval by a Business Affairs Committee, the Director of the Minority Business Enterprise Program, the Director of Affirmative Action, and the School Board. All purchase orders must have funding certified by the Treasurer prior to issuance of orders to vendors. Also, the Office of the Financial Administrator screens all requisitions for errors and maintains III-6 quality control item counts on processed requisitions. (3.3) It appears that detail transactions are generally well-controlled from an appropriation standpoint. However, the lack of a cost projection/forecasting capability in the existing system means that summary level control must be maintained by extracting data from the financial reporting system and maintaining manual or microcomputer-based controls as part of a non-integrated financial system. The existence of a short-term expenditure and revenue projection report, which effectively produces cash-flow forecasts on a systematic monthly basis (or more frequently if necessary), would demonstrate financial control overview. For example, the annual budget for utilities might not be overexpended in January, but the rate of expenditure might be such that the budget will be used up by March. The basic budget accounting system will not identify this probability, since a monthly projection of future expenditures at variable rates is required, but is not available in the system. The same could be said for other major expenditure categories such as transportation, employee benefits, overtime, and the like. (3.3) The \"Weekly Report\" from the Financial Administrator to the Superintendent of Schools includes a detailed analysis by cluster of requisitions reviewed during the preceding week, with follow-up responses on discrepancies. (3/10/89, 122th Weekly Report} III-7 Conclusions - Control over expenditures at the detail level is maintained in a systematic fashion utilizing the capabilities of the computerized financial system, and is supported by appropriate regulations and procedures. However, overall financial cont=ol does not appear to be maintained in a similar systematized fashion but must be supported using analytic reporting and controls developed manually. An integrated financial management system including both accounting and control capabilities at all levels of the organization does not exist in the Cleveland District at the present time. 2. Limit Staffing to Available Funds Although staffing cost control is part of the overall financial control system described in the analysis above, there are unique requirements for a system of personnel controls that justify separate discussion. From the standpoint of pure fiscal control, establishment and maintenance of a system of current controls over the filling of positions is the single most important requirement to ensure solvency. To demonstrate the critical requirement for such control, salaries and related fringe benefits comprise 81.7% of the Fiscal Year 1988-89 general fund operating budget. This percentage has increased from 76.7% in Fiscal Year 1984-85. The budget document provides data on budgeted positions for III-8 schools and for departments, but does not provide a systemwide summary of positions, with comparative data from prior years. The District does net appear to have a computerized position control system that contains information relative to all authorized, budgeted and currently funded positions in the District. Such a system would be used to control the filling of positions, support the operations of the personnel department of the District, provide senior management with summary level status reports on the status of the position budget, and generally eliminate significant manual record keeping which takes place at the present time. The District provided various personnel and staffing reports (see Attachment A) which listed current personnel on the payroll or listed personnel transactions, such as the \"Periodic Status Report - Personnel Report\". (3.4) There also is a computer report entitled \"Summary of Employees - Position by Fund\" which was provided by the District (Program run BJ403C, dated 12/23/88). However, all of these reports list only the actual staff in various job code categories and have no information regarding the position budget. For example, one might make a determination as to what level of vacancies the (3.4) \"Periodic Status Report - Personnel Report for November, 1988\", Cleveland Public Schools, January 2, 1989. III-9 District is carrying over a period of time. Vacancy rates are one of the key factors in making financial projections over the short term. The process for filling a vacancy as described in administrative regulations on \"Recruitment and Selection\" (No. 4112.1), refers to notices of vacancies for certificated employee positions. The \"Recruitment and Selection\" regulation (No. 4212.1} for classified employees refers to employee request forms. In neither regulation provided by the District is there a description of the budget authorization process that certifies the existence and current funding of a vacant budgeted position, nor does the regulation require a signature authorization at the senior administrative level. In practice, the Financial Administrator stated that he signs off on all Employee Request Forms (\"ERF's\"), after sign-off by the department head, personnel, and budget staff. (3.5) Detailed funding information is required on the form prior to sign-off. According to the Chief, Management, Budget, and Systems, the funding information verified in the Budget Office is a combination of budget, payroll, and position data which is verified manually. (3. 6) (3.5) Interview with Financial Administrator, March 20, 1989. (3.6) Interview with Chief, Management, Budget and Systems, March 20 1989 III-10 This is in sharp contrast to the purchasing regulations where senior administrative sign-off (Superintendent, Deputy Superintendent, or Treasurer) is required on requisitions between $3500 and $6000. (3.7) In other words, a decision to proceed with a $3500-$6000 expenditure requires a higher level of sign-off than does a decision to proceed with a possible $30,000-$40,000 hiring process. The regulations on purchasing require an absolute funding verification by the chief fiscal officer of the organization (the Treasurer) prior to issuance of a purchase order. If the regulations on the filling of personnel vacancies require a similar level of authorization, this is not made clear in the documents provided by the District. Actual appointment of individuals to positions must be approved by the School Board. The budget process does not appear to provide a vehicle for analysis of staffing alternatives and options. The staffing data presented in the budget document is stated in terms of numbers of positions in each school. There is no data presented in the public budget document which provides comparative teacher load factors, or similar data that would be useful in developing (3.7) Cleveland Public Schools, Administrative Regulation 3132, \"Purchasing\", adopted November 20, 1984 III-11 staffing reduction or reallocation alternatives as a standard process. (3.8) Correspondingly, there is no information presented in the budget in a clear, readable, form that demonstrates the equitable allocation of staffing resources across the District. At the time of this study, the District was planning the implementation of a new ISI Payroll/Personnel system, originally scheduled for live operation by January 1, 1989. The timeline has since been changed to a July, 1989 implementation date. According to staff in the Management Information and Evaluation systems office, much of the Personnel subsystem software has been installed and is operational on the new IBM 3090 hardware, and the Payroll subsystem is on target for July 1, 1989 implementation. The interface between this system and budget position control awaits the specification, selection, and implementation of the budgeting and financial system, a step which appears to be at least two years away according to District officials. (see Section II, pages II-21-23) ------------------ (3.8) The Chief, Management, Budget, and Systems, stated in a 3/20/89 interview that the Personnel Division has staffing information, and that there is no analysis of class size in the budget process. He indicated that there was \"no way we could know class size detail without a personnel system\". III-12 3. Conclusions - The Cleveland School District has a variety of policy, regulatory, and procedural requirements that are designed to ensure that competent and qualified personnel are hired for positions. It does not have a computerized, integrated, personnel/payroll/position-control system to ensure that all staff on the payroll are in budgeted slots and relies instead on manual verification for this purpose. Appropriate management level position control reports cannot be produced from existing computer applications. Provide Useful Financial Information to Decision-Makers on a Timely Basis It is apparent from on-site interviews, District-supplied documentation, and other assessments of the financial system, that the existing computerized financial system is a basic accounting system that provides the required accounting reports to comply with State regulations, but does not provide management at various levels with timely financial information in a form that is directly useful for planning, budgeting and managing the District. A common thread throughout the organization is the need to manually manipulate information obtained from various sources, including the financial system. Management reporting flexibility is not one of the strong points of the existing system. III-13 The assessment report by Laventhol and Horwath (3.9) is a useful document to refer to since it is recent, was commissioned by the District, documents many of the system deficiencies relating to use of information, and was based on extensive interviews with District staff, both at the school building and central office level. The following summarizes the major weaknesses of the current system as identified in that report (Executive Summary, pages I-3,-4): The current system is highly batch oriented, with centralized data entry and paper flow systems that delay transaction postings. There also is a significant month-end closeout process which delays processing of the next month transactions. Both of these factors impede timely distribution of financial data. The system does not have on-line access to data for users at the school level, resulting in principals \"waiting for the piintouts\" or calling financial staff or school-based management office staff for information. (3.9) \"Cleveland Board of Education Financial Management Information system, Assessment of the Existing System and Identification of User Requirements\", Laventhol \u0026amp; Horwath, Certified Public Accountants, August, 1988 III-14 - Micro-budgeting is required at a highly detailed level to meet information requirements of the central office, when budgeting at a higher summary level would satisfy school user needs. (example - detail budgeting of employee benefits for each staff position, rather than budgeting a benefits \"pool\" and letting central office accountants distribute for general ledger accounting purposes). - Administrators have difficulty identifying personnel costs charged to school and department budgets due to lack of payroll/personnel interface. - There is difficulty in reconciliation of computer-generated reports to manual or other computer reports maintained at school level, resulting in \"checkbook balancing\" process that wastes time. In addition to these operating level information problems, there is the problem of the lack of useful summary level data to support systemwide decision-making and financial analysis. There appears to be no capability to download data from the financial system to microcomputer databases to take advantage of the many spreadsheet, modeling, and graphic analysis software packages III-15 D. readily available in the marketplace. Graphic displays of financial performance data is a tool used commonly in business to provide a much clearer picture of reality than merely charts of numbers. Conclusions: The financial system is a basic school accounting system that generates financial data to comply with State accounting requirements. The computer-based financial syste does not provide adequate overall financial control reporting and extensive manual analysis is required to generate such reports. Management level financial reporting is inflexible and does not take advantage of current technology. System Implementation Planning Efforts The need for planning efforts toward implementation of an effective financial management information system has been known since 1978, when the Remedial Order was issued and fiscal management was identified as one of the major problem areas of the District. In 1985, the District requested proposals from vendors for supplying both hardware and application software to the District. An extensive analysis of the proposals, including detailed criteria relating to the financial system requirements, was performed with the assistance of the Center for Corporate III-16 Involvement in the Cleveland Public Schools. (3.10) The solicitation of these proposals was based in part on an \"EDP Strategic Plan\" developed for the District in 1984 by the public accounting firm of Coopers \u0026amp; Lybrand. (3.11) That plan, submitted to the then Superintendent, laid out a specific timetable for implementation of a number of improvements in the EDP (Electronic Data Processing) area, including implementation of new financial system software, and the prioritization of the Payroll/Personnel system for implementation by December of 1984. Reportedly, no significant action was taken by the District on either the Coopers \u0026amp; Lybrand study or the results of the hardware and software proposal review.(3.12) In October of 1987, the \"Five-Year Computer Center and Data Processing Plan\" report was transmitted from the Superintendent to the Board of Education. The report describes a plan to upgrade computer {3.10) Letter from Superintendent of Schools Ronald Boyd to Jerry Jarrett, Chairman of Center for Corporate Involvement in the Cleveland Public Schools, dated March 3, 1986, transmitting package of materials relating to task force review of computer hardware and software proposals. (3.11) \"EDP Strategic Plan for the Cleveland Public Schools\", Coopers \u0026amp; Lybrand, May, 1984. (3.12) Interview with Financial Administrator, March 20, 1989 (who stated he was directly involved with District EDP planning and proposal review process in 1984.) III-17 and software to enable upgrading of the financial management and information systems. The report describes plans for procurement of hardware, system software, computer staffing, and a variety of technical support services, but contains only a broad and generally vague description of actual applications to be implemented, with virtually no implementation plan other than a timeline showing all proposed applications in the financial management area being completed by December 1988. The District did proceed to implement the hardware procurement and implementation recommendations of that report, but did not proceed with the selection of financial system software. Based on the District's own plans to issue a series of Requests For Proposals (RFP's) for eventual implementation of a new financial system, it appears that the earliest a new financial system will be operational is July 1991. (see discussion in Section II on Financial Planning and Budgeting, pages II-22-24). The highest priority financial application, a \"stand-alone\" integrated payroll/personnel package, was scheduled for implementation in January 1989. The latest project timeline is July 1989. This system is being implemented independent of the remaining requirements for a comprehensive financial system. Once the overall financial system is in place, the District will III-18 need to integrate the Payroll/Personnel package with the financial system. During the period that Cleveland has been struggling with the problem of an inadequate financial management system, a number of school districts, municipalities, and other government agencies across the country have been planning and implementing new financial management information systems, and a wide variety of integrated packages have been developed and marketed with cooperative efforts between software firms and major computer hardware vendor support. A Request for Proposals (RFP) for hardware, software, technical support, and proven operational application software has become a common method of implementing required systems, with the vendor having total responsibility for installation and turning over operational systems to the customer (\"turnkey\" systems). Cleveland did not take this approach in the past. The District decided to purchase a hardware system, and deal with the development of financial information system_s afterward (with the exception of the payroll/personnel package). This does not appear to have resulted in any substantial progress in meeting the objectives and timelines set by the District in its own planning documents. III-19 Information was requested from the District on the status of the Laventhol \u0026amp; Horwath recommendations relating to implementation of a new financial management information system. The recommendations support requesting proposals for system and application development from outside vendors and not developing a new system in-house or modifying the existing system. The District has apparently decided to initiate the RFP process for hardware and software which is described in Section II-D, but had not issued any proposal request documents as of the end of March, 1989. A typical planning process for implementation of a new financial information system assigns a proj~ct team with leadership to define, recommend, and direct the implementation effort. A project Gannt Chart or similar timeline planning tool, and regular progress reporting to top management are necessary components. The District did not provide requested documentation to demonstrate that such a systematic planning process is in place. III-20 IV. Management Infornation Systems A. Introduction The Unfinished Compliance Agenda calls for a \"System of timely, accurate, and practical management information containing data which is used by the District to improve planning and decision-making.\" (4.1) When individuals both inside and outside the organization refer to management information, they very often are referring to budget and financial information. However, the scope of management information systems is much broader and should address all elements of the organization in defining information needs. (4.1) Unfinished Compliance Agenda, January 9, 1987, Management and Finance Component XIII-E, page XIII-5. IV-1 One of the hazards of attempting to define the information needs of an organization is the inclination to overemphasize the requirement for a comprehensive system and attempt to identify all of the needs of all segments of the organization before proceeding to build the system. This generally results in nothing being accomplished. It is imperative to focus on the high priority information needs which support the primary purposes of the organization, and to design a system of gathering, validating, storing, summarizing, analyzing, and providing access to data to those who need it. In many organizations, there is a wealth of information being gathered and used by various elements of the organization which is not being shared with other elements of the organization. A key to success is to identify those existing sources, build them into computer-based systems, and make use of networking and database technology to disseminate the information to those users throughout the organization who need it. IV-2 B. Agenda System Characteristics The entire Unfinished Compliance Agenda is concerned with information in its various forms and the effective use of information to improve the delivery of services to students. The specific systems outlined in Section XIII-E of the Agenda describe the process, characteristics, and support systems needed to provide an effective information system, rather than the substance of the information system itself. The Performance Standards document simply reiterates these system descriptions and provides no additional information or definition of actual information needs, or major categories of needs. For example, financial information is obviously a major category of information, and personnel information is another major category. There are a wide range of information needs in the area of student performance, including test scores, retention rates, dropout rates, employment followup statistics, etc. that might form another major grouping. In the absence of substantive standards, the performance standards set out process steps: 1. Conduct a needs assessment with administrative, staff, parent, and community participation. IV-3 2. Define needs and requirements for new system. 3. Acquire and modify system leading to implementation by November, 1989. The District and State have taken the approach of stating a performance standard in terms of a vague set of activities leading to a generally undefined system. (As previously noted, the performance standards for Management and Finance were drafted by the District and approved by the State.) There is nothing in the performance standard for management information systems that can be measured to demonstrate accomplishment of the District's self-defined goal of a system of timely, accurate and practical management information containing data which is used to improve planning and decision-making. Conducting a needs assessment and defining the needs and requirements for a new system merely outlines a set of tasks to be conducted. The Court Order of August 14, 1987, approving the Agenda, has language that bears repeating: Compliance with the Remedial Orders will not be measured simply by completion of tasks outlined in the document, 'but by fulfillment of the underlying duties embodied in the Remedial Orders and the Final Standards for implementation of the Remedial Orders ...  (Order of August 14, 1987, quoting Order of September 26, 1983) IV-4 c. Description of Current Status The District provided several documents relating to information systems, primarily in the area of planning documents and implementation timelines to the extent they existed. The primary source document received was the \"Five Year Computer Center and Data Processing Plan\" report submitted by the Superintendent to the Board of Education on October 8, 1986. An earlier document which also provides useful information is the Coopers \u0026amp; Lybrand report of May 3, 1984, entitled \"EDP Strategic Plan for the Cleveland Public Schools\". The Coopers \u0026amp; Lybrand study was a comprehensive planning document developed for the District in cooperation with the Center for Corporate Involvement in the Cleveland Public Schools. It provided a historical perspective on problems leading to the study, a detailed needs assessment, specific recommendations, and a strategic plan for implementation. In 1985 and 1986, the District proceeded to develop a set of hardware, system software, and application selection criteria and requested and received proposals from vendors for computer hardware and software. A task force was initiated to evaluate the proposals, with the assistance of the Corporate Center. It appears that no implementation actions resulted from this process. IV-5 The Five-Year Computer Plan submitted in October of 1986 requested approval of a funding plan over five years of approximately $28.8 million, which was $12.0 million in excess of the then current spending levels. The plan proposed the purchase of a new IBM 3090 mainframe computer system with installation support from the vendor, increasing computer staff from 67 to 87 to support conversion and ongoing development (with gradual reduction over seven years to 57), purchase of one major piece of application software, a payroll/personnel system, and a commitment for future funding for staffing, hardware, software, consultants and training needed to carry out the plan. Interviews with District staff in the Management Information and Evaluation systems Department (\"MIES\") indicate that the District has made significant progress in developing and implementing applications relating to student information systems. (4.2) A \"CBOE Information system\" summary chart was provided which outlines the status of major applications (Appendix C) . (4.2) The term \"application\" is used to refer to a logical grouping of information in the form of documents, reports and processing activities that are closely interrelated in a computerized information system. For example, a student attendance application might collect various elements of (Continued on the following page) IV-6 Nineteen application systems are listed, which may be broken down as follows: ------Number of Applications------------ Student Info Financial Other Status of Development Applications Applications Applications Application Implemented: 8 o O Applic.in Development: 5 1 0 System Under study: _l _1. _1. Total Systems: 14 3 2 A number of the student information applications using Sierra software packages are operational on a Digital Vax8550 computer system, with online access from schools (except for elementary schools, which are scheduled for September, 1989) using Digital Equipment Corporation Microvax microcomputer systems. The only student information application on the new IBM 3090 is a Citywide Test Scoring and Reporting appli~ation. (4.2) con't: information on student attendance, absences, tardiness, , etc., and generate reports to principals, counselors, teachers, parents, and others. A student report card application might collect data for report cards, including grades, comments, and the like\ncalculate class ranks, grade-point averages, or other averages\nand produce reports cards, honor roll lists, transcripts, exception reports, and the like. Both of these applications would be considered to be components of a student information system which might include a wide range of other data, including student demographic data, standardized test scores, etc. IV-7 The question of why the District had been relatively successful implementing student information aplications and has shown little progress in implementing financial applications was asked of District staff during March 20, 1989 interviews. The response was that the student information applications were a high priority and were an \"easy first target\" while the financial applications are more complex (and thus take more time). (4.3) Interviews with principals disclosed a fairly high level of satisfaction with the basic student information systems, including attendance, grade reporting, scheduling, and the like. The major objection was the lack of on-line access to the information (elementary schools), and the need for an operational student transcript system. The transcript system is now substantially completed, and on-line access, which is operational for secondary schools, is scheduled for implementation for elementary schools in September, 1989. The initial financial application to be implemented is the ISI Payroll/Personnel package. Implementation was originally scheduled for December 1987 according to the Five-Year Plan (4.3) Interview with Chief, Management, Budget, and Systems, March 20, 1989 IV-8 timeline. The schedule was revised to January 1989, and has been revised again to July 1989. It now appears to be on target, as indicated in Section III. The remaining financial system applications still reside on the old IBM3031 system. These were all scheduled for implementation by December, 1988 according to the Five-Year Plan. ~s stated in Section III, above, it is now estimated that July of 1991 is a probable implementation date. One of the characteristics of information systems specified in the Agenda is, \"Timely provision of useable management information to planners and decision-makers, with analyses where appropriate ... \" (emphasis added). A previously-noted example of the lack of, and need for such analysis can be found in the \"Periodic Status Report - Enrollment Projections\". This report serves a major Districtwide planning information need, since every program and service in the District is enrollment-driven. As previously described, this report consists of a brief descriptive cover page, 14 pages of summary enrollment data, and a reference, to those who are interested, that there is a 5000 page detail report in the OSMCR office. This report contains no adequate, analytic narrative on enrollment trends, significant changes, impact of changes, or the like. This report is long on data but short on analysis. Its utility to decision makers is limited thereby. IV-9 Another report which provides a great deal of data, but also includes a fair amount of useful description and comparative data, is the \"Building Profile\" document. (4.4) This document provides a range of individual school statistics and performance indicators, such as test data, staffing, attendance rates (for staff and students), failure rates, suspension and dropout data, and progress toward District goals. A notable shortcoming is the lack of any financial or budget data whatsoever. Conclusion: The District has made progress in the development and implementation of useful student information systems. On the other hand, there has been little progress demonstrated in implementing effective financial systems. The implementation of new information systems in the area of financial management does not appear to be well-planned or well-directed. It is unclear whether this is related to problems in the offices having responsibilities for information systems development or offices having responsibility for financial planning and operations. Based on positive feedback on the application development in the area of student information, one could conclude the problem is in the latter area. (4.4) 111987-88 Building Profile\", prepared by Department of Research and Analysis, Cleveland Public Schools. IV-10 D. There does not appear to be an effective approach to project management in the implementation of financial systems. System Implementation Planning Efforts The District's planning efforts for management information systems have, at best, a spotty history. The experience reflected in the 1984 Coopers \u0026amp; Lybrand \"EDP Strategic Plan\" and subsequent inaction indicates the historical lack of a coordinated planning and implementation efforts. The Five-Year Computer Plan describes a number of resources requested, but has significant shortcomings as a plan. The document provided little analysis of the problems and recommended solutions, only a general timeline with no implementation plan, no discussion of alternatives considered, and no criteria upon which the recommendation was based. The Plan basically presents a list of requested actions, including funding authorizations, by the Board of Education, with a number of pages of detailed cost data, and little, if any, overview (The Coopers \u0026amp; Lybrand study, by comparison, is a decidedly more useful planning tool.). A more recent plan that has many of the elements that are missing from the Five-Year Computer Plan is the \"Application Transfer Study~ A Management Review of Business Department Operations\", dated May, 1988 (also, the \"Application Transfer IV-11 Study\"). This study and resulting plan was a combined effort of the IBM consulting staff with assistance from District Business Department administrators and staff. It is a well-organized and useful document. It includes a detailed needs assessment based on extensive interviews and study group meetings within the Business Department, recommends solutions to the identified problems, reviews priorities for implementation of subsystems within the overall system needs, esti.Jllates costs of implementation, provides an implementation plan and schedule, and provides a clear and well-organized executive summary to assist decision-making. A Board of Overseers for MIES (Management Information and Evaluation systems) was established in May of 1988 to provide oversight on District priorities for management information systems development, equipment acquisition, and resource utilization. (4.5) During interviews with MIES and other District administrators, it was acknowledged that the Board of Overseers had become bogged down in dealing with relatively minor equipment acquisition issues and programming revision (4.5) Board of Education Policy 3251a, adopted April 14, 1983, amended September 8, 1988. IV-12 requests. More recently, the Board of Overseers has reportedly broadened its view of its role to deal with Districtwide priority issues. ( 4. 6) The District has employed consultants to perform a variety of planning and study projects, primarily in technical support areas. (4.7) The District also has a Management and Finance Advisory Committee consisting of representatives from the Greater Cleveland Roundtable and the Cleveland School Buqget Coalition, who are providing an advisory and oversight role in assessing needs, particularly in the financial management area. During the on-site interviews with District administrators, the question was raised in several discussions as to whether there was a single document that summarized the District's plans for development of computer-based information systems, both short-term and long-term. The only documents referred to were the Five-Year Computer Plan described above, and the \"CBOE Information Systems\" chart. The Plan document, as stated, has virtually no information on implementation schedules, and the few dates it contains are long since past (4.6) Group Interview with MIES administrators and Chief, Management, Budget, and Systems, March 20, 1989. (4.7) A recent example is the \"Proposal Plan for the Implementation of a District Wide Backbone communications Network\" prepared by Software Support Group of Cleveland in October, 1988. IV-13 due. The chart is just a short listing document with no overview narrative. A very detailed MIES Division project management task/resource/timeline list was provided for the Payroll/Personnel project, but the information was at the level of project leader and staff task schedules, rather than a useful summary for management. The District also provided a computerized project management document in the form of a modified \"Critical Path Method\" (CPM) -chart for the \"Financial System Acquisition and Implementation Milestones\". This document was identified (4.6) as the \"former financial system timeline\" and reflects a timeline from September 1988 (the date of acceptance by the Board of Education of the Laventhol and Horwath Study Recommendations), through February 1990 (Target date to develop training instructions). Both of these documents suggest that the District has or can aquire by outside contract the capability in the area of technical planning at the project detail level, but has had difficulty with administering the overall planning function in the area of Management and Finance. It appears that planning and implementation capabilities have not been institutionalized in this area. Conclusions: The District has the capability through outside assistance to develop well-organized and comprehensive plans for implementation of information systems, as evidenced in the IV-14 Application Transfer Study from the Business Department. However, this capability seemingly has not been brought to bear in other areas. The District's capability may very well be dependent upon individuals' talents, rather than an institutional planning capability. There appears to be an unmet need within the District for quality control standards, and adherence thereto, in the planning function, especially for management information systems. IV-15 v. Capital Planning \u0026amp; Budgeting A. Introduction The Remedial Order and other documentation, including various reports from the Special Master appointed by the Court, identified capital planning and budgeting as one of the areas of significant financial mismanagement leading to the financial crisis faced by the Cleveland School District in the 1970's. (5.1) Building and renovating schools without taking into account enrollment declines and enrollment population shifts, failing to identify and utilize existing facility resources before initiating construction programs, absence of any capital planning process, failure to maintain existing facilities, and a variety of similar problems were cited as contributing to the lack of financial control in the District. From 1978 to 1985, management of enrollment and student assignment, combined with excess school capacity and declining school enrollments, have contributed to a reduction of the number of school facilities from 178 to 128. In August of 1987, (5.1) The Capital Planning and Budgeting process is usually concerned with the long-term assets of a District and major one-time expenditures that may require long-term financing through bond issues. Funding for new schools, major building renovations, replacement of major fixed equipment in buildings such as boilers and heating systems, roof replacements, and major building repairs are typically considered in such a process. Other major one-time expenditures may also be considered, such as bus fleet replacement, computer mainframe purchases, major systemwide equipment replacement or upgrades, and the like. V-1 voters of Cleveland authorized a bond issue in the amount of $60 million for capital improvements relating to schools. B. Agenda System Characteristics The Unfinished Compliance Agenda (Section XIII-D) identifies the need for a system of physical plant and asset controls for managing, maintaining, repairing and conserving the physical assets of the District. This general goal includes elements of ongoing facilities maintenance and repair as well as major capital projects. Those agenda system characteristics which relate to capital planning and budgeting may be summarized as follows: 1. Prioritization of major-expense building repairs\n2. Programs for meeting all State Minimum Standards\n3. Asset inventory and real estate control systems\nand 4. Follow-on preventive maintenance programs. Although preventive maintenance is more commonly a component of an operating, rather than a capital, facilities maintenance budget, it is none the less important to address future major V-2 preventive maintenance requirements in any capital improvements plan, and to standardize building systems where feasible to provide for efficient follow-on maintenance. c. Description of current Status During the period 1978-1985, (Remedial Order issued in 1978) little was accomplished with respect to long-range planning for facilities. In response to Court Orders, a facilities utilization plan was developed by the District an\u0026amp; approved by the Court in 1985. The purpose of the Facilities Utilization Plan, and its annual update, is to ensure the use of District facilities in an equitable manner consistent with educational program needs. (5.2) The efforts to obtain public support for a bond . issue to improve and renovate school facilities were successful in August of 1987, and a $60 million bond issue was authorized. One of the supporting documents prepared by the District in that effort was a detailed computer-based list of major (and some minor) repair needs for all schools in the District. A Superintendent's Advisory Committee on Capital (5.2) \"Cleveland Board Of Education Unfinished Compliance Agenda\", Component I-B, 1/12/87 V-3 Improvements was formed in August of 1987 to develop a plan for capital improvements (\"Superintendent's Plan\"). This plan was submitted to the Board of Education in February of 1988 for approval. One of the components of the Superintendent's Plan was to conduct a Districtwide survey of facilities conditions prior to determination of priorities and beginning work. The plan also called for an Architect and a Contruction Manager to be hired, independent of each other, to provide appropriate control over projects. Between February and April of 1988, a series of communications regarding capital improvements took place between the Board of Education and the Building Trades Division of the Business Department. These communications bypassed the normal administrative channels of the District. What evolved from those comunications, without the approval of the Superintendent, was a separate 111988 Capital Improvements Plan\" presented by the Business Department, Building Trades Division to the Board of Education Finance Committee and to the Board of Education Business Affairs Committee. This document ultimately became a major component of the Capital Improvements Plan adopted by the Board of Education in May of 1988 (the \"Board's Plan\"). One significant difference between the two capital improvements plans was the proposal in the Board's Plan to V-4 bypass much of the front-end survey of conditions and hire up to 56 tradespersons immediately to begin repair work in projects identified by the Building Trades Division. It is of interest to note that the Board's Plan is organized totally by tradesperson categories. Funding requirements are presented in terms of \"Electricians\" or \"Carpenters\" or \"Sheet Metal Workers\", with re~ated materials costs in lump sum amounts for each year of the four year plan. School projects are identified on a supporting detail list, but are again organized by tradesperson. The 1985 Facilities Utilization Plan focuses on schools and school programs required to provide educational services, while the Board's Plan focuses on the employees providing the services. The Board' s Plan centralizes responsibility for planning, coordinating, and managing the capital improvements plan in the position of Architect of the Board, who would report to the Chief of the Business Department. The Architect is to be selected based on recommendations submitted by an advisory committee to the Board. Funding for this office is authorized not to exceed $1 million over four years (not specified whether this is from capital funds or operating funds). Other components of the Board's Plan include the following\n1. Allocation of $15.9 million of the bond issue to projects to be performed by the Building Trades Division V-5 of the Business Department, in order to initiate activities immediateJ.y that are suitable for staff of that division to perform. 2. Architect to utilize Requests For Proposals (\"RFP's) to solicit professional architect and engineer assistance in preparing professional technical studies and developing specifications. All RFP's to be approved by the Business Committee of the Board. (5.3) 3. All projects to be bid according to applicable state law under competitive bid system. 4. Projects to be performed by contractors under the direction of either the consulting engineer/architect or Building Trades Division personnel, where appropriate, coordinated by the Architect of the Board. 5. The Architect will monitor all expenditures under the plan. 6. The Chief of the Business Department, the Architect, and the Director of the Building Trades Division are to (5.3) As of 1989, the Cleveland Board of Education no longer has a Business Committee. V-6 report twice monthly to the Business and Advisory Committees on project progress and financial status. The plan adopted by the Board of Education is conspicuously missing any reference to the Superintendent or the normal organizational chain of command of the District. The Chief Executive Officer of the School District who is responsible for educational planning and implementation seemingly was excluded, by Board resolution, from authority over decisions relating to the educational facilities improvements to support those educational programs. (5.4) An aspect of the foregoing Board Plan that is potentially troublesome is the separation of implementation responsibility for some projects under the Building Trades Division and others under the Architect. The Plan does not place the Director of the Building Trades Division under the Architect organizationally, yet the Architect is designated as the one person responsible for management of the entire Plan. If there are disputes over whether projects should be bid out or performed in house, this lack of organizational clarity could delay projects. (5.4) Cleveland Board of Education resolutions, April 14, 1988 and May 5, 1988. A subsequent resolution directed the Superintendent to hire the tradesmen called for in the Board's Plan. V-7 Although the Superintendent has been, in effect, excluded from the decision process, there is still active involvement by staff assigned by the Superintendent to monitor progress on capital improvements. The Financial Administrator, in his role as Special Assistant to the Superintendent, monitors the costs on capital projects and reports weekly to the Superintendent on the status of projects. (5.5) As of the time of this study, the Board had still not hired an Architect to function as Architect of the Board. Three architectural firms have been hired for specific projects, but there is no lead responsibility. Conclusions: The recent progress resulting in funding for capital improvements and adoption of a management plan for overseeing their implementation are necessary steps toward establishing a system as described in the Agenda. However, the absence of the lead Architect and the separation of responsibility for projects between Building Trades and project architects raises concerns about effective management of the (5.5) The 122nd Weekly Report for the Week Ending March 10, 1988 from the Financial Administrator to the Superintendent includes a rather detailed status report on capital projects which indicates that substantial progress has been made on several roofing and other projects. V-8 Board's Plan. Specific project status reporting, particularly on the $15.9 million authorized for immediate use, is critical to monitor performance. The Plan appears to exclude the Superintendent, the administrator with primary responsibility for District governance, from any direct role. D. System Implementation Planning Efforts: The progress described in Section C above is essentially in the area of planning. The next phase of the planning efforts should concentrate on specific project-by-project implementation plans, including engineering condition reports, specification development, contract bidding timelines, contractor selection, and projected construction startup and completion. Parallel to the above efforts, project staff should be assigned to pursue other funding sources that may be available, such as federal energy grants for both energy audits and energy conservation measures. Roofing, boiler, window, and HVAC (heating, ventilation, air-conditioning) projects may all qualify for funding. Active coordination of these planning efforts with the Treasurer should be maintained in order to coordinate the need for funds with the bonding process managed through that office. V-9 This will assure maximum utilization of funds (within the restrictions of relevant arbitrage regulations). A missing element in the planning process is the participation of school-level educational and adminisitrative staff. The involvement of principals, school staff, and parents in school-specific projects often generates significant support for projects that otherwise might be viewed as nuisances if undertaken during the school year. Participation at this level can identify problems not known at the central office level, and offer logistical solutions or alternatives that can facilitate work being performed during the school year. Also, people tend to develop a sense of ownership through active participation, and seek positive solutions to problems rather than build roadblocks. The participation of School Community Councils would be a valuable contribution in that regard. In the interest of cost effectiveness, the A~chitect and Director of Building Trades should collaborate on standardizing as many building elements as possible, with assistance from engineers and vendors. For example, standardization of roofing, including insulation requirements and construction technologies, can result in significant savings and provide a consistent set of standards to enforce when inspecting work in progress. V-10 Planning should include a very careful design of the process for inspection of work in progress. In addition to the standard state and municipal building inspection and certification requirements, the District should consider the need for professional engineering project oversight. (5.6) (5.6) In considering such engineering oversight, the District should clearly stipulate the need for competent staffing, since engineering and architectural firms often assign junior, inexperienced persons to such duties. v-11 CLEVELAND DOCUMENT LISTING: Attachment A: The following is a list of documents provided by the School District and osMCR to Oliver S. Brown Associates. The listing is in chronological order except in cases where documents of various dates were bundled as a submission. NO: 1. 2. 3. 4. 5. 6. 7. 8. 9. TIT The Cleveland School Desegregation Decision, The Complete Memorandum Opinion and Order, Reed vs. Rhodes, U. s. District Court, Northern District of Ohio, Eastern Division. Analysis of the Special Master's Interim Report and Hearing Transcripts, prepared by Walter I. Garms, Professor of Education, University of Rochester, for the Study Group on Racial Isolation in the Public Schools (Assessment of management capabilities of Cleveland School District). Interim Report by the Special Master, submitted by Special Master Daniel R. McCarthy, (status report on study of Cleveland School District financial operations by Ernst \u0026amp; Ernst). Remedial Order, issued by Frank J. Battisti, Chief Judge, U. s. District Court, Northern District of Ohio, Eastern Division, (Order giving permission to close schools). Recommendations of the Special Master on Status Reports, submitted by Special Master Daniel R. McCarthy to U.S. District Court for Northern District of Ohio, Eastern Division, Reed vs. Rhodes. Special .Master's Report Regarding Finances and Administration of the Cleveland Public School District, submitted to U. S. District Court by Special Master Daniel R. McCarthy. Order, issued by Chief Judge Frank J. Battisti, u. s. District Court, (amendments to Proposed Standards for Implementation of the Remedial Orders of 4/6/81). Office on School Monitoring and Community Relations' Report - Organizational Study of the School District submitted to U. s. District Court by Leonard B. Stevens, Director (OSMCR). A School System in Distress, A Financial Crisis Repeated: The Cleveland City Schools in 1981, report prepared for the Citizens' Council for Ohio Schools by Michael J. Hoffman. A-1 DATE: 8/31/76 10/13/77 12/7/77 2/6/78 7/30/79 1/14/81 4/24/81 6/1/81 6/10/81 NO: 10. 11. 12. 13. 14. 15. 16. 17. TIT Review of Financial/Business Systems and Data Processing of the Cleveland City School District, prepared by Ernst \u0026amp; Whinney, Certified Public Accountants, for the Cleveland Public Schools, Cleveland Ohio. Periodic Report Submissions and District Information Management, submitted to Chief Judge Frank J. Battisti by Leonard B. Stevens, Director, OSMCR. Plan and Schedule for Implementation of Administrative and Educational Reforms in the Cleveland City School District, submitted to Chief Judge Frank J. Battisti, U. S. District Court, by Franklin B. Walter, Superintendent of Public Instruction,\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 "},{"id":"bcas_bcmss0837_350","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II","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":["1989-03-23"],"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","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II"],"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/350"],"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\ni 10 APPENDIX 2196-2343 H a fr Jl LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN March 23, 1989 JANUARY 31, 1909 I c VOLUME II I V I rI ( I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I O' MARCH 23, 1989 VOLUME II ! I I 02196 n ? 5- 1. TABLE OF CONTENTS Volume II student Assignments Fl I I s 3 X 2. I student Assignment Handbook f I' 3. Facilities Incentive School Program  11 JI 5 4. 5. Monitoring and Evaluation i. .r 6. Transportation I 4 I 7. Data Processing c I R I  ri ii. I H NOTE: An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. 1 I i-t i R 3 pi I b I H :i' f ft I .if i! I s- R n fl 11 n 02197 r ? ISTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan, K II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as I I described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES I 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map UI which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to I \u0026lt; establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students I to Elementary Academies may Increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% white. 3 , Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered),* 4, After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies,* 5, If there is no space available at a student's zoned school or if assignment of the student' to the school would put 3 the school out of compliance with racial balance requirements, 1 021980 H til iS \u0026lt; the student will be assigned to the closest which meets racial balance requirements. school with capacity 6. The elementary school zones will provide a feeder patsi: Jr tern for elementary students going to junior high school and for 2: I junior high school students going to high school. As a result. all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps school attendance of the elementary, junior high school and high zones. 7. Students in Elementary Academy zones will be given the i I a I ! I 1=  I ! i option to select an Incentive School. I IV, INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that I encompasses the neighborhood around the school dance zone). (primary atten- i I 2. Each Incentive School will also have a districtwide ! r f . I attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* After grandfathered students have been identified and Si assigned, students in the primary attendance zone will be M 4 . s J assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. I  assigned to an Elementary Academy to be selected by LRSD in I u I I accordance with desegregation considerations. I I I I 021996 . zones Students in the secondary (districtwide) attendance will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. ts. 7, In order to assist in meeting the desegregation requi re- ments, certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten a I I I I I class. V. DESEGREGATION TRANSFERS I I 1. Junior and senior high school students may transfer to I another school as long as the reassignment allows both the 1 5 sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percenu I tage is twenty-five percent (25%) below the district-wide percen- tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) above the district-wide K fr  percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. tion requirement in secondary schools remain within a requirement (or The desegregais that all schools will range of 12-1/2% above to 25% below the district- wide percentage of black students at each (i.e., high school and junior high school). organizational level 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation School. at the Incentive t I 3. I I f I 3 022003. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school ment. 4 . assign- KJ Desegregation transfers will be granted during a limited I period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after I u I I J n H M i the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the tional level. next organize- 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation,requirements. 5. Sibling transfer applicants must have sibling a a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students.  4 02201 I I I3 1 VII. REASSIGNMENT PROCESS Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed. the stu- dent will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be 1. assigned to any of the schools in the student's feeder zone, c the student will be reassigned to a school in e s i I a contiguous feeder 1 3 zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage wiXl not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student cannot be assigned to any of the schools in the student's feeder zone. the student will be a u I I reassigned to a school in a contiguous feeder zone. I q VIII. STUDENT ASSIGNMENT OFFICE n  1. ments\nThe Student Assignment Office will: monitor new assignprocess all data entry work for elementary schools\ncess interdistrict M-M transfers and magnet assignments\nstudents because of overcrowdedness pro- reassign or desegregation require- ments\nconsider appeals\nconduct recruiment efforts\nand process desegregation transfers. 02202 s I I I q q q q q 52. New students to the District who enroll after May 17, 1989 Will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. hj 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Form which will be sent to each student as 1 L a part of the assignment process are found in the Student 1 Assignment Handbook section (Volume II, Tab 2) of this Plan.* I I (J 02203 6 I IeM i ri IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL ri Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: M (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school I 0  program to enhance the academic achievement of all students. M Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science I and fine arts. I Courses offered at the school will utilize comu puters, other technology and expanded use of materials to augment the instructional program. I  I t I L The enrichment program will have the following major areas of emphasis: (1) I Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I periods per class day. I Course Offerings - Additional courses will be added to enrich the computer science and fine arts t programs. I (3) Eguipment Some of the traditional courses, in addition to the computer science and fine I arts courses, will utilize technology to assist in the delivery of instruction. s (4) staff Development - The principal and staff will identify inservice needs (summer and regular school I I 7 u 02204year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. I (6) Supplies and Materials - The principal and staff Will collaboratively disburse budgeted b funds to I meet the needs of the enriched program areas. 1 I J I I I I I '1 V\nf I I L s 02205 I I I lU SI M kal NEW FUTURES FOR LITTLE ROCK C: 1 I  \u0026amp; M In addition to the enrichment programs, Dunbar is a full parJ-  ticipant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work . with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward M I H 3 3 are: 1 I I I '.ft. 3 S achievement, attendance and good citizenship. Homework Center and Hotline Early I morning tutorials for students needing I H assistance in subject areas. I i H 'i H Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. I' H 3 ' J M 9 I 1 02206NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) 8) 7) ENGLISH I L Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade Speech/Drama (1 semester) Grade 8 8 9 I MUSIC Piano Lab (Grades 7,8 \u0026amp; 9) Limited to 12-18 Students per Q M w Handbells I (Grades 7,859) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orc.hestra (Grades 7, 8 5 9) FOREIGN LANGUAGE I L I German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the may take an exam to qualify for entrance I MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 Science 8 - Life Science (Laboratory) - Physical Science (Laboratory) SOCIAL STUDIES elementary level into German II. I I ! Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to \" - concentration of study each quarter. reflect the , , , , , --- a' -  Units will be revised/expanded to reflect the area of concentration. 10 02207SPECIAL EDUCATION Computer-aided instruction Education Program VOCATIONAL EDUCATION will be added to the Special Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 02208 NJ Iu J I L I J COURSE DESCRIPTIONS Advanced Computer Applications =----------5------------- - (Grade 9) Semester 2 students from the fall course. Students will learn LU bcuoenrs rrom tne tali LLuucnua wu advanced word processing applications, how to create and late a data base, how to create and forecast with c desk-top publishing Students will have the option of creating '  involving music and animation. manipu- one a spreadsheet. program. a LOGOWRITER project Keyboardlng/lntroductory Programming (GradP Seventh graders will learn to touch type faster than they can handwrite. \"  11 I 3t least 50 percent ' --------- Students will learn to write using LOGO conmands, to construct algorithms, write procedures. They will use LOGO Tools to - - .A hands-on, one semester course. programs basic document their projects. Advanced Programming, Grade 8 Year 1, Year 2, this res. commands, course will be similar to the 7th grade course, an advanced programming course, using  ,, . ----- open to students who completed 7th grade course and/or with teacher consent. it will become the 7th grade I II I BASIC as well as LOGOWRITER, I Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester course, prerequisites to De aetermlned. IS I Computer Applications (Grades 7,3) Second semester course in computer applications word-processing and ---- \" LOGOWRITER Tools to create library or field). course in computer applications, focusing on cross-curriculum projects (example: i_1..  Science Video based on research in This is a project-based course. Literature of Adolescent Literature of the Adolescent and the be offered using I ,  -- Composing Process I are to simultaneously with students changing end of the semester. ---   ---3 courses at the .. These course are to be considered quisites for the Composing Process P^css II and Speech/Drama, ^whiS will be offered only to 9th grade students. The Composing Process I The Composing Process I and Literature for be offered r' , ----------the Adolescent are to simultaneously with students changing end of the semester. --- -- - ---33 courses at the . These courses are to be considered quisites for The Composing Process r Process ll and Speech/Drama, ^^hlch will be offered only to 9th grade students. The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. are for only those 9th grade students Process I and Literature for the These courses who have taken Composing : Adolescent as eighth graders. are 02209The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, publishing stages of writing paragraphs and will Process I course. writing, editing, and essays. Speech/Drama Speecn/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who taken Composing Process I and Literature for the Adolescent as eighth graders. semester. have I II NJ the Literature for a means to improve The purpose of the Speech/Drama course is to show students that communication through public speaking is learning, to, enhance personal development, vw to develop listening skills, and to interpret human behavior. to organize thoughts, Piano Laboratory Students who music ability, learning to play the piano, students learn to read have aptitude and interest in A semester course (or year) where music notation and symbols and to transfer reading to playing the keyboard. - coordination. - Students will learn hand-eye 7 simple melodies and chord Students will learn self-discipline and proper , Students will learn how to add various sound effects as background to songs, stories and drama groups. accompaniments. Students will learn care of the piano. 4 I to songs, stories and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an I I I - will learn t1 Handbells I (Grade 7) ^4 ringing English handbells. Will learn the technique of ringing bells - will learn to read music notation and symbols . . , , team-work\" by playing their part with other students to perform a piece of music will learn self-discipline along with proper care of equipment and bells Students will learn the value of concert performance with other groups from other schools.  Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell' Festivals, perform for the community and civic organizations. selected group. music aptitude, and m Jazz Band (Grades 8,9) A course designed to introduce Junior High School students to the idiom of jazz music as an American Art form. Orchestra (Grades 7,8,\u0026amp;9) In this course, basic fundamentals level. _ , _ , . --- 3re studied on the beginner's Detailed instruction is given for  ' correct hand positions. 02210 12 (a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor-mance oriented, but are directed toward developing skills for advanced study. German i In the first year, students are introduced to the Germanic well as to the basic German language, the student with actual experiences cuisine. as NJ Effort is made to provide of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, literature at appropriate level is read and discussed. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. _ _ correctly in context all common grammatical structures formerly studied. cultural Students Students learn to pre-use I I 4 I I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including Ll^ nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and indirect proof. I Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level be placed on enriching and building upon study skills\nin-depth novel study\nand reading for enjoyment The focus will upon current reading and i. 1 1 J!  aiiu Lecuxiiy LOU enj oymen'C. Supplemental work will be interfaced with computer applications. Both individual and group will be included. BB Science 7 - Life Science (Laboratory) Science 7 is designed to teach students science process skills and the scientific method. Students will perform experl-analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to\nmake accurate qualitative and quantitative observations about natural events\n - - make metric measurements for length, volumes, mass, and temperature\n- make inferences and conclusions about natural events based upon relevant observations\n12 (b) 02211 1 X - design an experiment to test a hypothesis\n- collect data and organize it in charts and - form operational definitions\ngraphs\n- accept or reject a hypothesis based upon results\n- recognize problems that are subject to investiqati - ask questions relevant to a problem\nmanipulate variables in an investigation. Science 9 on\n- Physical Science (Laboratory)   9 develops concepts and laboratory skills or chemistry  'concepts and laboratory skills in the Chemistry and physics. Students investigate the phy: cal and chemical properties of matter, light '  ' ' simple machines. Industrial Technology Education II This course ' NJ si- electricity, and is designed to provide the student with a learning industrial technology. Curriculum content is directed toward four major clusters: communication, construc- (energy, power, and transportation). 13^1 be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and con- cepts . equipment and con02212 12 (c. Lt. j! 1 I I I 1X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application used for rising students to be Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students 1 i Jan. 17 Order window envelopes I Jan. 23 Feb. 22 Prepare FOCUS (Communications) I Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts for magnet Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mall letter to PTA Presidents w/lnfo about Open Houses \u0026amp; suggested recruiting techniques PTA Presidents Feb. 20 Order through DP PIF's\norder selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Communications with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school , ---- secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13 02213 I I Mar. 17 Mail FOCUS Mar. 20 Deadline for PIF's to SAO returning K/New Student Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 Print : mailing selection forms and tu Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr, 24 Apr. 25 - Apr. 28 prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. u Senior High Open Houses 7:00 - 8:00 p.m. Magnet Open Houses 2:00 - 5:00 p.m. Mail selection forms to all students Deadline for returning selection forms Final pick-up of selection forms Prepare and scan selection forms I I. i' I I Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms\nProcess torms\nprepare waiting lists\nmake mandatory assignments May 1 - May 12 Send assignment list Transportation for route adjustments final list to May 13 - May 17 Print assignment letters and mailing prepare for May 17 Mail final assignment letters 14 02214J STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) (2) (3) (4) (5) Each non-magnet school has an attendance cases, satellite zones are used in desegregation requirements. Students have the school (grandfathering) or they may dance zone school, an incentive  school.* zone. In some order to meet the option of remaining in their current . 7 select their atten-an incentive school, oorr a magnet Stuu dentsL l-iLv-Livnxgng iinn tmhee aatttteennddaannccee zone of an incentive, school have the option of attending a incentive school to be selected by LRSD in desegregation considerations. LRSD racially balanced accordance (elementary academy) Students living in the attendance academy have the option =ele=tlnV aS scnooi if it aids desegregation. zone Rising (or matriculating) students, will be assigned   Rising students magnet school. with . 7^ , . grades 6th and 9th, their attendance will have the option to apply for zone schools. a I 4 I I (6) Every effort will be made in order to accommodate  ticular grade level, be installed. nearest school that has feeder zone. i to install portable buildinqs overflow situations at 4.U  portable building the student will be - a par-cannot a reassigned to the seat available in his/her (7) Kindergarten and new students must complete a pudII for the student I (8) (11) Assignment Office to begin the assignment process. Self-contained students will be Education Department. assigned by the Special \u0026gt; eo-WLtlag\nh-ttehdance zone (non-n\u0026gt;agnet| eSS LhotV to studenta entering the Little Rock School District before ths-T991-92 school year.* I Each student will through the mail. receive a final assignment letter 15 02215 s' X i I I i\nI al  3  \n3 I I H 1a I B. c. D. (12) (13) Each school will be __ , responsible for making attendancp zone assignments after May 17. attenoance The Student Assignment Office will be responsible for all reassignments, magnet assignments, maioritv minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) to All students ments. may remain at their present school The Special Edition assignment process. FOCUS will explain the The FOCUS will be sent through the all students in the Little Rock Reassignment Process Every effort will be made to : order to accommodate overflow grade assign-student mail to parents of School District. install 1 it I jortable buildings in situations aatt aa particular level. Only if a portable building reassigned a seat available zone. If the student cannot be schools in the student's feeder reassigned to a school in Student Assignment Office installed, the student will be school that has reassignments. cannot be to the nearest in the student's feeder assigned to any of the zone, the student will be a contiguous feeder will be ,..)M - 1, ~ Reassigned students waiting list for the appropriate attendance The minimum black 40% black. the minimum black responsible zone. will be placed for on zone school. The all the percentage for each elementary academv i\u0026lt;5 w assignment that causes a school to fall below percentage will not be granted. cases, the student will be reass Tan reassigned to a school in \"Desegregation Transfer\" for desegregation secondary schools.) Transfers* (1) (2) In such I ---- zone, the student will be a contiguous feeder zzoonnee.. (See requirement for I I Students may request a transfer to the school, an incentive school, a magnet school. attendance an interdistrict school The Special Edition FOCUS will process for transfer requests. zone or explain the assignment 02216 5 1  ft: I 5 I e I I M M H M H M H 3  1 H I E. F. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April Selection forms must be returned 11. to schools by April 24. Principals are expected to deliver selection form^^ the Student Assignment Office immediately. All selection forms will be considered at the High school kindergarten students same time. dents at Kino kindergarten stu- aril ..... ?. 11.1, 9^'''' preference for first grade seats in academies and incentive schools. Final assignment letters will May 17. SES PROCEDURES  Return of Forms be mailed to parents by , (School Selection Forms)  Completing Selection Forms Required Assignments (1) (2) (3) ] \u0026gt; An assignment is required when: (a) a student is rising from 'eth students have the or 9th grade. u I  option of selecting school by completing a magnet application. Parents of 6th and 9th grade students the Special Edition FOCUS. Final assignment letters will May 17. Rising a magnet I I will also receive be mailed to parents by SEE PROCEDURES  Distribution of Forms Kindergarten and New Students (1) (2) (3) (4) (5) I I Parents of kindergarten and i Pupil Information Form in Assignment Office to begin the and returned to any school. new students must complete order for the Student a assignment process. ?an be obtained from any school a PIF from a particular school particular school does to that school. Open Houses will be scheduled April 9. Kindergarten/New Student March 20 in order to April 11. or returning a not guarantee assignment in all schools April 4 - PIFts be returned by receive a school selection form by must 02217 17s c X S\nM M  M M M H N   H I G. H. I. (6) Selection forms r ...,  , *2 returned to Little Rock School District. returned by April 24. any school in the Selection forms must be SEE PROCEDURES -- Kindergarten/New Student Pre-registration  Return of Forms (School Selection Completing Selection Forms Self-Contained Students The location of self-contained classes for the 1939-90 school year Forms) will remain the same siL far fhZ 1 f3\u0026lt;=tor regarding the effort that they attend three or more special classes. dents rotate to special education needs can be met in any secondary school. SPEND MOST OR ALL OF THEIR \" EDUCATION TEACHER WILL BE ASSIGNED EDUCATION OFFICE. Sibling Preference* (1) (2) (3) (4) Cd I teachers, These stu- therefore their only students who INSTRUCTIONAL DAY WITH A SPECIAL SIC.\"DD TO A SCHOOL BY THE SPECIAL Sibling preference does NOT apply to magnet Students entering the Little the 1991-92 school I I I schools. Rock School District after - --- year will not be allowed preference transfer to axxowea - a sibling a non-attendance zone school. Sfor^ preference transfer to which the student trans^fe^^e\"!r^un7il ^graduation'^froi the organizational level.  cuarxon from sending and preference transfer will be granted if transfer will allow hn . receiving Us desegregation requirements. schools , -  a seat will allow both to the comply with the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet be made by the Student Assignment Office. schools will The Student Assignment Office will be resoonsible far Tists?^\"^ magnet and interdistrict school waiting All students on the 1988-89 waiting lists . , . will receive preference magnet and interdistrict vacancies. January 27, 1989, as of for 1989-90 IS 02218 IJ. K. (4) (5) 1 A computerized random selection proce consider all magnet and interdistrict the selection forms. process will be used to options listed on All magnet and interdistrict assignments will be subject receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) (8) (9) Sixth and ninth grade magnet students preference for assignments to organizational level. will NOT be given magnet schools at the next w Students who are denied interdistrict school for that school. an assignment to a magnet or will be placed on a waiting list ^^st will be determined by ranaom selection process. However fi r\u0026lt;!t- options etc''^ a be ranked above Interdistrict Majority-to-Minority Transfers (1) (2) All assignments Assignment Office. M-M will be made by the Student An M~M transfer allows a studpnf* in +*\u0026gt;1^ 5?2 in LRSD can transfer to he/she is in the vide transportation for Desegregation Transfers (1) in f 1 Ja I I I Likewise, a student in the majority \"lx. school in NLRSD or PCSSD where home district must pro- --- M-m transfers. Junior and senior high school another school as long as the the sending and I,' desegregation requirement and minimum black students may transfer to , reassignment allows both receiving school to comply with \"\"nt end a seat is available, percentage is twenty-five percent (__ 7-12 Thp --- percentage of bhacks in grades halfpercent tage of blacks in grades 7-12. black percentages constitute \u0026gt;x=..=yx=youiuu reguire- acceptable range) forrza desegregation transfer The desegregation requirement  rransrer. that all schools will below the district-wid e The maximum black the The (25%) the district-wide percen- The minimum and maximum the desegregation reguire- in secondary schools is i. --- remain within a range of 12-1/2% above to 25% below the districtwide i students at each organizational level and junior high school). percentage of black  (i.e., high school 02219 193 (2) (3) (4) (5) Elementary students may transfer to only if such - - an Incentive School 4.4 transfer enhances desegregation Incentive School. A student at the oar-h may make two (2) desegregation transfers level or senior high school). The purpose of the second (elementary, junior crTeuior trancsFor- 4 P^^pose of the Second desegregation transfer is to allow a student to return +-o qj. a student to return to his previous school assignment. Desegregation transfers will be period once each year. granted during a limited transportation for desegregation transfer students where it is cost effective to do^so. will cost effective to do 20 02220 I I I, PROCEDURES Distribution of Forms (School Selection Forms) new to select a school by tetutnlngthe\"scioS?''Iel:t??rFo For parents of students currently enrolled In LRSD schools: 1. Parents receive of students  . , currently enrolled in a School Selection Form through the LRSD will mall, CO A. Parents should selections. complete the form with their school B. Forms should be returned LHSD school no laterthai'Ap?!?* 24. For parents of students new to the LRSD: 1. students new to the LRSD may also receive School Selection Form by completing a pif. I a 2. 3. A. B. PIF any LRSD school or from the Student Assignment Office. may pick-up a PIF at New students may return the PiF at by April 24. New students' School Selection Forms any LRSD school or the Student Every effort will be made to any LRSD school may be returned to Assignment Office. tlon', however/\nil\"asi'r\nmenV\"' he Patents selec- and desegregation limitations. are subject to capacity I II. Return of Selection Forms Parents April 11. Students attending the school year should return the forms by April 24. -  selection forms on LRSD for the 1988-89 by April 24. students who dldnot bchobl year shotld re^SS the School Selection Form to any LRSD school by April 24. in handling 1. As the selection forms three categories: 3 are returned, separate them into 21 V :X 022212. 3. 4. A. B. C. fl Students requesting to grandfather at their present LRSD^* (Students currently attending Transfer requests ' (students LRSD).* currently attending Kindergarten/New Students to the As forms are received. LRSD. r,e.=  1 J , remove them from the envelooes Use paperclips only to attach r ----- - '  the forms. Do NOT taoe or staple damaged formsTth\nwill replace damaged forms as tape Student Assignment Office needed. any notes or letters to 5\"^ to be sure it has been completed correctly and signed by the parent or guardian, form IS correct, skip to step the form it been to I Return incorrect or explanation. 4. If the unsigned forms to the parent with an - --- urged to contact the parent by J the protic.-. Note when the received and when it Schools are phone if possible to resolve the problem it was returned for correc- description of the problem, the Selection Form List. on Place the forms (in alphabetical area of the office. of the forms that are returned to order) in a designated Keep a list (Selection Form List) to your school. 'following/' following the deadline) do the a. With a number 2 pencil ONLY, go over any bubbles that in/ or that were marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This step can be checked.) any time after the forms are received and b. Place the forms labelled (in alphabetical order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, the Selection Form List in the Assignment Office. Include one copy of envelope to the Student d. Send the envelope to the Student Assignment Office imme- QlauSXy 2^ 02222 I I I IIII. Kindergarten/New Student Pre-Registration Children who will be 5 to attend kindergarten in the LRSD. make school selections and  receive children, they must pre-register. years old by October 1 are eligible \" In order for parents to assignments for their A. Distribution of Forms 1. You will receive flyers to be sent home tw uatencs 23^^them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon = ''---'-I- to parents These flyers should be sent home as possible after they are received. 2. Parents pre-register their children by completing a Pupil Information Form\nthey may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. Form is 3. After the deadline. Information Forms. DO NOT hand out ANY Pupil Instead, instruct parents to go to the Student Assignment Office t- ' their children. been completed (May 17), each responsible for registering and to pre-register After the assignment process has (May 17), each school will be B. dergarten and new students. assigning kinReturn of Forms 1. Parents may Information Forms to return 2. 3. the deadline. their completed Pupil any school in the LRSD until For each form received, write\nu f\"* received, write \"RECD\" and the date other information parent wants SCHOOL TO KNOW on the right side of the form. The following information MUST be supplied form: on the i w I I I I First and Last Name Race Sex Address Date of Birth If any of this information is missing, cannot be processed. the form 23 022234. Check the birthdate birth certificate, i i on the form and the child's Check off either the birth or passport/vlsa and initial area at bottom of the pip \"Verification of legal the child will NOT be tificate box cer---- in the of the PIF labelled name and birthdate by advise the patent' tle^Sud tootkna to attend kindergarten next year -- --- PUPIL INFORMATION FORM the If If 1, next''year. ^DO NOT^SEND THE -------- ---1 TO THE STUDENT ASSIGNMENT ------TE HAS BEEN VERIFIED. OFFICE UNTIL THE BIRTHDATE Check the address on the form. The parent must supply their permanent residence add^ress\npoZt office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill) the Address Verification Form and attach the PIF. on the form. residence UI 5. i lease used. rent sales Complete a copy to I When the pif has been completed correctly write k (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in thA ETHNIC box. (DO NOT WRITE vnnp NUMBER IN Initial and date the form in the THE SCHOOL Box') SUBMITTED BY box. Place the Pupil Information labelled: Form(s) in an envelope STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 I IM H LITTLE ROCK SCHOOL S\nI CHOOL DISTRICT ection form * OFFICE USE ONLY M is X: (NAME) (ADDRESS) (I.O./PAC 23) Next Year's Grade Dear Parent, *0 00000000 0* *0 00000000 0* *0000000000* *0 00000000 0* *0000000000* *0 00000000 0* *00000^0000* *0 0 0 0 0 : 1 0 0 0* *0000000000* *0000000000* This IS your school selection form for the school year, the issue of the FOCUS before completing this form THAT YOU RETURN THIS FORM TO YOUR CHILO'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY UI INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and re- ppwrri'child's present school assignment. ' ClNC I U UIL. I  Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school. I understand that my child will remain at his/her present a seat is not available at school. assignment if Please assign my child to I understand that my child will remain at his/her a seat is not available at present assignment if INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsei 1 Rockefel1 er Stepnens Washington '*** If you wish to request sibling preference, please indicate below and complete the information on the back of this form OOES NOT APPLY TO MAGNET SCHOOLS. SIBLING PREFERENCE I request sibling preference. PARENT'S SIGNATURE DATE 24 (a 02225 n   M USE ^^2 C s a f 3 0 0 1 I I  I 0 1 I I M n )i L.ASt LIS I ,HE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH ! PRESENT SCHOOL I ASSIGNMENT PLEASE PRIHT. I GRADE to SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 Two or more siblings requesting to transfer together. 0 Student new to the District zone school .1th , siblih, = non-attenOence zone school. IS currently assigned to the non-attendance 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of si blings: I 1 I 4:1 ( I I Siblings are brothers/sisters, c, LulC-u.uu, the home address with brothers/sisters. 0,- na.r-who are enrolled in the Little Rock School Distri?i ) or hal f-brothers/sisters, residing at ho,..,./..,-* half-brothers/sisters, 02226 24 (b) FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 53% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 53% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 53% 4k 1 ( I I 25 t 02227 I I3 3a 3 School Otter Creek Pulaski Heights Terry Wakefield Watson Western Hills Wilson Totals Capacity 383 328 537 472 472 328 409 9,501 Incentive Schools Black 183 159 260 215 227 165 228 Non-Black 162 119 224 184 157 140 170 There will be eight Incentive Schools which Total 345 278 484 399 384 305 398 % Black 5 3% 57% 54% 54% 59% 54% 57% are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals Classes Capacity at 25 28 16 11 14 12 16 13 42 136 700 400 275 350 300 400 325 1050 3800 26 02228 I 1 ( I I 1 Interdistrict Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards' which have the following limits: 02229 ij j 1 /I I' Il t) fl 1 I  ( I I IT Grade Kindergarten First-Third Fourth-Sixth Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class 20 20 23 25 25 28 The total capacity of the twenty-two Elementary Academies 9,501. is The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. however, there will be certified aide in each class and a 1 possibly a second teacher in those classes. The capacity of the ( Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 I\ni! Interdistrict Schools. black LRSD students will attend The chart below shows the impact of black ll I Incentive and Interdistrict School enrollment upon the Elementary Academies: I IS- 7 .I 022307 Black Enrollment in Incentive and Inter- district Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% \u0026lt;89\u0026gt; 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origi- 1 nally assigned to Washington for the 1988-89 I school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. I These students (166) will have a preference to return to the Washington in the 1989-90 school year. new 1989-90 I A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a I I 1 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility 1 to use it as the Instructional Resource Center I 1 i i- (IRC) or as an alternative school. Woodruff will be closed as an elei mentary school at the end of the 1988-89 school year.  Gi 'I i I 29 02231V 1990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students It serves as an a Interdistriet school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistriet school, an attraction for this school will be its early childhood program A and childcare facilities. This location is expected to serve as I a natural magnet for individuals who work within governmental business centers of Little Rock. and I The parties have had discussions with realtors regarding specific school construction sites and existing buildings. The Master will be provided a separate progress report concerning negotiations for school sites. 30 02232 IINCENTIVE SCHOOL PRQGPAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire I The following schools will provide the incentive school I program: -Franklin i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233merit tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the desegregation plan in the Little Rock School success of the long-term District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. I If feasible, the committee will have the sibility for establishing the guidelines responand criteria to be used in allocating any would be used to resources to the students. The trust fund I provide an academic achievement incentive to students and would also assist parents and students realistic goals for in setting attending college. 3 02234Incentive School Program I'iCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed niSi,r3tors, teachers, communirv r^ores'^nt The blueorint will Pe used the ,, by a committee of admi tives ano parents. The blueprint '-ill be used as the framewor\u0026lt; cCvivities that are exoected aoproval of the incentive school program. for scecif I . TO occcr after court 3 - The rollowing areas were considered in the incentive school program: develooment of the A. 8. C. D. E. P. G. H. I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment I I 33 02235Incentive School Program .BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the missinn schools. The Incentive School Program Committee did not, however, oZZ detail for the incentive school nishes the community with the p.,,  ihe soecific details and concerns for each P attempt'to specifically define orogram. every This document merely  ur- oa.ameters for excellence in education.  \\ ana concerns for each individual incentive s-hool must be developed by the local practitioners. \" ^ce^^ve .,hool are the principals, teachers, parents and in each incentive school area. The local practitioners community representatives The District firmly believes that the J on the opportunity for the oractitinnprc submitted to the federal court and the community with the iinriprc*anHin/.i that further details will be developed. undersuanding success of any program depends This document is hereby continue to function until uqusu 1, 1989. The committee will be expanded to include a* least nn? incentive school attendance zone. On August 1 the committee,will be restructured to function as a district-widp of incentive school parents. -- ----ion as a district-wide council The^council will have two parent repre- . Also, four members at-large The Incentive School sentatives from each incentive school. will be appointed by the Joshua Intervenors. Program Parent Council will be responsible for ties related to the incentive school program, me report to the Little Rock School District Board of Joshua Intervenors on a quarterly basis. monitoring al 1 activi- The Parent Council will Directors and Academic achievement is the result of commitment high expectations. a b^oad-bai\n? com^inR\nrin^'^i t^iese Ideals are coupled with the availability of  educational excellence prevails. It is certainlv 'll  ,I ! ideal sLi.rULX\n' in each incentive school. 34 02236 I' I I j I I I I i Il I I 1I] 3 j ) I' i i,I SECTION ONE I  i s ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT i I Iil -I H 1.^ 35 02237 INCZ.VIV SCHCCLS ACADEMIC PS06SAMS ANO C'JSRICC'L'JM DE7ELCFMENT Schools have the responsibiiity for expandi ng the scooe of knowledge and for developing the rational, reflective, and critical capacities of all childre en. \"The content of the education must be true, appropriate, and relevant. The oro- education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excel- lence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as wel1.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflec.ive of the intent to have e.xcellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. I ACADEMIC PROGRAMS General Areas for Implementation I 2. QTd Program (Early Childhood Education) - The Little Rock School District s four-fear Old Program will be operative in each Incentive The.High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated int the program model. School. 'Nritinc to Read, an instructional tec-ology. program, will be implemented at each Incentive School for K-2 students. 3. Release time Kinderoarten - The Little Roc.k School District Early Prevention of School Failure mocel will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. I - ._ 36 022382 4. PieaainG Across the CurHculum will be a reading proficiency and critical reading'^skinT^^^^ developing will also utilize strategies to increase stuc= appreciation for reading (Pre-kindergarten-6). Each suojecc area t'jcencs' pleasure of and 5. Oral Expression Across the Curriculum will nT-ar - - and stracegies in each suoject area designed to increasrthe**oralcQm n,cations and American Enjliah akills of the atodenta (I-SlIergalten instructional objectives 6. learning Styles Inventories will be used in each Incentive School tn orSrstuSenis\"^\"\"\"^ ^---9 styles assist 7. I^col Themes will be developed at the local scnool level by parents and S l3 1 r and TP mmma nHo/4 n  j 2__ . , . . Starr and are recommended to be integrated into the total curriculum. a. Semi-departmentalizat i0 n 9. 10. n. 12. 13 will be the recommended organizational for grades 3-6. This organization will facilitate the development specialized skills for \"subject area\" teachers for the levels. structure or respective grade instructional Technology will be available in specialized laboratories in indiviGual classrooms. and Science Laboratories equipped with adequate equipment and materials/supplies will be aval laole for students in grades 3-6. supplies Computer Laboratories for remediation and enrichment will minimum of 24 stations in each classroom. be expanded for a Foreign Language Laboratories with appropriate equipment and materials be operative in each scnool. will  Test-taking Skills will be taught in an integral component of th= curriculum at eacn grace level. 14. Computer Loan Program - portable computers will be available for loan to students (graces 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each each grade (I-6). core subject area for 16. Comouter-Managed Instructional Technology will be used for continuous t inn n* cfn/ant ing or student progress. rack- 6). N 1 ! t  17. Individualized Education Plans will be developed, implemented, and ror eacn student. moni cored 13. Specialized Programs - Federally or stats mandated programs (remedial, special eaucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(see pggg 7) core 1 i. i I, 37 0223919 . 3 incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. Homework - homework is required according to Little Rock School District policy and regulations. I 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students.   [ 22. 23. ^tereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive scnooi, with appropriate training provided for implementation. I 24 . and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 J I will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING Through Literature, with emphasis on ethnic classes in each \u0026lt;---- -------- li 1 program (K-6) -Basal testbooks genre, will be the primary reading !\n|I ,, will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) -Increased motivation and learning with oral expression r n r ftn flh r a 4 /r . 4 _t_____... - - * i choral reading, student story- r ft 1 1 1 ft fl _____ .r-^. * telling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS 1 -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the and word attack skills of students -Oral Language Expression will be a major emphasis in the reaaing and English/language arts areas (K-6) (5-6) K-2 vocabulary I 11 3S 02240 11 -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES area -Emphasis on the study of history from a subject area context World History, American History, and Arkansas History (4-6) I i 02241 33 (a) il4 -Luphasis on introductory concepts in history, geography, and civics (K-3) -Geography will be taught through active learning strategies -Each subject and grade level in social multi-ethnic curriculum (K-6) studies will include a -Learning strategies and activities will promote studies\" (K-6) II1 1iving social emphasis on American and Arkansas History (4-5) Lmohasis on World History (6) '.elebrations/ceremonies will be integrated into the curriculum MATHEMATTCS emphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) * f lUfl iiea A# ms**  *4 / n___i. '  -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical (--O) -emphasis on critical thinking in addition to methodology and results (K-5) SCIENCE -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific rnethod and suggest the applications and of science possibilities -Emphasis in the upper grades will be on the life physical sciences (4-6) sciences and -'^asi.ery of concepts should culminate with an annual project' i.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students cur.  ' reinforce what has been taught in the classroom can do together to FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6)  -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39 02242 I I5 FOREIGN UNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as -The instructional , methodology for each language will be a __catal physical response\" approach -Emphasis will be on basic vocabulary, cultural materials for K-3 conversational, and -A foreign language laboratory will be used for instruction including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -emphasis wi 11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Life Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -^phasis on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) -emphasis on team sports and lifelong leisure skills (K-6) Ii, 1 .e. SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. mores Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will prooiem-soIving, decision-making, peer pressure, etc. focus on 40 02243 1 I I 1 i I6 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, stat^local and community) will be used for presentations at the school in every area of the program to provide role models for the students. Special emphasis will be placed on African-American role models for males. com- I r Mentoring Program - Utilizing local resources in the munity and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES I Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may Include (but not limited to) the following: Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, M Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Math Iq t M Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club I'm lid 41 02244I 3 Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~'*^3s - Field trips will be used to ennance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: ll Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) \u0026gt;artin Luther King Center (Atlanta. Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) II Each school will incorporate special activities into the total school 1 program. Choices for each school will be determined by the needs/interests I at the building level. Staff and parents will determine when and h^w activities will be implemented. However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I 02245 4 * \u0026gt;r. Sacksround II. L.ATI.'l E.'IRICl-lME.MT PPCGPAM ELEMEHTASY LANGUAGE ARTS CLASSES LIiiLE ROCK SCHOOL DISTRICT Philadelphia School District raised reading and.vocabulary scores or elementary school children through a program usi'no Lai.in in language arts classes. The program was devalooed hv a team Latin teachers. davelooed by of . but the materials were designed to be used bv elementary language arts teachers\nt'' waw  - - -  the^program did not depend on using trained Latin u, u  , _ J . - Since that time programs of this sort have been implemented in many other school districts, sue.n as Indianapolis Indiana\nWashington, O.C.\nSt. Louis, Missouri\nDallas, Texas\nLos Angeles, California\n.............. Kansas City, Missouri. teacners in the elementary classes. Missouri\nMew York City, Mew York\n-V .  Oakland, California\nSome use the Philadelphia materials\ndeveloped their own materials. I teaching formal Latin grammar\nmeans to imorove English skills. Los and  ...............-\".u iiiai.c.- laia\nothers have In these programs the focus is not on it is on using Latin words and myths , . - These programs have also resulted in imoroved self-image among learners. The initia above ide.n poDulation. 1 implemen ti f i ed di s :c as a 1' on of the program by Philadelphia and later in t'e was in inner city schools with a large minority  targeted levels were grades five and six or crade six only Recor.. concerning students' performances on standardized tess in the aSove six only. Ml t\nident ied districts reveal at least a lary and a signi ficant . year growth in reading and vocabu- amount or growth in other content areas (see In all districts, a taa.m attached\n. of Latin teachers trained the elementary language teachers in using the materials and served as background in Roman and Gres.k culture. arts resource persons for As the program grew, many of these in I,*,-- corresponding , - MIMIC elementary.teachers studied to become proficient in Latin, program using the Greek language has also been developed\nthe same methods and approach. The materials focus on using Latin and Greek word roots il this program uses I me md.sr.di5 rocus as a basis to incr^ E.nglish reading.and vocabulary skills. Materials are varied\nthe two basi courses are ces'igned .or fifth and sixt.h grades and are based on classical mytnciogy and life. Suoplemental courses cover a wide variety nf cnhiarte Materials are varied\na , of subjects, including science, math, astronomy, and blacks in antiquity. Pat na I es More than focusing edee of E, r. La of word tin '.70r sh 7  n he E.nglish language a-e based on Latin words\nots and word-buil ary J mg eiemen will increase kncwl- '*32 n cur-icula include Many fifph and sixtn gradesocial studies and  3 re mythology and the Grec a s.rr:c^*ment. his subject ma w' 11 Oman world roadan lea\nvocabul r.-ng and a rr Ab i 1 i areas I mere su 1i vi ng. senco1. r 2 3 d * ^3C S-'ul ,ng\ns. nci a is not lim ss in life itself\nvidua Is who 1 an unusual subje se 1 0 le tne an unu i.-cs an '! IS no 1 and IIJ d to trncu 1ncreas i no arts and other academic faei ctmoe ror s ent uden ability/ creates deal with school and especially in elementary recused on learning the Latin language per ' subje he lea me and seeing success in 44 I 02247Latin tnricnment Program -- Page 2 The program itself is easy to implement. 7..\nment of time by elementary teachers to learn thrnJatarial's'\"i?nmite7 1 he material? aro oa?v t---..__. '\"niweo. The cost is minimal, and invest- III. IV. The materials are easy to use. 1 ' ma enals ye ysy to use. They are inexpensive to purchase and be duplicated for distribution to teachers  ylly uyd by.many areas with educational i, The uniqueness of the program should appeal to students\nr\" - - -   . _ -  can ihe.program has been success- Pock. situations similar to Little parents as well as , , or private schools in Arkansas, certainly in tha metropolitan Little Rock Area, have such a prooram. The omnra ,./iw such a program. The program would serve the desegrejation plan for the (ncent , \\ hio! anS Z d h i If standardltll^!'^ eliminating disoarity betwe en - -- - scores and scores of the major ethnic elements of the _ J. ------------ c'-.'uiiu eiemenizs or tne emohasis on multiethnic education within School District, materials can be develooed Inrallv m elude this empnasis. , materials can be developed locally to in- Using the existing materials as models. LPSD teachers can create units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 11 Prooosal It is prooosed that the Little Pock School Oist ujs proooseo.tnat the Little Pock School District implement an elementary Lawin program in the elementary language arts classes at the fifth and six*- grade leveis in the incentive.schools for the purpose of increasing readi^o\"' and vocabulary sxills, imoroving standardized test scores, and enhancing ' the self-image of learners. Program Descriotion of 1989, these teachers will incentive schools have been identified in th    -le spring receive six hours of inservice training during program will be imple- thejammer^pf 1589 tn Inplam.nting the progran,. The plogrl. .Ilf bl liple\". PIS jfaie'tXce PSPnlSS\"\" fifteen to. tynty.minutes per day. Throughout the 1939-90 school year \" ' .1 be involved in four (1) additional inservice workshoos (two -'ese teachers will have the opportunity to become more in L3win by enrolling in a college course designed especially for course will be ootionxl xnH ar tHo rairhn.  r- ______ men ted at teachers will per semes profici en ). Also, u ctional block for approximate/ :he 1939-90 school year. I them\nthis course will be optional and at the teacher's own expense. inrougnout the year, tne principal in each building will monitor t At the end of the 1939-90 school the program will be made\ndata. year, a formal district-wide this assessment will be based he progra.\" assessment of on surveys and test I ] ' *1 '!! '1 'll li Hi\n(, 02248 45 I,1 Latin Enrichment Program  Page 3 Budget Summary (Per Teacner) Instructional Materials $ 30 Printing 60 Inservice Materials 30 Inservice Consultant Fee IS College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 24S I I I Budget Summary (Program in all' Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 teachers  10 teachers S6.860 2,450 I TOTAL S9,310 . _ 46 02249 JMHItffpl IHPLEHENTATIOH PLAN OBJECTIVE ACTIVITIES participants I. To provide awereness of the Latin program to Incentive school principals And staffs I.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools I.c. Develop agenda for principals' meeting l.d. Conduct awareness meet- Ing with principals I.e. Schedule awareness meeting with current Sth A Sth grade teachers In Incentive schools I l.f. Conduct awareness meet- Ing with current Sth A Sth grade teachers l.g. Identify 5th A Sth grade teachers who wish to PERSON RESPONSIBI I COHPIETIOH OATC EVAl UAIIOM COST . To provide Inservice to participating teachers I 'I Ot o Angela Sewall Beverly Uhlte Arma Hart Rfchel Hyers Harle HcNeal Harvin Zlmmerraa n Principals of Incentive schools Sth 5 6th grade teachers at Incentive schools Principals remaln at Incentive scho ils l.h.' Recruit and fill cles vacan- 2.a. Requisition Instructional materials (|irr Ipjiciipr) Harle McNeal Harvin Zimmerman January 30, 19fl9 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Ca lenitar -0- Angela Sewall Beverly Uhlte Harch 1, 1989 Printed agenda -0- Harle HcNeal Harvin ZImmeratan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll 14, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of I dent i f led 5tli A 6th grade teachers Identifieil Stii A Slli teachers at Incentive schools for 1989-90 Arrival of materials -U- -0- I I 5?0 materials ( per teacher)IHPLEHENTATIOH PLAN I'aqc ? OBJECTIVE ACTIVITIES participants PERSON RESPONSIBLE COMPLETION DATE I i I I (Z) 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for above 2 meetings Z.e. Conduct above 2 meeting\n2.f. Contact UAIR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops local bulIdIngsZcluster distrlct-wlde 2.J, Conduct above four Inservice workshops tn Marie HcNee! Merle HcNee! Herle HeHeal July 1. 1989 June I, 1969 July 15, 1969 evaluation One copy for eacli teacher Heelings on Calender Printed agendas Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals Gayle Cloud Harle HcNeal Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal Gayle Cloud August IB. 1969 June 1, 1969 December 1. 1969 lay, 1990 September 1, 1989 Hay 1, 1990 (2 per semester) Agendas and materials Course proposal Identified ilales/timcs place I Completed course Heelings on Calendar Meeting agendas COSE (pnr tearlipt 1 150 prtntinq (per teacher) 0- -0- $20 materials (per teacher) $200 consul taut fce( S5 per teat he ICO stipends teacher ($10 liour) per per -0- -0- 120 materia Is (per teacher) 11200 Inst rue tor lee ($10 per leaclier) -0- 110 materials (per teacher) 1400 lee ,J?'5'')lanl I10 per teacher) I (nHimw IMPLEMENTATION PLAN OBJECTIVE ACTIVITIES T PARTICIPANTS PERSON RESPONSIBL E COMPLETION DATE EVAlNATION 3. To Implement the elementary Latin program In Sth 1 6th grades at incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplIcate/ create student material ! Teachers Teachers Principals Harle McNeal August IS, 1909 School's instructional schedule uiigolng Materials ready lur classroom use COST (per teafhpi ' -0- I III m.) ter i,i I s (per teacher) . To evaluate the elementary Latin program I I I I 4-. CX5 3.C. Incorporate Latin program Into district's language arts program 4.a. Monitor classroom activities t.b. Identify student growth on standardlied tests 4.C. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers . Principals I Principals Principals Marie HcNeal Gayle Cloud Principals Marie McNeal Harle McNeal ongoing Hay I, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengllis and weaknesses Test data Printed Eorms Completed forms returned Survey data Submitted report -0- -0- -0- $10 print ing (per teacher) -0- -0- -0-1988-89 (Spring t ^\"\"7?.,ri son Responsioie ' P1in li ntl implement a quality academic program for Incentive Schools , Creui .iiiis -'vision Curr icu I urn and Special rrocrair./Area Incentive SchooTs OBJECTIVES STRATEGIES/ ACTIVITIES SEGIIihlNG DATE COKPLtTION DATE COSTS ficSPOKS.'BIL 17r EVAIUATIOM O to M O1 J 1. To promote/enhance leadership and staff understanding of the Incentive School concept I.a. Provide an indepth pre-orientation session on each coai- ponent of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the Individual Incentive School Plan I CZl I 1 l.c. Assist each building principal in presenting an Indepth pre-orienta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff mth orientation session for parents in the VhAAh February 15, 1989 Harch 3, 1989 March 1, 1989 March I. 1989 February 28, 1989 March 15, 1989 March IS, 1989 March IS. 190\" -0- -fl- -0- -0- Superintendent's cabinet Assistant Sufierinlen- dent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendent'! Cabinet Principals Assistant Sujierinte.i- dent Schools IncentivetllTHrlM\nK?L 2KK- -*r\n.il Plan i'son Responsioie 1:11\n(nr) OBJECTIVES STRATEGiiS/ ACTIVITIES BEG INK ING DATE TZOK i\nxL.i\n l age 2 -:V1s icn rroj.'dir./Area COKPIETION DATE COSTS KSSPOI.SIBILITT evaluation 2. To develop Incentive School Plan for each school 3. To develop currlculuai specific to the Incentive Schools 2,a. Identify Incentive School Plan teams June I, 1989 2.b. Develop the detailed I June. 1989 Individual Incentive! School Plan I 2.C. Review and approve School Plan June, 1989 June IS, 1989 July. 1989 July, 1989 -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cahine Board of Directors 3.a. Identify each area In need of curriculum development June IS, 1989 July 31, 1989 -0- Principals Assistant Superinten- dent Incentive School Curriculum Division Supervisors 3.b. Identify teachers I for curriculum teams June I, 1989 June IS. 1989 -0- Principals Assistant Superinten- dent - Schools Incentive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS. 1989 -0- Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incent ive Curriculum Div is ion Superv i sors O to IO tyi 00 cziWhwpI iKHimaj\n'rual Plan _____ -trion Reipontioic a:t1: (V*r) :cK 7:kl\ni\n Page 3 - i 1 ion rrocric./Arca OBJECTIVES S7RATtGi:S/ ACTlvnUS BCG had NG DA7t COMPLETION COSTS P-CSPOI.SIBIL 1 7 V I A. To procure equipment and furniture for Incentive School Pro- graat o (O ro oi (\u0026gt; I I Cm CT) 3.d. Review preliminary draft of revised curricular for Llttb Rock School District 3.e. Develop additional components for each curriculum area 3.f, Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and vldc Inservice pro- on the implementation of the curriculum guides t.a. Develop specification for bld for equipment and furniture June 1. 1969 June I, 1969 July I. 1969 July 20, 1909 August I, 1969 March IS, 1989 June 30, 1989 June 30, 1989 -0- -0- July 20, 1989 $3,000 (Est.) nClerical ISupport) July 30, 1989 $10,000 (Est.) (Printing Cost August 30, 1989 (Cost to be I Included in I Individual I School Plans) April IS, 1989 -0- Curriculuni learns Curriculum Teams Curriculum Divisi Principals un Curriculum Division Curriculum and School Division Prine ipals Director of Purchasing Assistant Superintendent - Incentive School Sta f f-Curriculum Evaluation I-TLal Plan I'son Reiporsioie j:il: _____ (V*r) :ou T:KtL:i\ni I dur 4 OBJECTIVES STRATEGIES/ ACTIVITIES BEGIfilGNG DATE COMPLETION DATE COSTS P.:SPOi\ns\nB:LI7r 5. Io effect facility vision ::riiT./Arei l.b. Did for specific equipment and furniture A.C. Order furniture and equipment A.d. Install and Inventory to ensure adequacy of all equlpanent and furniture modlftcatlons for Im- | Incentivteh e Sdcheotaoli led Plant with the Support Servlcet Division S.b. Identify modifications timeline as previously collaborated In the development of the plan. piementation of the Incentive School speclallied programs. O to IO tn O I I I tn tVAlUAIION April 15, 1909 H*y IS, 1909 August I, 1989 April IS, 1989 April IS, 1989 5.C. Contract for service) April 30, 1989 as needed/ldentl- I fled In the Plant. | lUy IS, 1989 Io be determined August I, 1989 August 15, 1981 April 30, 1989 April 30, 1989 H*y 15, 1989 To be determined -0- -0- -0- 0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Oireclor of Purchasing, Assistant Superintendent - Incentive Scliools, Staff - Curriculuin Division of Schools Associate Superintendei. Assistant Superintenden Prlnclpal Division of Support Services Division of Support Services iniuitfi I biiiii.'. cUiaaisia altilllU .nlUUk ..... iUi --r-i) Plan I'lon Rtipontioic k-|l! 6. a I I\nn?t !,' OBJECTIVES To ensure the availability of adequate resources to Implement I academic programs I o IO ro O) I I I C/1 OD ____ (Her) strategies/ activities BEGII.TGNG DATE :o)i 7:KL:i.i SV i s 1 on ?ro\nri..c/Arsa l'3i|C 5 COHPLETION date COSTS S.d. implement (he modification plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. Initiate Identifications of materials and textbooks needed for the 1989-90 school year B.b. Involve school leans staff and parents In reviewing the needs identified as required for core and special programs B-C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 6.d. Ha Inta In building record of requisitions for the 1989 school year. Hay IS. 1989 Hay IS, 1989 Hay I, 1989 May 1. 1989 Hay 1. 1989 Hay I. 1989 RiSPOl.SIBILJTr August IS, 198^ (To August 15, )98\u0026lt; June 30. 1989 June 30. 1989 Hay 20. 1989 Ongoing be out-lined in the Plan) -0- Io be determined Principals -0- To be determined -0- tl'AlUATIOK Prlnc Ipal/School Teams Principal, Assistant Principal, AH Divisions, with major input from Purchasing Prlncipal aaMtUPl kVtttUH* \u0026gt;e.ul Plan i'ton Rcspor.sioi* Seal\nOBJECTIVES (Veer) CH Page 6 -i V 1 s I on rrojriir./Area strategies/ activities fiEClhfUNG DATE COMPLETION DATE COSTS RiSPOl.SIBIlliy O (O ro IO i I I cn to 6.e. Monitor and approve rMay EO, 1989 requisitions as I requested from In- I centive Schools I 6.f. Hilntiln tudft for II materials celved r- \u0026gt;luly 1. 1989 ^VALUATIOH Ongoing Ongoing -0- Appropriate Associate Superintendenl Principal 6-9. Cross validate with purchasing all order not received 6.h. Obtain requirements for participation In all special programs 6.1. Pay participation fee and order all I necessary materials f^r special activity 6.J. Select sponsors for I each special pro- I gram activity approved in the I Incentive School Plan. ' I Except for articl July 1. 1989 March IS, 1989 April 30, 1989 April 30, 1989 es requtlrlng a much longe Ongoing April 30, 1989 July 1. 1989 July 30, 1989 -0- -0- To be determined To be determined time period, all requisition Principal Princ ipal Prine ipal Principal are signed on or inmedii t ely lol lowing July I.I inw-l t) PItn rion Reiponnoie OEJiCTIV'S (\u0026gt;er) CH T 1 I'aye 1 - c i $ icn ''rzzriK./^^rti STRAT-GliS/ ACTIvniiS SCGIhlllNG DATE COMPLETION DATE COSTS 8.k. Complete ipeclel RtSPOHSJEILlTy tVALUA] lOti . . August 1, 1989 tracts with all e- August 30, 198! O (O ro Ch u (X o tended day employees (or the 1989-90 school year. 6.1. Complete Master Schedule for total I school program I 6.m Review/revlse as I necessary the staff I development plan I for the fall I (September- I December) I April 30, 1989 August 15, 1989 August 30, 1969 September IS. I 1989 (As necessary bi , at least once each semesUsf) -0- -0- Principel Princ Ipal Principal I I-'ru) PUn 1988-89 rirson RispoRsiDit dial: To provide sfaTT (Spring and Suoner) -------------------------------- (Veer) :K?iauK' :cH 7:kl\ni. OBJECTIVES jeveiopmenCTor Implemtntttlon of Incentive School Plans I'l UOI dins .-.vision C m r ic n I mn Snci.o, rrojriir./Area Incenlive ScIhhiIs Id I strategies/ activities BEGlh'NING DATE COMPLETION DATE COSTS RtSPOhSIElLITr 1. To implement staff development activities for Incentive Schools tVAtUATIOll O IO o I o\u0026gt; (Tv I.A. Identify the staff development needs of each Incentive Schoo l.b. Develop Inservice schedule in collaboration with building principal l.c. Notify each school staff of proposed Inservice dates for pre-school training 1.d. Plan details for delivery of Inservice - I.e.. I site. time, arrange- ' ments. etc. j I.e. Obtain services of consultants (as required) I 1.f. implement, fall training cycle April 30, 1989 Hjy 15. 1989 To be deter- ailned Prine ipals Director of Staff Development *y 15, 1989 May 30, 1989 May 30, 1989 May 30. 1989 August I. 1989 30, 1989 August 30, 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.19891 To Be Deler- I mined Prine ipals Oireclor of Staff Oevelopment Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintended Director of Staff Development Principals Assistant Superintenden Director of Staff Development Iir.ruj PTn ____ ^trson Rttpor.tibie Sill: .'K?L:i\n_ (tearJ Tjor\nTiKL:i\nj l ayc ? - J V i sion ?rccrff./Artd OBJECTJVES strategies/ activities )g. Evaluate staff development activity through survey response from each staff I I I 1 fiEGlKNiNG DATE COKPIETION DATE COSTS (itSPOl.SlBlllTr tVAlUATIoii August I, 1989 0n9oin9 ITo Be Oeter-n1ned Principals Assistant Superintendeii Director of Staff Development O IO CJI I (75 to  I I I, SECTION TWO I I SCHOOL ADMINISTRATION _ 63 I 02266 The focus , INCENTIVE SCHOOLS SCHOOL ADMINISTRATION K function and guiding process of the Incentive excellence in an environment of academic support\nindividualized education and flexibility, the close partnership between fnr which is a motivational factor r students. The school program will address student success potential from affective, skill based and academic perspectives. for students. SUPPORT PROGRAMS The following items will be school: A. B. flexibility components of every incentive HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m., Homework Centers should be extant in each school least two (2) days per week to assist students who in need of specific help with class material. are oycuxxiw nexp witn Class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who otherwise involved in activities during the last hours of the day, Monday-Thursday). are not two (2) It will be necessary to provide transportation students who remain at the Homework Cc^iLct su tn dents whose parents cannot supply transportation who live outside of the ' home for Center so that stu- - - - * ---1 and/or area which is reasonable walking distance may avail themselIves of the CCeenntteerr,. if st' udents choose not to attend Homework Centers, other ^2^ student assistance will be explored. Staffing for the Homework Centers will 1 classroom teachers who will be available \"volunteer\" rotating basis, peer tutors. Centers, other will be in the form of on a . community volunteers and Staff will be compensated. Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist students, of students attending regularly reaches tional certified teacher will be hired. = each additional increment of students attends, instructional aides and teachers will be added alternating basis. working, an instructional When the number 50, an addi-thereafter, as certified on an I I I HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers rotating basis such that each incentive teacher on a tvvauwy uaaxi sucn mao each Incentive teacher will provide one (i) evening's service approximately every 45 class days. SSttaaffff wwiillll bbee ppaaiidd ffoorr tthhiiss ttiimmee.. 02267 64 c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but wil1 31so be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. I Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer etc. tutors the opportunity to do so. D. RETIRED TEACHER MENTORS - Efforts will be made to Identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work volun- I\nE. tarily or may be paid needs, Mentors can work volun- a stipend depending on their own INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall I P. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapping\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America, 55 02268 IG. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats mav be ooen to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. t: ____\n___ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual desia- nated grade level. words. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools, trips and access will include the opportunity for dent experiences with: Field stu- \u0026gt;1 I    historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an I I i Some such exhibits and performances will also be brought Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. to the schools. Among opportunities in the community which exist are: * *  several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company B6 02269'll ie if * ie if a museum of nature science and history three previous state/territorlal capitol a planetarium at UALR s I I *  a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but 3re not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J. r if SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined ticipate in: as the opportunity to par- f I I I X * it if choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these at no cost to the child (and hopefully to the but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. Assistance will be services program), STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will be^ conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 02270 67 i1' I 2. Staff will be hired on a one year basis with parent representation on the interview team. AL that year, an involuntary transfer or other district decisions may be put into effect depending on the At the end of t 02271 67 (a) li f I I I I I t t I jcontinued - Incentive Schools page 5 I e individual in ( i working with students and procedures. This one ye^r 1 feature will also apply to the positions of aides, clerical and custodial workers. Successful I s. -P-u./^L TRAINING - Ongoing training will be provided for Starr in areas like human relations skills\nlearning and interactive styles\nTzSA\nPET\nworking with youth at risk- wor\u0026lt;ing in an urban setting and analysis and learning and enhancing student achievement. use of data for All staff, including support staff, will be involved i t. aimng. Patrons also will receive access special training. in worxing with their students, assisting with hcmewSr'''^ nutrition and human growth and develc^ in working with their students, qments. 1 n I ! i I ! C. PARENTAL LNVOL'/E.'fENT - Parents will be absolute , --------- ----- -- -wjuiutii partners in the learning process. Parents will be asked to sign all hemeworx assignments on a daily basis. Regular uummu will take place, both through written and oral means. J Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well visit their children's classes.  will be held at the school. o , - - ^0 Regular meetings, monthly, Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support form of tutoring, storytelling, general assistance paid a stipend for this. in the and may be I I I i 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - line iu.ntuuuti - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities ror e.xaraple: * Homework Center - Monday-Thursday * Special Skills - Tuesday  Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday I E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and earlv interventinn ni-nrirsm? ... , early intervention programs will be formulated with \"alert............. and \"success\" cards to be sent to parents to update them on their student's needs and achievements. 02272 6Scontinued - Incentive Schools page 6 P. EXTRA CURRICULAR- PROGRAMS - Ext establisned to allow students 3 cur rsccgni cular programs will pe cn, leadersnip experience and a chance to be involved in schcol ac-ivi-a. Among these will be future teachers program^ s No\n\"Ss ntermurals, monitor \"jobs\" in the office, library wyh the flag, safety patrol, rire marsnalls and student  council memoerships. Just Say No ri re marsralls and scudent ' at recess or lunch time, not class time G. ATTENDANCE ANO SErAVIOR GUIDELINES - ziiit.wartUi a.vu strAVIOR Attanda guidelines will provide unigue opportunities ndanca and benavior H. sTudanti and keso them in scnool. tc assist . , --------- Time-out rccms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and cn time each day. SUBJECT RELATED EXTRA CURRICULAR ACTI7IT - Other c ons for students may include, but not be limited to? activities like mat.h olympiad, junior great books, young authors' club young scientists, Olympics of the mind, elementary band and' a string program. club informed of all of these options. inrormeo OT ail of these options. Students will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. a COUNScLING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to c-mmunuy based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolun- tesrs^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activities\nassistance from social agencies to intervene if extra curr uics, aaa13rr^jm social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work._ The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware the options which truly are open to their students. 3 of 69 02273 il 1' f I 1 i I I I ! 1t continued - Incentive Scnocls page 1 I c. STUDY SKILLS - Ccunsalors and t ''*or\u0026lt;iri5 with stocents to ennanc Skills and study skills. students in test taking, seme class tests and by teachers. aacners ^ill tas be rssDonsibla for King Skills, listening Practice will be provided for I.e., bubble sneet a variety of gues\nets wi 11 be used on n types will be used D. HCME/.NeiGHSCRHOCO MEETINGS -------- - iMeeti ng always be held at tne sc.ncols - _. 0 tusr greuos or parents, will be scneouleo with parents will not eet '53, for s.tall E. F. G. H. sue.n as churc.nes and seme homes as i less formal meetings out of the school at ccmmunity locations yited by parents. These environment may be more productive.and can help forge a school/neighbornood partner- ij' suggested^that local ministers be considered as ss.naol partr.ership and ccmmunity. sm p part or Ui 1 I\\DIVIDUAL ANO GROUP COUNSELING - partner- Individual and group . _ ,, ---------------- 1 T I J CJIU yi JUL) .unseling as wel as peer facilitators will be employed at concerns and the normal issues which a and development takes place. Students conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - \"!se as student growth will also be taught Incsntive/recognition Students, staff and patrons at each school. Ideas {suocest onsi nrocanraH (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets n \\ ccmmunity and auhletic e/ents, tangible rewards such as a book of the student's choice for academic growth WELLNESS PROGRAM and the like. - A wellness program will be in place at each 3vailablity of a full time nurse. Students will be screened for physical health and will al r^eoeiTinforma- tion on topics like self-esteem, nutrition, drug pJeveS and awareness and first aid. Presentations will liL:?.rh. made to parents on similar topics continuing education basis. Presentations will likewise be for ^neir information on a CAMP PFEIFER - Students in need of additional a'cademic assistance will have access to programs such as that cur. ..nuly in place at Camp Pfeifer, whereby, they spend some time in.residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills. P* ' Parent-involvement is an inherent . -w ....Wi ij au iiuici c par^ of this program in assisting them to work with students on homework and academics. 70 02274 I I Icontinued - Incentive Schools page 3 V - MCNITCRING A.NO S7ALUATICN A. VERIFIAaLE WNITCSING CF S'uDE.'iT GFOWTH - -? 3. C. 0. I ne Sting depart- ment of the district win oe assigned the task of developino a plan ,cr vennable monitoring of student growth and for the c. reliaole procedures to accomplish these tasks. ict wi11 be tbe development of This plan and its ac\naccount not onlv tes\nbut also class a curriculum/cr I spanying procedures should s res achieved on norm re ake into 3 anced tests lavement as evidenced by teacher tests and tenon referenced tests. term monitoring which also takes into account There should be a longtional patterns. stucent matura- REGULAR TRACKING CF STL'CE.NT ATTENDANCE ANO ACHIEVEMENT - Recular king of stucent DISCr?LINE/3EHAVIOR di SCI pline/benavior and acnievement shall\na I i ndance. -- accomplished chrough the development of and use of individual and class a proHies by c.assrccm teachers and the building administrator This assessment will be done on a minimum of a'quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. planning INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCcLLENCc PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and se them in a context outside of the school. ' In the parental capacity, ----------------------------s potential, taients As such this input is extrememly important in reviewing notonly academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. CUAkTE.iLY reports ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment.  of district staff, from the community. The monitoring team wil_l be composed school staff, patrons and representatives All staff shall write goals, not only for the school in general, but also personal goals since staf member has a duty to provide a climate conducive to every I is 11 II learning and should hold and model high expec students.  ions for all I Students^wp 1 apo be involved in the goal setting process and  .. their own achievement. will formulate \"contracts 1 1 71 02275s- 3 B 5 ,s 1   3 1  conti nued page 9 E. F. G. Incancive Schools STUDENT EVALUATORS - 1 . , Ident evaluators will be asked *3 comolete evaluations relative to the scnool their educational experience twice 3 year. wu. random to participate in this process based on sS involvement from each grade level.  in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Repor^Fwi?? b^ regarding cnanges made in response to SLjdeni, issues raised in this evaluation process. CCMPUTERIZES DATA AC^ 1ts climats and Students will be a Students will be involved Reports will be ... ... . . - Computerized data access will be a reality in all incentive schools ., - ... ---------- so that student data is easily accessible and access can be immediate for reports which mignt be needed relative to all scnool program aspects. iCOL SI IC TcAMS - School site teams will be created to work lO imole.meni, needed programmatic modifications which will be or greater benerit to the students teams will be rotating and on a semes' (including custodial, aides and cafeti 3' Memcership on these basis so that staff - ----------uria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES A. s. 1 ' I I. 11 l| FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks ror additional student assistance as needed will be provided. ADDITIONAL ITcMS - It is recommended that each incentive school have: a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, thatPerson will devote the rest of his/her time to working with program development and community outreach ) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * requirec PTA attendance, at least\nwo (2) meetings per year, one of which shall be the Open House 72 02276 i I Ji[ 11 continued - Incentive Schools page 10 student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to\nI field trips enrichment activities tutoring parent/child \"make \u0026amp; take book fairs II sessions I. 1 I I I 73 02277 il11W| SCHOOL OPERATION'S Page 1 IKPLEKEKTATION PLAN I. GOAL: To develop support programs and procedures which will allow incentive school t A nrnu I \u0026lt;Ta Anil aX  I_________________   * . . . . -------------.-K -wKHv. .. ..M piuN.cuuica wiiiLii Will fl 11 ow iHcentive schools to provide enhanced educational opportunities tor all students attending them. OBJECTIVE To provide Homework Centers and Homework Hotlines for the students at these schools. To establish training for peer tutors and an ongoing peer tutoring program for students. To use the skills of retired teacher mentors to tutor and sponsor clubs. ' 10 enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY STRATEGIES/ACTIVITIES Schedules will be set at the schools to meet their students' needs, needs. Hours will meet student Teachers and students will receive training in peer tutoring, model will be put in place. Teachers will supervise the A process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work. Certified instructional aides with a minimum of 60 college hours will be employed one to - classroom to assist teachers and students. E - EVALUATE a P - PLAN 1989 Fall-(P) Spring - (1) Budget- ____Lar Summer- (P) Fail-(I) Summer- (P) Fall-(I) Pilot IMPLEMENTATION SCHEDULE 1990 Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evaluation 1991 1992 1993 1994 I 199! Budget Item (f( staff) Some bldgetary Jxpendi tu e Budget I Lem Budget. I tern RESPONSIBILITV All Divisions VIPS Staff Development \u0026gt; Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch Principals O to to ! R - RECOMMEND I - IMPLEMENT 00 I 0 - ONGOING Pl - PILOT B - BUDGET ITEM 4^SCHOOL OPERATION'S Page 2 IMPLEMENTATION PLAN I- GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 15(91 1992 1993 1994 o to to (1 To develop and implement career skills development a program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written Information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fall - (I) Ongoing with evaluation 199: VIPS To develop a program for year round school including enrichment and remedi|al options. Community access/field tri are to be arranged for enhanced experience for students. r I I C/l PS Sumner segments In remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational  Input. Summer- (P) Fall-(I) 1989-90 plan t pilot at one school Maybe j budget i tern S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 - ONGOING 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incentive schools Budget Item Budget i tern I - implement PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum Desegregation4BIBW SCHOOL OPERATIOK'S Page 3 IHPLEHEKTATION PLAN 1, GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: choir, music A dance In addition to Jlgjnewprk Center t peer tutortno E - EVALUATE P - PLAN IMPLEMENTATION SCHEOULE RESPONSIBILITY 1989 Trr 1990 1^91 1992 1993 1994 2 99: Quapaw Council Asst Supts for Schools Fan-{ I) Ongoing wi th evalua- tion Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOmENO 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71minFl SCHOOL OPERATIOK'S Page 4 II. GOAL: OBJECTIVE IKPLtHEKTATJON PLAN To establish procedures for administration and staffing of the Individual schools such that special skills will be brought to bear for the benefit of students at these schools. STRATEuIES/ACTIVITlES IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1 oo: To establish a viable program for staff recruitment.  Nation-wide search  Hire staff on a one year basis Parents to be involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing Human Resources Div of Oeseg Curriculum School Principal Budge i tern To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing - -3* S - STUDY E - EVALUATE P - PLAN Budge i tem o (D I I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING B - BUDGET ITEM PI - PILOTL MHinix HlWW' /IKI -111 I SCHOOL OPERATIONS Page 5 tl. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEKiKTATION PLAN IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 To establish meaningful attendance and behavior guidelines. 199: To provide subject related activities to enhance student learning. I S - STUDY R - RECOIHEND O IO IO a\u0026gt; IO I I I OD  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing Principal School Staff But jet item I - IMPLEMENT PI - PILOT B - BUDGET ITEMSCHOOL OPERATIONS Page 6 III. GOAL: OBJECTIVE IMPLEMENTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future.__________ To provide student training in study skills, testing skills and listening Skills. 10 hold home/neighborhood meetings to Increase parental/ neighborhood Involvement In student learning. S - STUDY R - RECOMMEND 199: Compacts with community agencies, universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with groups of parents .. Involvement of ministers E - EVALUATE P - PLAN o M IO 00 co 1 0 - ONGOING I to Study and recommend Snial Training Summer Fail-( I) (I) 6 - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Oeseg Curriculum 01V of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools staff Develop Div of Schools Principals School StaffSCHOOL OPERAIIOKS Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY O IO IO o\u0026gt; To Increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and hone will take place  Day visits for parents  Schedule settings__________________ Schedule (settings) weekly extended day programs based on individual school needs 19B9 1990 1991 1992 1993 1994 199: To improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOmENO Fll-(l Ongoing Principal School Staff Fn-(i) Ongoing Principal School Staff on o  Early Indicator and early intervention programs  Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0  ONGOING P - PLAN (1) (1) 1 Ongoing Ongoing I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principal School Staff Principal School Staff a amniT* SCHOOL OPERATIONS Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognltion programs will be implemented by 1990-1991 To structure and begin wellness program for students at each school. T lo work with community programs like Camp Pfeifer to suppl ment school programs for students. e- S - STUDY R - RECOMMEND STRATcGItS/ACTIVI TIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be taught ___________  Student recogniton programs  Good Citizen programs  Community involvement in recognition IHPLEKENTATION PLAN IMPLEKttiTATlON SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993  full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN o to IO 00 UI 0 - ONGOING CD Fall- Train students Spring-  fl 1 (P) Pilot one school Ongoing Budget (I) (Possi I 1 1994 199: Pupil Personnel  e Budge I tem) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis I tem) h) T (Budget Item) 1 - implement -\u0026gt; Health Services Pupi 1 Personnel District divisions 8 - BUDGET ITEM PI - PILOT JIV. GOAL: To more closely and thoroughly develop a clearer picture of O3JECTIVE STRA u SCHOOL OPERATIONS implementation plan monitor incentive schools in order to Student achievement at these buildings. IES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1991 1992 1993 1994 199 To provide a systematic program for tracking student attendance, discipline, behavior and achievei im^i int. To involve parents In the development of student Io plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o KJ KJ 00 I I OJ S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring in use of the instrument  To be done on a quarterly basis  Class t school profiles will be kept in regard to attendance be- jjjvior, discipline t achievement  Develop EEP format  Involve parents In writing plan based on student needs  To include extra curricular activities also____________________  Develop reporting format  Involve staff, patrons, in 'monitoring  Involve all staff in goal setting)  evaluate goal achievement E - EVALUATE 0 - ONGOING P - PLAN (S) 1 (R) Summer (P) (I) Develop plan Budget Summer- (P) Fai 1 - -(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evaluation Spring- (I) I Budg Ongoing with evaluation Ongoing t Item) * I - IMPLEMENT PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Convnuni tyr SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. t To establish a orogram for computerized data access at each incentive school. To establish site tfearos at each school to implement prograimiatic modifications to benefit the students. o M M CD S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collecti  Conclusions generated  Report back to students on on response to student evaluation  Install computers  Tie into mainframe 199' (S) with students (R) f  Write programs for reporting s\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":141,"next_page":142,"prev_page":140,"total_pages":155,"limit_value":12,"offset_value":1680,"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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