{"response":{"docs":[{"id":"bcas_bcmss0837_356","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/356"],"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\nOutside dated January 31, 1989, inside dated March 23, 1989.\nII 10 APPENDIX 2196-234 I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I 1 JANUARY 31, 1989 VOLUME II I 11 I n II II I I I-I JI LITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN n MARCH 23, 1989 II VOLUME II 02196 I TABLE OF CONTENTS Volume II ( 1, student Assignments I 2. Student Assignment Handbook I 3, Facilities 4. Incentive School Program 1 J 5. Monitoring and Evaluation 6. Transportation 7. Data Processing I n NOTE: I An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. h I t I i I 02197STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as 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 I which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students 1 I 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. I 3 . Students presently assigned to Elementary Academies will be glve.n the option to remain in these schools (grandfathered).* I 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* I 5. If there is no space available at student's zoned a school or if assignment of the student'to the school would put I the school out of compliance with racial balance requirements. I 1 I 02198the student will be assigned to the closest which meets racial balance reguirements. school with capacity 6. The elementary school zones will provide tern for elementary students going to junior high junior high school students going to high school. a feeder patschool and for 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 of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. u 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 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools After grandfathered students have (grandfathered).* been identified and 4 . assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. assigned to an Elementary Academy to be selected by LRSD in accordance with desegregation considerations. 021996 . Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7, In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class, V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percen- tage is twenty-five percent (25%) below the district-wide percenu I tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. requirement (or The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School. 02200 f ' 3 i3. 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- II Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation I, 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 u 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 a before the 1991-92 school year may remain at the school to which the student transferred until graduation to tional level. the next organiza- 4. Sibling preference transfers will be granted if a seat I 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 currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 4 02201VII. REASSIGNMENT PROCESS 1. 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 student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder 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 will not be granted. In such cases. ri u I 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 I reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation require- ments\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers. I 5 02202I 2. 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. 3. Th student Assi^rnnent Hendbook 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 a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* I u I I 11 6 02203IX. I DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL 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: (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High fl School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize computers, other technology and expanded use of materials to augment the instructional program. u The enrichment program will have the following major areas of emphasis: 'i (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I I periods per class day. (2) Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Ecruioment - Some of the traditional courses, in addition to the computer science and fine arts I* (4) courses, will utilize technology to assist in the delivery of instruction. Staff Development - The principal and staff will identify inservice needs (summer and regular school 7 02204I year) to effectively restructure the Dunbar. program at (5) Staffing - it is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff I will collaboratively disburse meet the needs of the enriched budgeted funds to program areas. 1 I I' li: f'.. r I I s 022051 NEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full ticipant in the New Futures for Little Rock Youth Among the program components for the 1989-90 school par- Initiative. year are: 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 munity businesses to encourage and comreward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. B I 9 02206 II !i KJ I o I 0 ( NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH hj I. i I I I Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 S. 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 \u0026amp; 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 \u0026amp; 9) FOREIGN LANGUAGE per I a 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 elementary level may take an exam to qualify for entrance into German MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 - Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES II. Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 19 02207 II SPECIAL EDUCATION Computer-aided Education Program instruction will be added to the Special VOCATIONAL EDUCATION 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. tu I I I I I I 1 1 I 02208 a IH I COURSE DESCRIPTIONS course. manipu- Advanced Computer Applications (Grade 9) Semester 2 Open to students from tHe fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet and how to use at least one desk-top publishing program^ Students will have the option of creating a LOGOWRITER project involving music and animation. I I Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent faster than they can handwrite. Students will learn to write simple basic LOGO commands, to construct programs using algorithms and write procedures, document their projects. commands, to They will use LOGO Tools to A hands-on, one semester course. Advanced Programming, Grade 8 this course will be Year 1, similar to the 7th grade Year 2, programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. it will become an advanced course. using Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course in computer applications, focusing on word-processing and cross-curriculum projects (example: using LOGOWRITER Tools to create a Science Video based on research in library or field). This is a project-based course. This is a project-based course. Literature of Adolescent Literature of the Adolescent and the Composing Process I are to offered simultaneously with students changing courses at the end of the semester. These course are to be considered prerequisites for the Composing Process II and Speech/Drama, will be offered only to 9th grade students. which The Composing Process I The Composing Process I and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be considered prerequisites for The Composing Process ll and Speech/Drama, will be offered only to 9th grade students. which 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. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the are Adolescent as eighth graders. 02209 I 12 C I o I[i The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, writing, editing, and publishing stages of writing paragraphs and I course. essays. Speech/Drama Speech/Drama and The Composing Process II 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 have taken Composing Process I and Literature for the Adolescent as eighth graders. have and 1 Is) I 0. The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to^ enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. J 4 Piano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard, coordination. - -- ability. A semester course (or year) where Students will learn hand-eye Students will learn simple melodies and chord Students will learn self-discipline and proper care of the piano. Students will learn how to add various sound effects as background to songs, stories and drama groups. w the interest in keyboards today, the students have expressed interest in a class for keyboard. accompaniments. proper With an I a I Handbells I (Grade 7) A beginning course in art of ringing English handbells, will learn the technique of ringing bells - will learn to read music notation and symbols - will learn \"team-work\" by playing their part with othe students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells Students r I I - will learn the value of concert performance with other groups from other schools. I Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on music aptitude, 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. and 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. 1 level. Orchestra (Grades 7,8,S9) In this course, basic fundamentals are studied on the beginner's Detailed instruction is given for correct hand positions. I 02210 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor- but are directed toward developing skills for mance oriented, 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. hO as 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 i _ - \".-w.. vi.si I. y, 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, cultural literature at appropriate level is read and discussed. GL. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. __ correctly in context all common grammatical structures formerlv studied. Students Students learn to pre- use I 4 I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including th= 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. 9 1 Reading Explorations Reading Explorations is . . - - an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills\nin-depth novel study\nand reading for enjoyment. be placed The focus will Supplemental work will be interfaced with computer applications. Both individual and group will be included. Science 7 - Life Science (Laboratory) Lab Science \" ' 7 , _, designed to teach students science skills and the scientific method. process , , ---- Students will perform experi- analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. fl Upon completion of Lab Science - 7, the student will be able to: - make 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 - design an experiment to test a hypothesis\n- collect data and organize it in charts and graphs- - form operational definitions\n- accept or reject a hypothesis based upon results\nrecognize problems that are subject to investigation\n- ask questions relevant to a problem\n- manipulate variables in an investigation. Science 9 - Physical Science (Laboratory) :2 - 9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the phvsi- Lab Science or physical and chemical properties of matter, light, '  - -  simple machines. electricity, and Industrial Technology Education II . _ designed to provide the student with a learning experience in modern industrial technology. Curriculum content is directed toward four major clusters: communication, construc- 0*2' manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and CtS This course IS con- ho I bJ I 0 1 1 I o I I I 02212 12 (cX. 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 tive K/New students prospec- Jan. 17 Order window envelopes Jan. 23 Feb. 22 Prepare FOCUS (Communications) 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 Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques to PTA Presidents Feb. 20 Order through DP PIF's\norder selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Commun i c a t i ons 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 j i I I .J  \u0026gt;1 1 ( J a fl 1  Mar. 6 Mar. 6 Mar. 8 Mar. 15 Mar. 10 Mar. 23 Make adjustments to computer programs/ train SAO Coordinate preparation of zone maps for each school Deliver FOCUS to printer FOCUS to mailing service I 1 I 13 02213 aIII , Hi ' 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 tv' Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr. 24 Apr. 25 - Apr. 28 Apr. 25 - May 1 Apr. 25 - May 8 May 1 - May 12 Print : mailing selection forms and prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. 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 Run assignment simulations Process prepare waiting lists\nmake mandatory assignments 5 forms\nSend assignment ___ Transportation for route adjustments final list to 1 u. 4 I 9 May 13 - May 17 May 17 Print assignment letters and prepare for mailing I Mail final assignment letters i 11 02214SECTION ONE A. Overview (1) (2) (3) (4) (5) STUDENT ASSIGNMENT HANDBOOK ASSIGNMENTS Each non-magnet school has an attendance zone. m some cases, are used in order to meet the desegregation requirements. satellite zones zone. Students have the option of remaining in their current school (grandfathering) or they ma/sele^'their at\\eS schnni school, an incentive school, or a magnet Students living in the attendance\nschool have the option of attending school to be selected by LRSD desegregation considerations. zone of an incentive a in racially balanced accordance with (elementary academy) attendance zone of an elementary Sool^lf selecting an incentive school if it aids desegregation. an I VlJ II  I, I L h matriculating) students, grades 6th and 9th niHn? zone schools. Rising students will have the magnet school. option to apply for a I (6) Every effort will be made to install in order to accommodate overflow ticular grade level, be installed. I nearest school that has feeder zone. portable buildings situations at a par- a portable building cannot the student will be reassigned to the -- a seat available in his/her J a on (7) complete a Pupil Asfio^^eit^nFF^'\" (P^S'J^egister) in order for the StudLt Assignment Office to begin the assignment process. new students must a Pupil (9) Self-contained students will be Education Department. assigned by the Special 1 I (9) Any student may apply for a magnet application. a magnet school by completing I i (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering Pork nuy apply to students entering the Little Rock School District before ths-1991-92 school year.  (11) Each student will receive through the mail. a final assignment letter 15 02215 I' iI (12) Each school will be zone assignments after^May making attendance I (13) B. C. I D. I I I The Student Assignment Office will be responsible for all reassignments, magnet assignments SSt! minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) CO All students ments, may remain at their present school The Special Edition assignment process. The FOCUS will be all students FOCUS will explain assign- the student sent through the mail to in the Little Rock School District. parents of J Reassignment Process Every effort will be made to install portable buildings in overflow situations at a particular oroer grade to accommodate installed, level. Only if a install at portable building be reassigned to the a seat available If the student cannot be the student will Student Assignment Office will be resoonsiblp reassignments. Reassigned students will ^be xl waiting list for the appropriate aVtnSiL zone slSoiT reassigned to a school in Office I. in the assigned nearest I zone. be Reassigned students will be appropriate attendance a The minimum black for The all 1 elementary academy is  --- causes a school to fall below cases, the student S-'-ted. In .JS 40% black. Any assignment that the minimum black granted. \"Desegregation Transfer\" for desegregation secondary schools.)    Transfers* (1) (2) zone. (See requirement for Students may recruest school. , a transfer to the attendanc an incentive school, a magnet school. The Special Edition FOCUS process for transfer e zone an interdistrict school or witl explain the assignment requests. 02216I (3) Selection forms will be mailed to parents by April 11. (4) Selection forms must be returned to schools by Aui Principals are expected to deliver selection fo by April 24. the Student Assignment Office immediately. rms to I (5) All selection forms will be considered at the same time. (6) High school kindergarten students rioni-n ,4. vt --~3nd kindergarten stu- given preference for first grade seats in academies and incentive schools. (7) Final assignment letters May 17. will be mailed to parents by u I SEE PROCEDURES I E. Return of Forms (School Selection Forms) Completing Selection Forms Required Assignments ( I (1) An assignment is required when: (a) a student is rising from Sth or 9th grade 14. 1 ? ^-tsxng rrom 6th or 9th grade. Rising of selecting a magnet I (2) school by completing a magnet application. Parents of 6th and 9th grade students will also the Special Edition FOCUS. receive I I (3) Final assignment letters will be May 17. mailed to parents by a F. SEE PROCEDURES  Distribution of Foirms Kindergarten and New Students I I (1) Parents of kindergarten and Pupil Information Form  new students must complete Information Form in order for the Student Assignment Office to begin the assignment the a (2) process. A Pupil Information Form can be obtained from and returned to any school. any school I (3)  a particular school school does not guarantee assignment to tnat scnooi. i or returning a (4) Open Houses will be scheduled in all schools April 9. April 4 I (5) Kindergarten/New Student I March 20 in order to receive April 11. PIFfs must be returned by J a school selection form by 17 I s 02217 JiG. (6) Selection forms can be 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 Forms) Self-Contained Students I The location of self-contained classes will remain the samp for the 1989-90 school year. The major factor regarding the . ... , t^se student's Individual will be the decisions will year. site for the implementation Wxll uc uhe aecisions made by the lEP team Every ^^ffart %ill Pfar'^a^de i^eview conferences GJ H. I fl I I. II I I --- to minimize changes in st-hnni secondary students ind^ca?e that they attend three or more special classes. These stu- special education teachers, therefore their needs can be met in any secondary schnnl . ONLY STUDENTS WHO DAY WITH A SPECIAL The lEP's of dents rotate to or more special classes. -  any secondary school. SPEND MOST OR ALL OF THEIR INSTRUCTIONAL EDUCATION TEACHER WILL BE ASSIGNED TO EDUCATION OFFICE. A SCHOOL BY THE SPECIAL I iC I Sibling Preference* (1) (2) (3) (4) Sibling preference does NOT apply to magnet schools. District after the 1991-92 school year will not be allowed preference transfer to - a sibling a non-attendance zone school. Any student who makes a before the 1991-92 school .... to which the student transferred the organizational level. sibling preference transfer year may remain at the school until graduation from A sibling preference transfer will be granted if transfer will allow both sending and receiving u, desegregation requirements. schools I I I I o I a seat to comply with the the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet schools be made by the Student Assignment Office. The Student Assignment Office will will Assignment Office will be responsible for maintaining all magnet and interdistrict lists. _ school waiting All students on the 1988-89 waiting lists . - , , will receive preference for magnet and interdistrict vacancies. January 27, 1989, as of 1989-90 IS 02218(4) A computerized random selection the selection forms. on (5) All magnet and interdistrict U* deSg/eglTton et^ la. either the ^end/ng'Vr reJeitYnV^AoVr receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) I Sixth and ninth grade magnet students preference for , - --- will NOT be given organizational leJel?^''^^ schools at the next I (8) Students who are denied interdistrict school for that school. J,, to a magnet or will be placed on a waiting list I (9) a I J. Interdistrict Maj orlty-to-Minority Transfers (1) All M-M assignments Assignment Office. M-M Will (2) II K. --nd Sole: be made by the Student PCSSo'or^Sq^Vn  Student in the majority isS ?Se^nSrSy? S?-.'.--  S.-hool where he'^'she in LRSD can transfer to r he/she is in the minority, vide transportation for Likewise, I O' in 1 Desegregation Transfers (1) I I 1 a student in the majority a school in NLRSD or PCSSD where The home district must pro- M-M transfers. Junior and senior high school another school as long as the the sending and f desegregation requirement and students may transfer to reassignment allows both receiving school to comply with the i a seat is available. The minimum black percentage is twenty-five percent bl-dcks in grades percentage is twelve and one- 7-12. half percent (12-1/2%) tage of blacks in grades 7-12. black percentages constitute ment (or acceptable The desegregation requirement that all schools will (25%) a^ove the district-wide percen- The minimum and maximum the desegregation require- range) forna desegregation transfer. u-r .XX schools Will reweln wA^hl^ erah7e below the dlstrlctwlde percentage cf black 02219 19(2) school incentive School desegregation at the (3) A student desegregation transfers uL ~  (elementary, junior or senior 4  4. P^i^Pose of the second desegregation transfer is to allow a student to rshim +*n b 4 e h,Gr each organizational level high school). a student to return to his previous school assignment. at (4) Desegregation transfers will be period once each year. granted during a limited GJ (5) LRSD will provide transportation transfer students where it is will for desegregation cost effective to do so. I I fl I L I O' I a 20 1 02220r w t I, PROCEDURES Distribution of Forms (School Selection Forms) Parents of students requesting transfers and the Little Rock School District will have the select a school by returning the School students new to opportunity to Selection Form. For parents of students currently enrolled in LRSD schools: 1. Parents of students receive A. B. , currently enrolled in a School Selection Form through the LRSD will mail, u selSctions^^^ complete the form with their school Forms should be returned to the child's LRSD school no later than April 24. For parents of students new to the LRSD: 1. Parents of students new to the LRSD School Selection Form by completing A. B. 2. 3. current I i 4 may also receive a PIF. a ( Pict-uP 3 PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at by April 24. any LRSD school New students' School Selection Forms may be returned any LRSD school or the Student Assignment Office. Every effort will be made to tion, however, and desegregation limitations.  grant the parent's selec- axi assignments are subject to capacity I a I II. Return of Selection Forms Parents will be mailed their :  attending the LRSD for school year should return the forms 1^*4 ^Students wno did not attend the Little Rock Students school selection forms on the 1908-89 u ,--- their current school who any LRSD school by April 24. I use 1. As the selection forms three categories: are returned, separate them into I I 21 02221 Jil V A. Students requesting to grandfather at their present assignment (students currently attending B. Transfer requests ' (students LRSD).* currently attending 2. C. Kindergarten/New Students to the LRSD. As forms are received. I ,, , , remove them from the envelones Use paperclips only to attach \u0026lt;  ----- envelopes, the forms. Do NOT taoe or staple damaged forms\nthe ill replace damaged forms as tape Student Assignment Office any notes or letters to I needed. f - I Check the fo to be sure it has been comoleted correctly and signed by the parent or guardian, form IS correct. Skip to step it has 3 . Return incorrect 4 . If the 4 I or unsigned forms to the parent with an Schools are urged to contact thf\u0026gt; KO n ku I Urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it . = uorr brief description of the problem, the Selection Form List. was returned for correc- on 4. I Place the forms (in alphabetical order) _ 1_  (Selection ForrnEistV of the forms that are returned to your school. area of the office. in a designated 0 I allaing: the deadline) do the a. I With a number 2 pencil ONLY, go over any bubbles that ink marked by the parent or that vere marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This s^tep can be checked.) any time after the forms are received and b. Place the forms (in alphabetical labelled order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS !! ':\nl I c. On the day following the deadline, the Selection Form List in the Assignment Office. include one copy of envelope to the Student V d. Send the envelope to the Student diately. Assignment Office imme- I 02222I III. Kindergarten/New Student Pre-Registratlon Children who will be 5 I , . , , , . . years old by October 1 are eligible to attend kindergarten in the LRSD. yioie make school selections and receive children, they must pre-register. In order for parents to assignments for their A. Distribution of Forms I 1. I 2. 3. I B. I I I flyers to be sent home yarencs kindergarten pre-registration and These flyers should be sent home as soon as possible after they are received. the deadline. to parents UJ Parents pre-register their children by completinq Pupil Information Form\nt'-- ---   - from any LRSD school. ' a they may pick-up a form Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION cr  PRE-REGISTRATION at the top of the form. Form is or NEW STUDENT After the deadline. Information Forms. Instead, instruct parents to to the Student Assignment Office their children. DO NOT hand out ANY Pupil I I. been completed responsible for registering and dergarten and new students. - go to pre-register Alter the assignment process has (May 17), each school will be assigning kin- Return of Forms 1. 2. 3. Parents may Information Forms to return the deadline. their completed Pupil any school in the LRSD until For each form received, write labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. II RECD\" and the date The following information MUST be form: First and Last Name Race Sex Address Date of Birth supplied on the If any of this information is missing, cannot be processed. the form 23 02223 I aI I I I I I I I I I I ni 5. 4. 5 Check the birthdate birth certificate.  ! on the form and the child's Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PiF labelled of legal name and birthdate by\". the child will NOT be 5 years old by October advise the parent that the child will be too to attend kindergarten next year. PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. PIF If young DO NOT SEND THE Check the address on the form. supply their permanent residence office boxes CANNOT be used. The parent must address\npost , , , -  ---- Require proof of address lease agreement, rent receipt, contract or Personal Property Tax Bill), the Address Verification Form and attach the PIF. (lease sales Complete a copy to When the PIF has been completed correctly, (or appropriate grade for 1989-90 school xxi the GRADE box and code the student's race in the ?sraOOt'BOX) SCHOOL NUMBER IN ETHNIC box. SUBMITTED BY box. UI write K year) in Initial and date the form in the Information Form(s) in an envelope laDelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 1 I o II LITTLE POCK SCHOOL Si 7 CHOOL DISTPICr ct:on form  I OFrICE USE C^JLY Wl (NAME) (ADDRESS) V (I .O./RACE.'ZS) Next Year's Grade VI Dear Parent. *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 00000000 0* *0 00000000 0* *0 00000000 0* *0 0 0 0 0 0 0 0 0* *0 0 0 0 0 : 1 0 0 0* *0 00000000 0* *0000000000* I I I, \u0026lt; 1 This IS your school selection form for the school var rP,?-  before completing this form. THAT YOU REiURN THIS FORM TO YOUR CHILD'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY INSTRUCTIONS: ONLY MARK ONE of the following boxes, turn it to your child's present school PENCIL ONLY. sign this form, and re- assignment. USE ^^2 n 0 Please allow my child to remain at school year. school for the 1989-90 Wl 0 q 0 I VI VI Please assign my child to his/her attendance zone school I understand that my child will remain at his/her a seat is not available at school. Please assign my child to I understand that my child will remain at his/her a seat is not available at INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsell Rockefel1 er Stephens Washington present assignment if present assignment i f If you wish to request sibling preference, please indicate bel complete the information on the back of this form. OOES NOT APPLY TO MAGNET SCHOOLS ow and SIBLING PREFERENCE I request sibling preference. ******************. PARENT'S SIGNATURE DATE 24(a) 02225 I' il? 4 1' I 11 il\n!| 0 II LEASE LIST THE MAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH I PRESENT SCHOOL i ASSIGNMENT PLEASE PRINT. I GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one ootion) J 0 Two or more siblings requesting to transfer together. District requesting assignment to a zone school with a sibling who '- to a zone school.   - - non-attendance IS currently assigned to the I a non-attendance I 0 Assign siblings who presently same non-magnet school. attend different non-magnet schools to the I (NOTE: Definition of siblings: .no enrol,ed ff I 24 (b) 02226FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. I 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 I 1 I Academies with the capacity and projected racial composition of each, are listed below: .11 School Capacity Black Non-Black Total % Black I Badgett 275 82 73 155 53% Bale 394 188 124 312 60% O' 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% I I I 25 I 02227I School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% I Totals 9,501 4^ Incentive Schools There will be eight Incentive Schools which are listed below I with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: s School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals  Classes 28 16 11 14 12 16 13 42 136 Capacity at 25 700 400 275 350 300 400 325 1050 3800 II 02228 I w I m a I 26Interdistrict Schools I LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity I 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 4: to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity I The nonmagnet elementary enrollment for the 1988-89 school I I year is 8,327 black students and 3,835 non-black students for a O' total of 12,162 students. I 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. I I I The projected enrollment would be 8,500 black students and 3,850 non-black students for a total of 12,350. The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards'which have the following limits: I I I I 02229h Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 I The total capacity of the twenty-two Elementary Academies Is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. 4k however, there will be a certified aide in each class and V 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 exceeds the projected enrollment (12,350) by 1,266 seats. (13,616) The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend I I a I upon the number of students who enroll in Incentive and I Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 black ih LRSD students will attend Interdistrict Schools. The chart below shows the impact of black 1 Incentive and Interdistrict School enrollment upon the Elementary Academies: 2S 02230II Black Enrollment in Incentive and Inter- dlstrict Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 2,500 3,000 3,500 3,600 Construction 10,350 9,850 9,350 8,850 8,650 1988-89 62.8% 60.9% 58.8% 56.5% 56% \u0026lt;89\u0026gt; 411 911 1,411 1,511 Washington School is closed for the 1988-89 school year. new Washington School is being built at the jected capacity of 1,050 students. same site with a proThe students who were origi- nally assigned to Washington for the 1988-89 been reassigned to Ish, Mitchell, school year have Rockefeller and Rightsell. These students (166) will have a preference to return to the Washington in the 1989-90 school 1989-90 O' new year. 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 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this I I V I I I I I I A * I I I facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an ele- I mentary school at the end of the 1988-89 school year. I 29 022311990-1991 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 Interdistrict school. to downtown office The new Stephens will be easily accessible 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 a 4k I would be located in the general area along 1-630 between 1-30 and I University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to sez^e as Ia a natural magnet for Individuals who work within governmental and business centers of Little Rock. I The parties have had discussions with realtors regarding speII cific school construction sites and existing buildings. The Master will be provided a separate progress report negotiations for school sites. concerning I 30 02232 INCENTIVE SCHOOL PROGRAM I INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School Lj 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 I long-lasting desegregation in these schools and in the entire school district. I The following schools will provide the incentive school a I program: I -Franklin -Garland -Ish I -Mitchell -Rightsell -Rockefeller -Stephens I -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 02233ment 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 success of the long-term desegregation plan in the Little Rock School Distri rict. 1 I 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 respon- o sibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. I i 3 02234Incentive School Program r^CEMTIVE SCHOOL PROGRAM COMMITTEE The bb-eorint for the incentive school orogram was develooeb by a committee of administrators. tives ano oarents. teachers, ccmmunitv reoresenta- The blueorint will be used as the framewors specific activities that are expected to occur after'^court approval of the incentive school program. for sceci The following areas were considered in the development of the incentive school program: I I I A. S. c. D, E. F. G. H. I. 0. 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 I I 0 The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills I -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures I -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement I -Subcommittee 5 - Parent Recruitment I I I - _ 33 02235Incentive School Program I BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearlv define the mission and expectations for the incentive schools.  ' Committee did not. however. The Incentive School Program .  attempt to specifically define c incentive school This document merel witfi the parameters for excellence in education concerns for each individual incentive s-hool must be developed by the local practitioners.  are the princioals. orogram. every y rur- The local practitioners teachers, parents and community representatives in each incentive school area. The District firmlv hPli^voc th.t rs- The District firmly believes that the success of any program depends on the opportunity for the practitioners local level. This document is hereby rrPn r.n roHopal 5rz4 _____-j... submitted to the federal court and the that further details will be develoced. community with the understanding the Incentive School Program Committee will continue to function until AUQUSt 1, 1 989. -------. _ - I UIIV V I Ull UHt I I committee will be expanded to include at least one parent from each incentive school attendance zone. w pareiiu rrom eacn On August 1 the function as a district-wide council council will have two parent representatives from each incentive school. Also, four members at-lArop of incentive school parents. I ------ Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive Srhnni o I a a a a va a n oe School Program Parent Council will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors Joshua Intervenors on a quarterly basi program. s. and I Academic achievement is the result of commitment, high expectations. strong belief that all children can learn, and broad-based c..... \" support, .'/hen these ideals are couoled with the availability of financial resources, educational excellence prevails. U Ij vei wi the belief of the District that all of these ideals will be evident in each incentive school. support. communi ty a It is certainly 02236 34 tI I I I SECTION ONE I ACADEMIC PROGRAMS ANO CURRICULUM DEVELOPMENT c I I  35 02237I.NCZN7I7 CCLS ACACE.'IIC PROGRAMS ANO CORRICUL'JM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and fl for developing the rational, reflective, and critical capacities of all childre II The content of the education must be true, en. appropriate, and relevant. The oro-education are expected to be democratic and humane. cation is to be the complete development of the lence in education must person. Tne aim of eduIn addition, excel-prepare a student for self-knowledge and to bee contributing problem-solving member of his or her society as well. ome a own community and the global (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional methodologies , and the use of instructional technology in the Incentive Schools be reflective of the intent to have excellence in education. Augmenting the academic program will be special social skills building programs implemented to emotional, and interest needs of the students. will I student activities and meet the cognitive, social, However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Imolementation Old Program (Early Childhood Education) - The Little Rock School 5 Four-Year 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 into the program model. School. c 2. L^iting to Read, an instructional tec -ology\n3rogram, will be implemented at eacn Incentive School for K-2 students. 3. ^ndergarten - The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. fl raiiurs moaei will oe operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. fl - _ 36 02238 4. Each suoject area pleasure of and 2 ^i|^i5_2c=|lJ?ie_Curr2C^ will be a major emphasis for developing reading ,.rpr .ciency and critical reading skills. will alsoutilize strategies to increase students appreciation for reading (Pre-kindergarten-6). I 5. Ora] Expression Across the Curriculum will -------------------------  Ol'*er instructional objectives and.strategies in eacn suoject area designed st. 'H eaun suoject area designed to increase the oral munications and American English skills of the com- students (Pre-kindergarten-5). 6. gaming Styles Inventories will be used in each Incentive School to .eacners in diversirying tneir teaching styles to match the learni or the students. assist ng styles 7. School Themes will be developed at the local ,. -.------------- - -- - - ----- school level by parents and Sua.r ana are recommended to be integrated into the total curriculum. I I 8. Semi-deoart.mentalization will be the recommended organizational structure ror grades 3-o. -------- ...  uu.uic : ,. , , .,,'^5 organization will facilitate the development specialised s\u0026lt;ills for \"subject area\" teachers for the respective grade levels.  area of 9. Instructional Technology will be available in in individual classrooms. specialized laboratories and 10. equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. CgF-Outer Laboratories for remediation and enrichment will be expanded for a minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. 13. S_\u0026gt;.udy andlest-takinc Skills will be taught in an integral component of the curriculum at eacn grace level. 14. 15. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. I c 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(seg p^gg 7) 37 022393 19 . ^entive Programs - each school will establish an incentive program for recognizing academic excellence and improvement. academic 20. Homework - homework is required according to Little Rock Scnool District policy and regulations. 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated fo assessment of students. r the ongoing 22. Hetereogeneous grouping will be utilized u.  in each subject, and instructors will utilize whole gro small group, and individualized approaches to teaching. at each grade level group, 23. Effective Schools model will be operative in each incentive scnool, with appropriate training provided for implemen- ration. 24. African 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 I I c The core curriculum for pre-kindergarten through grade 6 fl will be the Little Rock School District emphasis/expansion have been Identified areas. model. Areas for for each of the content READING fl  Literature, with emphasis on -Basal testbooks 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 tenVnn reading, studeht^story-^ telling, debate, drama, etc.) (K-6) fl ENGLISH/LITERATURE ARTS fl fl Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing skills of students (K-6) -Latin Program will be used to increase the end wordattack skills of students -Oral Language Expression will be reading and English/language arts to enhance the (5-6) vocabulary a major emphasis in the areas (K-6) fl 3S 02240-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 -Emphasis on the study of history from a subject area context--World History, American History, and Arkansas History (4-6) I I I \u0026lt; 02241 33 (a)4 -emphasis on introductory concepts in history, geography, and civics (:\u0026lt;-3) -Geograony will be taught through active learni -each subject and grade level in social multi-ethnic curriculum (K-6) ng strategies studies wi11 include a -Learning strategies and activities will promote studies (K-6) 1iving social I I I I I I I I emphasis on American and Arkansas History (4-5) emphasis on World History (6) Celebrations/caremonies will be integrated into the curriculum MATHEVATICS imphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (?re-k-3) -Use of computers for organizing and utilizing mathematical data {*-0) -Empnasis on critical thinking in addition to methodology and results (K-o) 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 method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life physical sciences (4-6) sciences and -Nastery of concepts should culminate with an annual project- i.e.. Invention Convention, Science Fair, etc.  1 .e. -nomework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom 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 and understanding to cultural and historical di ments (4-6) creative expression erences and develop- -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 02242 39 Is FORE-GN UNGUAGe -each school will select study, with Spanish and a choice strong recommendations at least one foreign language for of an Asian language as -The instructional II methodology for each language will be a :otal physical response\" approach -e.TiDnasis will be on basic vocabulary, conversational, and cultural materials for K-3 II -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 wi11 be on vocabulary, grammar, reading, writing and cultural materials (4-6) PHYSICAL EDUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -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) 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\nFamily Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will focus on prooiem-solving, decision-making, peer pressure, etc. 11 40 02243 I I6 Rites of Passage - A structured program will be initiated to ------   7 wx-ux kjc xiixuxdiueu uo 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 state, 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- Mentoring Program - utilizing local resources in the community 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 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: Peer-Tutoring 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 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 II Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horsaoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club trips will be used to enhance 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: I I I I I fl Houston Space Center (Houston, Texas) Smithsonian Institute (/Washington, DC) \u0026gt;artin Luther King Center (Atlanta, Georgia) George_Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the 3oard and administration for approval on an annual basis. Documented school-based involvement in the needs/inte rest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I  I 02245 4I L.ATIM E.'IRIChME.MT PROGRAM EME.i.nRi' L.RMGuAGc ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT I I. Sacksrsund I, I I I  I I V H 0 II. fl fl II fl In tne ear.y ISSO's, the Philadelphia (PA) School Oist and.vocabulary scores of elementary school childr Latin in language arts classes. Latin teachers language arts ...trict raised reading sn through a program usinq The program was developed by a team of , but the materials were designed to be used by elementary teachers\nthe proqram did not dpnpnd n n n e 4 n i i j the,program depend on using trained Latin Since that time programs of this sort have been implemented in many other school distri Indiana\n'Washington, O.C.\nSt. Louis, Missouri\nAngeles, California\nKansas City, Missouri. teacners in the elementary classes. Uashington, hew York City, Mew York\nlets, sue.h as Indianapolis,\nDallas, Texas\nLos developed heir own materials. teaching formal Latin grammar\nmeans to improve English skills. - -4 .  .w.^\nOakland, California\nSome use the Philadelphia materials\nOLhers In these programs the focus is not on and others have it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. \"he ini : a 1 implemen fied dis 3 on of the program by Philadelphia and later in t'e schools with a large minority ? tar.e-.ed levels were grades five and six or orade six only xeports concermng students' performances on standardiz- ' above ident population. iden :c ied districts reveal at least a one sd tests in the above year growth reading and vocabu- .--------- yiuMi-ii in reaainq a lary and a significanu amount or growth in other content areas (see attached\n. In all districts, a team of Latin teachers trained the elementary language apt? tflsrna'-c in ma * \u0026lt; .. ___ __ arts teachers in using the materials and served background in Roman and Greek culture. as resource persons for As the program grew, many of these A corresponding elemen.aryteachers studied to become proficient in Latin. program using the Greek language has also been develooed\nthe same methods and approach. this program uses The materials focus on using Latin and Greek word roots as a basis to incre English reading and vocabulary skills. c:iyi.3\ni rsiuinu anc vccaouiary SX1HS. Materials are varied\nthe two basic courses are designed for fifth and sixth grades and are based on classical 7T\"\"'\"T '\"7 Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. mythology and life. Rationales More than focusing\nedge of E, read n prov: Ab i1i t areas more s livino school se 3 n L cu  d of word tin wcr 1 i s h V e.nr: y OU 3  n he E.nglish language a-e based on Latin words\nary. ots and word-building elemen Many f h and sixt icula include mythology and the Grec hme.nt. a-facts SU 3 3 U I n i n 'T. era 3 will increase kncwl- social studies and .dv c 3 his subject ma will 1 :an worlds a an lea vocabul ng and a rv IS not limited to i^ncuage arts and other academic ass in life itself\nduals who feel comoe an unusual subje iS ths 3 an unus ! IS no 1 and \u0026gt;' 4 ror s s an oved self increasing ability creates a a - J t focus ad on le iffe-eno' subje 3 deal with school and 3, especially in elementary ring and s he Latin language pe- ma he learne aeing success in s . 44 02247Latin Enricnment Program -- Page 2 1 The program itself is easy to implement. Th, ,,,, .........a, ment of time by elementary teachers to learn't.hrmaterials\"i?limi- ihe materials are easy to ----- ' imi ihs coSi- is niinirndl, dnd invsst* use.  - .......eed. mey are inexpensive to purchase and - distribution to teachers. The program's b aVsuc^^ fully usjd by many areas with educational situations similar to Lit15 Rock. ,ne uniqueness of the program should appeal to parents as weil as Students\nno other public or private schools in Arkansas, certainly ij th, metropolitan Little Rock Ar^:,. h\n,va ...............- Area, have such a program. The program would in the serve the desegregation plan for the incent?veschools anS wouid J^p m achieving t..e targeted objectives of raising standardi2=d tst eliminating disoarity between scores and scores of the major ethnic elements of the [_ 5 . ------w . \u0026gt;\u0026lt;v. iMwjMi ClCuIcni-j or cnP emphasis on multiethnic education within School Oistnct, materials can be developed locally to include this empnasis. Using the existing materials as models, L.RSO teachers ran rraa^a i\u0026lt;nn*e * k L. - J  _ .  . .  wwawinsi i can create units that use their unique talents and skills and directed to the special interests and needs of Arkansas students. that are III. PrODOSal It Is proposedthat the Little Rock School District implement ' Latin programj'n the^elementary language arts classes at the fifth aim six- grade levels in t.he incentive schools for the purpose of increasing readino and vocabulary sxills, imoroving standardized test -------- ... the self-image of learners. an elementary h and sixtn scores, and enhancing IV. Program Descriotion ( After teachers for the incentive schools have been identified in t.h of 1989, these teachers will the summe.' mented at  . -- - - e spring receive six hours of inservice training during 4,u The program will be imple- vhe 1989--0 year and will be incorporated int\nof 1989 in implementing the program, ne start of the 1989-90 school vear I t.he fift.n and sixt.h grade language arts instru fifteen to twentv minutes OPr Th rni r 11 teen twenty per day. ictional block for approximate'.' Throughout the 1989-90 school year. ...... iiiruugnout cne yar -eacne-s wnl be involved in foirr (i) additional inservice workshops (two ^er se.meswer). Also, these teachers will have the opportunity to become i proficient in Latin by enrolling them\ni\"' \" ' fTors in a college course designed especially for\na nH ______ ums^course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will At the end of the 1939-90 school the program will be made\ndata. monitor the prograr year, a formal district-wide assessment this assessment will be based or on surveys and test I 5 I 45 m O224S 1Latin Enrichment Program -- Page 3 r Budget Summary (Per Teacner) ri Instructional Materials Pri nting $ 30 60 ri  Inservice Materials 30 IT ri  Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inservice Stipends 15 20 '30 60 ri  TOTAL S 245 rj 1 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with teachers each  28 teachers 1 school with 10 teachers = 10 teachers $6,860 2.450 TOTAL $9,310 . _ 46 02249OBJECTIVE ACTIVITIES IMPLEHENTATIOH PLAN participants 1. To provide the Latin i PERSON RESPONSIBIt COHPIETION DATE ! awareness of program to In- centive school principals And staffs l.a. Present Implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting wlth principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awarenesi meet- Ing with principals l.e. Schedule awareness meeting with current Sth A 6th grade teachers 1 Incentive schools n I l.f. Conduct awareness meeting with current Sth A Sth grade teachers l.g. Identify Sth A 6th grade teachers who wish to EVAl NATION . To provide Inservice to participating teachers 1 I I a Angela Sewall Beverly White Arma Hart Rfchel Myers Harle HcNeal Harvin Zimmerman Principals of Incentive schools Sth A 6th grade teachers at Incentive schools PrInc I pa I $ remaln at Incentive scho\u0026gt;ls l.h.' Recruit and fill ties vacan- 2.a. Requisition Instructional materials COST (per teaclier) Harle McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March I, 1989 Meeting on Calendar -0- Angela Sewall Beverly White Harch I, 1989 Printed agenda -0- Marie McNeal Marvin Zlmmerma Gayle Cloud Rachel Myers n March 15, 1989 March 15, 1989 Concerns/qiies t ions expressed by principal Meeting on Calendar s -0- -0- Harle HcNeal Marvin Zimmerman Gayle Cloud April 14, 1989 Meeting agenda -0- Principals Richard Maple Prlnclpals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of identifled Sth A 6tli grade teachers IdentITied Sth A 6lh teachers at incenti schools for 1989-90 ve Arr i va I of ma ter i a 1 $ -0- -0- I I S?0 materials ( per teacher)OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 inservice meetings of 3 hours eaci 2.d. Develop agenda for abovi 2 meetings Z.e. Conduct above 2 meeting\n2.f. Contact UALR about offering college course 2.g. Schedule above college course I 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops In local bulIdings/cluster district-wide IMPLEHENTATIOH PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Ioilf ? IERSON RESPONSIBLE COMPLETION DATE EVAl DAT I ON Harle HcNeal Harle McNeal Harie HcNeal Gayle Cloud Harle HcNea! Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal July I. 1989 June 1, 19B9 July 15, 1989 August 18, 1989 June 1, 1989 December 1, 1989 hay, 1990 September 1, 1989 i I 2.J, Conduct above four Inservice Morkshops Teachers Principals Gayle Cloud Hay I, 1990 (2 per semester) I One copy for each teacher Heelings on Calendar Printed agendas Agendas and materials Course proposal Identified dales/times/ place Completed course Heelings on Calendar Heeling agendas C05I _(pnr lea die I ) 150 printInq (per leaclier) -0- -0- 120 materials (per teacher) 1200 consultant feeds |\u0026gt;er tcatliei 160 st ipends jicr te.icher (110 per hour) -0- -0- I/O Hia I er i a I s (per teacher) 11 200 i ns I rue tor lee (51(1 per leaclier) -0- 110 ma ter i a Is (per teacher) 1400 I ee Aonsi'tlanl IID per teacher) I 1^ 00OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS T PERSON RESPOliSIBL f COMPLETION DATE EVAlHAT I ON 3. To Implement the elementary Latin program In Sth  6th grades at Incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/dupIIcate/ create student material\n3.C. Incorporate Latin pro- gran Into district's language arts program Teachers Teachers Teachers Principals Harle HcNeal . Principals August 15. 1909 School's Instructional scheduIe ungo I ng ongoing COST (per teacliei ' -0- Materials ready fur classroom use Lesson plans . To evaluate the elementary Latin progran I J o I I I ZD $10 materials (per teacher) -0- A.a. Honltor classroom activlties A.b. Identify student growth on standardized tests A.c. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results A.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers I Principals Hay 1, 1990 Identi tied strengths and weaknesses -0- Principals Harle HcNeal Gayle Cloud Principals Harle HcNeal Harle HcNeal Hay 30, 1990 Aprll 15, 1990 Hay I, 1990 Hay 30, 1990 June 15, 1990 Test data Printed forms Completed forms returned Survey data Submitted report -0- $10 print ing (per teacher) -0- -U- -n-PUn son Responsioie 198B-B9 (Spring t Suninei ft.,) :K?LK:r, E V L 1 develop and implement a quality academic program for Incentive Schools Pro......... ision Cut' r Ku t uHi nnd Spec id I rrozniT./krti lucentive Schnnls OBJECTIVES STRATEGIES/ activities SEGlhhiNG DATE completion DATE COSTS Rspoi\ns:b:li7t EVALUATIOU O IO IO O1 I. To promote/enhance leadership and staff understanding of the Incentive School concepi I.a. Provide an indepth pre-orientation session on each coo- ponent of the Incentive Schools for principal. l.b. Develop In cooper- atlon with the principals a detailed rocess arid format or developing the Individual Incentii School Plan ve 1 tn 4^ I I l.c. Assist each building principal in presenting an Indepth pre-onenta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff with orientation session for parents in the Incenliw* Srhnnic February IS, 1969 February 28, 1989 -0- Superintendents cabinet Assistant Superintendent-Incentive Schools March 3, 1989 March I, 1989 March I. 1989 March IS, 1969 March IS, 1989 March IS. 190* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'\u0026lt; nel Principals Cabi - Assistant Superinteu' dent Schools Incentiver.il Plan -f'son Reiponsioie S:l: (vttr) OBJECTIVES STRATEGIES/ activities BECItllilNG DATE :K?LiK: :0K I'dge 2 -\nIi s icn rro\nrdir./Area COMPLETION DATE COSTS k-spoksibilitt 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I evaluation 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed Individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area in need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant format for curriculum development June I, 1969 June IS, 1969 -0- June, 1989 June, 1989 June IS, 1989 June 1, 1989 June I, 1989 July. 1989 July, 1989 July 31, 1989 June IS, 1989 June IS, 1989 -0- -0- -0- -0- -0- O IO IO UI 00 I cn cn Principals i Assistant Superintendent Incentive Sciiools All Divisions Superiniendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incentive Curriculum Division Supervisors Principals Assistant Superinlen* deni - Schools Incent ive Curriculum Division Superv i sors\nTxal Plan trson Rtspontloic j:il: X OBJECTIVES I (V*tr) STRATECiES/ activities BEGIIihlNG DATE iCK 7:Kl:i\nx COHPIETION DATE COSTS RESPOKSIBIllVr fagt 3 -:V 1 s ion rrocr ic./krtt 4. To procure equipment and furniture for Incentive School Programs O ro M UI (O I I 3.d. Review prelImlnary draft of revised curricular for llttb Rock School District f June I, 1989 June 30, 1989 -0- Curriculuni leanis tVAlUAllOK 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 vide inservice pro- on the Implementation of the curriculum guides 4.a. Develop specification for bld for equipment and furniture June 1, 1989 July 1, 1989 July 20, 1909 August I, 1989 Kerch IS, 1989 June 30. 1989 July 20, 1989 July 30, 1989 -0- 13.000 (Est.) Clerical Support) 110,000 (Est. (Printing Cos August 30, 198S April IS, 1989 Curr.iculum leants Curriculum Division Prine ipal s ) t (Cost to be Included in Individual School Plans) -0- Curriculum Division Curriculum and Scliool Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum--rt-al Plan a'son Rciporsiblc 3:11: (hir) t:o t\nkl:\nx I 4qc 4 OBJECTIVES STRATEGIES/ activities BEGItihiNG DATE COKPIETION Dkli COSTS vision crren-./ATTi A.b. Did for specific equipment and furniture A.c. Order furniture and equipment 4.d. Instmll end Inventory to ensure tdequicy of all equipment and furniture April 15, 1989 H*y 15. 1989 I Io be determined H*y 15, 1989 August 1, 1989 p.Espoi\ns:B:ti\nr tVAtUATlOH ugust I. 1989 I To be deter- I mined Principals, Oireclor Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum of Principals, Direclor of Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum August 15, 1981 -0- 5. Io effect facility modifications for tan piementation of the Incentive School I ipecltllied progrtns. 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vislon 5.b. Identify modlflca- tlons timeline (S April 15, 1989 April 15, 1989 April 30, 1989 April 30, 1989 -0- -0- O to IO o\u0026gt; O I I I cn Principals, Oireclor Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum ot Oivision of Schools - Associate Superintenden Assistant Superintenden Principal previously collabo- I rated In the devel- I opment of the plan. I 5.C. Contract for service! April 30 1989 as needed/1 dent I- fled In the Plans. Oivision of Support Services H*y 15. 1989 -0- Oivision of Support Services M:-rul Plan ^s'fon Responsioie S\na 1\n(rttr) 6. :0K v\nkl\ni.e Civ 1 s ion ?ro\nri.7./Aria PdiJC S OBJECTIVES strategies/ activities S-CII.TGNG DATE COMPLETION DATE COSTS To ensure the availability of adequate 5.d. Implement the andl- Tlcatlon plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. resources to Implement I academic programs I Initiate Identirica- tlons of materials and textbooks needed for the 1989-90 school year 6.b, Involve school teams I Staff and parents li reviewing the needs Identified as required for core and special programs 6.C. Identify any materials or text- i\u0026gt;ooks that must be ordered prior to fiscal year '89 n M*y 15. 1989 15. 1989 May 1. 1989 May 1. 1989 May 1. 1989 6.d. Maintain P.ISPOrsiBlLITv tVALUATlau August 15. 1983 (To be August 15. 198! out- lined in the Plan) -0- June 30. 1989 llo be deter- Imlned June 30. 1989 May 20. 1989 -0- To be determined Principals Prlnclpal/School Teams Principal. Assistant Principal. All Divisions. with major input from Purchasing O I I building record of requisitions for the 1989 May 1. 1989 Ongoing -0- Prlncipal IO IO (7\u0026gt; I C/l OD school year.Plan ton Rtipor.tioit (Veer) CH 7\nkl:i.5 Page t :(1: - V 1 s 1 on r.-ocriir./Arc? OBJECTIVES STRATEGIES/ activities BEGII.'IUNG Df.7t COMPLETION Df.:i COSTS RiSPOKSIBlLITT O to IO at IO i I I cn C) 6.e. Monitor and approve requisitions at requested from Incentive Schools 6.f. Maintain audit Tor *11 materials ccived re- 6.9- Cross validate with purchasing all order not received 6.h. Obtain requirements Tor participation In all special programs 6.1. Pay participation Tee and order all I necessary materials Tqr special activity 6.J- Select sponsors for I each special pro- I grim activity I pproved in the I Incentive School I Plan. ' I Except for articl c'VALUATlOH H*y 20, 1989 July 1, 1989 Ouly 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Ongoing Ongoing Ongoing April 30, 1989 Oxly 1. 1989 Only 30, 1989 -0- -0- -0- To be determined To be determined es requjrlng a much longeJ time period, al I requisition Appropriate Associate Superintendenl Principal Principal Principal Principal Principal re signed on or inmediJiely following July |.-\"..al Plan_____  arson Rcsponsioic S:tl: (Vetr) OEJCTIVS STRAT-GI-S/ ACTIVIIIiS 4.k. Complete special tracts with all \u0026lt; tended day eaiployees for the 1989-90 school year. 6.1. Complete Master Schedule for total I school prograai I 6.B Revlew/revlse as .K?LiK CK T\nkL I'iyc 7 - : V i s 1 c n rrocric./Area I I BCG 1 tJH J NG OATt COKPltTION OATt COSTS RtSPOKSiEILlTr t'VALUAllOH 1 conj August 1, lg89 oa* I necessary the staff development plan for the fall (September. December) April 30, 1989 August 30, 1989 August 30, 198! August 15,1989 (As necessary bi i Septeaiber 15, 1989 once each seaiestir) at least -0- -0- Principal Principal Prine ipal O IO M Ol (a) (X o--r.uil Plan 1988-89 ?iron Rtipontioit (Spring and Summer! --------------------------------- (*r) .'KHiH-KTATJCN 7:KiL:i. g fleveiopmen-TTor ImpleBenttHon of Incent I ve School Plans OBJECTIVES strategies/ activities beginning OATE COKPIETION DAit COSTS 1. To Inplement staff development activities Tor Incentive Schools I.e. Identify the staff development needs of eech Incentive Schoo April 30, 1989 Hiy 15, 1989 To be deter- eiined RESPOliSieiLITT Prine ipals Director of Staff Development - vision Cm'i i( III um Si*Ci ?rocrir./Are4 I I l oni ams lal iKeiilive ScImiiTv' [VALUATION O IO M I Ol l.b. Develop Inservice schedule In collaboration with building principal I.C. Notify each school I staff of proposed Inservice dates Tor pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I site, time, arrange-! Bents, etc. | l.t. Obtain services of I consultants (as | required) I I 1 .f. Implement, fall training cycle Mey 15. 1989 Hey 30, 1989 Hey 30, 1989 Hey 30, 1989 August 1, 1989 Hey 30, 1989 August 30, 1989 July 30, 1989 \u0026gt;luly 30, 1989 -0- -0- -0- August 30,1989 To Be Deter- I mined Principals Director of Staff Development Principals Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Oireclor of Staff Development-r.r.ua) pim trjon Rtipor.tibie _____ (r*r) TiOK TiK5L\ni\n rayc ? division ___ rrczrca./l,rti objectives strategies/ activities BEGIhlliNG Dfi7t COUPIETION DATE COSTS KtSPOl.'SIBiLllT tVAlUAilOH I I I 1 o K\u0026gt; IO O) Ol I \u0026lt;Xl '.g. Evaluate staff developoent actlvltyi through Survey response froa each staff August h 1969 Ongoing HO Be Oeter- nlned Prine ipaU Assistant Superintenden Director of Staff Development bm B SECTION TWO SCHOOL ADMINISTRATION _ 63 022661 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and demic perspectives. aca- SUPPORT PROGRAMS The following items will be components of every incentive school:  A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 pm Homework Centers should be extant in each schoola*' least two (2) days per week to assist students who in need of specific help with class material. school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two hours of the day, Monday-Thursday). at are (Some (2) It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walkinq distance may avail themselves of the Center, dents choose not to attend Homework Centers, options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. If Stu- other on a Homework Centers will have u c 1. 1 certified teacher working. If the number of students reaches 25, t. aide shall be added to assist students, wh of students attending regularly reaches 50, tional certified teacher will be hired, thereafter, as each additional increment of students attends, c^ullfl.^ instructional aides and teachers will be added on an alternating basis. an instructional when the number an addi- certified 1 1 I I! ( B. 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 on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. 6^ 5 02267c. dents. I 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 those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Id D, E. Peer tutors will be compensated with reeL ^^^^ors wul 06 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 athletic equipment, hats, sweatshirts, will be assigned by subject area and c.\\ I in order to allow all students who wish to tutors the opportunity to do so. as well Tutors on a rotating basis serve as peer 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 vohm. as 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 commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college Applicants must be working toward a degree. Aid provide extra assistance for individual students groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- credit. Aides shall and I etc. F. 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 02268G. 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 A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. ___:___________ schools at which summer programs will be held'will''*be based on identified student needs and interests. The number of incentive words. 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 Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provid field trips and community access for students together with students from other LRSD schools. trips and access will include the opportunity for student experiences with: es Field *   historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such Lh Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as the as an Some such exhibits and performances will also be brought to the schools. 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. Among opportunities in the community which exist are: *  * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 ic ie it a museum of nature science and history three previous state/territorial capitol a planetarium at UALR a zoo s a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center I Among other opportunities for students including, but are 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.  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 as the opportunity to participate in: * *  choir (voice) music (instrumental) dance Assistance will be 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 services at no cost to the child (and hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A.  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 beconducted for staff. Principal and staff will be asked to who documented  I evidence of commitment to working in an urban district\nto working with youth at risk and to mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 022701 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of I that year, an involuntary transfer or other district decisions may be put into effect depending on the IB   II 02271 (a) it ! ii I 1' 1 ( i'1   R I I I V     continued - Incentive Schools page 5 performance and the success cf '^forking with students and the individual in prccedures. Thi s ------ * Hl . inis one ve^r contrac.ua1 feature will also apply to the positfons of aides, clerical and custodial workers, completion of the with the District. , Successful year may lead to a long-term contract 8. c. D. SPECIAL TRAINING - Ongoing training will be provided for star- in areas ike human relations skills\nleaning anS interactive styles\nTE3A\nPET\n working in an urban setting and analysis and enhancing student achievement. . learning and working,with yout.h at risk\nuse of data for I n All staff, including support staff, will be involved in training.  Patrons also will receive ac-ess in working with their students.  nutrition and human growth and developments special training assisting with homework, aisoluta sar-.ners in the learning process. Parents will be asked to sign aH homework assignments on a daily basis. d will take place, both through written and oral means. Regular communication arranged to come to school y -------- .... pa. cHUi Will De arrangeo to come to school to ?\nstudents as well as to visit their children's classes, will be held at the school. Regular meetings, monthly, Parental access will be provided th\nschool nity\"\" P encouraged to provide classroom support in the general assistance and may be paid a stipend for this. LEARNING TIME SCHEDULES - 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. * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------- - 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 E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will 1 ---------- - ' ui.iy pu paic.lUJ WII take P'3ce. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be achfevements\"^^ update them on their student's needs and 02272 1 ii I! 1 i I: I Ii I ! 6S I I I II H continued - Incentive Schools page 6 N R H EXTRA CURRICULAR PROGRAMS - Extra cur establisraU to allow students ular programs will be ------- recognition, leadersnio experience and a cnance to be involved in sen  Among these will be future teachers programs\" J \"S\":-----------------------------------------------------The office,' libra'ry wuh the flag, sa.ety patrol, fire marsnalls and student  council memoerships. col activities. ust Say No lira marsnalls and student I * at racass or lunch time, not class 11 ui8 G.  ATTENDANCE AND SE.rAVIOR GUIDELINES guicelines will provide unique gcp students and keeo them in scnool. Attandanca and benavior ocportunitias tc assis  , --------- Time-out rocms staffed with trained personnel will help students with problem solving H Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at scnool ano on -- I. ne eacn day. H. H H SUBuECT RELATED EXTRA CURRICULAR ACTIVITI - Other options K H for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientists, Olympics of the mind, elementary band and' a string program. informed of all of these options. 11 H ue uirormea or ail of these options. Students will be encouraged to participate in these activities and a activfties'^^'^'J^^ exist for club/academic related  Q COUNSELING/SOCIAL WORK i\n B COMMUNITY SERVICES ACCESS - There shall be access to  B B B community based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured bv compact such as the availability of students from area colleges and universities to teach music, dance and choir in the schools' volun- teers^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activi- tisSi assistanca frcrn social a^sncias to intarvena i  - -------------.. w... o^c\niK,ic3 Lj HiLBrvene ir Students need assistance in health and/or personal need situations.  fl 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 aware- ness of skills necessary for successful entry into the world I 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. also receive this information so that they may be aware of the options which truly are open to their students. Parents will B 69 02273continued page 1 Incantive Scrccls I c. STUDY SKILLS - Counselors and teacners will wording with stucents to ennanc= t^st tk'^ s:\u0026lt;i 1 Is and study skills.  be rasDonsible for mg skills, 1 i stani ng 0. I E. students in test taking, i.e,, bubble seme class tests and ?raci\n:c3 ',*111 ie providag for by teacners. . - sneets will be used on a variety or questicn HCME/NEIQHSORHGCO MEETINGS --------- - Meetings wi always be held at tne scncols. Othe- grouos of parents, will be scheduled'a uTe scncols types will be used parents will not eatings, for s.nall comnunity locations sucn as cnurcnes and seme homes as invited bv parantr These scncol environment may be mo?e ClI e and can help lorge a school/neighborhood partner- SniD. it ciirnocraH -j-.- _  .  pai Ulier Shi p Jt is suggested that local part of th he school partnership and community. INDIVIDUAL ANO GROUP COUNSELING - ministers be considered as Individual and group counseling as well as peer facilitators will be employed at ney attempt to work throui concerns and Students will also be taught li F. INCcNTIVE/RECOGNITION PROGRAMS - Incentive/recognition developed by students, staff and patrons at each school. Ideas (suocestions 1 nroconraw in suggestions) presented the subcommittee meeting included: awards programs, recognition to co^unr^y and tangible rewards such as a book of the student's choice for academic growth and the like. I  ' program - wellness program will be in place at each building with availablity of a full time nurse be screened for physical health and will also receive informal tion on topics like self-estaem. nutrition, druo prIIemiSI and awareness and first aid. Presentations will likewise be T--?.-on similar topics for their information on a Students will I continuing education basis. I H. CAMP PFEI _ P - Students in need of additional academic assis'-anca_wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, t.hey spend somi time in residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills, r* they spend some Parepix-invol vement is an inherent  u i - 2.- . --..w.T CUI?\n. J I. I J au tiiiieie par^ of this program in assisting them to work with students on homework and academics.  70 fl 02274\"i continued - Incentive Schools page 3 MONITORING ANO SVALUATICN A. VERIFIA6LS .MONI\",ING Or SOOENT G.^CWTH ment of the dis Trie tasting depart_ ICC wi11 be assigned the a plan for verifiable monitoring of student or-'wth'ann'f^r\"rHa develocment of reliaole procedures to accomplish theS  tas\u0026lt; of developing to accomplish these tasks. Tnis pjan and its accompanying procedures should account not only test scores achieved on norm r_ ______ but also class achievement as evidenced by teacher tests and ake into s enced tests curriculum/cr:tenon referenced tests. There should bea'lono- nng wmch also takes into account tional patterns. term moni\nion student matura- s. REGULAR TRACKING OF STUDENT ATTENDANCE I' C. D. AND ACHIEVE.MENT - Recuiar 0ISCIRLINE/3EHAVI0R ANU AUdi^yEMENT Regular tracking of student attendance' diStipline/benavicr and acnievement shall be accomplished through the development of and use of ' ' ' ndance, proriles Py classroom teachers and individual and class ne building acministrator I his 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 througn ongoing review of data. EXCELLENCE PLANS the development development of STUDENT EDUCATIONAL I - The school staff shall involve parents in of student educational excellence plans. Tc- students and see them Parents are the first teachers of their in a context outside of the school. In the parental capacity, , . 's potential, talents As such this input is extrememly important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. QUARic.xLY RE.'ORTi ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and car of grounds and equipment. -   The monitoring team will be composed OF discricu Starr, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since Stafr member has a duty to orovide a rlimara r.inHuriva i-. Sta.r.member provide climate conducive to learning and should hold and model high expec students.  a r ii: every ions for all Students will also be involved in the goal setting process and will Formulate \"contracts\" for their own achieve.ment. 71 02275f t I continued page 9 Inc3nt:ve Scr.cols S\"UCN7 cVAL'JATCRS - , , .dent evaluators will be asked to complete evaluations relati - * ve to the school, its climate and experience twice a year. Students will be their educational =Auei lence twice a year. wm random to participate in this process based on   F. G. 5X involvement from each grade level. a Srade level. Students will be involved questionnaires to be used, analysis of data collecd and t..e generation of conclusions. Reports will be 91 ven uacx uO^the students regarding cnanges made in response to Suudeni, issues raised in this evaluation process. COMPUTERIZED DATA ACC ,. ,, . 2 - Computerited data reality in all' incentive schools access will be a so that student data is easily accessible and access can be immediate which mignt be needed relative to all scnool'\nfor reports program aspects. COL SITE TEAMS - School site teams will 1.0 implemenu needed programmatic modifications which will be of greater benefit to the students. teams will be rotating and on c,' de created to work Memcership on t.hese  a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. 8. AOOIiIONAL 11iMS - It is reccnroended t-bat eacn incentive scnool have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy * at least a half assistant principal depending on school population (where there '  scnool is a part time assistant, that person 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 * required PTA attendance, at least jwo (2) meetings per year, one of which shall be the Open House 72 02276 I 1continued - Incentive Schools page 10 m * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab tv nv 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. ' but shall not be limited to: These programs will include LL field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs  r n IS I 73 IM 02277 I. COAL: OBJECTIVE SCHOOL OPERATIONS IKPLEKEluATION PLAN To develop support programs and procedures which .. . STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 Page ) RESPONSIBILITY o to to 00 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. I To enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY I 1991 1992 1993 1994 I R - RECOMMEND 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. A model will be put in place. Teachers will supervise the process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students ______ supplement teacher work. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING 1991 P - PLAN 1^ Fall-(P) Spring - (1) Budget- ____Lai Summer- (P) Fan-{ 1) Summer- (P) Pa)l-(l) Pilot B - BUDGET ITEM Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evalua- t ion All Divisions VIPS Budget Item (f( staff) Some b dgetary Jxpenditu e Budget 1 Budget.I tem tem I - IMPLEMENT  PI - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATION'S IHPLEKEKTATION PLAN implementation SCHEDULE Page 2 responsibility 19fi9 1990 ISl91 1992 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for round school Including enrichment and remediial opti year ons. Community access/fi'eld trips are to be arranged for enhanced experience for students. S - STUDY 1993 1994 199: r I R - RECOMMEND Written Information, guest speakers, films will be used to make students aware of career choices. Sumner segments In remediation/ enrlcfnent, 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. E - EVALUATE P - PLM Summer- (P) Fall- (I) Ongoing with evaluation Maybe budget I tern VIPS Sumner- (P) Pal)-(l) 1989-90 plan t pilot at one school o to (D I cn 0 - ONGOING B - BUDGET ITEM Ongoing wi th evalua- tion Implement at all Incentive schools Budget I tern Divisions of Schoo)s Curriculum Budget i tern I - implement I VIPS I Division of I Schools  J Curriculum 5 Desegregation PI - PILOTSCHOOL OPERATIONS Page 3 IKPLEHENTATION 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: or choir, music A dance In addition to jiamewprk Center S peer tutoring E - EVALUATE P - PLAN 4 IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 IT?\" 1990 1^91 1992 1993 1994 I 199\nQuapaw Council Asst Supts for Schools Pall-(I) Ongoing with evalua- lion Maybe budget Cem Principals School Staff O ro M 00 O I I R - RECOMMEND 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT III. GOAL: OSJECTIVE o to to 00 B B B B B B SCHOOL OPERATlOh'S IKPLtHiNTATlON PLAN To establish procedures for administration and staffing of the thabrought to bear for the benefit of students at these schools. To establish a viable for staff recruitment. program To provide special training for staff on an ongoing basis and special training .for parents. , S - STUDY Page 4 STRATEGIES/ACTIVITIES IHPLEKEHTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: I I I R - RECOMMEND  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 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.  - EVALUATE 0 - ONGOING P - PLAN Spring/ Summer- (I) Ongoing Budge item Human Resources Div of Oeseg CurrIculum School Principal Summer* (1) Ongoing - Budge i tern B - BUDGET ITEM =aBKT 1 - IMPLEMENT PI - PILOT TiII. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES To establish meaningful attendance and behavior guidelines.  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To provide subject related activities to enhance student learning. To include some or all of: S - STUDY R - RECOmENO I o IO IO co IO I CD a a SCHOOL OPERATIONS IMPLEMENTATION PLAN implementation schedule Page 5 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: IO include some or all of: math olympiad, junior great books, Olympics of the mind and the like.  - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) (I) Bud let i tem Ongoing But jet item I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School StaffHi. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEMEKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for 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 dkills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement in student learning. S - STUDY R - RECOMMEND success. Page 6 STRATEGIES/ACTIVITIES IHPLEKEMTATIOM SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 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 of parents .. Involvement of E - EVALUATE groups ministers P - PLAN 199: o to IO 00 u I 0 - ONGOING I to Study and recommend Smal Training Summer Fail-( I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Uiv of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff 1SCHOOL OPERATIONS Page 7 II. GOAL: (continued) OBJECTIVE 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. To Improve home/school comnunication I To establish meaningful elementary extra-curricular activities for students. S - STUDY STRATEGIES/ACTIVITIES implekentation plan IMPLEKENTATION SCHEDULE RESPONSIBILITY O to IO co R - RECOMMEND oon  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings Schedule (settings) weekly extended day programs based on individual school needs  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibiIi ties E - EVALUATE 0 - ONGOING 19B9 1990 1991 1992 1993 1994 199: F11-(I) fa1l-(I) (I) (I) 1 Ongoing Ongoing Ongoing Ongoing P - PLAN I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School Staff Principal School Staff Principal School Staff III. COAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognition programs will be implemented by 1990-1991 To structure and begin wellness program for students school. pt each 10 work with community programs like Camp Pfeifer to suppl ment school programs for students. e- STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be taught_____________  Student recogniton programs  Good Citizen programs  Community involvement in recognition S - STUDY R - RECOMMEND SCHOOL OPERATIONS imEKENTATION PLAN IMPLEMENTATION SCHEDULE Page 8 1989 Fall- Train students Spring- - (11 (P) Pilot one Schoo) 1990 Ongoing Budget (I) 1991 1992 1993 1994 199:  RESPONSIBILITY Pupi 1 Personnel  full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN (I) (P) t (S) (Budge Implement on a pilot basis I tem) (I) (Budget I tem) (Possil I e Budge I tem) VIPS Partners Program Health Services  o ro 00 O1 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD Pupil Personnel District divisions B sIV. GOAL: OSJECTIVE {2 ES SCHOOL OPERATION'S ihplemektation plan picture of student achievement \u0026lt; ..r^er, at these buildings. Page 9 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITT 1989 To develop a process for obtaining verifiable information regarding student growth. 1990 1991 1992 1993  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the Instrument (S) t (R) Spring semester (I) 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achieveiiiqnt. To Involve parents In the development of student excel lence plans ' To be done on IO oe done on a quarterly basis * profiles will be I k6Dt in ronard * __ kept in regard to attendance ... regaro to attendance, be- bjvior. discipline t achievement Summer (P) Ongoing wi th evaluation Testing/Eval Assoc Supts To plan and set parameters for quarterly reports and visitations by a multi faceted moni toring team.  Develop EEP format  Involve parents In writing plan based on student needs ' curricular activities alsn_________________  Develop reporting format  Involve staff, patrons 'monitoring ' in  Involve all staff in goal setti  tvdtuate goal achievement 09 (I) Develop plan Ongoing with evaluation Sprini Ongoing Budget Summer- (P) fall- .JI) (I) o IO 00 I 1 Ol S - STUDT E - EVALUATE 1 (Budg t Item) * I GO ^0 R - RECOMMEND 0 - ONGOING P - PLAN I - implement B - BUDGET ITEM Pl - PILOT Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers lesting/Eval Div of School School Staff Convnuni ty sB B B B IV. GOAL: (continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a program for computerized data access at each incentive school. To establish site tfeams at each school to implement programmatic modifications to benefit the students. STRATEGIES/ACTIVITIES SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE Page 10 RESPONSIBILITY 1969 1990 1991 1992 1993 1994 o M to aa 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 collection  Conclusions generated  Report back to students on response to student evaluation 199: (S) with students (R) Fall- Il) Ongoing \u0026gt; Testing/Eval School Staffs Principals  Install computers  Tie into mainframe  Write programs for reporting Student data in a variety of mode\n Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student for input E - EVALUATE 0 - ONGOING meetings P - PLAN (6u\u0026lt; get Item) alHP) S (S) Spring (R) (I) 1990-91 school - yearJ  Plan for implementation ot changes  Make recommendations for changes  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I .e. Data Processing School Staff Assoc Supts Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi Implement Il iieni fa IM V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN Page II To reassess individual school policies and meeting the needs of all students. procedures as they relate to STR. GIES/ACTIVITIES lliPLEMENTATIOH SCHEDULE responsibility 1989 1990 1991 1992 o IO IO 00 00 To establish a flexible programming approach at each incentive school which complies with standards and also xieets individual student needs. Areas to be investigated for possible plan inclusion i I GO 1993 1994 199: S - STUDY R - RECOMMEND I  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods needed. as (I) A (E) School Principal Staff  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each Incentive school to be available as needed  At least a ) tim\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_344","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II, revised","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, revised"],"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/344"],"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\nLITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN MARCH 23, 1989 VOLUME II I I 9. TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data Processing NOTE: An asterisk (*) indicates a part of the Plan that must change if grandfathering is not permitted.STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools described in the Interdistrict Desegregation Plan. as III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white stu- dents at these schools but no school shall have position of greater than 60% white. a racial com- 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 the school out of compliance with racial balance requirements, 1 3. 1 / -the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for 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 of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* 5 All Incentive School students will have the option to be assigned to an Elementary Academy to be selected by accordance with desegregation considerations. LRSD in 2 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 7-12. The maximum black percentage is twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School.  3 f3. 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 t* allow a student to return to his or her previous school ment. assign- 4. Desegregation transfers will be granted during a limited 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 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 a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 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 currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 0 [ i\n4VII. REASSIGNMENT PROCESS 1. 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 student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder 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 will 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 caxinot be assigned to any of the schools in the student's feeder zone. the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assigna ments\nprocess all data entry work for elementary schools\npro- cess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers. 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. 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Fozrm which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* 6IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL 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: (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize com- puters, other technology and expanded use of materials to augment the instructional program. The enrichment program will have the following major areas of emphasis: (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to' seven (7) (2) periods per class day. Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Equipment - Some of the traditional courses, in addition to the computer science and fine arts courses, will utilize technology to assist in the delivery of instruction. (4) Staff Development - The principal and staff will identify inservice needs (summer and regular school year) 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. (6) Supplies and Materials - The principal and staff will collaboratively disburse budgeted funds to meet the needs of the enriched program areas. sNEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year are: . 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 achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. 9NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/lntroductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 \u0026amp; 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 \u0026amp; 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 \u0026amp; 9) per FOREIGN LANGUAGE 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 elementary level may take an exam to qualify for entrance into German II. MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7  Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 10SPECIAL EDUCATION Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION 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. 11COURSE DESCRIPTIONS Advanced Computer Applications (Grade 9) Semester 2 Open to students from the fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet, and how to use at least one desk-top publishing program. Students will have the option of creating a LOGOWRITER project involving music and animation. Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent Students will learn to write faster than they can handwrite. simple programs using basic algorithms and write procedures. document their projects. LOGO commands, to construct They will use LOGO Tools to A hands-on, one semester course. course. Advanced Programming, Grade 8 Year 1, this course will be similar to the 7th grade Ysar 2, it will become an advanced programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course In computer applications, word-processing and cross-curriculum projects- (examole: LOGOWRITER Tools to create a Science Video based library or field). focusing on using This is a project-based course. on research in Literature of Adolescent Literature of the Adolescent and the Composing Process I are to be offered simultaneously with students changi ng c_____ end of the semester. These course are to be considered u  Composing Process II and Speech/Drama, will be offered only to 9th grade students. courses at the prere- which end of the semester. The Composing Process I The Composing Process I and Literature for the Adolescent are to simultaneously with students changing courses at the  semester. These courses are to be considered prerequisites for The Composing Process II and Speech/Drama, will be offered only to 9th grade students. which are to be offered 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. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. Process I 12course The and The Composing Process li will review and expand upon those writing skills taught in The Composing Process I course. Composing Process will emphasize planning, writing, editing, publishing stages of writing paragraphs and essays. Speech/Drama Speech/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 have taken Composing Process  ... Adolescent as eighth graders. and Literature for the I The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. Plano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard. * coordination. - music ability, A semester course (or year) where - - Students will learn hand-eye Students will learn simple melodies and chord - Students will learn self-discipline and care of the piano, - accompaniments. ---------- 1 proper -  Students will learn how to add various sound effects as background to songs, stories and drama songs, stones and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an Handbells I (Grade 7} Sinning course in art of ringing English handbells, will learn the technique of ringing bells Students - 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 will learn the value of concert performance with other from other schools. groups Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be ^sic aptitude, 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. irst year. group. behavior and from 7th grade bell and Jazz Band (Grades 8,9) A course designed to introduce Junior High School idiom of jazz music as an American Art form. students to the Orchestra (Grades 7,8,S9) In this course, basic fundamentals level. _ , ----- are studied on the beginner's Detailed instruction is given for correct hand positions. 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not performance oriented, but are directed toward developing skills for advanced study. German I In the first year, students are introduced to the Germanic as well as to the basic German language, the student with cuisine. Effort is made to provide actual experiences 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, cultural literature at appropriate level is read and discussed. Students write five compositions with the help of guide questions, previous oral discussion, and/or pictures. _L_ 1____ correctly in context all common grammatical structures formerly studied. Students learn to use Geometry This course presents the basic ideas of geometry Including 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. the Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills\nin-depth novel study\nand reading for enjoyment. Supplemental work will be interfaced with computer applications. Both individual and group will be included. The focus will Science 7 - Life Science (Laboratory) Science 7 Is designed Eo teach students science process skills and the scientific method. Students will perform experiments and 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: - make accurate qualitative and quantitative observations about natural events\n- make metric measurements for length, volumes, mass, and temperature\nmake inferences and conclusions about natural events based upon relevant observations\n12(b)- design an experiment to test a hypothesis\n- collect data and organize it in charts and graphs\n- form operational definitions\n- accept or reject a hypothesis based upon results\n- recognize problems that are subject to investigation\n- ask questions relevant to a problem\n- manipulate variables in an investigation. - Physical Science (Laboratory) :e - 9 develops concepts and 1 Science 9 Students Investigate the physl- Lab Science -9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the physical and chemical properties of matter, light, electricity, and simple machines. Industrial Technology Education II This course Is designed to provide the student with a learning experience in modern industrial technology. ~ is directed toward four major clusters: vuuawuu- tion, manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, la pneumatics, telecommunication and other modern equipment and cepts. Currlculxjin content communication, construc- lasers, con- 12(c)X. 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 to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 - Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity f Houses through MRC and other districts for magnet Open Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Feb. 20 Order through DP PIP'S\norder selection forms Feb. 20 Mar. 3 Coordinate Open Communications House publicity with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries details of K/New Student registration RE: 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 13Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New PIF'S to SAO Student Mar. 21 Mar. 31 Enter K/New Student PiF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing Apr.4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms\nProcess prepare waiting lists\nmake mandatory assignments May 1 - May 12 Send final assignment list Transportation for route adjustments to May 13 - May 17 May 17 Print assignment letters and prepare for mailing Mail final assignment letters 14STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance cases, zone. In some satellite zones are used in order to meet the desegregation requirements. (2) Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school.* an incentive school, (3)  I/* ^udens living in the attendance zone of an incentiv^' -AV*^** school have the option of attending a racially balanced school to be selected by LRSD in accordance with desegregation considerations. (elementary academy) (4) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school if it aids desegregation. an (5) Rising (or matriculating) students, grades 6th and 9th, *'111 be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. (6) 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 student will be reassigned to the nearest school that has a seat available in his/her feeder zone. (7) (8) Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. (9) Any student may apply for a magnet school by completing a magnet application. (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year.* (11) Each student will receive a final through the mail. assignment letter 15 a(12) Each school will be responsible for making attendance zone assignments after May 17. (13) magnet assignments, The Student Assignment Office will be responsible for all reassignments, magnet assignments, majority to minority transfers and desegregation transfers. B. Grandfathering* (1) All students may remain at their present school assignments . C. D. (2) (3) The Special Edition FOCUS will explain the assignment process. student The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. 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 student will be reassigned to the nearest school that has a seat available in the student' s feeder If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. Student Assignment Office will be responsible for reassignments. Reassigned students will be placed on waiting list for the appropriate attendance zone school. zone. be responsible Reassigned students will be placed The all the The minimum black percentage for each elementary academy is Any assignment that causes a school to fall below the minimum black percentage will not be granted. lu such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. (See \"Desegregation Transfer\" for desegregation requirement for secondary schools.) 40% black. is In such Transfers* (1) Students may request a transfer to the attendance zone school, an incentive school, an interdistrict school or a magnet school. (2) The Special Edition FOCUS will explain the assignment process for transfer requests. 1RE. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. Final assignment letters will be mailed to parents bv May 17. SEE PROCEDURES  Return of Forms (School Selection Forms)  Completing Selection Forms Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. Risiny students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17 SEE PROCEDURES  Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Pupil Information Form in order for the Student Assignment Office to begin the assignment process. (2) (3) A Pupil Information Form can be obtained from any school and returned to any school. Obtaining a PIF from a particular school or returning a  particular school does not guaramtee assignment to that school. (4) Open Houses will be scheduled in all schools April 4 April 9. (5) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form bv April 11. 17 a(6) Selection forms can be returned to any school in the Little Rock School District. - - returned by April 24. Selection forms must be G. SEE PROCEDURES  Klndergarten/New Student Pre-registration  Return of Forms (School Selection Forms)  Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the same for the 1989-90 school year. The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school assignments. The lEP's of some secondary students indicate that they attend three or more special classes. These students rotate to special education teachers, therefore their needs can be met in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. These stu- H. Sibling Preference* (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance zone school. I. (3) (4) Any student who makes before the 1991-92 school sibling preference transfer year may remain at the school to which the student transferred until graduation from the organizational level. A sibling preference transfer 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. with Magnet and Interdistrict School Assignments (1) (2) ^1 assignments to magnet and interdistrict schools will be made by the Student Assignment Office. The Student Assignment Office will be responsible for maintaining all magnet and interdistrict school waiting (3) All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet and interdistrict vacancies. IS aJ. K. (4) (5) (6) (7) (8) (9) A computerized random selection process will be used to consider all magnet and interdistrict options listed on the selection forms. All magnet and interdistrict assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. A request Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet or interdistrict school will be placed on a waiting list for that school. A student's rank on a waiting list will be determined by a random selection process. However, magnet options will be ranked above second choice options, etc. Interdistrict MaJority-to-Minority Transfers first choice (1) All assignments will be made by the Student Assignment Office. M-M (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. The home district must provide transportation for M-M transfers. Desegregation Transfers Junior and senior high school students may transfer to pother school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 712. The maximum black Dercentaae tupiup and one- (1) The percentage is twelve half percent (12-1/2%) above the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 19(2) Elementary students may transfer to an Incentive School 4^ only if such a transfer enhances desegregation at the Incentive School. (3) 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 assignment. (4) Desegregation transfers will be granted during a limited period once each year. (5) will provide transportation C__ 1__ transfer students where it is cost effective todo LRSD for desegregation so. 2nPROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled In LRSD schools: 1. Parents of students currently enrolled In LRSD will receive a School Selection Form through the mall. A. B. Parents should complete the form with their school selections. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. 2. 3. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. B. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity and desegregation limitations. II. Return of Selection Forms Parents will be mailed their school selection rarenrs wixx De mailed their school selection forms on April 11. Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures In handling School Selection Forms: 1. As the selection forms are returned, separate them Into three categories: 21A. Students requesting to grandfather at their present school assignment ( \"  LRSD).* (students currently attending 2. 3. 4. B. C. Transfer requests LRSD).* (students currently attending Kindergarten/New Students to the LRSD.  forms are received, remove them from the envelopes. i Use paperclips only to attach any notes or letters to . the forms. Do NOT tape or staple damaged forms\nthe Student Assignment Office will replace damaged forms as needed. As Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, on the Selection Form List. Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following: a. With a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in ink. Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms checked.) (This step can be are received and ( b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. d. Send the envelope to the Student Assignment Office immediately. 22III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten In the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. f Jfou\u0026gt;Wlll receive flyers to be sent home to parents ^^^ftotlfylng them of kindergarten pre-registration and the deadline. These flyers should be sent home as 2. soon as possible after they are received. 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 Form Is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, DO NOT hand out ANY Pupil Instead, Instruct parents to go to ^the ^Student Assignment Office to pre-register After the assignment process has (May 17), each school will be Information Forms. their children. been completed (May 17), each school will responsible for registering and dergarten and new students. assigning kinB. Return of Forms 1. Parents return their completed 1-^11 Information Forms to any school In the LRSD until the deadline. may their Pupil 2. 3. For each form received, write \"RECD\" and the date In the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. The following Information MUST be supplied on the form: First and Last Name Race Sex Address Date of Birth If any of this Information Is missing, the form cannot be processed. 234. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF labelled \"Verification of legal name and birthdate by\". the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year.   If DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address\npost 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 a copy to the PIF. sales Complete 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 the ETHNIC box. THE SCHOOL BOX) . SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM * (NAME) (ADDRESS) (I.D./RACE/Z8) Next Year's Grade Dear Parent, OFFICE USE ONLY *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* This is your school selection form for the school year, the issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. ------------ 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 assignment if a seat is not available at school. Please assign my child to , I understand that my child w,ill remain at his/her present assignment if a seat is not available atT\"* INCENTIVE SCHOOLS  ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankl in Garland Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE 24 (a) 0 0 0PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 0 Two or more siblings requesting to transfer together. Student new to ye District requesting assignment to a non-attendance zone schoo with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of siblings: Siblings ye brothers/sisters. or half-brothers/sisters, residing at the s^ home address with brothers/sisters, or half-brothers/sisters who are enrolled in the Little Rock School District.) 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 5 3% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 5 3% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 5 3% 25School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472^* 215 184 399 54% '+?l Watson ^2. 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 9,501 Incentive Schools There will be eight Incentive Schools which are listed below with the nximber of classrooms in each as well as the capacity of each at twenty-five students per classroom\nSchool  Classes Capacity at 25 * Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325  Washington 42 1050 Totals 136 3800 26 Interdlstrlct 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 accordance with the Interdistrict Plan. aker and Harris seats in 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:Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academies is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, Zr however, there will be a certified aide in each class and 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, expected that at least 400 black LRSD students will It is attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdlstrlct School enrollment upon the Elementary Academies: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 origl- nally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 A new wing is being added to Fraxiklln 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 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 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 Interdistrict 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 Interdlstrlct school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. The parties have had discussions with realtors regarding clfic school construction sites and existing buildings. spe- The Master will be provided a separate progress report concerning negotiations for school sites. 30INCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefellei^^^^y^^ecome 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 in the entire school district. The following schools will provide the incentive school program: -Franklin -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 Iment 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 success of the long-term desegregation plan in the Little Rock School 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. If feasible. the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students realistic goals for attending college. in setting 32Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives ano parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa-  Tle blueprint will be used as the framework for scecinc activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. 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 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subconmittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely furnishes the_community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program deoends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. August 1989. The Incentive School Program Committee will continue to function until 1, 1989, The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1 the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors, The Incentive School Program Parent Councp will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails, K the belief of the District that all of these ideals will be evident in each incentive school. a It is certainly 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35INCENTIVE SCHOOLS academic programs and curriculum development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective,and critical capacities of all children. It The content of the education must be true, appropriate, and relevant. The pro- ces^ of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become 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 methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence 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. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional tac\"\"ology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. a ._ 36 2 4. Reading Across the Curriculum will be a major emphasis for developing reading pronciency and critical reading skills. Each'subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). Each'subject area 5. E^pisssion Across the Curriculum will offer instructional objectives andstrategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to wi ' I De used in each Incentive School to assist teacners in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmentalization will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for 'subject area\" teachers for the respective grade levels.  II 9. Instructional Technology will be available in specialized laboratories and in individual classrooms. ------ 10. Science Laboratories equipped with adequate equipment and materi als/supplies will be available for students in grades 3-6. n. Computer Laboratories for remediation and enrichment will be expanded for minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. a 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 3719. 20. \\21. 3 Incentive Programs - each school will establish an incentive programforrecognizing academic excellence and academic improvement. Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous 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 school, with appropriate training provided for implementation. 24. African 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 i 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) motivation and learning with oral expression through reading\ni.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS -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 vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) 3S-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 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) 38 (a)4 -Emphasis on introductory concepts in history, geography, and civics (:\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote \"livinq social studies (K-6) -Emphasis on American and Arkansas History (4-5) -Emohasis on World History (6) -Celebrations/caremonies will be integrated into the curriculum MATHEiHATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and ' results (K-6) SCIENCE on -Instruction will utilize 3 hands-on discovery and explorati 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 method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom 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 395 FOREIGN LANGUAGE -each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a \"total physical response\" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -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 wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL ESUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis 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) 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 their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 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. 6 Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for the Special emphasis will be placed , African-American role models for males. students. on com- Mentoring Program - Utilizing local resources in the community 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 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: Peer-Tutoring 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 Programing Club, Debate Club, Thesbian (Drama) Club, Math Club (Ma^ Olympiads), Odyssey of the Mind, Great Books , Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club 41/ Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trigs - Field trips will be used to enhance 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 supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board 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. A projected budget must accompany each plan. * \u0026gt; 4LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCX SCHOOL DISTRICT I. Sackaround In the early 196O's, the Philadelphia (PA) School District raised reading andvocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe program did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis Indiana\n'Washington, D.C.\nSt. Louis, Missouri\nDallas, Texas\nLos Angeles,^California\n New York City, New York\nOakland, California\nKansas City, Missouri, Some use the Philadelphia materials\nothers have Louis , developed their own materials. and teaching formal Latin grammar\nmeans to improve English skills. In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. .ne initial implementation of the program by Philadelphia and later in the above iden-.i.^d districts was in inner city schools with a large minority popula\u0026gt;.ion. The targeted levels were grades five and six or grade six onW Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all diSwriCwS, a uaam of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin. program using the Greek language has also been developed\nthe same methods and approach. A corresponding this program uses The materials focus on using Latin and Greek word roots as a basis to incre English readingand vocabulary skills. Materials are varied\nthe two basic courses are designed far fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. ase II. Rationales More than 505 of words in the English language are based on Latin words\nfocusing on Latin word roots and word-building elements will increase knowledge of ' English vocabulary. Many fifth and sixth grade social studies and 'icula,inc:ude mythology and the Greco-Roman worlds at relate to this subject matter will broaden learning and provide enrichment. readinc c. mate mat vocabulary Ability to read English is not limited to language arts and other academic areas more sue living, school. a-facts S', assful ind\" ss in 1 i fe i tse 1 f\nse SC'U\ns La: wh i V of vidua Is who feel n is ar unusual subje y is no an unusual and \"di nncs ar compe increasing that ability creates an for stud t to deal with school and ants, especially in elementary focused on learning the Latin language per lo-oved self ferent\" sub laoe to and seeing success in he learne-'s. a . s u a IS * .* S 3 *, a 44Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students p in III. Prooosal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program, mented at?'  - .. the fi f . The program will be imple- - -he start of the 1989-90 school year and will be incorporated into\nh and sixth grade language arts instructional block for approximately fifteen to tventy minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (A) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the'program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made\ndata. this assessment will be based on surveys and test 45Latin Enrichment Program  Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 Budget Summary (Program in alf Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers $6,360 1 school with 10 teachers  10 teachers 2,450 TOTAL $9,310 _ _ 46OeJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE 1. To provide awareness of the Latin program to Incentive school principals and staffs 2. To provide Inservice to participating teachers I I EVALUATION l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A 6th grade teachers tn incentive schools l.f. Conduct awareness meeting with current Sth t 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to COST (per teacher) Angela Sewall Beverly Uhlte Arma Hart Rechel Myers Harle HcNeal Marvin Zlmmcrma n Principals of Incentive schools Sth A Sth grade teachers at Incentive schools Princlpals remaln at incentive schoils I.h. Recruit and fill des vacan- 2.a. Requisition Instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Calendar -0- Angela Sewall Beverly White March 1, 1989 Printed agenda -0- Marie HcNeal Marvin Zlmmennan 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 U, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1. 1989 July 1, 1989 Hay 1. 1989 List of identi Tied 5th \u0026amp; Sth grade teachers Identified Sth A 6tli teachers at incentive schools for 1989-90 Arrival of material s -0- -0- I I $20 ma teriais (per teacher) I 1^ *4 OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for abovt 2 meetings - 2.e. Conduct above 2 aweting\n2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour inservice workshops In local bulldings/cluster distrlct-wlde IMPLEMENTATION PLAN Paqe ? participants Teachers and Principals Gayle Cloud UALR official Teachers / IERSON RESPONSIBLE COMPLETION DATE EVAL UATION Harle McNeal Marie McNeal Marle McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Harle HcNeal July 1, 1989 June 1, 1969 July 15. 1969 August IB, 1989 June 1, 1989 December 1, 1969 May, 1990 September 1, 1969 i I I 00 One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar 2.J. Conduct above four inservice workshops Teachers Principals Gayle Cloud May 1, 1990 (2 per semester) Meeting agendas COST (I'gr teacliei I 560 printing (per teacher) -0- -0- 120 materials (per teacher) 1200 consul taut fee(S5per teache* 160 stipends per teacher (110 per hour) -0- -0- 120 materia I s (per teacher) 11200 instructor fee ($10 teacher) per -0- 110 materials (per teacher) 1400 fee /{\"sultant i*IO per teacher) ) OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN Page 3 PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVAL NATION 3. To Implement the elementary Latin program In Sth I 6th grades at incentive schools 3.a. Schedule time for classroom instruction 3.b. Purchase/dupHcate/ create student material ! Teachers Teachers Principals Harle McNeal I COSl (per teacher) August IS, 1969 School's instructional schedule -0- ongoing Materials ready for classroom use SKI materials (per teacher) 4. To evaluate the elementary Latin program I I I (X) 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b, Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers\nPrincipals Principals Principals Harie HcNeal Gayle Cloud Principals Harie HeNeal Harle HcNeal ongoing Hay 1, 1990 Hay 30, 1990 April 15, 1990 Hay 1. 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report -fl- -0- -0- $10 printing (per teacher) -0- -0- -0- 1988-89 (Spring t son Responsioie -----------' * il P1in 7 develop na~iiiiplenient i ^utHty academic OBJECTIVES STRATEGIES/ ACTIVITIES :K?LKt\nprogram for Incentive Schools seginning DATE\nu 7 v: l:i.e .. . . . Prpni diiiS kision Curriculum and Special rrocrdir./Area Incentive Schools COMPLETION DATE COSTS RESPOKSIBILITT evaluation I. To promote/enhance leadership and staff understanding of the Incentive School concep I.a. Provide tn indepth pre-orientation session on each component of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed Process and format or developing the individual Incentive School Plan I.c. Assist each building principal in presenting an indepth pre-orienta- tion session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Incent iw VhnnH i t I cn February IS, 1989 February 28, 1989 -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Harch 3, 1989 March I, 1989 March I, 1989 March IS, 1989 March IS, 1989 March IS. 198* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive School s Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent': Cabinet Prine ipals Assistant Superinten- dent Schools Incent i ve:kplk* -'r\n,il Plan -t'son Rtsponsioie Sub :oN TiKiL:!\nPage 2 OBJECTIVES X (Veer) strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS respoksibiljtt Ct V1s icn rro\nrair./Area evaluation 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I I I Cl 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area In need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant fonnat for curriculum development June 1, 1989 June 15, 1989 -0- June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- Principals I Assistant Superintendent Incentive Schools A11 Divisions I Superintendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten-dent * Schools Incentive Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors --real Plan arson Rcsponsioic 3x11: (Tttr) 1 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE :k?l :CK TiKiLJ.i Page 3 C\". vision rro\nrar./Area COKPIETION DATE COSTS RESPOliSIBIUir 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for LIttli Rock School District 3.C. 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 provide Inservice on the implementation of the curriculum guides 4.1. Develop specification for bid for equipment and furniture June I. 1989 June 1. 1989 July 1. 1989 July 20. 1909 lune 30. 1989 June 30, 1989 -0- -0- July 20. 1989 |S3.000 (Est.) |(Clerica1 Support) Curriculuni Teams Curriculum Teams Curriculum Division Principals July 30. 1989 SIO.OOO (Est.) Curriculum Division (Printing Cost! August 1. 1989 lAugust 30. 1989 (Cost to be I I included in I 11 nd i VI dua 1 I I School Plans) Kerch IS. 1989 I April IS. 1981 -0- tVALUATlOH Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I I cn Ir.tal Plan Ison Rttporsioie S:i1: (Yr) JK?LKK7A7:o T:KL:Kt I'dye 4 -vision rr r./Ared OBJECTIVES X STRATEGIES/ activities BEGII.'NING DATE COKPlETlflN DA7t COSTS P.ESPOKSJBaiTr A.b. Did for specific equipment and furniture April IS, 1989 lUy 15, 1989 I To be deter-nined tVALUATION A.c. Order furniture and equipment Nay 15, 1989 august 1, 1989 I To be deter- I mined 5. To effect facility odlfIcatlont for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture S.a. Review the detailed Incentive School Plans with the Support Services Ol.vision S.b. Identify modifications timeline as previously collaborated in the development of the plan. August 1, 1989 August 15, 1989 April 15, 1989 April 30, 1989 April 15, 1989 I April 30, 1989 S.c. Contract for servlcef April 30, 1989 as needed/1dent1- I fled in the Plans. I Nay 15, 1989 -0- -0- -fl- -0- (Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, i Staff - Curriculuin Division of Schools - Associate Superintendeii Assistant Superintendeii Principal Division of Support Services Division of Support Services .al Plan a'ion Rciponsioic :al: 6. OBJECTIVES To ensure the availability of adequate resources to iaqilcaMntI academic program I 1 I I cn 00 (tear) STRATEGIES/ activities BEGIlililNG DATE ikplekektatiok 7:kel:i\n- COUPLETION DATE COSTS P.iSPOKSIBILIiY Page 5 Ci vision _______ ?ro\nri.T./Area S.d. Inplenent the ludi-fication plan for the facilities S.e. Hake final Inspection on the work for the facilities modification i 6.a. Initiate identifications of iMterials and textbooks nee^d Tor the 1989-90 Nay 15. 1989 Nay 15, 1989 Nay 1, 1989 school year I G.b. Involve school teams! I staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 G.d. Maintain building record of requisitions for the 1989 school year. Nay 1. 1989 Nay 1, 1989 Nay 1, 1989 August 15, 198! (To August 15, 198! be out-lined in the Plan) -0- June 30, 1989 Ito be deter- |mlned June 30, 1989 Nay 20, 1989 Ongoing -0- To be determined -0- E VAI UAT1011 Principals Principal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal 'r.al Plan s'son Retpor.sioie :al: (Veer) \u0026gt;.?L CM TiKiL:Kt Page 6 : V i s i on OBJECTIVES strategies/ ACTIVITIES BEGlIiliiNG DATE COMPLETION DA:i COSTS RiSPOKSIfilLITr i I I to G.e. HonI tor and approve PHay 20, 1989 requisitions as I requested from Incentive Schools I 6.f. Kaintaln audit for II materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requlreMents for participation In all special programs 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for I each special pro- I gram activity I approved in the I Incentive School I Plan. Except for articles July 1, )g89 July 1, 1989 Ingoing Ongoing Ongoing tarch 15, 1989 lApril 30, 1989 April 30, 1989 July 1, 1989 April 30, 1989 I July 30, 1989 requ^lng a Much longeii time period. -0- -0- -fl- To be determined To be determined I requisition ! tVALUATION Appropriate I Associate Superintendenl Principal Principa! Principal Principal Principal re signed on or inmedi jtely fol lowing July 1, r.al Plan rson RetpohsioTe t1: :k?LK: TICK 7IKL I OEJtCTIVES X (Tetr) Page ? -1V1s icn ?ro:rr./Area STRATtCItS/ ACTIVITIES BCGINNING DAXi. COMPLETION DATE COSTS RtSPOKSIBILITy 6.k. CoopTete special coni August 1. 1989 tracts with al) ex* | tended day eaployces for the 1989-90 school year. C.1. Conplete Master Schedule for total school program I 6.a Revlew/revlse as I necessary the staff I developaent plan | for the fall (September- I OeceaUier) I tVALUATION August 30. 198! -0- Principal April 30, 1989 I August 15,198! August 30, 1989 Septenber 15,  I 1589 I (As necessary hi once each senes ter) at least -0- Prlnci'pal Principal oIX Plan 1988-89 srion Rtipor.stoic (Spring and Suaaterl ------------- (Veer) t:cm 7:kl:i.  P''*'***g aevelopmenT-Tor Iwpleaentatjon of Incent 1 )' ugi'diiis e School Plans C V i s icn Cun iiulum t Slice . , ?ro\nriir./Area Incentive Sctiiiols Id I OBJECTIVES strategies/ activities beginning DATE COMPLETION DATE COSTS RESPOKSIBILITT 1. To laiplement staff development activities for Incentive Schools evaluation l.a. identify the staff developant needs of each Incentive Schoo April 30. 1989 ly 15, 1989 To be determined Principals Director of Staff Development l.b. Develop inservice schedule in collaboration with building principal Ny 15. 1989 [Hay 30. 1989 Principals Director of Staff Development l.c. Notify each school staff of proposed Inservice dates for pre-school training l.d. Plan details for delivery of Inservice - l.e., site, time, arrange- ents, etc. I l.e. Obtain services of consultants (as required) I May 30. 1989 May 30, 1989 May 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 -0- -0- -0- Principals Principals Assistant Superintenden Director of Staff Development I l.f. Implenent fall training cycle Principals Assistant Superintenden Director of Staff Development August I, 1989 August 30,1989110 Be Deter- I mined Principals I Assistant Superintenden Director of Staff Development I I SECTION TWO SCHOOL ADMINISTRATION - _ 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: A. B. 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 at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). If stu- It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable-walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students, l.l..,.. __ of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. When the number Thereafter, as 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 on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. Staff will be paid for this time. 6^c. D. E. F. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- dents. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated witn 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 tutors the opportunity to do so. etc. / 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 voluntarily or may be paid a stipend depending on their own needs. Aides shall 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. 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 infocTnation 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. 55G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incen- , tive schools. \\ segments ./St generally^ This program will be in two 5 to 6 week Students will participate in the program an elective basis with prescription for attendance from teachers of students grade level in core curriculum areas LO are behind The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis well. as Transportation r^ay be provided. __ ______ schools at whiclT 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 designated grade level. 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. Field trips and access will include the opportunity for student experiences with: Field * iit * 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 Some such exhibits and performances will also be brought to the schools. 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. Among opportunities in the community which exist are:  * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I. J. ic iK if it it  * a museumj3-nature science and history three p^yiogsr state/territorial capiti a planetarium at UALR Capitols 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 are not limited to, banks, stock/bond houses, hospitals and a law school. 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. 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 as ticipate in: the opportunity to par- * * * 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 services at no cost to the child (and hopefully to the but certainly at minimal cost to the school. Assistance will be program), SCHOOL ADMINISTRATION A. 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 staff at each school.  ..*  1. A nationwide search will be conducted fpi** staff. Principal and staff will be asked to wo 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- 672. Staff will be hired on jT one year basigu^ith parent representation on the interview team.\n '  At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on thecontinued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. T..., feature will also apply to the positions of aides, clerical and custodial workers. Th 1s one year ur diaes, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. SPECIAL TRAINING - Ongoing training will be provided for suf. in areas like human relations skills\nlearning and interactive styles\nTE3A\nPET\nworking with youth at risk- working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will recei in working with their students, ac______ nutrition and human growth and developments. ve access special training assisting with homework, C. PARENTAL LNVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. will be held at the school. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to '^1 1 dren's classes. 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 in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - 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 for example: * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------ - 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 E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and  II success\" cards to be sent to parents to update them on their student's needs and achievements. _ _ _ 68continued - Incentive Schools page 6 F. G. H, EXTRA CURRICULAR- PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will tie future teachers programs, Just Say No Clubs, intermurals, monitor \"jobs\" in the office*, librar' uiuDs, intermurais, monitor \"jobs\" in the office* library ___ with the flag, safety patrol, fire marshalls and student  council memberships. J * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time-out rooms 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 on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. SLude.. will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. Students a COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools. Among these supports will be projects tobe 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\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from 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 Parents will potential to attend college and to graduate. also receive this information so that they may be aware of the options which truly are open to their students. G9continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teacners will be rasoonsible for working with students to enhance test taking skills li skills and study skills. Practice will be providedfor students in test taking, i.e., \" some class tests and a variety by teachers. listening bubble sheets will be used on of question types will be used D. HOME/NEIGHBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents.  , .  - ..... wj pui c\niuQ. These less rornial meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. ship. E. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like at G. WELLNESS PROGRAM - fii wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention a asd awareness and first aid. Presentations will likewise b4-^\\5 made to parents on similar topics for their information on a /ii. continuing education basis. CAMP PFEIFER - Students in need of additional .academic assistance wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students some on homework and academics. 70continued - Incentive Schools page 8 MONITORING ANO EVALUATION A. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. B. C. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. attendance, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom 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. development of STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only acadamic programs but also extra curricular, special skills and extended day activities. 0. QUARTERLY REPORTS AND VISITATIONS - 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. The monitoring team will be composed or district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. 71continued - Incentive Schools page 9 E. STUDE'^T EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. SLudwius wiii selected at random to participate in this process based on 5m involvement from each grade level in the designing or questionnaires to be used, analysis of data collected and the generation of conclusions.  Students will be Students will be involved cuiiecvea ano t.ne generation of conclusions. Reports will be given back to the students regarding changes made in rsoonse to student issues raised in this evaluation process. a F. G. COMPUTERIZED DATA ACCESS - 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 might be needed relative to all school program aspects. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES Programs will be A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS - 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, that person 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 * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - 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: field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATIOMS ikplemektation plan To develop support prograns and procedures which u pr..i STRAiEGlES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 1 RESPONSIBILITY 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 1992 1993 1994 199E To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A model will be put in place. Teachers will supervise the process Fall-(P) Spring - (1) Budget- ______ Lai Summer- IP) Fai 1-11) Ongoing with evaluation Budget Item (fc- staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student (earning through extensive use of classroom based instructional aides. I I, S - STUDY R - RECOMMEND Ongoing with evaluation Some bl dgetary expenditu e Staff Development Asst. Supts. 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 a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- IP) Fall-Il) Ongoing with evaluation Budget Item Office of Deseg Div of Schools VIPS Pilot (I) Ongoing with evaluation  Budget* 1 tern 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT Human Resources Sch Principals I 1^ SCHOOL OPERATIONS Page 2 GOAL: (continued) O9JECTIVE To develop and implement a career skills developoient program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. S - STUDY IMPLEMENTATION PLAN STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 IS'Rl 1992 1993 1994 199: I I R - RECOMMEND I C/1 Uritten information, guest speakers, films will be used to Mke students aware of career choices. Swmter 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 end around to state and region with appropriate chaperones to provide educational input. E - EVALUATE 0 * ONGOING P - PLAN Summer- (P) Fall- (I) Ongoing with evaluation Maybe 1 budget item VIPS Sumner- (P) Fail-(I) 1989-90 plan ( pilot at one school B - BUDGET ITEM Ongoing with evaluation Implement at all incentive schools BudgeI Budget item item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools  Curriculum Desegregation PI - PILOT SCHOOL OPERATION'S Page 3 I. 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 four day per week basis. a I S - STUDY R - RECOMMEND STKATEGIES/ACTIVITIES ikplemektation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include ssomee off tthe ffoolll olowwiinngg:: choir, music t dance In addition to Uffluework Center 4 peer tutoring  - EVALUATE 0 - ONGOING P - PLAN 1989 uT 1990 1^91 1992 1993 1994 199: Quapaw Counc iI Asst Supts for Schools Fall-(I) Ongoing with evalua-tlon Maybe budget tem Principals School Staff I - IMPLEMENT B - BUDGET ITEM PI - PILOT I 11. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLEHEKTATION PLAN To establish procedures for administration and staffing of the such that special skills will be brought to bear for the benefit of students at these schools. STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 4 RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 199: 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- Il) Ongoing Human Resources Div of Deseg Curriculum School Principal Budge item To provide special training Tor 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 S - STUDY E - EVALUATE P - PLAN Budge' item I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEM I II. GOAL: (continued) OBJECTIVE To establish meaningful attendance and behavior guidelines. To provide subject related activities to enhance student learning. S - STUDY R - RECOmEHD SCHOOL OPERATIONS IKPLEKiNTATION PLAN Page 5 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199\nI 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) Buc jet item (I) Ongoing Bucjet i tern 1 - IMPLEMENT B - BUDGET ITEM \u0026gt; Pl - PILOT Principal School Staff Principal School Staff III. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEHiKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGItS/ACTIVnitS IMPLEMENTATION SCHEDULE 1969 1990 1^91 1992 Page 6 RESPONSIBILITY 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. To hold home/neighborhood meetings to Increase parental/ neighborhood involvement In student learning. S - STUDY R - RECOMMEND 1993 1994 199: I I 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 0 - ONGOING P - PLAN Study and recommend Sma1 Training Summer Fall-(l) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (I) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I C) SCHOOL OPERATION'S Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule RESPONSIBILITY To increase parental involvement so that parents become true partners in the learning process.  Parent assistance at school  Parents will sign homework s 1969 1990 1^91 1992 1993 1994 199: To establish learning tine schedules for the afternoon's extended day.  Regular communication between school and home will take place  Day visits for parents  Schedule settings_________________ Schedule (settings) weekly extended day programs based on Individual school needs Fall-d Ongoing Principal School Staff Fall-(l) Ongoing Principal School Staff To Improve hone/schoo1 communication To establish meaningful elementary extra-curricular activities for students.  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 (1) (1) Ongoing Ongoing S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 * ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD O Principal School Staff Principal School Staff SCHOOL OPERATION'S Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incent i ve/recogni 11 on programs will be implemented by 1990-1991 To Structure and begin weDness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOWEND STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be __ taught _______________  Student recogniton programs  Good Citizen programs  Community involvement in recognition QD implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Fa) 1- Train students Spring- - (Il (P) Pilot one school 1990 1991 1992 1993 1994 199: Ongoing Budget (I) (Possi 11 e Budge Pupi I Personnel  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target incentive students  Mork with other community groups to undertake similar projects E - EVALUATE 0 - ONGOING Item VIPS Partners Program P - PLAN (I) (P) \u0026amp; (S) B - BUDGET ITEM Health Services (Budge Implement on a pilot basis Item) (I) 1 (Budget! Item) I - IMPLEMENT PI - PILOT Pupil Personnel District divisions IV. SCHOOL OPERATIONS IHPLEMENTATION PLAN GOAL: . 1 ---------VJ IILCIIllVe develop a clearer picture of student achievement order to at these buildings. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 199: Page 9 RESPONSIBILITY To develop a process for obtai ing verifiable information regarding student growth. n-  Development of valid/reliable monitoring Instrument(s)  Establish training for monitoring teams in use of the instrument (S) ( (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To involve parents in the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team.  To be done on a quarterly basis  Class t school profiles will be kept in regard to attendance, be-havior, discipline A 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 goat achievement Summer (P) (I) Develop plan Budget Summer- (P) Fall- I) S - STUDY  - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I CD ^5 Ongoing with evalua-tion Spri ng- (1) Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) (Budg t Item)  I - IMPLEMENT PI - PILOT Testing/Eval Div of Schools School Staff Community SCHOOL OPERATIONS Page 10 IV. GOAL\n(continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a nrogram for computerized data access at each incentive school. To establish site tbams at each school to implement programmatic modifications to benefit the students. S - STUDY STRATEGIES/ACTIVITIES implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 1994 199: I I R - RECOMMEND I (2) CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation * Install computers  Tie into mainframe  Write programs for reporting student data in a variety of modei  Include representatives of all school departments (custodial, food service, aides \u0026amp; teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN (S) with students (R) Fai 1 - (I) Ongoing Testing/Eval School Staffs Principals (Bui get Item) Fall-iP) I (S) Spring (R) (1) 1990-91 school - year -\u0026gt; Data Processing School Staff Assoc Supts  Plan for implementation of changes  Make recommendations for changes  Impleiront changes Evaluate  Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM I .e. Plan Recoin iiei Implement !nd I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRA7SIS/ACTIVITIES IMPLEMENTATION SCHEDULE Page 11 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: To establish a flexible programning approach at each incentive school which complies with standards and also meets individual student needs.  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within the specific building (1) \u0026amp; (E) Areas to be Investigated for possible plan inclusion  Permanent assigned substitute in each Incentive school to be available as needed  At least a ) time asst prln  Uniforms for students  Standard dress for teachers  Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff  Student handbooks will be available n every school and _.individua) to that school (S) (I) 1 (Budgel item) , S - STUDY E - EVALUATE P - PLAN R - I ! RECOWENO 0 - ONGOING B - BUDGET ITEM I O) I - implement PI - PILOT Schoo) Principal Staff Assoc Supts Asst Supts SCHOOL up\nratio.\\s Page 12 iEPLsK-KTATION ?LAU M. G3AI: (continued) oj-:ct:ve STRATIoiS/ACTIvniES IKPLEKcKTATION SCHEDULE responsibility 1969 1990 1991 1992 1993 1994 199:  A science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principals eho work the extra time periods  Community education classes should be investigated for parents in the incentive school comunties * Saturday enrichment programs (Budget (tens) School community members S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM QC 01 PI - PILOT SECTION THREE STAFFING 86INCENTIVE SCHOOLS STAFF IMG Theselecticn and support of quality staff members will be critical factors in the success of Incentive Schools. ractors in the success or Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable O' successfully attaining the goals and implementino the prcar=ms urriculum of these schcols. Ongoing staff Is must_pr2oare the staffs to attain the standards of and Sch' cavslocment r Incentive will upnold for achieving student success and fulfillment xcellen of potential. thev STAFFING A. little RCCK school district (LRSD) INCENTIVE SCHOOLS STA llg COMMITTEE - A committee will be establisiced to assess staffing neecs for Incentive Schools, to sat criteria for staffing, to recruit quality staff members, and to determine procedures for staffin a  r ee v/ill established staf The committee would be composed of teachers, parents, supervisors, principals, and other administrators. 6. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated. the following. Factors to be considered include * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffirc Commi will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recommended for each school but are not all inclusive of positions which may be identif during the needs assessment process. d * Classroom teachers (1:13 pupil/teacher ratio) * Counselor * Media specialist * Music\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_849","title":"Court filings: District Court, order","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":["1989-03-17"],"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","Civil rights workers","Civil rights--Arkansas","African Americans--Education","School integration","School districts","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order"],"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/849"],"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 "},{"id":"bcas_bcmss0837_1128","title":"Interdistrict Magnet Schools of Pulaski County, Arkansas","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":["1989-03-17"],"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","Education--Arkansas","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School buildings","School discipline","School facilities","School improvement programs","Student assistance programs","Magnet schools"],"dcterms_title":["Interdistrict Magnet Schools of Pulaski County, Arkansas"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1128"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nApplication for Grant Under Magnet Schools Assistance Program lnterdistrict Magnet Schools of Pulaski County, Arkansas SueMmED ev: LITTLE ROCK SCHOOL DISTRICT NORTH UTILE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT ARKANSAS DEPARTMENT OF EDUCATION JOSHUA INTERVENORS KNIGHT INTERVENORS PULASKI COUNTY INTERDISTRICT MAGNET Rc::VlEW COMMITTC:::: March 17, 1989 TABLE OF CONTENTS Page Part I: FEDERAL ASSISTANCE FORM State Clearinghouse Letter 1 2 Part II: BUDGET INF0Ri.'1ATION J Standard Form 424A 3 Part III : PROGRAM NARRATIVE I. PLAN OF OPERATION 5 Background 5 Management Plan 11 Magnet Review Corrmittee 13 Relationships of Project Objectives 13 to Purposes of the Program Description of Staff Develonent 15 Program Activities and Personnel to Meet Objectives 16 Equal Access for Eligible Participants 18 II. QUALITY OF KEY PERSONNEL 21 Project Director 21 Other Key Personnel 25 Selection Criteria for Magnet School 28 Teachers District Nondiscriminatory Practices Employment 29 III. QUALITY OF PROJECT DESIGN 30 Booker Arts Magnet 30 Carver Math/Science Magnet 44 Gibbs Magnet 60 Mann Arts/Sciences Magnet 70 Parkview Arts Magnet 77 Williams Basic Skills Magnet 86 Staff Experience in and 109 Knowledge of Curriculum Developnent and Desegregation Strategies Addressing Educational Needs 109 Appropriate to Students Enrolled 110 Parent Involvement VI . BUDGET AND COST EFFECTIVENESS 111 Budget is adequate to Support 111 Project Objectives Costs are Reasonable 112 Project Continuation 112 Page Part V: EVALUATION Pl.AN 114 Part VI: ADEQUACY OF RESOURCES 115 Facilities 115 Construction and Renovation Costs 116 Materials and Supplies are Adequate 116 Part IV: CITHER INFORMATION Desegregation Plan Information 117 Supplemental Data Sheet 118 Attachment 119 Need for Assistance 120 Degree of Achievment 121 Collaborative Efforts 124 Part V: ASSURANCES AND CERTIFICATION Certifications 125 Assurances 129 Agreement 130 APPENDIX BUDGET SUMMARY Booker Magnet 131 Carver Magnet 133 Gibbs Magnet 135 Mann Magnet 137 Parkview Magnet 138 Williams Magnet 139 NEEDS ASSESSMENT Booker Magnet 141 Carver Magnet 143 Gibbs Magnet 144 Mann Magnet 145 Parkview Magnet 148 Williams Magnet 149 Nondiscrimination Policy 151 LRSD Financial Report 152 Approved Desegregation Plan j PART I FEDERAL ASSISTANCE FORM ] AP~UC~TION FOR FEDEnAL ASSaST ~NC~ ,. ,,..,.. o_, 111 -raee : ~ ma  c oa,, c~ cc-- ~~ c~ s. --,_11011 I Z.IIAISJU- 3-17-89 3.IIAIS~~fAIS lsi....__....- rn Rgo11\u0026amp; -Ofi7 '-IIAIS_IT,_.AGIDC't 1~- LAQal- Little Rock School District of ,~Unc P11l.\u0026lt;1c:\nki C'rnmtv Ark.\u0026lt;1n\"\"'\"' Acn-. /o,,,e er,.__,..,, - - DO -,w,: ----ol!l'le--1111:la_,_QII __ 810 West Markham m.- (o,,,e _ _,., Little Rock, AR 72201 James Jermings (501) 370-1604 I. --1~11011-- 1. \"\"0, ~ (., __ ,_ lfl 00.1 [Ii. 17 11 1-j 6!0111417 11 17 I ,\\,5'- 1-1. ~ l C -IC Sctm Oi\u0026amp; 13. Cau,,ty L S-ean- 1-cat ol MiQIW i...,,,nc C.MI.- J.\"\"\"-U.--V .,_o,-..ic.r.110111 o.r- t\u0026lt;.lftCllanTtim :c - ~  i:w- e.~ l..ltldiwoclual F. tn--.. w.,.,,,,_ero-a-rt.. ~ .,_ __t ltfti:llmau:   G.S-.-Cicil:I I'(. 011w 1s-:itvr. , __ 11..0.::--A- C.-Ouraaan o.ec-o...- cu-,-,,,, L-01'~.MUIC'I! U.S. Depart=ient of Educ:ation/ACC Washington, D. C. 20202 11, i.:A-Tr.M..O.C.I .~.a -,ou-- I a I 4 1.1 1 ~ is A 11. --mu o, -.-n \"\"10.ICT\\ mu: Magnet ?c:~ools Assistance Program Interdistrict Magnet Schools of Pulaski Cotmty, Arkansas 11. .,...... ~IT~ 'c:aa. ~nea. JtatN. :.~ Little Rock and North Little Rock, Arkansas (Pulaski Cotmty) 12,, MIC-~IC!\\ I ,._ C0MOIIC\u0026amp;l0IU4 !llsnnc:n ~ StalC.. I l:nClnQ c- IL~ond jtL\"'- 7/1/89 I 6/30/90 - Arkansas Second - Arkansas ,s. !ST!M6Tm \"'-'-- , .. IS-..icA110N sua.cr TO - IT STA1'1 IXIICIITIW- 11:sn JIIOl0CDSI' a.i=-. 1  .aa L Y1:S. TI-ffS iic:l~ClTlCK'AfllllJClTlON WA:J MAOe AV~ TO~ 2,643,401 S'l'ATI! :Xl:CtJ1\"lve ~ 12:Jn ~ FOR ~ CH: ~\"-I  .011 CATI! March 15 . 1989 C. Staa 1 .011 ti N0.0 ~ IS lfC1f ~ 11'1' E.O. 12:lr.l cl,\\,,gca  . .all  CA~ HAS lfC1f amt SEL.=cra:l 11'1' ST'ATI! rCA FIEV1EW .. cm-  .all '-~-  .all 17.  n.-,c.u,rr-....ouarc:.-1'-.a\u0026amp;. CIUff  .GIi  Y 1t-,1111.aaa:r1111wwwwwwc. (21 No\n. TOTAL 2,643)401 1\u0026amp;. 1'0 '!Ma IGTO, 11'1' ~ MIO ..._.,.AU. IIAfA* ---Tl01WN-.IC,t.1101U,_lllM MIOcaacr, '!Ma~--IIUl,Y .IIITI00IIIZID IY\"\"900WII- _.,a,,'!M ~ ANDTMI-.-WIU. c=-.YWffllfftlAff.lCIIID \u0026amp;SSllll\u0026amp;ICZS ll''TM _,._ IS \u0026amp;WIMIOG \u0026amp;. T,om - ot Au-.- ~w,caaw 11. TIiie George Cannon Superintendent CS.~ol,P'D-:22-- AuUtcrizedforLoc:21 Re~roducUcn F3 (1) lts~~61 C I .. 0..5-d ~~1\"\"7ffl.\u0026amp;4 1 ... 1:,.,,. ~11tOM8~.:. OFFICE OF INTERGOVERNMENTAL SERVICES PHONE (501) 682-1074 Mr. James Jennings STATE OF ARKANSAS DEPARTMENT OF F INANCE AND ADMINISTRATION PO BOX 3278 LITT LE ROCK  72203 March 14, 1989 Little Rock School District of Pulaski County 810 Hest Markham Little Rock, Arkansas 72201 Re: AR 890314-067 Interdistrict Magent Schools of Pulaski County, Arkansas. (84. 165A) Dear Mr. Jennings: The State Clearinghouse is in receipt of the above referenced application submitted in accordance with Executive Order 12372 \"Intergovernmental Review of Federal Programs\" and the Arkansas Project Notification and Review System. The proposal will be submitted to the proper state agencies and interested organizations for their review and comment. The State Clearinghouse wishes to thank you for your cooperation. Should you have any questions, please contact Tracy Copeland at the above telephone number. Sincerely, Jt:ii'::!t::\nState Clearinghouse Attachment JG:TC:cb/0021. lN (2) .. AN EQUAL OPPORTUNITY EMPLOYER PART II BUDGET INFORMATION - OMll Appro11al No. 0)4il -0044 BUDGET INFORMATION-Non-Construction Programs SECTION A - BUDGH SUMMARY I Grant Progrm C1tlog of federI htlmted Unobllg.ated fund, New or R 111i d Budget function Dom11tk Aubtiln\u0026lt; or Actl11ity Number Feder.al Non-federal Feder.al Non-federI TotI ll (b) (c) (di (e) (f) (g) 1. Magnet Scho9ls $ $ $ $ $ Assis. Pro.~ram 84-165A 2.643 ,401 2,643 ,401 2. J. 4. 5. TOTAU s s s 2,643,401 s s 2,643,401 SECTION I - BUDGH CA Tf GORIE S ORANT PROORAM, FUNCTION OR ACTIVITY Total ' Obje\u0026lt;t CIHt C1tegod1t (1) (2) (3) (4) (5) .. Penonnel s 426 ,010 s s $ $ 426, 010 .,-.._\"1 ~lJl b. fringe Beneflu 90 ,185 90 ,185 ,. Tri1111el d. lqulpment 1, 215,413 1, 215,413  SuppliH 682 , 379 682 , 379 f. Contril\u0026lt;tual II 11 Connru\u0026lt;tlon h. Other 186 ,612 186 ,~12 I. TotI Dlre\u0026lt;t Charges (sum of 6il - 6h) 2, 600 ,599 2, 600 , ~99 J. lndlre\u0026lt;t Chug11 42 ,802 42 , 802 k. TOTALS (sum of 6i nd 61) 5 2,643 ,401 s s $ s 2,643, 401 ,.~ .. \"l I ,_ Prog,am Income s 1 s s I, I' - SECTION C- NONFEDERAL RESOURCES lI Ornl Prourm lbl Aoollcnl lclllala ldl Olh .. Soun:-  lel TOTALS I . s s s s  10. 11. u. TOTALS (,um of hne, I And 11) s $ $ $ SECTION D - FORECASTED CASH NEEDS u. , .... ,  Jolet lot lat Yr hl0uat1er Jnd Ouarler lrd Ouar1er 41h Ouar1er $ 2,643,401 $1,135,300 $ 1,135,300 $ 186,401 $ 186,400 14. NonfederI 15. TOTAL hum oflinei 11 nd 14) $ s $ $ $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (at Grant Progrem fUJUll fUND\u0026lt;N\u0026lt;i PUIOOI IY .. uj lblflral {\u0026lt;)S.,ond {d}Thl,d (el Fourth 16. $ s $ $ n. 11. 19. 20. TOTALS (,um of line116-19) $ $ $ $ SECTION F  OTHER BUDGET INFORMATION (AIIA\u0026lt;h dd1tionI Sheeu If Ne,enry) 21. Dlre\u0026lt;t Chuge1: I n. lndlre\u0026lt;t Ch111ea: n. llmkl Sf 424A 14 -a\u0026amp;) Puo i PART III PROGRAM NARRATIVE I. PLAN OF OPERATION Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Little Rock School District covers ninety-one square miles, and its boundaries are coterminous with boundaries of the City of Little Rock. Al though the population of the City of Little Rock is approximately two -thirds white, 63% of the Little Rock School District's 25,942 students are black. Along with the North Little Rock School District, the Little Rock School District is one of the oldest continuously operating school districts in Arkansas. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the City of North Little Rock. The North Little Rock School District has 9,505 students (43% black). The Arkansas River separates the City of Little Rock and the City of North Little Rock. Created in 1927 through the consolidation of thirty-eight rural independent school districts, the Pulaski County Special School District surrounds the Little Rock School District and the North Little Rock School District. The Pulaski County Special School District covers 729 square miles and contains the remainder of the county not included in the other two districts. This district has an enrollment of 21,819 students (25% black). Each of the three districts currently operates under a court-ordered desegregation plan, and none of the districts has achieved unitary status. For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the school has shifted slowly in the past several years, there (5) has been a gradual increase both in the number of black students attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year the number of black students had grown to almost 13,800 or 71 .3 percent of the total enrollment of 19,300 students. The decrease in total enrollment between 1981 and 1987, while experiencing growth in the black enrollment during the same time period, is an indication of the pattern of white flight that has continued to plague the Little Rock School District. In November 1981, a team of twenty-two social scientists, business leaders, educators, and technical assistance specialists, all of whom were involved in the study of desegregation issues, visited the Little Rock School District. The team visited the Little Rock School District under the auspices of the Technical Assistance Center at Stephen F. Austin University, in Nacogdoches, Texas. The team spent four days in Little Rock observing schools, interviewing community leaders, parents and school personnel, and reviewing available research and program documentation. The purpose of the visit was to review the progress of desegregation in Little Rock and to identify ways that the progress could be maintained and expanded. Among other things, the team noted the following: Significant progress in desegregating the Little Rock School District will require the exchange of students across the boundary lines between the Little Rock and Pulaski County school districts. This will require either a voluntary or mandatory exchange of students and will probably require involvement of the state government. The metropolitan areas in the United States with the most desegregated schools are those that implemented county-wide desegregation plans. County-wide desegregation plans have proven to be the most stable urban desegregation plans in big cities. (6) The 1981 desegregation study was the catalyst for a consolidation lawsuit filed by the Little Rock School District on November 30, 1982. The lawsuit was filed against the North Little Rock School District, Pulaski County Special School District, and the State Board of Education. On April 13, 1984, the United States District Court for the Eastern District of Arkansas found that the defendants had contributed to the continuing segregation of the Little Rock schools and that an interdistrict remedy was appropriate. The district court ordered consolidation of the three districts, establishment of a uniform millage rate, elimination of discriminatory practices, and creation of magnet schools to enhance educational opportunities in the new district. The Joshua Intervenors, representing black parents and students in the three districts, filed a brief in support of the district court's judgment. The United States Eighth Circuit Court of Appeals reversed the district court's consolidation order on November 7, 1985, and decided instead that the Little Rock School District should annex those areas in the Pulaski County Special School District that would make its boundaries coterminous with the boundaries of the City of Little Rock. The Eight Circuit maintained, however, that a limited number of magnet schools and programs should be opened to all students in Pulaski County. Also, the Eighth Circuit required the State Board of Education to participate in funding the compensatory, remedial, and quality education programs, in establishing and maintaining the magnet schools, and in monitoring plan progress. Prior to the Eighth Circuit's order, three intradistrict magnet schools were in operation in the Little Rock School District. The first magnet program in the Little Rock School District (and the state) opened at Williams Elementary School in 1982. Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the (7) District had been experiencing and (2) to respond positively to the public's perception and position that public elementary education does not. but should promote competence in fundamental academic skills. In 1983, Booker Arts Magnet School opened for intermediate students, and a math/science magnet school-within-a-school opened at Mann Junior High School. Both of these schools were opened to attract and retain white students in the system. Unlike Williams, these schools were difficult to desegregate before their conversion to magnet schools. Three additional magnet schools 1~ere opened in the 1987-88 school year as a result of the Eighth Circuit's order: Carver Math/Science Magnet (K-6), Gibbs International Studies and Foreign Languages Magnet (K-6), and Parkview Performing Arts Magnet High School (10-12). In addition to these new programs, Mann Junior High was converted to a full magnet by adding an arts magnet program to the math/science component. The six magnet schools are all located within the boundaries of the Little Rock School District\nhowever, all of these schools are \"interdistrict\" magnet schools. All magnet schools must have a student population which is 50-55 percent black and 45-50 percent non-black. Twenty-five percent of the capacity of a magnet school is reserved for the shadow area of the school. The remaining seventy-five percent of the seats are allocated to each of the three districts in proportion to that district's percentage of county-wide students at each school level (elementary, junior high, or senior high). Of the 4,198 magnet seats, Little Rock has 2,488 seats\nNorth Little Rock has 472 seats\nand the Pulaski County Special School District has 1,238 seats. (See next page for actual enrollments by school and district.) A random selection process is used to assign students to the magnet schools. This process allows each magnet school to serve a cross-section of students. (8) ?ULASKI COUNTY INTERDISTRICT ~AGNET SCHOOL ENROLLMENTS AS OF 2/13/89 LRSD PCSSD NLRSD SUBTOTAL SCHOOL SL ~JS BL NB BL ,IJB BL ~B TOTAL \"\nSLACK Booker 229 166 85 61 34 68 348 295 643 54% Carver 167 83 42 90 29 63 238 236 474 50% Gibbs 125 '. ~5 17 23 28 10 171 178 349 19% '.ii l l i ams 2'. .1 '. 32 1 9 .!6 14 15 247 2a.3 l90 :: ,-\\'JI oJ..., ,0 Mann 298 241 '. 75 37 21 32 494 360 354 - -. ,,, :o,, Par'\u0026lt;vi e1:1 31J9 2::..7 '29 -o 1 .1 28 152 345 -:97 :-\n-:, - , J Subtota.i '. 31!.3\nQ64 167 377 140 216 1950 1657 3507 : 4- ~~ Total 2407 8411 356 3607 % Black 58% 55% 39% 54% % of Enrollment LRSD PCSSD :!LRSD School Total 0,,/ Total 0/ Total \" TOHL ,0 .2. Booker 395 61% 146 23% 102 16\n~ 643 Carver 250 53% 132 28% 92 19% 474 Gibbs 271 78% 40 11 % 38 11 % 349 \\~illiams 396 81% 65 13% 29 6% 490 Mann 539 63% 262 31% 53 6% 854 Parkview 556 70% 199 25% 42 5% 797 Total 2407 67% 844 23% 356 10% 3607 (9) The last two school years can be described as the beginning of stabilization and cooperation among the three districts in Pulaski County. The Eighth Circuit Court of Appeals established the Magnet Review Committee to serve as the policy-making board for the magnet schools. The Magnet Review Committee consists of one representive from each district and the Joshua Intervenors, and two representives from the Arkansas State Department of Education. In addition to the interdistrict magnets, non-magnet students can transfer among the three districts if the school assignment enhances desegregation (voluntary majority-to-minority interdistrict transfers). In addition to the area of student assignments, the three districts also work cooperatively in the areas of staff development, curriculum, staff recruitment and hiring, transportation, summer school, gifted and talented, special education, purchasing, and various programs and/or concerns. The new era of stabilization and cooperation is best evidenced by the recent signing of a settlement to the Pulaski County desegregation lawsuit. All of the parties in the lawsuit have agreed to release statements that will end the desegregation lawsuit. The settlement agreement is subject to court approval and the court will still be responsible for enforcing the desegregation plans. Community groups such as the Greater Little Rock Chamber of Commerce, the Little Rock and North Little Rock Chapters of the NAACP, the Greater Little Rock Christian Ministerial Alliance, the Arkansas Education Association (NEA affiliate), and the local teacher associations have expressed their support for the settlement agreement and the desegregation plans in the respective districts. This milestone represents the end of thirty-two years (since the 1957 Central High School crisis) of desegregation litigation. More important, however, this milestone represents revitalization of quality desegregated (10) education in Pulaski County. The purpose of this grant proposal is to secure the resources needed to promote quality desegregated education in the interdistrict magnet schools of Pulaski County and to use these schools as models of academic excellence for the county, state and nation. Management Plan Each of the proposed six (6) magnet school projects will be administered by the Little Rock School District's Division of Schools, with overall responsibility assigned to the Associate Superintendent for Schools (locally funded). The Associate Superintendent for Schools is one of five persons reporting directly to the Superintendent and is a member of the Executive Team which formulates all policy and personnel reccommendations for Board approval. The success of the magnet schools' operations is an ongoing concern for the Little Rock School District Board of Directors who administers the six schools under the aegis of the federal court as interdistrict magnets involving the Pulaski County Special School District, North Little Rock School District, and the Arkansas State Department of Education. The Magnet School Director will report to the Associate Superintendent for Schools. An Acting Director is assuming these duties at the present time. This person will manage further program development and implementation, manage and monitor the budget, coordinate staff development activities, prepare all interim and final reports, coordinate the operations of the magnet schools with the general education programs in the other schools, and provide effective and centralized leadership to the magnet school programs. The Magnet School Director will be assisted by Instructional Coordinators assigned to each of the magnet schools. These coordinators will be responsible for assisting in the development of curriculum guides for the magnet schools, monitoring and implementing the programs, coordinating and monitoring the (11) budget, monitoring the reduction in achievement disparity, coordinating building level staff development and monitoring/facilitating the implementation of activities/projects at the respective magnet schools. They will work under the supervision of the principals who report to the Magnet School Director. The Associate Superintendent for Curriculum and Special Programs and other staff members of the Division (all locally funded) will provide technical assistance and leadership support for curriculum and program refinement, staff development, and program implementation and monitoring. Consultant services through the Division will provide information on federal and state laws and district policies that must be followed in providing educational programs aopropriate to the needs of all students -- i.e., special education, gifted education, etc. The Magnet School Director will also be assisted by the Associate Superintendent for Desegregation. The Associate Superintendent for Desegregation will ensure that federal, state and local mandates are followed as related to the efficient and effective desegregation of the schools and to equity and excellence in all facets of the school programs. Evaluation Specialists from the Department of Research and Evaluation will provide ongoing program monitoring, 1~ith periodic reports provided to Little Rock School District staff and Board members, the Magnet Review Committee, and the Court. The principals of the magnet schools will report to the Magnet School Director concerning implementation of proposed activities. They are administratively responsible for the Instructional Coordinators and the teachers who will provide the instruction and special activities designed to improve the overall achievement of students and to reduce the disparities in achievement among sub-groups of the student population. Working with Little Rock School District personnel, the Magnet Review (12) Committee will conduct an annual end of the year evaluation of each magnet school program. Evaluation components will focus on the overall goals of the individual schools. Feedback instruments from parents, students. staff and other significant parties and statistical student data will be used to evaluate the programs and to identify needs for improvement. Magnet Revi ev1 Cammi ttee ( MRC) The Magnet Review Committee (MRC), created by the Eighth Circuit Court of Aopeals at St. Louis, was established in September, 1986, to oversee the implementation and operation of the six interdistrict magnet schools in Pulaski County. Essentially the MRC is the policy-making body for the interdistrict magnet school program. Comprised of representatives from each of the parties in the desegregation case, the Magnet Review Committee makes policy on issues such as magnet enrollment, transfers, and building capacities. The MRC also approves funds budgeted for the operation of the six interdistrict magnet schools. The Magnet Educational Team (MET) is the recruitment arm of the MRC and is composed of three (3) members from each of the parties in the desegregation case. The MET is responsible for public information, recruitment strategies, and activities for the magnet school program. The MRC and the MET collaborate regularly with the host district and the parties involved in the interdistrict magnet school program. Relationship of Project Objectives to Purposes of the Program The objectives of the State of Arkansas, Little Rock, North Little Rock, and Pulaski County Special School Districts in establishing magnet schools to serve interdistrict students are as follows: (1) to advance voluntary desegregation within a segregated neighborhood and (2) to enhance the educational, cultural, and social opportunities for all students. (13) All three of the above named school districts are located in Pulaski County. The Little Rock School District, which has a school population in in excess of sixty (60) percent minority, houses the six magnet schools in neighborhoods which are primarily segregated. Transportation of students from all three districts to and from the student's home/magnet school is provided at no expense to parents. Core and enrichment curriculums are being refined and expanded to attract both minority and non-minority students at the elementary level. Carver Elementary School is designated as a basic skills/mathematics/science magnet school. International studies and foreign language are the themes selected for Gibbs Elementary School based on research that \"schools should begin emphasizing a global perspective during the elementary school years.\" Booker Elementary School is an arts magnet, and Williams Elementary has a basic skills program that reflects a structured, disciplined approach to learning and behavior. At the secondary school level, Mann Junior High School has a science/math/ fine arts focus, and Parkview High School has a fine arts theme. Activities designed to meet the objectives of the State of Arkansas and the three school districts as well as the two purposes for the Magnet School Assistance Program are described herein for each of the six magnet schools. Refinement and expansion of the curriculums are undertaken to attract and retain more students on a voluntary basis from all three school districts. The major thrusts of the activities revolve around (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parents and community. (14) Description of Staff Development Program The three school districts in Pulaski County believe that staff development is essential to the success of educational programs. The districts ha ve identified staff development strategies to attack second generation desegregation concerns which include, but are not limited to, low expectations, academic achievement disparity and lack of sensitivity toward individual differences. Thus, the districts have identified the following staff development programs: Effective School Training- Based on the research of Ron Edmonds, Larry Lezotte, Wilbur Brookover and others, the training cites Safe and Orderly Climate, Clear School Mission, Instructional Leadership, High Expectations and Frequent Monitoring of Student Progress as essential characteristics for effective schooling. The training is aimed at improving teaching practices, student achievement and student behavior. The training looks at the whole school, recognizes roles and role relationships, encourages shared decision- making and acknowledges the subtle yet powerful interaction that exists among the members of the school social system. Teacher Expectations and Student Achievement (TESA)- TESA is an in-service training program for teachers of all subjects, kindergarten through college, which encourages non-discriminatory behaviors toward all students to increase their academic performance. The program is a five month experience, built around 15 teaching interactions that must be internalized by the teachers and incorporated into the classroom experiences of the student. Cooperative Learning- There are two major cooperative learning models: Cooperation j_Q_ the Classroom and Student Team Learning (15) Cooperative learning is a basic instructional strategy in which lessons are structured so that students work together to accomplish shared goals. Students are assigned to small heterogeneous groups and instructed to learn the assigned material and to make sure that the other members of the group have learned the assigned material. Cooperative learning fosters better student achievement than individualistic methods, increases crossethnic friendships, and improves students' self-esteem as well as positive attitudes toward other students and the school. Cooperation j_.'.!_ the Classroom is a set of instructional strategies developed by David W. Johnson and Roger T. Johnson. Student Team Learning is a set of instructional techniques developed at the Center for Social Organization of Schools at the Johns Hopkins University. The basic idea behind the Student Team Learning techniques is that when students learn in small, carefully structured learning teams and are rewarded for working toward a common goal, they help one another learn, gain self-esteem and achieve feelings of individual responsibility for their learning. Further, Student Team Learning develops positive inter-student relations in desegregated classrooms or other heterogeneous groups. Typically, the training includes three techniques: Student Teams-Achievement Divisions (STAD)\nTeams-Games-Tournament (TGT), developed at the Johns Hopkins University\nJigsaw, which was adapted by the Center for Social Organization of Schools Activities and Personnel ..!Q Meet Objectives In the goal domain of expansion and refinement of curriculum, each magnet school has established objectives that will enable the staff of each school and its administration to offer and implement curriculum generally and specifically designed to meet the needs of all students. The curriculum implementation is (16) j unique in that each school is striving to integrate its theme, i.e., the arts at Booker, throughout all disciplines. Wide range teaching/learning strategies are to be utilized. The building coordinator and principal at each magnet school will be responsible for ensuring that the curriculum is fully integrated throughout the school. In the goal domain of staff development, the primary objective of each school will be to see that staff development is an ongoing activity rather than an event that takes place once a month. While many staff development programs, i.e., Program for Effective Teaching (PET) and Teacher Expectations Student Achievement (TESA), will be utilized at all magnet schools, each magnet school will design and develop unique staff development activities to meet its particular needs, such as computer training for staff at Carver Magnet School. In the third goal domain of reducing achievement disparity between minority and non-minority students, many varied activities, ranging from computer use to using new unique teaching/learning strategies, will be implemented. The expansion of the curricular areas coupled with intensive staff development in the area of effective teaching strategies are two means that will be utilized in improving the present disparity that exists in the schools. District-wide data as well as individual magnet school data will serve as the basis for evaluating where we are and where we need to be. The principal will organize the data at his/her designated magnet school and will make this information available to the school staff. New test data which will be available in the spring will be used to determine disparity reduction, as well as other indicators selected by each magnet school. The fourth goal of domain addresses greater involvement of parent and community. Concentrated efforts will be made to increase active parent participation in all magnet schools. An example of this is Williams Magnet (17) School where parents are required to participate in school programs in order for their child to attend that school. Additionally, two days a year are set aside for parent/teacher conferences. These days are designed to give the parents an opportunity to discuss their child's progress with the teacher. While all magnet schools as yet do not have community partnerships, attempts to formulate these partnerships are ongoing. The parents are also directly involved in the needs assessment survey that is sent out to all parents, encouraging them to state their concerns for the educational future of their child. This activity will be coordinated and will be supervised by each building principal. Each of the four goal domains is an ongoing process and is to be viewed by all participants as an integrated process rather than a specific activity that starts and stops. Additionally, each goal is evaluated at the end of each year, and this evaluation will serve as a basis for continued direction in each magnet school. Note that all goals are designed to be used in the ways that best meet the needs of each magnet school. Upon receiving evaluation data from all magnet schools, the Director of the Magnet Schools will forward this information to the Assistant Superintendent. ~ Access for Eligible Participants The three school districts have made a concerted effort to notify all students of the opportunity to apply to the six interdistrict magnet schools. Individual mailings to students, as well as newspaper ads, have highlighted program details and application procedures. The schools themselves have established telephone networks to recruit by using parent volunteers who could respond to the specific concerns of potential applicants. Implementation of project activities should result in even greater attraction to the magnet schools. (18) Students are assigned to the magnet schools through a random selection process . No preference is given for academic achievement, special talents, or other criteria commonly used in selective admission procedures. The nonselective admission process used in the Pulaski County Interdistrict Magnet Program guarantees the assignment of a cross-section of students and ensures each student of equitable consideration for a magnet assignment. Central administrative control is used to guarantee equity in publicity, recruitment and assignment practices and procedures. Within schools, individual classrooms are also racially balanced to reflect the majority/minority census of the individual school population. In addition, the school district is committed to equity in areas other than ethnicity. These magnet schools approximate equal male/female enrollment. Special Education (resource)students are mainstreamed and all of the magnet schools are accessible to students who are physically handicapped. Special focus will be provided at the science/math magnets on ensuring success of minorities and females in the specialized math/science curriculum where these groups have been greatly underrepresented. The professional staffs assigned to these schools are diverse in terms of race, age and gender. Also, these staffs parallel the diversity found in nonmagnet schools throughout the Little Rock School District. (19) ) Principals Assistant Principals Black 34% Black 34% Magnet School Administrators Black Non-Black -4- 5 Magnet Schools ~Jon-Black 66% 2 5 Teaching Staffs Male 18% LRSD Teaching Staff Non-Black Male 66% 16% r-1a1 e Female -3- 3 3 7 Female 82% Female 84% These numbers parallel the systemwide averages as required by the court order. Ages of the staff members range from 25 to 61. Each person competed for his/her assignment individually. The results of the personnel proc2ss demonstrate the district commitment to equal access as 1~ell as providing a superior staff to enable the schools to succeed. AGE Under 31 31-50 Over 50 LRSD STAFF 20% 66% 14% (20) MAGNET SCHOOL STAFF 17% 71% 12% II. QUALITY OF KEY PERSONNEL The following persons will be the leaders in implementing the Magnet Schools Assistance Program Project. The project director and the six building principals are fully committed to the Magnet School Program and will devote 100% of their time to the implementation of the project. Project Director - (Acting) Arma J. Hart, M.S.E., will serve as the Acting Director of the Magnet Schools until a full-time director is approved. Ms. Hart has had extensive educational experience. She received her B.S.E. degree in 1965 from Arkansas Baptist College, Little Rock, and her M.S.E. degree in 1969 from Harding University at Searcy, Arkansas. In her present position as Assistant Superintendent for Division of Schools, Little Rock School District (LRSD), she has assumed many responsibilities. Additionally, she has been recognized with special appointments, e.g., appointed by Governor Bill Clinton of Arkansas to serve on the Teacher Education Certification and Evaluation Committee. She also chaired the kindergarten through third grade Curriculum Development Committee for the LRSD. Ms. Hart will supervise all building coordinators and will assist them in working with their staffs in carrying out their outlined activities designed to meet their program objectives. She will also be responsible for seeing that district personnel understand the project as well as oversee the fiscal and evaluation activities. Ms. Hart possesses the necessary skills and background in desegregation to implement this project until a full-time Director of Magnet Schools is employed. Included in this grant proposal is a detailed job description developed specifically for the above named position. The Director ~ 1 Magnet Schools will be filled and funded in accordance with the procedures described herein. However, all building administrators will be funded locally. (21) EnUCATION: RESUME ARMA J. HART 810 W. Markham Street Little Rock, AR 72201 Business Phone: 370-1633 1987 - University of Arkansas at Little Rock - Central office Administration - 3 hours 1981 - University of Arkansas Graduate Center - Certification in Administration 1981-83 - Peabody Vanderbilt, Nashville, Tennessee - Post Graduate Program - 15 hours 1976 - University of Central Arknansas (Scholarship) - Psychology - 6 hours 1974 - University of Arkansas at Monticello (Scholarship) - Environmental Education - 3 hours 1972 - University of Arkansas at Fayetteville (Scholarship) - Economic Education - 6 hours 1969 - Harding University, Searcy, Arkansas - Masters in Teaching 1965 - Cortez Peters Business College, Chicago, Illinois - Clerk Typist Certification 1965 - Arkansas Baptist College, Little Rock - B.S. Degree in Education - Graduated Cum Laude OTHER CERTIFICATIONS: 1986 - Evaluation Certificate - Granted by the State Department of Education, Little Rock, Ar~ansas 1984 - Program for Effective Teaching Instructor Certificate for State of Arkansas PROFESSIONAL ORGANIZATIONS: NAESP - National Association of Elementary School Principals ASCD - Association of School Curriculum Development POK - Phi Delta Kappa AUW - Association of University Women PRT - Principals 1 Roundtable\nPast President - 1985-86 National Alumni President of ABC - 1984-Present AKA - Alpha Kappa Alpha Sorority (22) Arma J. Hart Resume Page 2 SPECIAL APPOINTMENTS: 1987-88 - Appointed to the Magnet Review Committee. Approved by Judge Henry Woods 1985-Present - Reappointed by the State Board of Education to Teacher Education Certification and Evaluation Committee 1984-85 - Appointed by Governor Bill Clinton of Arkansas to Teacher Education Certification and Evaluation Committee 1983 - Appointed by the Associate Superintendent for Curriculum and Instruction to chair the kindergarten through third grade Curriculum Development Committee for the Little Rock School District to develop a needs assessment, identify strengths and weaknesses for the existing program and make recommendations for improvement. The report was printed in the District Planning Report verbatim and was used as a basis for future planning. 1982 - Appointed by the Little Rock School Board of Education to be on the Search Committee to select the new superintendent for the Little Rock School District. (Selected Superintendent Ed Kelly) 1981-84 - Appointed by Little Rock School Board Directors to serve on the Professional Negotiations Team to negotiate with teachers on behalf of the Board. JOB EXPERIENCE: 1988-Present - Assistant Superintendent for Division of Schools, Little Rock School District 1987-88 - Director of School Improvement, Little Rock School District 1980-87 - Principal, Forest Park School, Little Rock, Arkansas 1967-80 - Elementary Teacher, Forest Park School, Little Rock, Arkansas 1964-66 - High School English Teacher, Washington, Grades 9-12 1966-67 - Head Teacher, Bearden, Arkansas OTHER JOB EXPERIENCE: 1986-87 - Summer School Principal, Pulaski Heights Junior High and Elementary Summer School (23) I Arma J. Hart Resume Page 3 OTHER JOB EXPERIENCE (cont.): 1985 - English Teacher, Parkview High School, Grades 9-10 1970-73 - College English Teacher, Arkansas Baptist College, Part time SPECIAL AWARDS 1981 - Outstanding Alumni Award - Arkansas Baptist College 1986 - Outstanding Recognition for 20 Years of Service - Forest Park Elementary School PTA 1987 - Outstanding Performance - Little Rock School District CHURCH AFFILIATION: Positions Previously Held - Canaan Baptist Church 1. Director of Christian Education 2. M~mber of Church Council 3. Youth Director 4. Vacation Bible School and Sunday School Teacher 5. Choir and Missionary Society Mount Zion Baptist Church 1. Scholarship Committee 2. Baptist Training Union Teacher 3. Missionary Circle (24) Other ~ Personnel Junious~ Babbs, Jr., principal of Parkview Fine Arts Magnet School, holds B.S.E. and M.S.E. degrees from Henderson State University in Arkadelphia, Arkansas. Additional hours toward a Specialist Degree in Educational Administration have been completed at the University of Arkansas and the University of Central Arkansas. He has been with the Little Rock School District for sixteen years\nas an instructor (6 yrs.), assistant principal (4 yrs.), and building principal (6th yr.). This is his fourth year at Parkview High School. He helped to coordinate all preliminary planning for program transition at Parkview to an Arts Magnet High School which is presently in its second year and has been principal since its inception. He has completed additional education program training in PET (Program for Effective Teaching), TESA (Teacher Expectation Student Achievement), Cooperative Learning Classroom Management, Hemispheric Learning Patterns and Excellence in Equity training models. Donna Davis, principal of Gibbs Magnet School, graduated from Hendrix College in 1962 with a B.A. degree. She earned an M.Ed. in 1966 from the University of Arkansas at Fayetteville. She has earned additional hours through the University of Arkansas at Fayetteville, University of Arkansas at Little Rock, and the University of Central Arkansas at Conway. She served as a regular elementary classroom teacher in Coco Beach, Florida\nDeKalb County~ Georgia\nand Little Rock, Arkansas. In 1974 Ms. Davis was named assistant principal at Kramer School. From 1975 to 1979 she was appointed as principal of Kramer School. (Kramer School was a research project headed by Dr. Bettye Caldwell, PhD, to link an early education program with an elementary school program). Upon closure of Kramer, Ms. Davis transferred as Early Education Director to Rockefeller School. In (25) 1980 she was named principal of Woodruff Elementary School and remained there for seven years. In 1986 she was named principal of Gibbs International Studies and Foreign Languages Magnet School. \\lilliam ..:_ Finn, principal of Booker Arts Magnet School, earned a B.A. in Education from Philander Smith College. He holds an M.A in Education degree and has done additional post graduation work at the University of ArkansasFayetteville Campus. He has been working in the Little Rock School District for 20 years as a classroom teacher, Dean of Students, Junior High School Assistant Principal, Principal of the Elementary/Junior High School Summer School for two years and an Elementary Principal. He has worked in the arts magnet orogram since its inception. He has coordinated all of the curriculum and staff development programs and assisted with the implementation of Partners-in-Education agreements for Booker. He has worked with school plant services to plan and oversee all of the building modifications and renovations needed over the last six years as the school changed from a junior high plant to an elementary school plant with an arts emphasis. He has also worked with district staff development committees. Mr . Finn has attended many administrator/management seminars, inservices, and workshops. He serves on many community services, religious, and professional organizations' Boards and Executive Committees. He is the founding First Vice Chairman of the Board of Directors for the Sickle Cell Anemia Foundation of Arkansas and has served as an officer of that board for all of its existence. He has been a member of the Board of Directors of the National Association for Sickle Cell Disease since 1974. Mary I:_ Guinn, pri nci pa 1 of George l4ashi ngton Carver Magnet School, holds a B.A. 1 1rom the University of Arkansas at Little Rock in Speech Pathology/Psychology and a M.S.E. from the University of Central Arkansas in (26) Communicative Disorders/Learning Disablities. She has studied educational administration at several institutions of higher learning. In addition to working with the Headstart Program, Mrs . Guinn has been an instructor on the college level and a public school teacher. Mrs. Guinn has had experience in providing inservice training activities with the staff at Carver Magnet School and also with handicapped services in a seven state area. Mrs. Guinn holds leadership positions in several educational and civic organizations. While fulfilling her duties and responsibilities as principal of Carver Magnet School, irs. Guinn is currently serving a one year appointment as Special Assistant to the Superintendent of the Little Rock School District. Edwin 2..:_ Jackson, Ed.D., principal of lJilliams Basic Skills Magnet School for the past two years, received a B.A. from the University of Arkansas at Monticello and an M.S. and Ed.Din Educational Administration from the University of Arkansas. He has been a teacher at the elementary, junior high, high school, and college levels. In 1985, he was awarded the National Association of Elementary Principals National Distinguished Principals Award after serving in numerous leadership capacities at the local, state, regional, and national levels. As an elementary principal for the past twenty-six years, he has been involved in all areas of elementary curriculum development, organization, implementation, evaluation and revision. Marian Q_:_ Lacey, principal of Mann Arts/Sciences Magnet School, is a graduate of the University of Arkansas at Pine Bluff. She has earned an M.S. in Secondary Education from Indiana University, Bloomington, Indiana, and a specialist degree in educational administration from the University of Arkansas at Fayetteville. She has participated in workshops/inservice in Cooperative Learning (LRSD) and has completed several cycles of Program for ( 27) I Effective Teaching (PET). Mrs. Lacey has been a teacher of English for twenty years, teaching grades 6-12, and has tutored youth, adults and students with special needs. Mrs. Lacey served as chairman of the English department at Eliza Miller High School in Helena, Arkansas, and at Dunbar Junior High School in Little Rock. She represents the Little Rock School District on two special task forces: Principals Task Force of the Arkansas Education Renewal Consortium and the Safety Task Force. She shares her time with her church and various community activities, working with and speaking to youth and adults. Selection Criteria for Magnet School Teachers Although each magnet school has additional criteria applicable to the unique theme of each magnet, the following criteria for all magnet teachers has been approved by the Magnet Review Committee: 1. Mastery of the content area for which he/she is applying\n2. An understanding of and commitment to the goals and purpose of the magnet program\n3. Ability to plan and implement activities designed for large group instruction and counseling that will meet the academic/social behavorial needs of individual students\n4. Willingness to participate in staff development activities prior to beginning of contract and throughout the school year\n5. Evidence of ability to work cooperatively in developing and implementing interdisciplinary program 6. Willingness to be a role model for the students as related to: (28) - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. DISTRICT NONDISCRIMINATORY EMPLOYMENT PRACTICES The Little Rock School District recognizes the following obligation which is contained in a 1973 consent decree in the case of Cl ark ~ The Board .2.f. Education of the Little Rock School District, No. LR-C-64-165: \"The Little Rock School District is an Equal Opportunity Employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching ratio of one-third black per sonne 1 . \" According to the most recent EE0-5, November 11, 1988, report filed with the Office for Civil Rights by the Little Rock School District, the total number of teachers at the time of the report was 1,724. Of these, 586 (34%) are black and 1,138 (66%) are white. These numbers show the Little Rock School district is meeting its basic obligation under the Clark decree. numbers show the the Little Rock School District is meeting its basic obligation under the Clark decree. (29) J III. QUALITY OF PROJECT DESIGN The six interdistrict magnet schools of Pulaski County, Arkansas are designed to advance voluntary desegregation within segregated neighborhoods and to enhance the educational, cultural, and social opportunities for all students. In the following pages, specific measurable objectives and related activities are presented for each of the six magnet schools and for each of the foll011ing goals: (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parent and community. Booker Arts f1agnet School The Little Rock School District Board of Directors approved a plan for an arts magnet school to be located at Booker Intermediate School for the school year 1983-84. Booker Arts Magnet School operated as a school within a school for two years. The Board of Directors approved a plan to involve all students at Booker Intermediate School in the arts magnet program for the school year 1985-86. Booker Arts .Magnet School began operating as a full magnet school in August, 1985. Until 1987-88, the Booker Arts Magnet School offered an intermediate grade level (4-6) program that reflected a structured approach to learning with the ability to perceive and interpret. The teaching of reading, 1~riting, grammar, spelling, mathematics, and social studies was emphasized and enhanced through the addition of fine arts and humanities. The goals of Booker Arts.Magnet School were to nurture the students 1 learning, to encourage personal achievement, and to foster self-discipline inherent in artistic achievement. Developing performing artists was not a (30) goal of the program. The major emphasis was to instill a lifetime understanding of the relationship of the arts in their daily lives. Beginning with the 1987-88 school year, Booker Arts Magnet became an elementary school offering its unique program to kindergarten through sixth grade. As a part of the Pulaski County desegregation efforts, Booker Arts Magnet operates as an interdistrict magnet school utilized by students from all three area school districts. A 50/50 racial composition has been established with a 5% varience. Booker Arts Magnet School is operating a highly successful magnet school program (as indicated by previous evaluation results) within a lower socio-economic neighborhood. Booker's location enhances its unique arts magnet school theme because of the proximity to the Arkansas Arts Center, Museum of Science \u0026amp; Natural History, Decorative Arts Museum, and the surrounding Historic Quapaw Quarter of Little Rock. The philosophy of Booker Arts Magnet School is as follows: Booker Arts Magnet School will provide those educational experiences that will help each student develop to his/her highest potential. Emphasizing the inter relationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic/aesthetic growth of students who express an interest and/or need in the arts. The goals of the Booker Arts Magnet are the following: To nurture the students' learning. To encourage personal expression. To use the arts to motivate achievement. To foster self-discipline inherent in artistic achievement. (31) To provide opportunities for students to achieve in artistic media such as art, music, dance, theatre. crafts, and photography. To introduce students to elements of different artistic disciplines. To involve parents in students' educational program. Booker Arts Magnet School will offer an alternative program that emphasizes structure, organization, and discipline in teaching, learning, and behavior. The goal of the school will be the education of the whole child which includes his/her physical, emotional, and intellectual growth . The school will stress traditional grammar, spelling, mathematics, social studies, science, fine arts, and creative movement. The basic skills will be enhanced and complemented by utilizing art and humanities to present or reinforce each instructional objective. The program at Booker will focus on regularly scheduled instruction with computers, and specialized instruction in art, music, and creative movement. Attendance, proper behavior, and acceptable dress will be emphasized. A major component of the philosophy of Booker Arts Magnet School will be that the education of a child is the responsibility of both the school and the parents. Therefore, the parents of all students at Booker Arts Magnet School will be required to sign a contract evidencing their support of the school's philosophy and practices by: 1) attending regularly-scheduled and specially-called teacher/parent conferences 2) cooperating with the school when disciplinary actions are necessary 3) supporting school rules and policies 4) providing a proper study environment and requiring completion of homework as assigned 5) ensuring prompt and regular school attendance (32) 6) being an active member of the parent/teacher organization. The child's continued enrollment at Booker Arts l1agnet School will be contingent upon both parents and students honoring the above contractual agreements. Throughout the history of schools, there has existed a difference in the achievement success of various subgroups of students. Indications of research studies show that with directed attention given to individual deficiencies, high expectations by all school staff members and parents, open communication between school and home, and sufficient time on task, all students can and will learn. The emphasis within the entire school district and especially at Booker Arts Magnet has been directed at ensuring that each child will learn. At Booker strong parent involvement, home/school communication and high teacher expectations have led to an overall increase in student achievement. The objectives for achieving this goal are directed at correcting as many of the disparities as possible. However, academic disparity does exist between racial and economic subgroups of students. One of the objectives of Booker Arts Magnet is to reduce this disparity using various teaching techniques and strategies. Although Booker Arts Magnet has held several staff development workshops since its inception in August, 1983, additional staff development is needed to ensure continuity, correlation, and consistency in the teaching model. While being trained in a prescribed teaching model, staff members will be provided an opportunity to observe exemplary arts programs in other school districts through school visitations and to attend recognized magnet school conferences. Inservice sharing of innovations observed will allow the entire staff to benefit from the visits or conferences. (33) I Booker Arts Magnet School's theme is built upon the philosophy of integrating arts and humanities into content areas. The teaching of reading, language arts, mathematics, science, and social studies is enhanced daily through the infusion of art and humanities. By reviewing and revising the existing curriculum guides, Booker Arts 1agnet School's faculty and staff will be able to infuse more of the arts into its core curriculum. When new guides are produced, the guides will be used with a prescribed instructional model to increase students academic achievement and appreciation of the arts. A conference will be hosted by the school to gather information from the arts institutions and providers in the community on 1~ays to more fully utilize their services and expertise to enhance student learning. During the 1987-88 school year, Booker Arts Magnet School underwent two major changes in programmatic structure. Booker Arts Magnet School changed from being an intermediate (4-6) magnet school serving the Little Rock School District, to an elementary (K-6) magnet school serving the three districts in Pulaski County. One result of this change in structure was a decline in parent involvement. To address this problem, the staff at Booker Arts Magnet suggests the addition of a home/school liaison person whose primary responsibility will be to provide close and continuing contact between school and parents. (34) ..--... w ..V._1,. BOOKER ARTS MAGNET Goal: To provide the faculty and staff of Booker Arts Magnet School with instructional strategies which will reduce the academic disparities between race and gender subgroups while maximizing academic achievement potentials of all students. Objectives 1. The principal and staff of Booker Arts Magnet School will develop and implement a plan which will decrease the disparity among subgroups of students without lowering the achievement rate of the higher performing groups, ultimately eliminating any measurable disparity among various subgroups within the school. Strategies/Activities 1.a. Identify the achievement levels of each student. 1.b. Identify the appropriate learning style of each student. 1.c. Identify those programs, courses, workshops and seminars which address multiethnic teaching and learning styles. 1.d. Train team leaders in various programs identified above. 1.e. Plan inservice to address multi-ethnic teaching and learning styles. 1.f. Place students according to learning styles. Evaluation Class profile sheets Class profile sheets A list of those programs, courses, workshops and seminars identified Team leaders training Inservice program scheduled, completed, and evaluated with participant complet-ing 1vritten evaluative instrument Grade distribution report Standardized test result Teacher observation Adminislrative observation Goal: BOOKER ARTS MAGNET Objectives Strategies/Activities l.g. Provide time for grade level conferences and planning sessions. l.h. To teach and review proper test taking skills and techniques. l.i. Lower academic disparity without lowering scores of highest subgroup. Evaluation Principal, grade-level chairmen, arts, curriculum specialists Conference logs Copy of the teacher made test Copy of the practice test used Computer profile sheet of practice or supplement test given Copy of sample lesson plans, strategies, and assessment instrument Achievement of goal as measured by MAT-6 MPT Classroom assessment ,....,_ w ..-_._.J_, BOOKER ARTS MAGNET Goal: To increase student achievement by identifying and implementing a staff development program which offers cohesive inservice opportunities essential for the professional growth required to realize the arts magnet potential. Objectives 1. A 'prescribed' instructional model will be developed, taught and utilized. Strategies/Activities 1.a. Train a team of Booker Arts Magnet staff in: - \"Effective Schools\" - Multi-cultural F.clucation - Classroom Management - Booker Arts Magnet Program Design (First Year) 1.b. Develop the instructional model for Booker Arts Magnet with the help of Division of Research and Curriculum Development 1.c. Plan staff development program with: - Main instruction module - Reinforcement module - Maintenance module 1.d. Implement staff development series. 1.e. Evaluation research plan developed and implemented Evaluation Trained personnel in identified instructional strategies Teacher instructional model manuals Total staff development series implemenled Evaluation written Periodic r epor ts Evaluation report ,,...... w 00 '-./ Goal: Objectives Strategies/Activities 2. Opportunites will be provided for staff to visit exemplary programs or magnet conferences 1.f. Modify plan, if necessary. 1.g. Implement mandatory model for all Booker Arts Magnet Staff. 2.a . Provide opportunity for all staff members to visit an exemplary arts magnet school conference. 2.b. Compile a list of school districts with programs successfully integraing the arts into content area courses. 2.c. Develop a comprehensive resource center by gathering all available material and infonnation on identified program. Evaluation Modification incorporated into design Classroom observation Evaluation reports and results Visitation schedules A list of identified districts and schools Resource center added to professional library Goal: Objectives 3. The staff will reaffirm c01TITiitment to changed program with required inservices, workshops, prescribed instruction models. parent/teacher contact and other enhancements. 2.d. Strategies/Activities Develop groups consisting of two (2) primary teachers, two (2) intermediate teachers, two (2) specialists and one (1) administrator/coordinator to visit approved sites. 2.e. Develop sharing format for visiting groups to share with entire staff. 2.f. Develop travel budge t r equest 2.g. Implement visitation schedule. 2.h. Implement sharing inservice schedule. 3.a. Develop complete set of job descriptions for Booker Arts Magnet teachers. Evaluation Compile list of groups Sharing des ign Requisitions for approved travel Print schedule Inservice agenda and printed materials added to media center Job descd pt ion booklet BOOKER ARTS MAGNET Goal: To infuse and fully integrate the \"arts\" theme into core content subject areas. Objectives 1. The staff will review existing materials which are presently being used to correlate the arts school magnet theme into all subject areas (K-6). 2. The staff will identify program needs in all subject areas (K-6). 3. The principals and teachers will identify a curriculum building process which reflects the needs determined by the results of objectives 1 and 2 above. 4. The staff will conduct a curriculum writing workshop to improve correlation of the arts magnet theme into al 1 subject areas. Strategies/Activities 1. a. Revise the following: - 1986 Intermediate Curri cu lum Guide - 1987 Primary Curriculum Guide - 1987 Resource File 2.a. Survey teachers\nreview evaluation reports from previous years. 3.a. Contact Arkansas Department of Education, Gene Parker, Language Arts Supervisor. 4.a. Identify participants\nschedule time and place\nlist materials and supplies. Evaluation Revi sed curr i culum guide and resource file Results of teacher survey Curriculum building process List of participants, consultants, scheduled time and place, and materials and supplies ,--... .i:-.. f.-_-_',, Goal: Objectives 5. The staff will print and distribute 5.a. new curriculum guide to Booker Arts Magnet staff. BOOKER ARTS MAGNET Strategies/Activities Type, proof, print and bind g11ide for distribution. 6. Teachers and specialists will be trained to implement new curriculum guides and resource file. 6.a. Conduct staff development workshop with certified staff and participants of Community/Business Conference. Evaluation C11rriculum Guide Resource File Staff Development Program ,,....._ .p-N '--' BOOKER ARTS MAGNET Goal: To improve student academic performance by removing non-academic impediments and by improving home/school collaborative efforts to enhance instruction. Objectives 1. All students and parents will receive an educational plan for the year with remedial, enrichment, and extension activities. 2. Home/school coordinator will be established. 3. Parents and students will be trained to use instructional support packets. 4. Staff will develop instructional packet for each subject area. 5. Home/school liaison will conduct -parent training sessions. Strategies/Activities 1 .a. Develop learning packets in all academic areas. 1 .b. Develop instructional support packets to accompany each objective. 1.c. Develop attractive packaging for each unit. 2.a. Hire home/school liaison 3.a. Train parents to use packets. 4.a. Develop packets across all grade levels in all subjects. 5.a. Survey parents to determine those wanting to be trained in instruction support strategies. 5.b . Develop a series of training sessions. Evaluation A copy of the education plan Support packets Home/school liaison hired Training session schedule and attendance roster Instructional packets completed Training session schedule and attendance roster Goal: Objectives 6. Instructional packets will be developed for discipline program. 7. Parent make-and-take sessions will be scheduled monthly. BOOKER ARTS MAGNET Strategies/Activities 6.a. Develop \"Booker's Best Behavior\" into home instructional packets. 7.a. Provide parents the opportunity and materials to make instructional aids. Evaluation Copies of instructional packets Workshop schedule and attendance roster George Washington Carver Magnet School George Washington Carver Magnet School was designated as a basic skills/mathematics science magnet school in 1987 for two major reasons: 1. To advance voluntary desegregation within a segregated neighborhood, and 2. To enhance the educational, cultural, and social opportunities for all students. It is appropriate that emphasis be directed toward training young men and women in the processes of mathematics and science. In the recently released report from the National Research Council, titled Everyone Counts, phrases such as, \"Mathematics is the key to opportunity,\" \"For lack of mathematical power, many of today's students are not prepared for tomorrow's jobs,\" and \"\\,Jake up, America! Your children are at risk,\" are found throughout the document. Parallel statements can be made that relate to science instruction. From these and other observations, it is clear that programs such as the one at Carver must be developed to help prepare our students for advanced work in mathematics and science at the junior high and high school levels. That preparation can only be done through the elementary curriculum. Carver currently operates with a population of 474 students in grades K-6. The students come to Carver from the three districts located in Pulaski County. At the end of the first year of operation, ninety-eight percent of the students elected to return for the next year. There is a 50-50 racial balance in the student body and instructional staff. The major focus of the instructional program is to provide quality, equitable educational opportunities to all children in the Pulaski County area. The school stresses mastery of basic skills in all subject areas\nhowever, there is an added curricular (44) I through a hands-on approach to the teaching/learning of mathematics and science. The school is housed in a new facility consisting of 26 classrooms\n12 special instructional areas that include a computer laboratory equipped with 34 MS-DOS computers, a star laboratory, and other special purpose rooms designed for activities in art, music, and physical education\na centrally-located media center\nand other areas that support the specialized instructional program of the magnet school. The school emphasizes the education of the whole child which includes his/her physical, social, emotional, and intellectual growth. A variety of organizational and scheduling patterns are utilized to accommodate a wide range of student abilities and learning styles . A major component of the philosophy of Carver Magnet School is that the education of a student is the responsibity of both the school and the parent. Therefore, the parents of all students at Carver are required to sign a contract evidencing their support of the school 1s philosophy and practices by attending parent/teacher conferences, cooperating with the school when disciplinary actions are necessary, supporting school rules and policies, ensuring students compliance with school rules, requiring completion of homework by the student, and participating as an active member of the parent/teacher organization. Parent involvement, as well as involvement of many volunteers, enrich the program in many ways. The school utilizes professionals from business, industry, and government in the greater Little Rock area to provide positive role models for students. Care is taken to include men and women and to select equally from minority and non-minority volunteers. Currently the principal is seeking to involve a business or professional association in the (45) greater Little Rock area to serve as a corporate partner for the school. The purpose of the school/community partnership is to support and enhance the educational programs and strengthen the relationship between the school and the community. A school/community partnership is a voluntary relationship which meets the needs and utilizes the resources of both the school and the partner for the mutual benefit of each. Student achievement and disparity data from the Metropolitan Achievement Test (MAT 6) and the Arkansas Minimum Performance Test (MPTJ for 1987-88 indicate that seventy percent of the students are performing at or above level in all areas tested. Test results indicate that there is a mean disparity of all areas tested. Test results indicate that there is a mean disparity of twenty-two percent between minority and non-minority student achievement. Addressing this disparity in achievement between minority and non-minority students is a major goal of this proposal. Strategies are proposed in three major areas to help teachers extend or develop skills that will help achieve this goal. Teachers at Carver Magnet School are screened and selected based on specific criteria. Those selected for the Carver staff must agree to participate in a variety of inservice training throughout the year(s). The The present staff development program includes the Program for Effective Teaching (PET), Teacher Expectation and Student Achievement (TESAJ, and Discipline Management Training. Ninety-seven percent of the current staff has been trained in the PET model and seventy-nine percent in TESA. As the program expands and new staff members are added to the school, additional training sessions will be needed. All staff will be trained in the use of computers and the distance learning technologies. Another component of staff development will allow teachers the opportunity to become involved in a process of curri- (46) J cul um realignment, unit construction and, eventually, mastery testing of skills. A second component of this proposal that addresses the disparity issue is the expansion of the Young Astronaut Program (YAP). This program 1vas initiated on a limited basis in 1987-88 and has great potential for increasing the interest level of young males - especially minority males - in the study and achievement in mathematics and science. In a survey conducted among the student body, the Young Astronaut Program was listed as a top priority for enhancement . In order to expand the YAP, a satellite down-link will be utilized. A down-link system is a relatively inexpensive way of bringing high technology into the classroom. Through the use of this type of technology, teachers can extend their classroom to include interactive programming produced throughout the world and teleconferencing which allows students the opportunity to communicate 1vith \"teachers\" from other areas of the country. The satellite would allow access to programs for students and provide inservice for teachers via the same medium. One specific program that has been identified for student use is \"Classroom Earth,\" 1.,1hi ch is best known for its involvement in the NASA Teacher in Space Program. The third area that is being developed to reduce disparity is an expansion of the 1 ibrary/media center. The major enhancement in this area will be through the use of distance learning technologies and computers. By equipping the media center with the capabilities to receive satellite transmissions and computer on-line data base access, students can explore current topics in the areas of mathematics and science that previously have not been available due to the limited collection in the library/media center. Also, the access to computers in the media center would allow students the opportunity to compose written reports and graphics to aid in the exploration of scientific experiments. (47) ,....__ .i:-- ..0.__0,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and man-minority students Objectives 1. Students will increase academic achievement through enhancement to the library/media center that will enable them to have on-line access to data and references which will enhance their knowledge of math/science concepts. Strategies/Activities 1 .a. Purchase the following: - On line computer system (2 computers) Electronic encyclopedia services (1 host and 4 computers) Centralized television distribution system Television for each classroom and specialist area. Portable computers and telecommunications modems plus BBS files and communication costs. Carrels, carts and tables to accommodate computers and equipment. 1 .b. Employ one non-certified staff member as a media center technician. 1 .c. Enlarge the current collection of books in the areas of math/science and technology. 1 .d. Add microfiche readers and software. 1 .e. Purchase on-line readers Guide to Periodical Literature. Evaluation Increased scores on the MAT-6 and AMPT in all curricular areas, specifically in math and science. Through the use of curriculum materials students will be able to access information for research projects 11tilizing math/science data and other curricular areas. CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 2. The principal will implement a staff development program designed to provide learning strategies to address the needs of \"at risk\" students and improve student achievement. Strategies/Activities 2.a. Identify enrichment modules as: - Integration of African American History and other minority groups into the total curricular framework - Involvement of parents in learning activities - Action models for closing achievement gaps - Instructional policy models that meet the needs of \"at risk\" students - Coordination of teaching styles w/stu-dents learning styles - Group Dynamics/Human Relations - Teacher Expectation Student Achievement - Cooperative Learning - Effective Schools 2.b. Identify staff to facilitate each module 2.c. Schedule modules for staff on districtwide staff development days Evaluation The achievement disparity gap wi 11 be narrowed. Increased scores on the MAT-6 and AMPT in all curricular areas. ,-... U1 .0._ ,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement test scores between minority and non-minority students. Objectives 3. Students wi 11 increase achievement and interest in science/mathematics through the expansion of the Young Astronaut Program. Strategies/Activities 3.a. Gather information concerning the construction, layout, and curricular integration of the space station activities with the academic program 3.b. Visit the Space Station Laboratory module constructed at Caddo Magnet School in Shreveport, LA. 3.c. Provide opportunities for interaction and and involvement among the school/home and community by forming teams to design the Challenger Simulator. 3.d. Construct the Space Station/Challenger Simulator Laboratory 3.e. Utilize the Challenger Simulator for instructional programs in mathematics/ science technologies. Evaluation Increased scores on the MAT-6 and AMPT in mathematics and science CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students Objectives 4. Student achievement will be enhanced through participation in distance learning technologies. Strategies/Activities 4.a Purchase and install a satellite down-link. 4.b. Identify instructional programs available designed to enhance mathematics/science and other related areas. 4.c. Schedule programs into the classrooms . 4.d. Schedule classroom demonstrat ions and teleconferences to provide student/teacher interaction with similar schools across the country. Evaluation Access more programs that would improve student achievement Increased scores on the MAT-6 and AMPT in mathematics and science . ,,..... V, ..N... .,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 5. Develop strategies to integrate more mathematics/ science into the classroom lessons. Strategies/Activities 5.a. Visit the NASA Regional Teacher Center at Bossier Parish Community College in Bossier City, LA. 5.b. Examine activities and curriculum written for grades K-8. 5.c. Create/design activities and teaching strategies to be utilized in the Carver curriculum. Evaluation Use of activities and strategies guide. ,,....._ \\Jl w ,.__,. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 1. During the school year, teachers and support staff will participate in instructional strategy training sessions to include Teacher Expectation Student AchieveMent and cooperative learning. Strategies/Activities 1 .a. Identify staff members who have not completed TESA and cooperative learning programs. 1.b. Secure trainer to conduct session in building or in district. 1.c. Schedule training session. 1 .d. Conduct training. 1 .e. Provide monitoring/follow-up to support teacher implementation of program in classroom setting. Evaluation Printed list Published agenda Evaluation of session by participants Evaluation by teachers Evaluation and monitoring report by District Evaluation Team CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities Objectives 2. During the summer of 1989, staff will participate in training session to revise, enhance and complete units of study in areas of math/ science and computer technology to integrate critical thinking skills into all subject areas. Strategies/Activities 2.a. Employ a curriculum specialist to coordinate and guide curriculum development and implementation. 2.b. Establish timeline and format for units to be developed. 2.c. Identify participants. 2.d. Meet for 4 weeks to write units of study. 2.e. Edit and prepare units for printing. 2.f. Print units for teachers' use and implementation. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. ,......_ lJl lJl '--' CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 3. During the summer of 1989 specialized units to enhance student learning of math/ science concepts will be developed for \"at risk\" students to address areas of deficit. Strategies/Activities 3.a. Establish timeline and format for units to be developed. 3.b. Identify participants. 3.c. Meet for 4 weeks to write units of study. 3.d. Edit and prepare units for printing. 3.e. Print units for teachers' use and implementation. 3.f. Develop individual education plans for all \"at risk\" students utilizing the units as a resource. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. Individual Education Plans developed. ,--._ Ul O'I -....., CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students throuqh staff development activities. Objectives 4. Teachers will participate in training sessions to prepare for utilization of critical thinking skills instructional units and enhancement skills. Strategies/Activities 4.a. Establish training dates. 4.b. Establish the in-service program agenda. 4.c. Conduct two-week training session. Evaluation Utilization of district facilitator and evaluation of training sessions ,.-._ Vl -...J '--\" CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 5. Teachers will participate in staff development in the use of distance learning technologies, the use of computers, in instruction and activities available through the Young Astronauts Program. Strategies/Activities 5.a. Provide two days of in-service to staff utilizing the Computer Lab. 5.b. Provide in-depth computer training to all staff members on utilizing computers in the classroom. 5.c. Provide practice sessions for staff to implement instructional strategies using computers. 5.d. Utilize the satellite down-link to provide in-service opportunities in the areas of math and science. 5.e. Utilize the satellite down-link to allow Carver Staff members the opportunity to provide staff development and communicate with schools with similar programs across the United States. 5. f. Purchase computers for all labs, 2 Science lab, 2 YAP, 4 for Math Lab. 5.g. Preview and select software to be used in classrooms. 5.h. Purchase selected software. 5.i. Purchase 25 computer stations and a host system to enlarge the computer lab to accommodate .., ~ 1 1 , I r r ii /I ,..., ~ .J. , . I r ..,. I _ Evaluation Increased utilization of computer activities in the curriculum. Completion of training. Demonstration activities provided by teachers. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff developnent activities. Objectives 6. Substitutes will be identified and trained w/the staff to provide for continuity of instruction. 7. During the school year teachers and support staff will attend professional developnent meetings and conferences both in -c\n- state and out of state. 00 '-' Strategies/Activities 6.a. Substitutes will receive in-service training provided to the staff. 7.a. Provide teachers with a listing of appropriate conferences and professional meetings such as National Council of Teachers of Mathematics, National Science Teachers Association, Arkansas Council of Teachers of Mathematics, National Association of Gifted Children. 7.b. Schedule appropriate staff to attend targeted meetings. 7.c. Attend conferences as per agenda to be followed by report to staff. Evaluation Completion of training Documentation as developed Documentation as developed Each staff will prepare a summary report of the conference and serve as a trainer to other staff members ,....,_ .l'......n., CARVER MAGNET SCHOOL Goal: To increase parent involvement in the Carver School Program with emphasis given to increasing minority participants. Objectives 1. Ninety percent of the minority parents will participate in the academic and social activities at Carver Magnet School. Strategies/Activities 1.a. Develop an informational program. The program will address these areas: The Young Astronaut Program, its features \u0026amp; expectations. Invention Convention: What is it? How do you begin? How can I help my children . Science Fair: Where do you begin? What type of program is expected? How do you do a project? How much parental involvement is expected? 1.b. Parents will serve as classroom tutors, resource persons, room mothers and members of the P.T.A. Committees. Evaluation Sign up sheets for parent activities will be kept and examined in the spring of each year to determine if the objective has been met. ] Gibbs Magnet School .2.f. International Studies and Foreign Languages The U.S. Federal Court in 1987 designated Gibbs Magnet School of International Studies and Foreign Languages as one of six magnet schools within a tri-district area. Its purpose was to develop a quality program for the purpose of attracting students from within the three districts. Gibbs Magnet School, along with the other magnet schools, was originally charged with the responsibility to: 1. Advance voluntary desegregation within a segregated neighborhood, and 2. Enhance the educational, cultural, and social opportunities for all students. The international studies and foreign language magnet theme was selected because research strongly suggests that \"schools should begin emphasizing a global perspective during the elementary school years,\" as stated in \"Global Education Primer,\" a publication of the National Association of Elementary School Principals. This organization continues to assert that \"the period from ages 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world.'' The research of Krashen and Terrell in language acquisition notes that \"young children under the age of ten pick up pronunciation very quickly and adopt positive attitudes to1~ard the people who speak the language.\" Three hundred and forty-nine (349) students from the school districts of Little Rock, North Little Rock, and Pulaski County currently attend Gibbs Magnet School. The student body reflects a forty-nine/fifty-one racial ratio (black/non-black). Twenty-nine (29) faculty members, fifteen (15) classroom teachers, twelve (12) specialists, and two (2) administrators interact with students. (60) The school is housed in a facility constructed in 1952. Major renovation of the building preceded its magnet status. Fifteen (15) regular classrooms, a media center, a language lab, and three (3) small group instructional spaces comprise the physical structure. Gibbs stresses mastery of all basic skills but places added curricular emphasis in the areas of international studies and foreign languages. The international studies curriculum is designed to assist each child in developing an understanding of and an appreciation for the similarities and differences among the peoples of the world. A curriculum, developed by the Gibbs staff in consultation with local and national consultants, is based on universals of culture. As an intergral part of this program, students are provided exposure to three languages during the first three years of school - Spanish, French, German. At the end of the second grade, the student chooses one of these three languages in which to specialize for the next four years. Seventy (70) percent of the Gibbs students academically function at or above the norm as measured by the Metropolitan Achievement Test administered in the spring, 1988. A disparity of forty-two (42) percent exists between the basic skill performance cfl black students and non-black students. Forty-eight (48) percent of black students function at or above expectation while ninety (90) percent of non-black students function at or above expectation. Disparity reduction is a major objective of the Gibbs program. The Gibbs staff desires to ensure educational equity for all students through the implementation of strong staff development activities. The faculty is currently required to receive training in various learning modalities and environments associated with all learners, placing particular emphasis on valuing students who are different from the majority. To facilitate educational equity, training for teachers in Effective Schools Correlates, (61) Teacher Student Achievement, and Cooperative Learning will be implemented. Surveys of parents, faculty, and students, conducted in January, 1989, reveal all three groups consistently stating that separation currently exists between the magnet theme and basic skill instruction. Teachers speak of \"more time needed for basic skills instruction,\" parents react to \"more importance must be placed on basic skill instruction if the two must be separated,\" and students speak of a \"need for more time to get work done in all areas.\" To maintain an attractive program, Gibbs Magnet School must demonstrate the ability to improve the understanding that the magnet theme of international studies and foreign languages enhances the delivery of the basic curriculum. The use of \"state-of-the-art\" technology for international studies and foreign languages increases the efficiency of instruction and produces greater student motivation in basic skill areas\ntherefore, infusion of the magnet theme is a major objective of the Gibbs program. Gibbs recognizes parent involvement as a critical component in implementing the school program. Based on Volunteers in Public Schools hours and parentteacher conference attendance, a disparity exists between black and non-black parent involvement. Disparity reduction in parent involvement is addressed through increasing black parent participation in school activities. Broader community involvement in addition to foreign language awareness workshops for parents will increase total parent participation in the Gibbs program. Since it is critical that student progress in the areas of international studies and foreign languages be assessed, a system of monitoring and evaluation of the magnet theme needs to be implemented. A reorganization within the international studies specialist staff is necessary to provide more effective planning as well as improved program monitoring and teacher (62) assistance. Additional assistance is also needed for the development of appropriate instruments to measure student progress. The goals of Gibbs 11agnet School of International Studies and Foreign Languages are as follows: 1. To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement and improve academic achievement of all students. 2. To increase parent involvement to enhance student achievement with emphasis given to increasing minority participation. 3. To develop and implement an assessment instrument for measuring student progress in the International Studies and Foreign Language magnet theme. (63) ........ O'I ..~___,, - GIBBS MAGNEI' SOIOOL Goal: To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement, and improve academic achievement of all students. Objectives 1. Teachers will receive inservice training related to providing educational equity. 2. Teachers will implement strategies applicable to heterogeneous setting to increase student achievement. St~ategies/Activities l.a. Schedule/implement training sessions related to Effective Schools. l.b. Schedule/implement Teacher Expectation Student Achievement (TESA) inservice sessions for all staff members. l.c. Conduct sensitivity training related to social and economic characteristics of at-risk students. 2.a. Schedule/implement cooperative learni~g sessions using Cooperation in the Classroom by Johnson and Johnson and Student Team Learning by Johns Hopkins Universi~ Evaluation Effective Schools training session implemented TESA inservice session implemented Sensitivity training sessions implemented Cooperative learning sessions implemented .,..__ a-. ..L.__n,. Goal: Objectives 3. The staff will infuse the magnet theme into the science curriculun to increase efficiency of curriculum delivery. 4. The staff will infuse the magnet theme into the language arts curriculum to increase the efficiency of curriculum delivery. GIBBS MAGNET SQ-IOOL Strategies/Activities 3.a. Select science curriculum develonent team. 3.b. Purchase materials to be used in developing science activities and science lab equipnent. 3.c. Conduct curriculum develonent sessions. 3.d. Print curriculum guides. 3.e. Conduct inservice for staff on use of curriculum guides. 4.a. Select language arts curriculum develonent team. 4.b. Purchase materials to be used in deve-loping arts. 4.c. Conduct curriculum develonent sessions. 4.d. Print curriculum guides. 4.e. Conduct inservice for staff on use of curriculum guides. Evaluation Science curriculum team selected Materials and equinent purchased . Curriculum is developed ~ Curriculum guides printed Inservice workshop is conducted. Language arts curriculum team selected Purchased Curriculum developed Curriculum guides printed Inservice workshop held Goal: Objectives 5. The staff will increase efficiency of curriculum delivery and enhance student motivation for learning. GIBBS MAGNET SQiOOL Strategies/Activities 5.a. Install telecO!TITiunication system to allow electronic international conmunication. 1. 1989-90 A. Computer hardware (Tandy l00OTL computer system with color monitor, printer, and 1200 band modem) B. Computer software (McGraw-Hill MIX System) C. Telephone time - 111.2 hours on-line 2. 1990-91 A. MIX subscription B. Telephone Time 5.b. Establish a global studies lab. Purchase equinent and instructional materials to allow international studies staff to promote magnet theme within regular classrooms. Evaluation Communication system is installed Global studies lab is purchased and installed ,-... (j\\ .\".._ , Goal: Objectives GIBBS MAGNET SGIOOL Strategies/Activities a. Photocopying machine b. Slide projector c. Typewriter d. Maps/globes e. Global studies materials and activities for students and teachers 5.c. Establish foreign language computer lab. 1. Computer hardware (10 student stations) 2. Software 3. Furniture 4. Wiring S.d. Provide at least three exit experiences in foreign languages for sixth grade students. S.e. Schedule inservice for staff members to enhance teaching strategies for magnet staff. Evaluation Foreign language computer lab to be purchased and installed Three exit experiences are provided for students Inservice is held ,,-... 0-. .(._X,). Goal: Objectives GIBBS MAGNET SCHOOL Strategies/Activities 5.f. Expand existing basic skills computer lab to accorrrnodate twenty-five students. 1. Add furniture for additional seventeen student stations. 2. Install electrical wiring. 3. Purchase computer hardware for seventeen student stations. 4. Purchase software license for seventeen student stations. 5.g. Conduct two-day on-site review of successfully established magnet schools with the same theme. 5.h. Purchase equinent, and audio-visual materials. Evaluation Computer lab is installed On-site review is completed Equinent purchased GIBBS MAGNET SCHOOL Goal: To increase parent involvement in enhancing student achievement with emphasis given to increasing minority participation. Objectives 1. The staff will utilize a parent coordinator. 2. The staff will develop and implement a home instruction assistance program. Strategies/Activities 1.a. Employ a parent coordinator. 1.b. Identify and implement volunteer recruitment techniques. 1.c. Print volunteer recruitment materials developed by parent coordinator 2.a. Utilize parent coordinator to develop and implement a home instruction assistance program. 2.b. Employ a half-time secretary to assist parent coordinator. 2.c. Identify and requisition supplies materials, and equinent to develop the instruction activities for use by parents. - Furniture for the resource center - Typewriter, copier, and laminator for duplicating activitjes Evaluation Parent coordinator is employed Volunteer recruitmenl techniques all impleplemented Materials are printed Home instruction assistance program is implemented Secretary is employed Supplies, materials, and equinent is purchased CJ) ID a, Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 2.d. Organize a steering committee to obtain input from parents and teachers concerning activities and workshops of the home instruction assistance program and to assist in designing/implementing workshops and materials for the program. The committee will consist of the following: - Principal or designee - Three classroom teachers - PTA Representative - District administrator 2.e. Design and implement awareness workshops for teachers - to identify and explain goals expectations of teachers concerning the program - to increase their awareness and sensitivity in meeting the needs of at-risk students - to understand the home environment of these students. 2.f. Design, schedule, and implement with staff input throughout the school year general parent workshops on, but not limited to, the following topics: Evaluation Committee is organized Teacher workshops are conducted O\"I ~ 0- Goal: Objectives 3. The school will provide parents an opportunity for foreign language learning to provide home assistance for students. GIBBS MAGNET SCHOOL Strategies/Activities - program awareness - study ski 11 s - home environment - community-based activities and resources - student project development strategies - research skills - promoting student self-esteem 2.g. Identify through staff input specific academic topics in reading and math and the appropriate grade level for extension workshops. 2.h. Design, schedule, and implement the above workshops for targeted parents. 2.i. Develop a parent resource center. 3.a. Form partnership with Advocates for Language Learning (ALL) to provide parent workshops facilitated by staffs from Gibbs and Advocates for Language Learning. Evaluation Topics for extension workshops are identified Center is developed Partnership is formed and functional Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 3.b. Provide teacher training for parent language program. 3.c. Purchase the following equipment and materials for foreign language instruction for parents. 1. Reel-reel tape recorders 2. Record players 3. Slide projectors 4. Utility carts with electricity 5. Apple 11gs computer 6. Curriculum development software 7. French program 8. Spanish program 9. German program Evaluation Teacher training is provided - Materials and equipment are purchased 1ann Arts and Sciences r1agnet School Mann Arts and Sciences Magnet School was one of six magnets established through a Court mandated cooperative magnet school program among the school districts of Little Rock, North Little Rock, and Pulaski County. Mann began in 1982 as a Little Rock School District magnet school with a science/ mathematics focus. When the school was selected as part of the Pulaski County interdistrict cooperative magnet program in 1987, a dual magnet school program was established. One magnet has science/mathematics as a theme, and the other has an arts theme. Students apply separately for either the science/ mathematics program or the arts program. The magnet program at Mann enjoyed much success during the first year of operation. The percentile rank for seventh, eighth, and ninth grade students on the Metropolitan Achievement Test (MAT-6) Total Composite Battery was the 77th percentile, 71st percentile, and 77th percentile respectively. The number of students at Mann who were at or above the national norm on the Mat-6 Total Composite Battery was 74 percent. However, a disparity between black students and white students varying between 16 percentile points for language and 29 percentile points for reading was still present. The disparities in science and mathematics were both 27 percentile points. The racial composition of the student body at Mann for the 1988-89 school year is fifty-eight percent black and forty-two percent non-black. The target for racial composition for students in magnet schools is 50%/50%. Increased participation of white students from the North Little Rock and Pulaski County Special School Districts is necessary to provide this balance. Efforts to attract minority teachers need to continue throughout the Pulaski County area. The percentage of black students enrolled in higher-level science courses at the high school level in the predominantly black Little Rock School District (70) is approximately 50 percent. Minority students need to be adequately prepared and actively recruited and encouraged to take science and mathematics courses at the high school 1 evel. A superior education program at Mann should include the latest educational technology. Computers are utilized extensively in business, but school use has been limited to such things as computer assisted instruction and simulations. Telecommunications, networks that incorporate a variety of information data bases, would allow students to become more technologically literate. In order to address the racial and gender disparity in achievement of 1ann students, a staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting. The staff development component 1vill consist of several cycles of Program for Effective Teaching, Effective Schools, and cooperative learning techniques. Student achievement and disparity in achievement among student subgroups will be monitored with the help of computer software. Programs of study and achievement for students who graduate from Mann will be tracked using computer technology. Post high school information on students will be solicited through surveys mailed to graduates who were students at Mann Arts and Science Magnet School. One aim of the monitoring system is to determine achievement disparity between student subgroups. Another aim is to measure the success of the magnet program in preparing students for high school and college. A third aim is to determine minority participartion in science/mathematics at the high school and college level. A computerized education and information system will be installed at Mann which will allow students to learn about the technology that is common in busi- (71) ness and industry. The system will assist science students in their required research at Mann and will allow all students to access information not normally available to school students. Finally, partnership with a community agency will provide additional expertise in addressing educational issues at Mann Arts and Sciences Magnet School. Resources from the community can be used to address issues such as achievement disparity and equal opportunities for all students . Long term educational improvement must involve the community as well as schools. (72) ,.....__ -...J ..w.__ , MANN MAGNET SCHOOL Goal: Up to date research will be available to students and teachers enabling them to interact with other students, teachers and information bases\nstudents and teachers will utilize current educational technology which is now being used in industry. Objectives 1. A computerized instruction and information system will be made available to all students in the math/science program and other magnet schools. Strategies/Activities 1. a. Install computer terminals in all science/ math classrooms and the library. A central computer tower or \"mainframe\" will house disk drives and hard disk storage. Evaluation A finished lab procedures and safety videodisc- computer assisted program will be available for examination CAI software will be on hand and records of students using it will be available Science simulations software will be on hand and records of classroom utilization will be available Examples of utilization of electronic mail will be available Computer Information software will be accessible throughout building. Examples of utilization by sturlents will be available Research reports, etc. available for examination ,...... -...J .i:-- '--\" Goal: rlANN MAGNET SCHOOL Objectives Strategies/Activities Evaluation Examples of utilization of computer information and instructional system by homebound students will be available Examples of lltilization of test making, scoring, anrl analyzing software by teachers wi 11 be available Monitoring team will conduct on-site visits to collect data on above evaluation criteria S11rvey instruments will be developed to judge student and teacher utilization of comp11ter information and instructional system. Data wi 11 be disaggregated by race to maintain equity ,....._ -..J l..n '-\" Goal: Objectives 2. Teachers and students will be trained to use the computerized instruction and information system. MANN MAGNET SCHOOL Strategies/Activities 2.a. Provide in-service training sessions for Mann teachers and other magnet teachers. 2.b. 2.c. Teachers will receive a two day training session prior to the beginning of school. Three additional training sessions of three hours each will be scheduled as mini courses. 2.d. Provide teachers from Mann with stipends for attending the workshops. 2.e. Train students during the school day. Evaluation Increased utilization of computer activities in the curriculum Completion of training Completion of training Increased utilization of computer activities in math/science coursework ,....__ -.J 0-. '-' MANN M/\\GNET SGIOOL Goal: To implement instructional strategies through a staff developnent program that will ensure educational equity for all students and reduce academic desparity between student subgroups. Objectives 1. 1he principal and staff will develop and implement a staff developnent plan. l.c1. l.b. l.c. l.d. Strategies/Activities Schedule two cycles of progrc1111 for Effective Teaching (PET). Schedule two sessions of classroom management. Schedule two workshops on Cooperative Learning. Schedule two Effective Schools workshops. Evaluation Pl'..\"T workshop implemented Classroom management workshop implemented Cooperative Learning workshops implemented Parkview Fine Arts Magnet High School As a part of the Little Rock School District's Desegration Plan, Parkview Fine Arts Magnet High School is in its second year of transition as an interdistrict fine arts magnet high school. The school's philosophy is to provide a quality integrated education through an emphasis on the visual and performing arts. The proposal to establish Parkview as an interdistrict fine arts magnet high school in 1987 was based on the following priorities: 1. the need to reverse the steady rise in black enrollment that could potentially lead to Parkview becoming a racially identifiable school, 2. the need to prevent the further decrease in student enrollment, 3. the desire to create a program in which students from different social, economic, ethnic, and racial backgrounds could receive a quality integrated education, and 4. the desire to provide a logical, sequential, discipline-based arts curriculum, which exceerled the regular arts course offerings in depth and breadth. The student population of Parkview Fine Arts Magnet was to consist of a total enrollment of no more than 991 students with a 50/50 black/nonblack ratio. Parkview's current enrollment is 797 students with a racial balance of fifty-eight percent black, forty-one percent non-black, and one percent other. A percentage of student spaces was established for each of the districts involved in the interdistrict program -- the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. Parkview Fine Arts Magnet is located in western Little Rock and is housed in a twenty-one year old facility, consisting of a main building, a gymnasium, (77) and a 1 ,051-seat auditorium, which was completed in 1985. Renovations, such as the construction of a piano lab, a dance studio, and an additional visual arts classroom, were made in the instructional classrooms to provide for the immediate needs of the changing curriculum. With the expanding arts curriculum, additional specialty- area space is currently needed. The curriculum is designed to develop the potential of students exhibiting interest, talent, and need in.the arts and is available to all students from every cultural and socio-economic background. Although students do not enter Parkview by an auditioning process, students are interviewed by area specialists for placement and counseling purposes. Through the emphasis and the infusion of the arts in the academic curriculum, which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, artistic, and technical exploration and experimentation. The goals for enhancing the fine arts program at Parkview Fine Arts Magnet High School are to increase overall academic achievement while decreasing the disparity among the sub-populations, and to implement a staff development program which trains teachers, administrators and other staff members in techniques for integrating the arts with the core curriculum. In comparing the tenth grade scores of 1987 with the eleventh grade scores of 1988, there was reduction in disparity in all academic areas. However, there is still a concern with the disparity ranging from thirty-nine percent difference in science scores to twenty-five percent difference in mathematics. Also at the tenth grade level in 1988, the disparity of the number of black males compared to white males was forty-nine percent. This was an increase over 1987. Strategies must be developed to reduce the overall disparity, and the achievement of tenth grade black males must be closely monitored. (78) To date, the staff/faculty has been involved in extensive training in the following teacher programs: Teacher Expectation Student Achievement (TESA). Cooperative Learning, Program for Effective Teaching (PET), and effective study skills. Proposed inservice programs will be conducted to provide the staff with strategies and skills that will facilitate the infusion of the arts into the core curriculum and develop higher level thinking skills. Additional inservice programs are recommended for staff development in TESA and Effective Schools Research. (79) Proposed Parkview Science Magnet High School Although the fine arts program has attracted approximately 800 students for the 1988-89 school year, the school plant is still over 150 students short of capacity. In anticipation of the facility remaining under capacity in the future and to provide continuity for students graduating from the Mann Math/Science and Arts Magnet Schools, the creation of a math/science magnet school to be housed at Parkview is proposed. With funding from this grant, the program will be phased in over a three year period with 100-150 tenth grade students forming the initial class. A similar number of tenth-grade students will be added during year two and year three of the school with a final enrollment of 300-400 students. Parkview Math/Science Magnet School has the following goals: 1. To provide a math/science curriculum that exceeds the regular math/science program in depth and breadth. 2. To increase student understanding in the math/science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in math/science. 4. To develop skills in information acquisition, processing, statistical analysis, and technical writing. 5. To increase the foreign language offerings by adding Russian to the curriculum. 6. To provide opportunities for students to interact with healthscience professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. (80) I The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. A part-time Russian teacher and half-time Science Magnet Coordinator will be the only additional staff members needed for the 1989-90 school term. In 1990-91 an additional science teacher and a part-time technical writing teacher will be needed. Additional staff requests beyond 1990-91 will be based upon enrollment. The Science Magnet Program will combine the district's high-tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate pre-professional or technical major in the area of medicine and health. The Parkview Science Magnet School will work cooperativley with the University of Arkansas for Medical Sciences to provide unique experiences for students. Both universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some i ndi vi dual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at the University of Arkansas at Little Rock and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. Evaluation for the science magnet school will be tied directly to program objectives. The evaluation plan includes: (1) regular site visits by a monitoring team from the District's Evaluation and Testing Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as (81) academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences . Information l'lill be gathered, reviewed, analyzed, and assessed throughout the school year . and a summati ve evaluation report 11i l l be presented annually to the Board of Directors. (82) ......... 00 ._w_, , PARKVIE'W FINE ARTS 1'-'iAGNET Goal: To implement a staff development program which trains teachers, administrators, and other staff members in techniques for integrating the arts with the core-curriculum. Objectives L The teaching of the arts La. will be integrated into the core-curriculum. Lb. l.c. 2. Multi-ethnic arts educa- 2.a. tion will be developed and infused into all content areas. Strategies/Activities Conduct inservice workshops to develop strategies for infusion of the arts into the core-curriculum. Conduct in-house workshops with core-curriculum department to develop and assess infusion strategies such as: (a) costume design-home economics\n(b) set design-drafting\n(c) programs and pub-licity- business\n(d) a)prenticeships-work study programs and (e script writing-history. Conduct inter-school workshops with Horace Mann and Parkview staffs to establish infusion - strategies. Conduct an extensive staff development program for staff members - TESA (approxi-mately 15 teachers). Evaluation Classroom observation of teacher evaluations Student survey to be given at the end of the 1989-90 school year Data from survey will be evaluated Teachers' lesson plans and classroom observations will reflect strategies Teachers' lesson plans and classroom observation of teacher evaluation. ,......_ 00 .i:- \"-' - PARKVIEW FINE ARTS MAGNET Goal: To increase overall academic achievement while decreasing the disparity among sub-populations. Objectives 1. Students will increase academic achievement through the use of computer-assisted instruction. 2. A staff development program will be implemented to provide learning strategies to address the needs of at-risk students and improve student achievement. Strategies/Activities l.a. Place twenty-four (24) computers in various classrooms for tutorial assistance and support in the respective core content, as well as specialty areas. The specialty area programs will include such projects as script writing exercises, graphic arts, music composition, set design, and photography. l.b. Employ computer specialisl to provide instructional assistance and technical support for teachers and students. l.c. Implement staff development workshops in the Effective Schools Model and monitor classroom strategies. Evaluation MAT-6 scores \\vill be evaluated to determine disparity reduction Performance of this job will be evaluated in accordance with provjsions of the Little Rock School District Policy on Evaluation of Professjonal Personnel. Comparison of MAT-6 data will be evaluated to determine disparity reduction. Teacher lesson plans and observalions will reflecl use of Effective Schoo]s strategies. ,.-... 00 ..V.__,,, PARKVIE'W FINE ARTS MAGNET Goal: To provide program continuity for student graduating from Mann Math/Science Junior High School and to recruit more non-minority students to Parkview Fine Arts Magnet. 1. Objectives Strategies/Activities The district's high-tech specialty l.a. Interview candidates for job vacancies. science courses will be combined with a magnet curriculum that will l.b. Hire new personnel prepare students for an under-graduate pre-professional or tech-nical major in the area of medicine l.c. Write curriculum guides and health. l.d. Type and print curriculum guides. l.e. Implement any needed staff development. Evaluation Interviews scheduled Board Approval Time scheduled during surrrner Guides printed Record of Staff Development held - Williams Basic Skills Magnet School Implemented during the 1982-83 school year as a part of the Little Rock School District's reorganization plan for elementary schools, Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the District had been experiencing, and (2) to respond positively to the public's perception and position that public elementary education does not, but must, promote competence in fundamental academic skills . To achieve these two purposes, the school has operated during the last seven years with a yearly student population of approximately 500 students consisting of a 50-50 racial composition, and it has implemented an educational program for kindergarten through 6th grade that reflects a structured, disciplined approach to learning and behavior in relation to the following goals: Development of basic academic skills and concepts with mastery at the highest levels possible. Development of students' higher level thinking skills. Promotion of students' self-discipline development. Development of task commitment, self-motivation, and responsibility. In essence, Williams Basic Skills Magnet School offers an alternative program for students who function best, academically and socially, in a highly structured environment and who are highly motivated by competition in all program areas. To ensure the realization of the above goals, the program at Williams Basic Skills Magnet School consists of the following components that differentiate it from other magnet and regular schools in the District: 1. Instructional Program - Traditionally, a combination of homogeneous/heterogeneous grouping procedures has been used in (86) developing homeroom groups. Re-grouping for instruction, within the homeroom and across homeroom and grade level groups, has been used in various subject areas if deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, health, penmanship, and social living skills. Music, art, and physical education are taught by specialists in those areas, and the skills and concepts of each area are correlated in the core content areas. Large/ small group instruction using the basal textbook approach with high expectations in a highly structured and disciplined setting is basic to the program. Students are placed at their instructional levels with the understanding that successful completion of assignments/processes within a specified time frame is required. Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery. Complete academic activities with 80% mastery. Complete homework with 80% mastery. 2. Parental Involvement - Parents are expected to come to school for conferences at staff request and are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. Also, parents must sign a contract committing their support of and involvement in all aspects of the school. 3. Dress and Grooming Code - Students and staff members are to maintain their person and clothing in a modest, clean, and orderly (87) manner resulting in pride in self and school. To help develop attitudes and behaviors which indirectly affect the learning process, students are to comply with a specific dress code. Each year, the program at Williams Basic Skill Magnet School is assessed through: (1) the disaggregation of test data and report cards, (2) monitoring reports, and (3) surveys of students, staff, and parents. The conclusions from these sources of information reveal that for the most part the program at Williams is achieving its goals. However, the racial and gender disparity of student achievement, the degree of parental involvement in students' instructional activities, use of higher thinking skills by all students, and lack of longitudinal data are major areas of concern that have emerged as a result of a recently conducted needs assessment. To address these areas, the following proposals are presented herein: 1) A staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting\nthis component will consist of strategies based on the \"effective schools research,\" cooperative learning models, method for differentiating activities, and a management system for monitoring the academic disparity reduction of at-risk students. 2) A home instruction assistance program will be designed and implemented to involve all parents and teachers in students' home learning experiences\nthis proposal will be achieved through regularly scheduled teacher-parent workshops and specifically-designed home activities. 3) A program for teaching higher thinking skills will be implemented through staff development activities and through the incorporation of instructional strategies and materials related specifically to the core content areas. (88) l 4) A longitudinal study of students who previously attended Williams Basic Skills Magnet School will be conducted to assist in assessing the educational merits of the school's program. As in any school with a heterogenous population, Williams Basic Skills Magnet School has students at varying levels of academic performance at each grade level and in each classroom. Within this heterogenous setting, emphasis is placed on each student mastering basic skills at his/her instructional level in the core content areas. For the majority of the students at Williams, these instructional levels are at or above grade level. However, for black students, especially black males, the number of students whose instructional level is below grade level is much greater than non-black students\nthis racial and gender disparity is greater in grades one and two. To address the instructional needs of these students functioning below grade level, (1) homogeneous grouping within the heterogenous class, (2) grouping across classrooms and grade levels, and (3) reading and/or math remediation activities through the Program for Accelerated Learning are used. Even though these methods have to degree been successful, they do result in segregating students, limiting educational equity, and lowering the students' self-esteem. Therefore, instructional approaches need to be implemented by the classroom teacher that effectively address the educational needs of studentes who are below grade level without removing them and/or isolating them from the mainstream of the classroom. A staff development model will be implemented that will consist of the following components: 1. instructional strategies based on the \"effective schools\" research\n2. instruction through heterogeneous groups and cooperative learning\n3. differentiated activities for the same concept/skill\nand 4. management systems for monitering at-risk students' performances. (89) Research states that there are significant improvements in students' academic performances when parents are directly involved in students' home learning activities. Although Williams Magnet School's emphasis on homework and parental involvement reflects its agreement with this research, there is evidence through surveys, test data, and teacher observation that more concerted effort needs to be made to involve parents in students' learning activities. Even when parents attempt to assist their students with instruction at home, they often lack the strategies and resources to effectively and effic\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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_838","title":"Court filings: 77th General Assembly of the State of Arkansas, Act 609","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"],"dcterms_creator":null,"dc_date":["1989-03-16"],"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","Court records","Arkansas--Politics and government","Arkansas. General Assembly","Civil rights--Arkansas","Legislation--Arkansas","School integration","Educational law and legislation"],"dcterms_title":["Court filings: 77th General Assembly of the State of Arkansas, Act 609"],"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/838"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_340","title":"Desegregation: ''Interdistrict Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-02-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Interdistrict Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/340"],"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\nwr WWW ' titUfttlt IfWWW Rmw WMHW WWW ww WWW I \u0026gt;. I IB\n' . MBH- -i UUUitU' tUthWi MUHU ftttWM kiUttUM iHUiW liUlUHb nlniUk kkllWH, k b k HilUbiU Jjf o \u0026lt;D W \u0026lt; I  I IM |*M ' I \u0026lt; i  ..t I*. I Of) c hit tM  .1 t.k I J. UaM-U IkAldA^ J MJICIIVfl SIMIICIflZ Miiiiim MCIMMIM All (l\u0026lt;lll(M Alt COSH BisroH'.icii \u0026lt;I\u0026lt; IVAIUAIIUI I. ia IlvUlr' ! Intua M cmmmM Knak al aaa aalaf tala/affttn g. ScfcxAula ilMrlag tU^ la* aat iMMMtiM \u0026lt; at aalatiala/atfUaa b. Ma^atlaM^aaltfI-catlaM at MlxUlt *\u0026lt;\u0026lt; i\u0026gt;b\u0026gt;Mb OgalHB ** t I.MKI *2,QUO I iMintaw It.tlKlill I 9 10 11I MIR BWW ' WW^W wwww ^rnmi ffWnt ntmtf tmtfMit 9!WtHlt wiWH fffHW i'lrf 1 W\u0026lt;a( Mttn* t ittUttiia lUttiMl MUMU WttkM tUiUUb M AVtuub tUU^ik kUiUiu iUiiUii I k b b b b b L  iHFLfMCNTAIION UMELZNc Annual Plan Persoa Rtspoanb^ft^ Coa 1\nt* a? I ^oa iw?in7^j^Tyrff?r (nar) \u0026lt;IaCKiu^*mi \u0026lt;i_ a ut IHSit. .ttij Oiv1$lun Pro.jrjQ/i T oaj(ciiv(s STRATEGICS/ ACTIVITICS fCGINNINC DATE COMPLETION DATE COSTS PCSPOMSIfilLlTV (VAiUAIIUN ft* t /ulullOfl ut ICM'iUllmrAf 4tttu ttul fUftuHtM iru-rvc-fc o I 1 n^'tt uthui'u 4tfV|WA19 I'lMtItt i i Uttul ViUla*v Utytt OHttt Oftttu tfowtova i t ivify ivnn \u0026lt;9nv |yr\u0026gt; t tviiv \u0026gt;/'.U ktM*. -Ul ItMtat IM  t .-pl. io 09 OInr Mwrr'' WHW iwww ^inn^ *!WW! MWr remi Ik* I itt ANtt-\"! kUUkHW MMkkk Mkkkltt kUtUkM ilUutU AUk^U AuuUV k k 1 iMkt'uu MUilHI I Annual PI An Person Rcsponsiola I-Ilf) - I \u0026gt;\u0026gt;4 IHPLtMtIlTATION TIHCLUli Goal: IcMi tit K L) I V 11, kdn ** Prujr Jin/Are4 oejccTjves STaATCGIfS/ ACTIVITICS CCGINMING OATC COKPLCTiON OATC COSTS RCSPONSIBItlTV eVALUAIlUN m-x/l iHij'i Sittattf itJit Cuut^ UtiMVi lp\u0026lt; 4mo O I \u0026lt;D ('(WtaliMl a^ttultlij Ml'vi ii\u0026gt;9 itantty (P* Ul illftui ililtM'lMi- ij thtttUft n IS U/tAWU.*\u0026lt; tt t.i, h fUt\nI .\u0026lt;( t t tnl I / t I . SiMiv J t. C'uiiMiJi uittut cxinivifijr*^ ttuu t.'uut uu ut tut tn^u Mtfp|4/W t'MUIkM til tut ^UttJ alMifMI ilt/bL'i Ipl lOliM tuf tttttututu'vti wiM/ii ttutt t.\\iut ^t t^ JMtUaty 1^*9 IVlMUeiiy \u0026amp;\\j\u0026lt; f /1 tt'i I ft uttt u h t I I k10 11 5GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students directly after high school. entering the working world 2. minority scholarships and financial aid. 3. parent education In terms of student opportunities. 4. college recruitment practices minority applicants. and their Impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies and/or at-rlsk students. for disadvantaged The outcomes expected from using a joint approach by all con- cerned school counseling personnel In the multi-distrlets include: 1. increased employment for post high school minority youth. 2. more minority students attendIng college receiving financial assistance to attend college, and/or 3. Increased enrollment of minority students in advanced and AP classes. 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. 83 01800E I . I 3 To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the ^1 I 5 . .E- districts, will explore reporting procedure. a joint test purchasing, scoring. Such a program may reduce cost and uniformity in test data. and provide A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of Identifying both at-risk students and gifted and talented stu3 dents, with standardized test data terion. as a key identification cir- Teachers will also be shown how to use Individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (Including the HLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative rests with the Coordinator of Counseling Services. efforts 84 01801J I 11 I 1. i I I i E PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be Informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups I substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school ties can improve interracial attitudes among all students. activi- There are a variety of approaches and specific activities that can be effective in promoting support and Involvement desegregated schools. in The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing conmunity Involvement organizations and programs. as 85 01802well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the 1989 and be an ongoing process, will include: fall of A. Develop parent Involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills, tutoring, etc.\nacademic 3. Parents and staff work cooperatively to develop 4. strategies to encourage positive home learning\nEach school will establish a teacher/parent committee to design and implement school-based ties\nactivl- 5. Promote multi-ethnic in-school parent/teacher committees\n6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities Including retired teachers and community leaders\n86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing I to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organiza- tions to encourage positive media coverage\nI C. b. c. Designate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility panies and day care centers\ncom- Encourage community-wide multi-ethnic cltizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-dlstrict I level committees which are racially, geographically and socio-economlcally representative to provide input and feedback on the operations of the schools and the districts\n87 018041. 2. Have 3 . such as the teacher D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: Expand the school/business partnerships\na multi-district event to honor busines s part-ners in public schools\nEncourage the Chamber to continue existing programs appreciation rally and the Excellence in Education Awards for students. educators and Special needs will be addressed in each school district desegregation plan programs are contingent on additional staffing and funds in PCSSD ' s 01805 8s s  s IWTESDrCSTP.IC'- L. 15 L. IrI L. 8 APPEMDiX 1716-1805 OSilBGEEGATfCN PbAK .VT'jeRGAny F .5. 1955 .1 I 1 l: I I J a a  1 2 3 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 3 a 01716I  1 I  INTERDISTRICT DESEGREGATION PLAN February 15, 1989 2  3 1. Introduction I 2. Overview A 3.  I 4 . Interdistrict Desegregation Plan Student Choices and Options Summer School 5. I staff Development 6 . L I Multi-District Desegregation Plan School Operations 7 . Library Media I 8. Special Education 9. Vocational Education ] n 3 s 10. Guidance and Counseling Program ] 11. I \u0026amp; Parent Involvement/Communlty Linkages L I I I ! I I a H I n I I I 1 n I I d 1 kI 01717 n Ii N 1 N 2 I H 3 f N 4 I I I I I I 1 I I I II I II IJ I' I n I n I I j t '1 5 l|\u0026lt;- il' II'! I 6 I 7 8 9 10 11 1INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as IP I  a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment IP I 11 which encourages and provides academic and human growth for all stu- I II dents based upon their individual needs and talents a goal of any adequate desegregation plan. must also be IP I M The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized IP I N so that school practices, policies and procedures prevent unfair IP  treatment or denial of opportunity for any child because or her racial, economic status or cultural identification. of his H s Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets 'and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that fOl overview, the reader will find a series of documents prepared by Mh committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come fPni to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main committees which i Un were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand. 4) school operations. The student assignment committee also had rp I J. oversight responsibility for the other committees. rp 01718 1 2 3 1 I I 1 I z III 1 r I II The committees submitted their reports to the oversight com- mittee (student assignments) which in turn submitted all of the 2 I 1 11 IV I  reports to counsel for the various parties. Counsel have now 3 refined and revised those reports as well as produced the 4 following overview. I Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, proce- II 11 dures or policies set forth in this document. The NLRSD, II I however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to ] the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph J I \u0026amp; II does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\". II I a \"the districts\", \"districts In Pulaski County\", \"the parties\". II I II \"trl-dlstrlct\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. II II I It h I II II I I The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. (I I 1 h 00 II a 01719I 2 3 4 5 I 6 I II 7 I  8 9 I 11 10 I  11 I r I 1 recruitment, theme selection, transportation, and other matters q which are relevant to the Interdistrict character of the faci- I\"5 3 lity. I q Six (6) new interdistrict Schools will be established in 4 the near term: I I I I f q 4 q n A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in I I H the future may include in or near Chenal Valley and the Scipio A. J Jones site. MM The Interdistrict Schools shall be populated primarily by V black students from LRSD and by white students from PCSSD or I I beyond Pulaski County. PCSSD and LRSD will engage in early. rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. IncentiyeSchools: There shall be a limited number of Incentive Schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55X black and 45% white with a variance of S%. The recruitment of white students to 01721 04 1 r 3 1 I H I  I I  I  S s n * 1 these Elementary Academies may increase the percentage of white u] students in these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, ish. Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated blnation of white recruitment into the in phases through a com- Incentive Schools, and by reserving designated number of seats in each incoming kin- dergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance student assignment plan. with each district's Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided a I I 3 2 meaningful opportunities for desegregated experiences/activities. I I n To meet that goal. the parties shall utilize the services of a consultant who has demonstrable experience in developing and suc- I I n cessfully implementing such tlonal setting. _ i I q I I I I 4| i c programs in a majority-black educa- II IV. Magnet Schools\nThe Little Rock District shall II present magnet schools. continue to operate the six Those schools shall be racially balanced n n L to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and 05 iR 01722I I fl LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the f. fl Court's February 27, 1987 Order. V. PCSSD Schools: 3 4 I  r The PCSSD schools shall have a black-white ratio goal in I I accordance with that district's proposed permanent desegregation plan. PCSSD. Interdistrict Schools shall be built and/or established by I I PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. I . I J I I I I I VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Constiructlon: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: Students shall be provided transportation in order to J attend their assigned schools (Including its programs and activi-ties). Nothlng in the transportation process will preclude a I student from voluntarily choosing an assignment which requires JH more than a 45 minute bus ride. I I I Hl I 1 I 06 01723 n II II IX, Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to districts. X. those in more affluent areas in respective Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Tntacdiotgtgt Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimlna-tion of educational achievement disparities between black and white students. An Instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially 0? 01724 1 3 4 I ri ri I I identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity programs and activities in any school need not exist. disparities do exist, 3 4 c I in where such they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . ment Special attention shall be given to any imbalance in place-into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and pxinishment systems. objective of this appraisal An shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- 01725 I3 I I I I I I I I I I I I ss I I HN  H I I s ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or Intrusive. XV. Housing\nThe parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties, which when finalized reference, I I I are or hereby Incorporated into this dociunent by as may otherwise be ordered by the court. Implementation of these desegregation plans by either LHSD or I 3 4 PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either approval of the settlement with the State, or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before it can Implement the plans. ( 01726 I 5 J 6 7 8 9 : 10 Ill 'i I ll XVII, Community Involvement: Jtk I  I 3 J I 3 The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes 3 I positive steps to make that Involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the currl- culum requirements as well as the programs for the districts In n Pulaski County. The committee will have at least one represen- tatlve from each party In the Pulaski County school desegregation I 3 t I I ri case. The committee will recommend any curriculum or program ri changes necessary to facilitate and/or enhance students among the districts In Pulaski County. the movement of I 1 I 1 _ I  I  n , I 1 I I J I M I r 01727 I1 3 M ! 4 5 I H 6 I M  7 8 9 I M 10 I  11    i I I I t II INTERDISTRICT DESEGREGATION PLAN Student Choices and Options I I The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well 4 as the real potential for expansion of the Interdistrict I Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before to other assignment strategies. consideration is given Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. that end, these parties propose to conduct drawn parent/patron public mes, To a series of carefully meetings and/or surveys designed to public opinion and input concerning the selection of the-the location of themes, and the Implementation of themes. The parties further data received from propose that, following an analysis of the any surveys which may be conducted, a series of public meetings would be conducted to regarding potential themes. receive further comment suggestions for thematic refinement. and further input regarding theme location. The parties believe 01728 11 T I I e s I I I E I I I I I LI r\" I I I  II H II M I II II II H 3 H II II II II ^iRi I a that this process will not only promote confidence expanded and new programs but will operate to about and enthusiasm for these in these generate curiosity expanded activities. A survey process and procedures schedule will be prepared by the tive districts for those Interdistrict subsequent to the 89-90 school year. completed on or before April 23, 1989. respec- 4 Schools coming on line Those schedules Interdistrict Schools K will be The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein\nA. The Baker Elementary immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate of that number of black students xRomine attendance area to the transfer from the presently configured compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict will likely provide additional assignments presently affect School. PCSSD Elementary Schools. geocode reassignment Baker, Lawson and as such Robinson Such shifting will be for the dual of Increasing white enrollment at Baker recruitment of black students from Romine Lawson and Robinson into as close purpose to compliment the as well as to bring a racial balance with each other as is reasonably practicable with the Interdistrict School. use of Baker as an t a a 12 01729I J II M The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be  L I- H expanded as necessary to accommodate the black students transferring in from the Romine area. LI II Baker Interdistrict School will carry a thematic program. 4 LI I Ki The parties intend to conduct appropriate public meetings or ( parental contact, particularly in the Romine area, to determine LI II the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the u I I respective districts' desegregation office. PCSSD shall provide its full Eni compensatory education program [HI at the Baker Elementary Interdistrict School students transfer from LRSD to Baker. if 35 or more black B. Harris Elementary [ni Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that fni it is the only elementary school in the PCSSD which has suf- fni ficient excess capacity to the interdistrict plan. serve an immediate significant role in At least 200 seats are presently Eni available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from Ena those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include. but will not be I II limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an I II Incentive School. As an added feature of the Harris program. I 13 t I 01730EV I I EV Little Rock black students will be permitted to attend a I I designated Incentive School for its after-school incentive EV program. EV The only presently known facility modification Harris involves an upgrade of the landscaping. necessary at Other potential 4 EV modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove I El I ria 1 attractive not only to transferring Little Rock black but also to the present student population at Harris. students El t 3 3 However, the parties fully intend to conduct appropriate nOH parental meetings with black parents in the whether or not an alternative theme LRSD to determine or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. fn However, LRSD will make every effort to obtain comments from IflM parents in the general target 1989. areas on or before February 24, The PCSSD will Implement enhanced Ittl compensatory education at Harris, beginning with the 1989-90 school year. The program will II be implemented in sufficient I black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. ll I C. Romine Elementary Romine is to be converted into an Interdistrict School. Its I student population will be composed of those students from the 'I Romine attendance zones and white students recruited from particularly the western sector. PCSSD, White students returning to I 14 01731fl M II LRSD will likewise be recruited to Romine. PCSSD shall engage in I' r II early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Li Romine shall have an early childhood education program. theme will be selected after appropriate parental meetings have LI II been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation 3 A 4 c I n I II office. D. Stephens Elementary [I [I LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet-ween 1-30 and University Avenue. II the 1990-91 school year or as . This school will be ready by soon as reasonably practicable. These parties propose that this elementary center be constructed, II owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School II and Its white student population, to the extent feasible. from I I I I I 3 S N I both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old i Stephens School building will then be closed. E. Crystal Hill Area I I I PCSSD will construct and operate a new Interdistrict School I to be opened by the 1990-91 school year, or as soon as reasonably I n practicable, in the general area of the intersection of 1-430 and I Maumelle Boulevard. I This school will be partially populated by I whites from PCSSD through mandatory assignment, if necessary, I I M I 15 01732 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this   \u0026amp; I I I I I I I I I  I school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker II and Romine as Interdistrict Schools will not completely resolve the racial imbalance II 1989-90 school year. at Romine Elementary School during the To help resolve that imbalance, PCSSD will N H   4 5 ( construct this new school. The parties project that the school would have capacity of between 600 and 800 students. This a capacity would allow the desired number of blacks to from Romine to PCSSD. be recruited II In addition to the other desegregative effects outlined above. this school will have the further desired desegregative II effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further Interdistrict II of the PCSSD) intradistrict (and, in the case movement of black students to those II elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students II to bring those two schools within the final court-approved range for desegregation. I Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy I scattered-site housing to be erected in those areas beginning with the 1989-90 school year. I I 16 f 01733 JF. King Elementary LRSD will construct a new King Elementary School as a down- _r II town Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this faci-  LI lity be located in the general area bounded by Interstate 6 30 betwee.n 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals .1 who work within the governmental and business centers of Little Rock. .1 A Montessori school theme will be explored for King and committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings N 4 c s I I I I I H M s a ( M M regarding the desired theme. I H G. Other Matters sr All Interdistrict and Magnet Schools shall be open to stuI Efl dents who reside outside Pulaski County. This action seems par- I n II ticularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. I Serious consideration should be given to the establishment of I an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such facility might most a LI appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school I' year, a timetable for construction of an Interdistrict School In I 17 i 01734 9 ja  I S' ni the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhaneements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict to-minority transfers. maj ority- This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it Improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD I I I  I I I I    3 1 I     3 X I a 4 5 ( I n I n PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students (and as described in Exhibit \"A\" hereto): ! 1 IS 1 01735I II II Junior High schools: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High 1. J H School black students. 2. _1 LI II Senior High schools: PCSSD Oak Grove white dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including stu- the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet Schools. and Interdistrict If the districts available in time to are successful, then monies should be assist in the development and implementation T \u0026amp; I a  s 4 E H M M M I ri I M of the proposed new Magnet and Interdistrict Schools. I r  I ' I a' I 1 I I ft \u0026gt;1 n El II 19 01736  K II I II I II IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION I II 11 I M 4 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. al. INTERVENORS ( I M KATHERINE KNIGHT, et. al. INTERVENORS  I II PETITION TO MODIFY NORTH LITTLE SCHOOL DISTRICT'S DESEGREGATION ROCK PLAN a' \u0026gt; c I I I I I I  M  M II II II II II  II Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, resulted in some departures from the North Little Rock Plan February 27, 1987. therefore, 1986 have specific letter of the as adopted by the Court in its Order of The North Little Rock School District, petitions the Court to modify its Plan in of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY recognition SCHOOLS The Orders of this Court and the Eighth Circuit each school within the North Little Rock School racial composition, excluding kindergarten, racial composition of the school district as organizational level. require that District have within 25% of the a whole at that As of October 1, 1988, however, the racial composition of Lakewood Junior High School had EXHIBIT \"A\" a moved r. ~ IT- 20 01737outside of this ] permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would 4 correct this imbalance. All other schools within the District are still in compliance with the 25% 5 standard although Ridgeroad Junior High School and Ole Main High School limit. are approaching this ( On September 1, 1988, the Court approved the North Little Rock School District' s request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School j having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated the attendance areas as part of this reorganization that of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee t !i I  I II I I 1 I EM EM I and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- i: 3-OOlJ 01738 1 .1 JI N 4: II I - I M 1989-90 . Since the movement of only thirteen students will achieve compliance with racial composition standards, the 4 II M parties believe these voluntary measures should be successful. The parties recognize that the stability of student E assignments is a critical factor in the community's support of a I I C' district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of M . I M M students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than I M I ir  five percentage points outside the permissible limits, an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken If such prior to the commencement of the academic year. In the 1990-91 school I M year, the attendance areas of all North Little Rock junior high I schools will be modified so that each has approximately the same II racial composition. I I To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective I implementation of its proposed long-term desegregation plan. the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and I  -3- 3-OOlJ * b 22 01739Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior 4 high school at Oak Grove provided no transfer negatively affects 5 the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole X- R Main High School and Rose City, Ridgeroad and Central Junio High Schools under these same conditions. r Further, I  the parties desire that any shifts in the racial I r  composition of schools that might fall outside the Court-approved standard be identified and addressed before beginning of a school year. School District the To this end, the North Little Rock agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 2? 01740n f: H J I  s c  \u0026amp; I I ! Ir n  II  w  I I I i i II proposed the use of the System of Muitipluraiistic Assessment (SOMPA) as an alternative test for intellectual ability in 4 identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as alternative test an of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMP.A was used but it was found that the Torrence Test fo Creative Positives and the were more effective SOMPA. r use of multiple placement criteria in identifying minority gifted students than Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ 5 ( 1 01741 ! a fc I \u0026amp; I I a E _ I E 8. fe I  te 1 I  a   II   M fl 1 I Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts exemplary programs which could be adapted to curriculum and needs. 4 5 with ( each district' s 1 It was never suggested that the could be effective only if implemented exactly the Report. Thus, programs as described in because the North Little Rock School has adopted various District programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent Cantalician Report. of the Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and for Reading Instruction the Exemplary Center alternative practices except already being done through other attached) . as is programs. (See Exhibit A J The sixth proposed alternative instructional practice Precision Teaching. This has been was very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 25 01742 I s? N a i PI ' 11 I i (I ..J i I District has made several attempts to li obtain information regarding the effectiveness of this method in teaching I J 1 non-handicapped students but has been 1 4 unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is s.  fl supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. f I I t 5 M H  M ( i I At page 4.3 of its October, 1986 Supplement, the NLRSD  g fl committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. I  Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has I X fl ceased using it. The North Little Rock School District has. H therefore, replaced it with the Early Prevention of School I Failure Test which is also being used by the Little Rock and i * fl Pulaski County Special School Districts. The parties agree that I the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use 1 I M -7- i fl 3-OOlJ t fl F  01743 * flH n II II M II [I rl II n CONCLUSION The Joshua Intervenors and other parties do not agree with every factual statement necessarily in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower 71 I d -'ll 4 5  LI February , 1989 Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 STEPl^ W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 By! ____ LAZAR Joshua Intervenors 72201 \\ PALNICK, Attorney fo?\u0026lt;i WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUEL/JONES, Att^orney for Pulaski County Spej/ial School D/str i -8- rounty Sg^ial 3-OOlJ 01744 ,1 I J Il - F The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT 4 I By:. 5 STATE DEPARTMENT OF EDUCATION  By: KNIGHT INTERVENORS 3 By:_ .3 3 i 1 i -9- 3-OOlJ I\" 2R 01745A c: ?aa:sos 0- SIX al ::\u0026lt;is 3Y THE I Z PR.XCT catalician ? INSTRuC :\n:at IN THE NCR' 'icN. INC. :i?3i) :: LITTLE RCCK SCHCOL CIST A DISTRICT PRXRAMS rj X l. e X 3 \u0026lt; C s I  1 41\n3 e I  U 3 4 o s w 4 X  c fl 0 0  UI C fl -^1 O 41 Vt \u0026amp; u 3 . 41 u '\u0026lt; C I I o c 0 u V I u I O I\" 3 ai C 5 \" lib S t VJ 0 ua a V u I H CATAtICIAN PCTNDATIQNS RECOHXZNDED ALT^\u0026gt;iATIVE ZiSTaUCTTCNAL PRACTICES I a fl s u - X 6 M 4 UI 41 C E \u0026gt;1 4) U 4l X u c 4 9 2 -t! *u Tj fl \u0026lt; 4 s U 4 o 3 o I M 41 a e 4 O a o o cs U) 3 5 U I 21 4) I I w Oil 3 n. e. 41 8 0 (J a a  u |i ! ADAPTIVE LE !n:\u0026gt;:c SDniRoxxENT I O w 3 UI O o U) yi 1 0 u UJ V) u ua u 3 e 4 e U 4 S w (J ua I 0) V c 0 c o UI 41 c n V c. 3 ua 4) 4 ua 5  Hoon a I M ' Adaocs Xeirr. I .ndividual r.eeds. *5? enviror.xenc co X X X Provides cech\nclassrooo ceachers.\nal support co ft I  X X X X I  I I EH I  I I M I  i I t i Scudenc individual differences described in cerss directly relsced co iascructioa. EXDiPLAAY CEXTEX ?0R RA0I2\u0026lt;C DISTRUCTIOM Elicits correct responses froa ooa-responding students. Escabllshed aasttry levels TIse for supervised practice. Correlated las^uage arts activities. Effeccivt nsasgestac \u0026amp; aonicoriag- syscea. DISTAl Direct i.istruetisn. Scudencs syscecsccieslly aove through sequenced aacerials. X X X X X t- X X X X X X X X X X X X X X X I X ill X X X X X X X X X X X X X X X X X Defl-.ed teaehlcg behavlari with a focus. Clearly specified goals. Xapid/hlgh rate of student responses. Isnedlate acadeaic feedback. Teacher controls, selects, and paces CdlPUTEK ASSISTS) INSTRUCTION Skills csughc chrough indivlduillzed lAscrudCioQ uslag CAX currleuls. ?SiX TUTORING Scudencs sssisciAg ocher scudencs la acadealc reXectd acclvicles PRECISION TEACHING X X X X X X X X X X X X X X I X X X X X X X I I X X X X X X X I I X X X I I t  X X ExTICACY RESFARCH KOT AVAILABLE I \" 29-  EXHIBIT 01746 A? ft I ft I i s  I f I I I I I H II H N H M L I 1 * i I 4 5 6 1 8 9 10 11 ISUMMER SCHOOL '5' I Programs for remediation and \u0026lt; during a six (6) week summer session. enrichment will be offered LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. student eligibility for this free program shall be based strictly upon deficient during regular school year. assessment LRSD expects a maximum participation of approximately 500 students in grades one through twel The  I I M M M ve. 5 e I M pupll/teacher ratios and other support programs shall be similar to regular year programs which address the I 3 3 same concerns. I I  Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during I  the spring of 1988. I I The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department I  of Education guidelines, In the areas of reading, English/ language arts. mathematics. science. and social studies. Students will receive Instruction only In the identified area(s) L of need, with instruction being provided in three-week modul A student may receive extensive remediation in weeks or assistance in two areas with three week each area. one area for six concentrated on es. I I h The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. I h {  b 30 01747 I 3: M I ri J ri Little Rock School DistrIct/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided 1 ri remediation instruction. . The Little Rock School District has 5 submitted a proposal to the city of Little Rock, JTPA and Private I I !| Industry Council for approval. The proposal was developed and 1 6 Li ri submitted in accordance with Little Rock School District and 'Job Training Partnership Act Program guidelines. ri LI Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped 1 J 1 I I I I M  L I I 1 children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment LI capacity, a break In programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program Is to prevent ri regression relative to previously-learned skills which cannot be recouped In a reasonable length of time when assessed and/or p p demonstrated recoupment capacity is present. I The extended year program provides for an extension of the programming from the regular school year, as identified in the lEP. I IK.. J 31 01748 f I pAreas of Collaborat1on Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the 5 following: 3 -locations e -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility I Since all three districts, including NLRSD, offer summer school for grades 9-12 on a tuition basis. mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will programs where feasible. coordinate and share In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 01749 a4 ri It st tton. It is also anticipated that a tuition-free summer enrich-ri ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who ri fail the eighth grade MPT. All other summer programs will con-tinue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. LI \u0026gt; Exoected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored I n I I I 5 6 I I I I M   I according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. I I p p p Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. I ! t I I I I 1 33 i 01750 as * 1 R' f afr-j r j f I r i F I F p  I MW' NHtmw nttmtit vmtnw JWHR WfW tQgji IWWfW VM91M iirili- 1 BaP1 L fuwtni mmMi MIBHI' InrtIMHIAIKM IIMl IM AaaaaIl rPlIama ItM Farsaa kasaaas iSla Caal: la laalaaaall' laaaa MatJ IWHTIIHI mill (Vtarl Cum\u0026lt;wlu Sp*\u0026lt; il X I. I. o OI MMCIIMS SIMIKIfV Miialiiis MCIMIK MIC camciiM MIC C0SIS MVOMKHIK fVMUAIIOM la I4((llr claaaalary ta(aa4arr tmaar Mhaal tita* la a4arllta lar, laler- la, aa4 talaci iaa tcbaal aMlalilratlva stall la 4aala^ *rata*a4 iwaar tcbaal ba4aa( I 1^ Mark altk^swasr ukaal caar4laaU\u0026gt;r* Craa MM, KISS, aaS U la aMala racaaaaaSallaa far alaa. k sa\u0026lt;aa4ary sllas. Mral allk latal balltlaf aalaltlratars la tluasi Ika MMaMras, caacarai, aaaailallaas, ale., lar asa at Ika I4aalllla4 kalUlafs. analaa Jak aaaaaacaaaali lar lataralaa CaaOatl saaaar sckaal Jak lalaralaat Mtala ItMsMV tdiaal lalm PrajMl IMt tiawr kmAm J.IM Mcaabar zt, lM -0- MvHlaa M Gariarh^ Uaali kcrank rfdJv Ilaitkr4 froAji i\\ Hill hr a\u0026gt; Ilie lor aarlmmmm/ naluMiaaal aaaar wJwl Iraikm. Jaaaary It, ItM Jaaaary ti, IMt -0- Ololtt* l Sdwh Mint tar li 11 II irt It, lM ttercbl. IM tciMal *rfra k baMydo f la\u0026lt;illy(a aliaraala (aa4lay taar\u0026lt;* lar iiMBer uhaai Itorcii K lM Itercb H, IMi -0- -0- -- Itorcb 1. IM* Mtrcb 1. IM Mtrcb ti, IM Harch 2). IM* -- -0- MvUIM \u0026lt;1 (KTMHk* ( bMalt  Ivtslaas al Cart tialaia aa4 UbaalSi S\u0026lt;\u0026lt;aal Saralcat o\u0026gt; UI Oltir Ibul IM al jua JMMluiu r aval s . lalervirw Karaulrt 0*elap4 liMt**! . I r r r I r j r J I   1 1 ttt I tiff 9 1 1 JWffff  imnnw WWW WWflI mrtn* 1*^-- WlWHg inniMaiAiiOM iiMilNi O Ol M Aaaaal Plaa Pariaa OaiyahilOla Caal: _____________ isn Oldtlaa ____________________ Pratraa/Arca 4. i. 4. MMCIIMS SIMHhIfS/ MTIOIIIfS OCSIMIIW OAK comiTioo OAK cosn usraniaiiiii la lAaallfy waawr iciMal araoraa Oala* la lAcatlfy Iraacaartallaa aaaAt far waaar ichaal (lUlra^alllaa) la alOM far aMallly lailrMClIaa la iHaaar ichaal I CJ cn CaarAlMl* 4*1 Mllh tMMr schMi cav4la- Ur Ina ao tat Kii SmUiII yraaataO Oalai li (I) riMt tarelca*. (2) (CMllaa Hall, aat (1) OaarA al OIraclar* lar aa^aaal (illMl* aai^ar at hot** m4 c*t lar UlraMtllha uhaol Illa OltCMii yaitlbla \"fHa Pail* Mllh tAI Oavalaa aa4 li^laaaal waaar ichaal iah iaaaacaaealt (la aa4 Ml \u0026lt; laui laltrvlaw iMaaar tciMal aaallcaalt luilfy icaclxri la h\u0026lt; ^ay4 I I, IMB OMMbtr 22. 1000 -0- -0- Morck I, IM* lurch 21, IM' -0- lurch 11. IM lUrch ti. IW\u0026lt; -0- fUrll 10. IMO rll 20. IM\u0026lt; -0- lUy I. 1000 Uy S. IMO -0- Olvltloat af (urriCMiM A Icltaalt Olvllloa af (arrlculua aa4 Sckaali lircclar af Iraataarla- (taai Olreclar at Vacaliaaal (aucaliaa Ircclar l rmowxl 1I- Schaal AMaialt Iralarti Olrcclar af yriaaal\nCaalcal Area Saaervitarc I O) UI f inil 4lci SutaititlM of 4o(ci ( $( laulrd cotl Joh JUMMMKCOWAlt  Inlrrview t\u0026lt;k4ulc MolifIcoiioM Irllrit ft I ur mm I O 01 u I wnsR'i I  *l FIm IMS I WWIffl ww BWW\u0026gt; awwi* WfW *Fr^ AmUS IWtiWHiAIIIM IIMIIM Fartaa 0ApaaIHa OJaaita llAoO la taptaaaat~HW*tuaaat Khaal |V\u0026lt;r| Ol It IO* SmI: 0. OUCCIIWS snoKsKV ACTIOIfIft OCCIMIMS OAK CONFIfIlOa OAK costs usnwsituiii (Caatl'Ol I Frfra/Ari 5unr Vltool (VMUAIlOH lOMllfr tckaal ^lall aaalaatlaa pracaO- arat Aavlta prlat laachar ItAaOaatt FravlO* smbw scOmI \u0026lt;M\u0026lt;rKl OTrlarwi FravlOa latArvIc* lar iiwtr Mkaal tlall FravlOa cllalcal tupar- altlaa ab4 aaallarlaf af F'OO'Aa Atrll I. IMO Avril ?f, 1000 -0- Staaaar ScAoal AOalaitlralart: Oirec- lar al FcrtaaacI (xlurlloa Octivai Mar a. IMO Iter n. IMO SMMI Saw At AOarc FrialcO aAlerlAlt Iter JO, 1000 Imm 2. IMO S\u0026lt;lf-turvar(- Olreclar al FmoM*! S19* (MIrAtit JuM. lioo Jmm, 1000 AmvhaI lacalllr AaO tacura Wit. taatt. aaO apalF- aaaOaO lar J..alar AIM aaO taalar hl|r\u0026gt; Isaal prayrAa , CaavIclA lumer Khaal AvAluAtlaa revarl frariaa A caapraliaailaa muair uliaal raaarl la Iha lASO OaArO af OIrcelart Jmm, 1000 A0\u0026lt;l. 1000 Au^Htt IS, 1000 SepteMar\nb. 1000 lar Uta fal- laulaf\nfarlr lalarraatlaa lar ttlaari Ckllraa 140,000 faucAllaaAll) OltaavAalafar 140.000 Olli CraOa MFI FAllurat 140,000 Olvltlaa of Curritwlua^ Staaar S\u0026lt;haol AAaiaitIr Swaer Slltaal Adaiai- tlralart OlvItlAM al SciHMilt\nSdiMl AWIaltlrAlort Sumer Stltaal AVatatilrAlsrii I lata- cIaI Srlcct: Supparl Screlcct o\u0026gt; UI latarvice tort Fr IIM ipalt' mtlrt CaapIrlcA report SutMitled repat Ip k r I i i I flWK ' WCffl' RWRM atutfifi fwfm ttmini Ww^hi WWW fW iwt?^ sffrfut O Ol I iUM lumi L\\suu AUUUI AmmI PIm* IW9 PartM (*( Ibla Ual: l f !g* jccnws inrtlMNUIlOa IIMlINt IK^ \u0026lt;r I snuKtifs/ ACIItllKS WCIMIK Ml( (MPIfllM Mil tOili RfSHMSiait IK Olv It loa Prapraac/Area torr iculia* aad Special Pro^raat tiinr tc hop I (VMUAIlOa f- la deflaa Iha Mapa of Iha carrlcalia It Iha aleaea- lary aad tacaadary Nall aall^et la laper- vltart rapaetllaf racaa- acadallaat It Ititr Mhaal caartat lavile prapatalt ftr waaer Mhaal aarlchacal caartat Plaa caaperallvaly allh *'*'*^r-MhMl caardlaa- Naie each Pltlrlcl't affarlayt avallahla la priacipalt aad caaatclari la all three ditirlcit. Plaa far Pr Ivar (aucallar Ideal If y aiU prial each caarta la ha adlarad It laati Mhaal Plaa aad latlllale taaMr Mhaal aadla/ advertItlaf a\u0026lt;a*ar 1. IfM aveMer M, ISM -0- 0l*lilaa Curriiulua Noticrt MI lea 1. |M haveaker M, ISM -0- Oleiilaa of Currituliaa AMOuncroenlt potted Oaccakar |. |M April 1. IM Nartk I. M March IS. |M April I. IMS Oeccaher If. ISM Nay 1. IM Narch IM April I. ItM Nay \u0026gt;1. IMS -0- -0- -0- IMO -U- Olellloa l Curruulu^ Oleltioa of (urritulua OIvKIaa l Curriculua\nIvpparl Sarvlcet  IvHlaa t lutrntiluu OlvHioa of (urricvlva aad Schaolt (ooperelive plent titit ot Aetloa plaa tourie offeria^t Pul*l *c 11 y w oi UIr V T r I 9ir mm  IWW\u0026amp;) wFinii WfW O (jt UI IMtlMMIAIIUM IIMIIM iWMl I FIm IM *araaa- --B---a--a--y-1a1a ailbMlala 0M layalalaH MOe adi y\u0026lt;r~ tcbaal Oldtiaa MMCIIVCS tlMKSKV MIKIIIIS MCIMIK OAK CWKIlOH Mil (MIS USfOnilHIlT (vMiMlioa t. (CMl*4t 0. tavalay la arlllay Iha cara caalaal far aach a! Iba caarM affarlayi Share currlcalaa aayacla- (laat wllb laaaar icbaal Half la layraea tha lOaadfl-callaa al aaaaatlllcatlaa lar tlMOaal* ( attaaO naaaaf ubaal tevela* uaaaar tchaal flaaaclal aracaiarat (atlew ayyllcallaa/aall-flcallaa yracaOarai aaO caaria affarlayt wllb yriBclyalt A\u0026lt;lc aaallcallaa/aallf I callaa yraceOara* aat caarte affarlayt allh caaatalari levlta t Altlrlbala taaaer Mhaal ayyilcallaa la Iha laaieiaaal tchaalt AOrertIte tchelarthlyi erita aad yrlal tludaal haadbaakt I Arll I, ItM Nay II. |M -0- S*jl Area Suyereitw COM(C\u0026lt; 9wl4ei JwM, KM Narcti I. |M Narcb 20. |M tttrtlt ?0. ItM Narch 20. ItM March 20. IMt Hay a. IMt Jmm 20. KM orll I. KM Narih it, IMt March 24. IMt March 24. ItM Narch 24. IMS Nay 2S. IMt -0- -0- -0- -0- 1500 -0- 11,000  IvUIm af (wrrltuliaa Sunacr Schaal Adaial-llralart\nOlritiaat al (arrlcalMi tt Schaalt flaaaclal Serncet Saa* at akoor 'aaae n itott Olvlttee at Stkoolt Oiritiea al Sihoolt Suaairr Schoul Adami llralait Herl aqeMa f inal proredurei Herlin9 aqenUa Hrelinq aqaada Oi t\u0026lt; r itM.( luM ul appli* *Un I iirr\u0026gt;il\\ Ofrltcd hanUliout .1 (JO o\u0026gt; UI r I r I f I f I F I   A* I iffr\u0026gt; MWt rftww WWf 1 I (WfWW wims NWIWfl WIMW fmwf WW! tnmi inPtiMiHlAllOB I IMi IM  wwl IWt O u\u0026lt; o\u0026gt; SmI: \u0026gt;y \u0026gt;H H IwlJ OajfCIIMS  (Caars) *. 10. Hiar irrtrl r tcbosl lIMIfSKV MllVlIIlt ofsmios OAK UHyilllOO OAK CMIS (KNNiitmn (VAIUAIIW acalva tfl tlaOaat aooK callaa faraa aaO laat Iraa local tcAaall (aodoct iMwr MiMal rofltlrallaa CaaSucI lAK rcltlrlta ! aaeawa ituaeat avalu- Oavelaa t^n aa4 allaa aro\u0026lt;*arat avaloallaa yracaaaeat la ref laa ttaMar tckaal a^taltlrallvo aaO ratara kaaola, yrataOarat ftlaklltb fradlaf yrata-rayarllaa) ftlahllth rc,itlrar racadorat tar ratartta^ tat airaraatat tvaatr *Uy IS. IM* Nty 1$, IM Juaa. I*n Nay. IM lUy 0. 1*0* Nay 0. 1*0* Juae. IM Juoa, IM* Juaa. IM* Jaaa. IM* H*y la. 1*09 **y la. i*a* -0- -0- -0- -0- -0- -0- '\u0026lt;Naal oraOat far yaraaaaa rutart Otldralaa oaodt aaO raoaatl JIFA-------1 artart Oaloraloa ho rtcardt art la ho tiorad Iff a. ita* Nay la. 1*0* -0- Nap, 1*0* *tia, 1*0* -0- I I I oc a I aod Siowr Sr Koo Adalaltlralort\nI . \u0026lt;lal Seevtcet Siaaaer School Aaoini-tlralorti fioaocial Servlcet Saoc at akove School/courie St hou I /\u0026lt; ourif re,iil(4l iii re,olri mo Saac at above luvar School AMioi-tlralort Aeyular aod Suaaar School *a,ltlrarti Oal. ^racattla, Siar Schaal Aaaiol-tiralart aivltloo of Scboolti floaaclai lervicet I o\u0026gt; UI Developed procedurei firtal proreduret flnal proieduret IdeniI fled needt a ii IT II 5 B  6 t I 7 { 8 9 I 10 II I I 11 ! I P ! I LI ri I I i I JB. I 3- J tf * LI M I M STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN I M The staff development departments of the school districts, I M including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff deveI  lopment concerns. This multi-district committee will plan and 6 Implement staff development strategies that will provide training I M that addresses the commonalty of staff development concerns that the districts have. I  I J I M I M I M I U e I r ~ I - 40 01757r . i J J IW* I MWMI IMtfMI wnwflu wefi R kuittWil WO ww 1* t\u0026gt;UiUVl\u0026gt; OUlHt UUAh 2 Til I.ii I K \\'iimui *H* * i*i . n. I iW\u0026gt; KILL-. 1,1 IIII|III1V u uiuuuiullou aid ul I \"HU .1 -l.lff |CV\u0026lt;'|OJPI I .i(HiUi*e cw(\u0026gt;os\u0026lt;?l of .. |H\u0026lt; iIm smlalives froai school i.MMtillee's funclion I.ill l lo iilenlify u*l iM|\u0026gt;lMcnl staff I. v\u0026lt; lofMeiit strategies lUit will assist the districts III liilfilling the  I\" \u0026lt;(at ions of  I laining \u0026lt;|ual ily  h segregaled school  hslricts. o I 00 \u0026gt;- kK.i .!! ..\u0026lt;\niv!ilS HiliiMM of four (4) eelings |r year will be held. Iwo (2) each sea^sler. .',*1.1. IIG Oi'i Kall of 1088 (mint I ION 0*l[ Ongoii^ fisis O Pt jPoir. lull 11 Staff Development Directors of the Districts o\u0026gt; ( / Al IKI nt:i Ongoing .lo.ili (r\u0026lt; neixls asscssnwnl 6 7 8 1 9 10 11I 5 MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS I General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of I this countywide desegregation plan, following: We commit ourselves to the i I. Underlying Principles All students t will be accorded equal opportunity to participate in all academic and extracurricular ( I programs and services In the districts\nAll district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nI All students, all staff and all parents will have I ri I r ri I I equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental Involvement In the schools\n* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diver- slty as the racial makeup of support staffs con- I I slstent with applicable law\nStaff assignments will be made on an equitable basis\nI Policies directed toward students will reflect an I awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\nI 42 n wVri C 01759 I I 4I I O 1 Mt- I O o\u0026gt; o I \u0026lt; ? fl I (i Fla * I: lx I I  I r mtmf IflffUft 'WtW tiintm ttrnns uiuaii iVUit Luuuii imiH-H'A: iOK IIHUIIl DIV i tio OJ(CIIV\u0026lt;S MWI{(i(S/ MllVlIItt la auxaltih a raalii aide VhnnI laarniiaaul fniiaril---------------- la aMraii aaaia Miafrayallaa it4 iaara*\u0026gt; alforlt. V Itool 1 -Uttul HSIMIM MIC camciiM MIC cos:$ (VMUAilOa Aaaalal a Mkaal tapraaa- eat cawKlI ! tha r\u0026gt;maalatl\u0026lt;* fraa aach atitrlcl. aMlala*at ! caaalllMt la 4*11 llh liMaa taaclllc caacarat la araat at Mbaal* aa4 M**art larvica* I I *aa CJ MAreti Itr OMyH* ^laaalaa JuM M. I9M MAC alaa aaaltUallaa tr laalaaaalatlaa aaat. II ParMMt witk UI \u0026lt;. *1 mM. la caaBlItM* ceeri mu irtarwMt ri1ala4 (a Ua laa *a(b at iraataarlallaa 004 titlf 4aalaaaaat jMMOTf. IW9 Jmm . I9H MAC I SuatrI xn4 SuacrtalMMlrali lor 4(tfVrclitm *aa*'aa\u0026lt;'*al* *iuKialat/ Attltlaal Suacrialca- 4ali fl^poinleeMl ol (ourail cwlwduA of itsoet 1 b kJ f IJ o* f \u0026gt;*' lit' . I t. I O a\u0026gt; I 'i run \u0026lt; WfWWl FuTiWT\" mw* ftnam WWW ww* srmw ??? INn.'H-H*A\nsON IlHillli -s.-r nesporsiaie Assoc latc/Assistant Super inlendent/rersonnel Directors  I: Jt,____________ ____ ______________________ _____________ Io develop anitualU suMwrtive and eouUabic personnel recruilnent aad placaaent procedures 01V 111 on St huuIs rersoonrI Mj\nciiv\ns SIRAIiCICSZ ACliVlIUS rciMiiNc OAK CaHrtdlON DAK COSIS RCSrOMSItllllY (VAIUAIION Io develop Joint racrult-nf el forts and procedures witli particular cnpitasls on ninorlly teacher recruilnent Io tMrr (k oii^llcoMl raoh aoi\u0026gt;^ the dUlrtctt Io onllor dlilrlbwtlon \u0026gt;f Atalf Kroit yrodo ecl* and iHMort area* I I Share plaanlaf. resources and contacts far rocruit-aent of staff. Mtn certified and non* certified Iha tcKhari In IM racrnilnanl nracat* Cerlilied and non-ccrtllied aalItani naol* Mill M iMrad witk (M a|r'****''l M am It aacA -jIMt la corrcttlon of dlipra-nortionala tlaflln IM prlntlnalt mIII M accoMniakle la aoMrt a^ilible dlsIrlMtian of leathert M level and tubiect area July I. INZ On^olnq Onqotnq nunc Fersonnel Otretlors rrlnclpalt Fersonncl Director AAiociale/Aiiitlanl SuperinlendenU I I Increate in ninairiU Itallint) Minq (rrlilii-)l stall and nure priiiNM tiimal represent al (iMi aauiK| su|\u0026gt;port stalls Prnpurl iiHial represeiila I iiHi ol ninurily and aiiiriu enpinrees in all slallini) \u0026lt;atr\u0026lt;|ories Slatisl II al data Ihal aiimrilir leathers lia\u0026gt;e access III leachin*) npiHii limi I les al al I ip aile levels. III all siil\u0026gt;|eil aieas ami in all (m ep .lus . Al*. lAimirs, eii il I H MT mr ' MWmr IfUttfUH Bimm I* * 111 i* (MU^h  (fmfw E MHlUUa UlMUl 'fWHR? WWW WWW  B b tUU4il 4 1!i rin n *(portibi* 1989-1994 (te*r) o Ol lo imiHtirATiON iiHfiir^ IL__ItwUnwxO oaj(cii*s ftrionwel Dirt\u0026lt;.torZAnoci4* Su\u0026lt;\u0026gt;rtn(enilen( lo Idcntlfp students uho U| be future teachers, and to pre*Ide support'pr*- grans to thea Io eslahllsh a joint coauiillee lo address district planning for support of students uho wish IP becone teachers I I r* ul 91VIiIon ______iUiuuLs_ Progran/Area Personnel FriiKiph SIAAItCItSZ ACIiHIIItS BfCinniNS OAIE tOHPtfTION OAK COSIS *(SPONs\n\u0026gt;H Ilf (VAlUAtlON fslablish Iplffpo toacbars clubs in eleoiMlarp. junior highs and stnior high schools Hold career fairs for students Contact the coMuallp fl Create contracts of intent* to hire fulura teachers upon degree and certification tonplelion Provide I oppprluni iJIfTS of o^McaUon August. I9M August. 1989 Ongoing Ongoing None None 1 Print iplsZ(e(hrs AssocialeZAstislanl Superintendents Olreclar ol Personnel rerioMwl Oirector Building FriocipaK liHrease Ihe mnNier ol students entering Ilie leaching prolession Inrreasr Ilie mmlier ul  llHM-lly stuilmls Umi qraaluale Iru Ihe hl\\l\u0026gt; i\u0026lt; I aiul return lo llien lo leai hi r J r j r I r BflWW* r *4 \u0026gt; WHRW if  0imM Hmm WHHI WNVIH JWW J 'MWS iiUUUill HkUUtl iiMUkl k L ftUSliiil INniHiM'AUON Ilnil!J. I. o ai u t' M (T\u0026lt;r| portiaia frione| Pirei inf/Atuxl\u0026gt;\u0026lt; SupertnlrMtmt okJtcnvfs SWiKKS/ i|.~iITIIS ECINMIMC MIC COHPICIIM MIC COSiS *(SP\u0026lt;Ms:iiiin Diw * tion ProqrM/Arc* Si huul I Pertiiwiel evuiuiioM 'o etloblHIi a onaillaa far plaaaint racrullacnl ilralatla* aral pracaturas I I ..5 Pratucllaa aC.R Ml ! ^cnrttaaMC ppacaMra* and llM*laa* la ba 4aaalopa4 jalntir la Incraaia aflacllaaaas* ant Paflnas racrultaani raipontibllllai Daaalop a ctaperalIna atraanant fJrracrnl laaal ot carllfla^ ant naa- carliflaa tlaff allfe raaarvallaa 1 a aaabar t (lata ap )MC aaplayaa calatnriaa will ba 4iaapata*a4 cnntKIon* la aalntaln taacHar* In Iha pra- faiiion Sprtof. IM Sprint, IMt Sprint, IMt rail. IM5 fall. IMt Ontoing toi\"t I Io ba liflcrninct Oillrirl Persomial Dim tors Oislritl Persuraial Oimlors Support Servim oral uilning Priraipals (uatilrl ion nl Ilia diMiiaanl Rai lal rat lui iii all stall piiMlions cnaaiviisuraln uilh III str ir I aral hmh i appriirril guiUrl iiirs Ira rrair iliMr ii I It al I r rtnit iimi* J T r I r I i if f int UiUUUi] mww KtWIW 1*^ i 1 IWWW amm MkUUi L IK It it iUtJUU UUMh \u0026lt; INn.(HtN'A\niON lllttlli:! I I. -tii ri tiM m ITtir) Div 11 l\u0026lt;H S liool _1U M.'(Cllr(t I Itlaklltk a caaalltca la 'ati aitclkllaarf ralat raaalallaat aaa ta ark la attract araat al Viaarfaaca Bitaaaravillaa at aala ralalaa la tlaaaal aitclallaa O oJ I. (tlAfelltk a fraceVara lar tkarta* atcat* ta aiMtaitaarir racarat *aa *|aaat* traailar w I I \u0026gt;aa J l\u0026gt; UM\u0026lt;Vt OKOlimr. ta^ lttw\u0026gt;*iMt *\u0026lt;\u0026gt; Mu4ri Wt Kt n t tcboel Fre^rta/ArvK Sj fal\u0026gt;lle^__ SiaAKCKtZ ACIiVUIK MtIWIK MH CDMtdlM co$n israii$:iiiin CVUUAilOa CaaiBllIaa attattaaat aaa caaaaritlMi al falMat aaa arack^xv* * tlaaaat kaaabartt tvalaa a tai af ralatZ aaaaclallaat afilck It caaaaa ta ttakMlt la atllrlcit. (Saacific aa**lllat aa* arf-llaal aiMHIat all ka aalarcaV la caaa) aalaa at tlaaaal Vata ta aaarett Ittaat af racial altaarlty ralUi/arataVara la ka aatiaaaV tar laaaaittta-liaa al tlaantl atl-cialtaarf racarat akea tlaaralt Iraatler ar ata utatta^Ha^aam^ JalV. IVM JhI. I9M Jmi*. im Jhm. IVW Jmm. iVM JUM. IM ktilrlcl aaa*I arrtoaae airMlart. laralilica Khaal tlallt. aaa aairaat Irua llw aitiricit (oapleltaaaf Ibe l4\\b i M- 1 I imtr ' KHMNf vmm rum HuBI tftmw w WWtP\n**** IhHiHiHA\n:(M millll ('1 imum r B(^(lbia Aiiamla/tnuljat 0  V 11 I G* S4 hMl t UWMX I o o\u0026gt; UI -- *: _lll. UWrtHIMO otJUiir'S SIWHSIIV MtiVlIIIS USIMINfi uu COMdlM MK cosn a(sr\u0026lt;M$:BiiiTi fVMUAilM k. Mavicw ol llmBaaca pallcla* I* atlaaH ! craata  caaaaa pal Uy aa4 Ml a\u0026lt; pracaMrat Appatal oapolap aaailarlap caMlltaa la heap pal Idas aa allaaPaaca aaP Pls-clpllaa aaPer raalaa aaP la rooito Pala aaalop allaraatlaa Khaal lor tlaPtal* la aaaP ot lotoroootloo or spacial astislaaca II \"al risk* Paa la laaa paraalkaaP alc. I UC Appalal raalaa caaalllaa o pairaaa. hoort aaMari atat CMtllM Oaaalaa rorioo ol PisaaaraaalaP Pala la aPPrats Pisparlllai aaP flaPtal aaaPt PIm allarMliw uliaal la ha aoailahla la slaPtals aa a caalracl has 11 aaP caallaptal apaa loaPlat aaallaPlllly Juli. UM Jolr. IM9 SMtM. * JtiM. ItM I AppraalMlaly HP.PM par atilricl oo Ipprapriala Assoclale/ Assislaal iaaarialtaafal Iraa each al Iha aisiricts liiari(wiliiU PriMiaals anil Oisirtcl Ateiaitiralori AiMtialaZ AttHlaal *  ---- Slata Prparlaaal ol (Bacaliaa (uaalctiM ol tosh tHim- I RMmi wnm W k k nmiM WBWW imMW ,tbWe \u0026gt; if/temi uuuuki Siuumi dUUUt hUkUii INniN-N'AIiON -ui: Plan IVP 1951_____________ (fearI -srr. aespartihie Oirectof ul Coi^setIna/PupiI Personnel/ : ! I: IV. airectiif ol 1^naW HMtHlM F oo me jolwt troyww tw auK^ucc/cixumt nm tliMlMl M lo etii^e rMiel to Division eroyrM/Arc* n iMOlIC______ Guidanc e I ? O cn Ol (wjfciins STUItGKS/ ACIiVlIKS aiCIMIK D\u0026amp;1C COnndlDN OAK cos\n$ CVAlUAilM Hold enplMOMot fair ' lor studanls^uho uauld enter the uorld o! uork alter school. Oroelde consistent end roaplele lalaraMtloa to students rapardlap cal lapes.t teal tap. ndcelloael ithaal*. Itaaaclel eld ulth specific end special cancenlrelloa la access I black callepet and unteerslllet and financial aid for nlaortty ttudenis I CaaUct eaplayari (Tocet, rolaael aetloaell Held leir ulth (ecus aa cuployers ol ainorlty leraet skills aeeded lor coplayMat e uell et opporlualtie* Hold Jalal couasellay laloraelloa lesiloai lor counselors Caalect calleei reyerdlaf ainorily Kholership* (laeaciel eide Coatect colleges reerdlap adnisslons. ajeayjlv edaistisans Provide tarpet counselInp lur ainurily stadentt' Mniily slioleiils, perenl s eikicaie stall re^ariliio ill oppor(willies July. I9M Tcerly leer Iy la fell, laauilly fech (ell lech (ell, sprimj Onyoinq 0n4uinq Yearly I Nioiaal Olreclors ol Guidance Wocallonal leaihers Director ol Vocational (ducal ion JouriullM Deparlaenlt Counselors School Frincipals Directors ol Guidance Directors ul Cuiilanre /caantlec ol cuunselo s ScIhioI Counselors fooospitirs/l'i IIO ipal Mall INplMn*|ll Uiii-i Iio ' Si.Ill* lO'iil III IUio .11 iiH(| m U I r I J I tr- ih tfumi 9mm WttUfWl rnmni nww iiwqyn WWH WffW SfSfrtW It 4 IB aMUU !* K ? k B uuiua. kUUW, I uuu\\*, Auuui H H H I S O 0i .4  riR ly^-oyoiya (Vr| iHnrK{t:*AU0N iihhuk lv ton $4 ImmiI $ '*' JV.^__(fflallMifill Prograa/^reA Guidame UJtCIIVIS SIBAUCKS/ ACIKIIUS ECliMIMfi OAIl COMPIIIIOM OAK costs tcsroKSiaiLi\n (VAIUAI ION iNboncc alMwIty ccrullaeal bad eMrcaeil ol ytudcat lor f, buaory oad olecli** prn^raay Provitir pooling ol reyourcci *Ad ipaclfic plaai ol latorveatloa lor itudeali obo era diiodeoaloaod ooAlor ol rlU Oerel op end lopleaeot tlMdeal toroor butdoato ploa wllb ladleiduol iladeal oducolloaol ploat ad coematlcol loa allb ^realt Io eacotarobe tludeal octtit Io oil rurrlcolor oad pro- broMollc opporluailiet OR o rollo caaaeotarole Miib tcbool roctol ruapotilloa ladividuol llodtat coaloroaclaf. loocbor oad coaaielor oacowrobe- aeal of oad Noallorlab ol iludeoli Creole c leloqies ol ol ootlobio lalervealloa icrvlcet Otstrlcti iMr* ltric t\u0026gt;4 c\u0026lt;Mlr\u0026lt;t(4 Mrtc* to kcmfit iImAmIs la be OevelopeN Mid by pereali. couayclors eod teacbery (*rdl(led or ^(eaCUII 0*\"9 On90ln9 OMtOlRf Couaiclnri/lrtcheri Olltrict Division lleods Couaic I or I /1 e A( hrri OkrMlor ol CuitUnre D(iC9re*(lun Ollntr rriipurlunAle ainorily rrpreienlAl lot* in ll\u0026gt;c$e ilAtsci Oewrlopaenl 4imI lapIraeiiUI IIMI nl 1(1elrqies lapiraenlat loti of Pl.tais 1 or o O) co k I Si jsuiaa \u0026gt;: I*. UMtli\u0026gt;u\u0026gt;dl MJtCiirts ww lidience couaunitel ton* W9 dlnilioni reletcd to unicltnp In the diMricti liniforaily ol dHiricl recordi renrdlaD 1*1. Acedcaic Util* euplnpaent PiM. IMI-t llnilora record* trM*ler policy creation and tycleai I QI WfJtH itllXiiih w !tk4ib I IKn-MiU KilO* IIM'ClJ HWW \"'SW ttSUfir ciniitt] (tor* MIIVlIIIS UCIMHIM UK COHPtdIOM DAU COSIS ii(sroKSiB!ii\nt Dii'tion __Sihoolj________ _ fio^i ta/l.frt __Guidance_____ (VAIUAIION Deyular. HMtlily Mtii Mopf dirpctpr* ol uIAmcp Periodic joint duldMce nectinp* Appoint joint coualttee ol counielor* Md *t*lf tp crenle uallprs dltUlcl rdcr4 (arm Appoint coMtltep to develop procedure end ttael Ine* ol record* IrMtIer July. IBM On^aiaq Jimc. I9B0 June, IBBO Director ol GuiUence AMiroDriete Asiocule/ Atjitlent Superintendent Director of 9ui\u0026lt;Unce Dlreclort of ynidenie, principelt. directort al pupil eccoiMitinq I iniieiKed Servitei lapruved toaaunic 4I iim\u0026gt; tu\u0026lt;a|ile( ion ol l4\\li ClMiplel UMI ul l4\\k lpr^e*rflt in eriM r\\\\ I r I T I I  im\u0026gt; Itefw ' WHWW unmiit RHMM Rimw AfBV W!?W WWfl* ftWWtt HWH HifiififH .1 W K * c I. O \u0026lt;J\u0026gt; to b .MH (.\u0026lt;! nr tiprt^l* AltOf UI Sw.rinl^ m: JL (WJfCIIVfS III slwdy C.e.A. and iiicashia paniciRA- . ton reaaircaMati ol districts to address aradeaic regiments and student participation eedt 'M I I cn to kHum, bVtiUiU, iiUAUt sUVt^ Ukun kmMl inntKiK'KuoM iimiue Io deveiop eooitable recmitnent tlrateeiet. access and opporluniies lor all studeots ot eatracurricular activities OlblllOA _____________ (aCrMurf imlo SIUKCKS/ ACIIVIIKS eClHHIK UIE COVldlON OAK COSIS isroKs\naiii'\u0026gt; CVMUAI ION pollcl** and rarcaal l tladaat MctlclMlthh th hhcti district view 4\u0026lt;l a *lH4Mt MclicipaltM 4 achiawaMl o\u0026lt;rt (k* latl S y*rt la ch 4Ulritt Oevlew racial eroup representatian in eatracurricular activities by district ver ) year period Appoint coaniltae to evaluate results I data review and tee If ana areas ol policy atraoannt ealst. juM. itn OnaoiMq AsUKl(e Suffer intendenl s Otrcclor ot Athlelics Cuapleliim ol pulKr Reivion$ of puluics Io OOreii \\lu\u0026gt;teiit needsIt F MP e I V W ' IMN\u0026gt; annUuHaIuIwitt  1 itiUUUl IV.UittS] lUutAV\n] nXlii'.',\n|.1UV /lUViiU] L iHHtBiK'AUM IIMllU.- r. *riariikia Antmate Suoefintandrnli a. (tualimtad, I Oivition ______ __ 1 tf mff nul ji SIBAHCKS/ UllVlIlfS tblMilHC CAII connciioa MIC COSIS *(sroKs\nBii HI (WMUAIION lo rKmlt sImBmI* MrIlciMitM * BM alhlelic cs-currlcMlar Mitvttict Iddcbar, *dr\u0026gt;l Mid cohumIm' dMraadti df addo.-tMittid Mid ta turn t'KdiirdMmi( at studMl* IM9 OrboIhb PriMtpalt CoiMiclors leattieri Athlelic Dirrclor Ifwretird tlutlrnl |Mrlicip4liun - mhtntrd prnpiMl hhmI ii in stwlcnl p4rliiipj|i fronts (fdCtdl liiBBiii'ti I catli, rccraitamt. Mid MCOMrdBMwal ( tlMdmit* tidti. If McattdrK. tladMil H'licitdfida Mid Kcm la rd|BMi aa a radarlta*dt kail* O  I I O Z/J Cj r J I Mf tmnf  J ftffftMUt t|**IWI* WM* 8MH liiHHMi ******* U\u0026gt;UU. iUttl itiUub h\\Uttllt| UiUll I I O .! rita IM9-IM4 \u0026lt; ter eataariibia Atiaciala _*i. oufciiru SIWKClIS/ MIIVIIIIS la tiaiiMca latlta^ frtr*\"'* **\u0026lt; ltM4tat fre^tttiut aa xfen Io af\u0026gt;y Oiiltion __________ rco^iaa/Acra UtliauZ ________________ lualaatiaa__ OcCIHMIM OAII CORniTIOM All COSTS (SraHSSIIll'.T lMU*IIOM .luiat latlla* fra^aa raah caa* ro*arala* al-b oat liotat Karla* iilrlcl aallarally la rroarlia* lail ratallt aa* aaalfila* dltoarilla* fora bl-raclal aaallorla* \u0026gt; loaat la aatara aooraorlal \u0026gt; tail oraoarallaa aa* IrillB* caa4l|laai tar all ilaOMitt . adarait *lralc*let la rMiHca aiioarlllrt bf araat ol Mbaal olaai aaO laaivibaal tta\u0026lt;ral laoraoaaaal alaa* I I cn Caardlaala latlla* aaO Karla* rra*raa lar aaalrtlt al tlaOtat latl raMllB allh 4ala *lia**ra*atlaa la aaalfia altoarlliai aa4 ilMbaal aaaOt hf fait at viaiatt maa HoallKlai taaai caa*a*' aO a.' laKaar. Hall Iraa lailla* aaO iMlaallaa al cllliaat la aaallar latl aia-oaraltaa aat lail caadlllaat lar ilaOtali Aaalvtlt el uhaal b* Mhaal Aala an* ladiaidaAi llaOtal aaadt Omrlnpaul of tiralraiot la aoarrtt toafrta\\ an* la atal aerdt In Soria*. DM Am. IMO S Mir '0 I Oagaia* ltllaZ(allMl\u0026gt;aa Oral Attaclale/Attitlaal Saoer lalntOral i macioall Sapcr laleadml t I Coaalrlioa ol lovk Arlivalion of Ibc KMilaria* ctaKilIrct Orvrlnaaral ul plant Mratucahla ila. crate  ditpai II irt i r I r r r * I 9lt IWRIP? mnmm MHffm ffvim IWBW ww WHP WfWW MMNf I419R ,\u0026lt; .W b UUtUBi tiiiUiili tlUUili U\\UUIi hu* o to \u0026lt; ria JJttM (tr|  -t\u0026lt;e iTr-*******  --* otJfCiirft llBlf6lfS/ MliVlIKt I limCMiK'KlIOa ilnau c ' 1 ton Vhoul_____ r\u0026gt;9iZA'ee leili^Z frelaeliua USIMIW All COMTIdlOM AH (os\n$ [srati\\:ai(U( (VMUAIiOM Jaiallf *rMt4a laralcei la (eecbart re: \u0026gt;ate ef leil Kerei  laler^reUltea* ! .re^^tJU ar la ereali Karel lalereeatlaai la beaefil ilaaeali (aa4 reit Iheie i^iric aee4i) I JalM lUff eaeliaeal la Uilla* la4l*l4Ml teecber eaelritt *1 ila^eat aee41 leecher reterellea \u0026lt; ilreleyiet ta Mrail ilaacat aee41 Schaal beia4 leaala* t la eitlit ila4eall la ereei al  leecher laierrlcei lar laaral laaraia ilflei. CarteretIeerala, m4 aaallarta* aee4t al yaalh el rllh ea4 411- etbtealeyt^ ila4tali eae aiaartly lta4(all irectori of IriltaaZ (elaeliaa **pro^ilr AiiiXKlfZ AtlitiMl Saaperiamdcal t macierli rrlaciM*! Slele Draertaeal al f^aitaa illrlcli Slell ereliani treeIori Ac eilraic laarorarl ol ell llaAeali ccoa DO I  g .11 j 8 9 10 11  J r J r I I w mwm \u0026lt; MMMI imnmR  ffnri\u0026lt;irr WWW WWW M - i UlMW I |K aaiiW aiUib, aSUliill XtrUUt*] aUUUl^ ttvUUi AUlliU uuu OBJECTIVES The selection of aaterlals/resources to support the currlculua In desegregated school districts Is a aultl-dlstrict goal of the library iMdIa prograas. The Inservice training library nedta staff aabers to desegregated school districts Is a aultt-district goal of the library Bedia prograas. o  1 G) CA STRATEGIES/ACTIVITIES Continue hosting Hultl-Dlstrlct Multi-cultural Resource Sharing Fair. IM THE FUTURE, THE FAIR SITE HILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multi-01 strict Resource Sharing Fair Mtth Book and AV Materials Vendors, rotating the site aaong the three districts Plan to host aultl-dlstrlct Inservice neetlngs such as the one sponsored by the Pulaski County Educational Service Cooperative In April of IDBS to explain the new national guidelines for school library \u0026gt;adla prograa planning Plan to host Inservice training for aultl-dlstrlct library aedla specialists using district aaployees BECIHMIHC DATE annually annually ongoing to ba established Division: Instructional Prograa/Area: Library Media COMPLETION DATE ongoing ongoing ongoing ongoing COSTS Mlnlaal MlniMl Seek Funding Froa Cooperative Mlnlaal RESPOHSIBILITY Library Madia Directors or responsible person (Including MLRSO) Library Media Directors or responsible person (Including NLRSD) Library Media Director or responsible person (Including NLRSD) EVALUATIOH Rasourcas Mill ba selected, purchased, and utilized by teachers and students as they teach the currlculua of the desegregated school districts Inservlca training will develop skills Tor library BedIa specialists who work tn desegregated school districts 00 _ I r I r I mww' BWfWIl MiWfM WBBHW vtnmi WH*S rnnmi WfW BTWHi I M tu UUiiub .tUUiUB b b llkUUtt, uxuiil I Division: Instructional Prograa/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a oultl-dlstrlct goal of the library aedla prograas. Recruitment of Minority LIbrery Madia Specialists In desegregated school districts Is a multl-dlstrlct goal of library media prograas. Hultl-dlstrlct communication for library media prograa a\u0026lt;teln1strators 1s a goal for the programs. F-W I I o tn STRATEGIESZACTIVITIES laplaaant utilization of cable channel IB end/or videotapes produced et Metro to teach basic skills, etc. Contact teachers training Institutlons/Recrult teachers for training prograas In library aedla certification Copy aaaos relating sUff davelopaant opportunities to other district adalnlstra-tors Meet Informally for sharing sessions BECIMWIHO DATE to be established ongolng ongoing COMPLETION DATE to be established ongoing ongoing COSTS Seeking Federal Funds under Star School Bill Hlnlaal Hlnlaal 00 RESPOHSIBILITT Library Media Directors or responsible person Library Media Directors or responsible person (Including NLSD) Library Media Directors or responsible parson (Including NLRSD) EVALUATIOW Students Mill gain practical vocational experience In running a television studio\nstudents will benefit froa Instructional units pro-vided over cable systea or recorded for later classrooa use. Hiring and placaaant of minority media specialist\nwill occur. Batter communication will ba achieved. I s  1 s I 8 9 10 113 SPECIAL EDUCATION ii. I. c' c- ri ri ri II. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to han^ dlcaoned students. Areas of Need: student Identification and Placement staffing Instructional Methodology . Materials and Supplies Monitoring and Evaluation Funding for Indirect Services Areas of Collaboration I 7 a '1 : s   S 5 I I H I H H I There have been some efforts toward collaboration among the I  districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 01775I I H M boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There I B- i- S' I I S\nis sharing of personnel. Metropolltan High School. have been less formal. facilities and equipment at Other efforts toward cooperation such as the mutual understanding between LRSD and PCSSD on the procedure for transfer student records from the fourteen schools transferred of to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination seems that an organized and expanded collabora- tion plan would benefit the districts. Several cooperative programs can be established to meet the best Interests of the districts and can be added to each district's indlvl- dual desegregation monitoring pl an. Areas for the districts. Including NLRSD, to explore and/or expand I i I I  I I I f I I I a M 3 3 J c I Include: il 59 01776I 1. Programs for low-incidence handicapping conditions I a. b. c. d. visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed I 2. Staff Development I a. b. c. Central Office Staff Princlpals/Other School Staff Teachers 3. Multi-district assessment committee I a. b. c. I Establish consistent screening process Establish evaluation Instruments to be used Establish consistent eligibility criteria for MR and SLD _t 5. Establish process and coordination in area of recruitment of minority teachers and support staff. Establish multi-district system (forms and format) for documenting due process procedures. 4. ( The directors (including NLRSD) plan to hold monthly scheI duled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for actlvl- I ties that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. I i t ri III. Multi-Dlstrlct's Expected Outcome By the 1989-90 school year the multi-district will: A. Develop and Implement programs for low-incidence ri handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 I 1. I iI I iI i 1 I I i 3 4 C. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the multi-dlstrlct assessment E, committee. Establish a process for recruiting minority special education teachers. I IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents. state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information\n(1) attesting to the relevance of special education (pull-out programs, self-contained classes, to meet the unique needs of handicapped students\netc.) (2) establishing the scientific significance and validity of new/exlstlng assessment Instruments, materials/supplles and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or A Inadequate classification or placement In special educaI I_ tion\n(4) certifying the actual outcomes {reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational Information systems. i I V I I 61 B 3 01778Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants In the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. -2 e 01779I r J J * MM' ' wmiii'i MMMRV mm wtnvilf * mwHff ffnwm PTOWW WfWff wnwm W m--. A utttitw* kttWM .tumi, /JiW, \"uViuUft AXUmtis ktUUlti lUUiw, b b H i'umVta iHiUti I A-li fl A A iri b  ! ** I .tM * I t*  I OBJfCtlHS . M I IIH I M l .a.I t.HH.IllOl  IM \": Ml MUMU -..I ( alMWlly I. .I.l\n. .l Slff.ll si.II.  I I ..  .1 Mk' I O OD o iM'-iwe ^efiorl IflMalr vrf**' aUallaai uall aMM\u0026gt;wil|r a|\u0026lt;lal i  r Itrtt itUir4 I \u0026lt;75 CO siMKtmz MiKiiin fdlMIM AIC (OMrtdIM MK COSH Msnwsitiiiii (tU*llbN kimU m4 mH^r a. (MMiy haarfUa(*a4 b. MaarlaB l^lr\u0026lt; c. Mi4r*aalr/a*Mir lairiwad d. .^laMb iafalr*4 *. VlaMlIr U*alfad M|MmI 4rwlfwil clivitketx a. radarrdilp wllli ala** (allfn add ta\u0026gt;l*\u0026lt;*illn (a* latl\u0026lt;( \u0026gt;**tala\u0026gt;- Imr a( lail\u0026lt;**a. 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Wall la MC (ar rrvlaa a. iMarwIca laaclwra aarf ^aaaaal, aa aaa avlaa4 laraa IMI-U UrBlgMalrd S^iKial IiIul allea Stall IkcianriHAl Mtn will l  * sislnil *rrwi f\\ will I** |Miwi*lrl Mt MHr I IM I* liK \u0026amp;ltalcl\u0026gt; i O)I r J HF IMR' \u0026lt; ITMRfM wmw ''Htttw\nrnwiif rfmrftf Rmi V iWWW**\" WMUk' lumi UUUW* ^nniL IL a. IL a a B kiiUUn 11 II I l-i I III I I'I IM |Nrl 'Ml ,( hi . lUII liiii* \u0026gt; \\ MJfCIIVIl I. trU plOTMii* -rraviUr an \u0026gt; If II raiwlslr r*n- 1 lalla\u0026gt;.l\u0026gt;\na. Vtaasl la^lrcd alukral* k. HearlM \u0026lt;. Ikclll-lw 4. Serlwlr Iballaeiallr Mslwbr4 i. I^ilewal laraarona If Ike aieaa Ilalo4 abava. I ! \u0026gt; I I-o  1 Xllh bix iMKkwr l^hliin. r   .1 l.k. I CD IO CZl ^laaiifcifV MIIVlIlll MtlMIW Mil IMnillM MU I MIUAIIOM . CaaMcl aeeda asaeow. . SelacI a ackaal alia ( If VI. \u0026lt; 9\u0026lt;* \u0026gt; . SIM ((vclallalv *- ^ra4 la aaal mil al VI. W/m arfSB Mealllr caaklaa aa-lalliy raaaaveaa aaall- . rxrckaae aaa4a4 n- aiacaa . r\u0026gt;aai4\u0026gt; oM aMaelala lallsarf . lUcrxIlaeat aaJ astallie l natsaaai aa4Zar ft-vice RcavMara SirMi la kr llt4Mal Miaallaa riaaa \u0026lt;/*) IW9-I \u0026amp;\u0026lt;.laa\u0026gt;l (Kar alac4. Use al local, lint, a4 ledeeal liavla Mreclars aivl Assm lale hiceclaea al lB|MMvbl Ml lagaavc'l ceiv*s lu lux liKt\u0026lt;lea.e luaalice|sv'l citslecil s. Services will be mice \u0026lt;*! rllecllce I M* mwr ' fwwri timm WHfMW WWW WfWHW **?W Kftfftfffi miiM HiHiM Hi I - I 4 WMii \u0026gt; iimum UUttHh nuiffli' aAUIWI Aiua* kL^VtUA, b b  \u0026gt; HL IL HL a a JH lUHMa, Y  I  *\u0026lt; I o \u0026lt; G\u0026gt; HI |lt| MOI. .Ml I in I\n I* **\u0026gt; l st.UI .ill ha OBJCCIIVIS IIAAIICII^Z A\u0026lt;llill(S MCIMIM AK CflMni lion All (OSIS atsroaniHHiif I-  .1 l l-t .1 I IM 'JA loa In lAMr* \u0026lt;n.l al mMAlMa la lasarvU. 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(IltlUlllr criivrii It* (facial 4araa kit\"*\"* c. 4 rle\u0026lt;4 Mwlcei Catfraal Ifcn^ la f (k\u0026lt;aliig IW dale Uda ar lata crvlc4aaa and laalfwilaa t, Ada|rfla BiBaalar mi |2S,(W*b awer* all \u0026lt;.\u0026lt;b%i: lne vice avea\u0026lt;e cast |r lyi*- $1,000 M / setilani fS leachera a.M aallerts V.OUO coMtallanls II.UMl hirrcl \u0026lt; I'll lAa-alUwa *44|e*rvi*\u0026lt;M s Stale (bF|aMlw*at of (4allM  S|wxial l4uiali\u0026lt;Mb fnwiillI  a- /UarawMA wrvl\u0026lt;ala Baaed Aaanaaaal \u0026lt; \u0026lt;*- rHwial lb*\u0026lt;w\u0026lt;laM II. Bevlaw caai lltllr Bk arata Scliaal Ma r\u0026gt;all\u0026lt;laa Mid b. Ornal^aalZlana^l-- --\u0026lt;--\u0026gt;---  slrMrlMva  fwrlcwlaaB lkNtl* 4. ^l* 4rll\u0026lt;|i aak . mi ONa-l'Wl I Cnilxl IN lur M.ill lk|i\u0026lt;\u0026lt;wk* si  11 s Kt aal 11 a 11**. olcai.al pliUataBaU |\u0026gt;\u0026lt; i.ki Ibrcrrate iaa rrfrtfat \u0026lt;4 \u0026lt;r %|uitctlk kIii al a. IlK ri'Ava'al kiM4|r^*a ol .!(\u0026gt;'  trss .u.l ..|,ai\u0026gt;|a I ilr ................  i w RWW' wwww iimwi* Rwnm rniutw mwffu ni*H\u0026lt;^ vtnwtf eituHf W1W fr - t MB- I MWWWI' ttUMii' .SWMM iccUttrt aMIUm dviut'j kV\u0026lt;ikul lUWM aluiUM AkViiiS tiIHMMi i b b b b b b b  I b b IM tkl* AixaMs - \u0026lt; I MJfCIIMS SlftAlfdfV MIIVIIlIl o (\u0026gt; IO H I I'M I M \u0026gt; r ,la^ .(It I .1 M6IMBIM MIC tONrclIioa Mil cam uroMsiaii III I. rankifai* la a - . aialrlcl aaaaaaaral cna- \"Klaa wIili a ^lawa asaaOa aa4 ala*a4 4lmUm . (vlnaCaa aaaa4a *Hli,i . lalaUIA caaalalaacir ta aaaaa ! aaaaaaaaaCi -aalaa*lM laalnaaaCa -allalMItIr nUutU -aalaa aslaCtai aaaaaa-aaaC lailnaCa M\u0026gt;ailf|r aoH aaaasMMl laalaaaaata aa4 fiK-cImm \u0026lt;1 IMI-h a (^IRB Cbiguing lio.oou CmmuIi**** HMrrUh/ S^IIB fvlMlRg Aa|r Iw IWcMmIi^ llM IrallRg hlrctlMs - S4i lal l,l\u0026gt; Ui liners Ceordlnslors I I GT I. I 1 I IMUAIIUM \u0026lt;4sisin* y ir I i\u0026lt; a 4 .\u0026gt; h r r MT IW ' wmww IMWM mmm ttWRW HHWat BHMW ifrw ttfSftm ^ilp I - I I W\u0026gt;l NOW'.* MMUW** UMkWk* immm1'*^ kUUUM'' UUMi k^UVH* ilUiii.l, ivrtuu nViiiMi tiuU\\l\u0026lt; kUUU* tiUUUli b b b b I ** M I 1 ei 40 1*04*1 * A-.|mo\\ |l* Kh t. IBaUa  I 1 . I l.h O a\u0026gt; MMCIlVd $lAUlfS/ AC VIVI I KI MCIMNIMC AK ((WKIIOH Mil (OSIS (sronMin III e. foaaoA lawalwar\u0026lt; I. to*eat Mwcallaa - Serial \u0026gt;A\u0026lt;a\u0026lt;laa i. lo veAce li|r l*a i^ceal \u0026lt; o llw ir*a\u0026lt; V**^**^ Iba moAar of elMorlly bIm 4*aiB awolled l afacUIc loorwiag 4laal4rU |n****^^ fivreM rrcriafte: Alo(b hn lAile ka I. Io revkre owrr o tivo year |* Ki^ ly lwety i^rcerH IliT Morf^r ol BUalriilB aat-laarMally relocU-eal OMil fi|iee\u0026lt;k l^alird la^ailollam. r-\u0026gt; I ' (75 Aaaearcb-loi , ni\u0026lt; norfloal Slialy VagawB la lav arkaala lAlllc If^ iMflBMa alralagbn * k. Um elfocllw alral*- \u0026lt;le Alalrlcl 44b a. Um m Ila baa* of !\u0026lt; lea n MUU oo^ MMa AfbaMM Act lOJ, IrftlalMlaaia. Claar wll mvIKmi |4kAaa lw U artiMUMl ! |i\u0026lt;w|4 OOUtfiK-Imy Mwraaca Ikai |allcle, ^aaraaa ralAAH* Kr iAM Ir \u0026lt;oiMaa 4U A* fvo' lalril UMawBlAM. v/ im-H nirrcloc of S| i^l IA\u0026lt;a\u0026lt; lOM rtliKl|ials UaatHivlUMl Mill ii.u 4 Ole IImI 5|\u0026lt; iol oka. tl KM* \u0026lt;  i4\u0026gt;|lel will r\u0026lt;*(l\u0026lt;x-l liisliiii lociol |MJ|a\u0026lt;lol luo. SfMclal hlucalKM \u0026gt;wii t Olvlflna of Skbool NrBOMMrI SagierviBors Awir\u0026lt;. r will lok. . ilw I I J r W  MW VNmwv wmm tmrrw Mtfrmn WtHlff* J a- , W.MI mOM I iMtUUi' UttkIM MiMM MUttB' C.WtfW*' lUUMM AUbUt 6Wt MMM uiiUil uiUVsb UklWta tiuiuiij b b b b b  I .ri I   .. .\u0026lt;i I MM I ihi rm** 'ttt .H. H* I  I lbM* T I I !.\u0026gt; O I I \u0026lt;o MJICIIVIS MtAIICK \\t MiivHin MCIMIIW All (mriiiioa itali (O$IS (SFOM.IBh IM I I lAluAIMt:* b. tavlew Ilie rrletral evnlnallaa, aut placeannt 4n.llaM5 aa4r ty Iha lAas- Ilan I 1ana. Ita c. Itanllar Iha pracasi aiirf SU raca tiltaea la aiali adnal. VM V* (tasalng S** I'l.titMiiil -hl .*\u0026gt; .l \u0026lt; Mall KM(I S . I I Am nil**! table lira lliw in i J relive ai Ilan |eia.i kMei. I I I tit  iWlttM HMIWI ^BW wnw Himiwi Wwrw Hmw wim' I uuim kMWH AUiUtt uUiU MrtUti kkHUU lUUib aUi kUlUU( MtCliU t 1 1 I ' H H I . (III I 1. ! I IIm. h I a\" \u0026gt;,,  \u0026gt;1.*. ................. I   .1 *. O I MJCCMVIS Mtsiltll V 4 islllll mkihnim\nMil liMTii lion SK I IM iO ut I llrasa i\u0026lt;.on.l. .u.ia 'lnl .na Wil .^ItI (Ml vn lai nlMallan IMS all a. MMIr lMBall\u0026lt;a|*a4 k. WMsta* I^alra4 \u0026lt;. If/Mwr*! 4. Ssmli a. rasa4 slalf Asaala|iM aiIsalllasi a. lll( ani ia4as\u0026lt;sil Iaa lar liaUIng rSialnlag ai laa- M. $aa Slulrol l4Finl iKaIMn an4 rlaca naan n.4 laalwn-llwal IMUnMaai ! allnr stall ^I'lnrnt anilal (as. /99 H.OOO Mill Ian I 00 ll\u0026gt;\u0026gt;a la\u0026lt;\nI'rsbaaa-I S|a\u0026lt;i.t| liliaali*. I4i4iliuat iai I4ia s( Iaa (lr|.a\u0026lt; laaaH fMlfal 0(1 (tr Mad I 11 I I I I ar-i tsattfi MHMH taagg Hnm 'JllJUflt HMM a ttiMM ^HW tntUUi HnHb autttib iHUUb uuVui ^MiU 11*  f -   M*  t r..*1.1.. |.,...i. .. . I .r\u0026gt;Uu . \"rnr  MmuH . miivIk^ I.* Unah. .|,a\u0026lt;l .l^^iil'.. *  . .  .1 i.u I. MClIVIl Maati^us/ MIIVIIIIS MCMIMC MH conn I HOM MH CO^IS israMSiaiuu I I lAlUAl 1*111 o Oi I CD wall 4nBaaaa4ralr I Ual If HiM ItliU i^lUt rffacllw*  \u0026lt; laalna Ilan la brla |aaaUa4 llMrM|\u0026gt; iW MB* 9^ varlaU iMaawatlw^ falale aalevlalB aatg mi^Im. lra(lw a^, I4r*l\u0026lt;y  *** \u0026lt;Ml\u0026lt;r rrfrrMwIMtw Ibr Mal avlal aAsMio alafl ta aaalal la tha ar lari laa af \u0026lt;*!** ralala aalarlats aarf b. SiloAtU *\u0026gt;Mrlal Mr * ataB lar aaatt Immmi a4a*a c. M*w\u0026lt; lfir Mlarlalt/ aH|\u0026lt;4l \u0026lt;. Ibal m ItaiU ! raaaMTce^ IUe\u0026lt;an4 i4 \u0026lt; laaa* aaaa 4. MvMllff aalevlalt/ aM9f4lM aaa44 \u0026lt;a Iba ^Halllr 9g laalrwIlaM MrM4l|ia4 la alMAawla ur a. Haillar Helacllai^twa a4 ae\u0026lt;Aala/M\n^tas im.ooo Mffeclor - Ct l.a h t l.tssf iMM bill ' - .,or a\u0026gt;l a^K I ^lyrrwlrori VM IIVM S|w\u0026lt; lai I4a(i\u0026lt;m S|\u0026gt;a(lal l4uLalim C^aaiHle* Pv Inc 1^1* I I I\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_349","title":"Desegregation: ''Interdistrict Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-02-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration"],"dcterms_title":["Desegregation: ''Interdistrict Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/349"],"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\nEvaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. 3  I G2I I I I .(! |h 'Hl ** lb!\u0026lt;' I  t hl I I t 1 \u0026lt;*1 . w tl I UM I II.I * *-'**^***1 *\u0026lt;\"* HHH.hlUl -**1*'? UI InM-iil ol J^IIMirlly I.-hIh-i-, .iiI silj^aill SI \u0026gt;( I . \u0026lt; Ml I I* 11 I ' , \u0026gt; I- I .1 1.1.. I oajfciivfs SIRAIICIfS/ RCIIVIIKS RfCinilINC OAK COMRIIIIOII OAK COSIS RtSPOMSIBK in (WAIUAIIGH lii-.'ire profort Innate re|re- Muit al Ion nf well qualilied aiiiinrilii apeclal eslucallon lem lien Recmil anrt eafiloy inorll leachen in certified areas of: 1909-90 RMni'* SI,000 I I az CJ a. HildM handicapped b. Hear Ins layisir^ c. Haieiatelr/scvcrely handlcapp^ d. Speech iapaircd r. Vistailly lapair ad Fji|MiiI staff itevclopacnt aclivillci: a. rarinership with stale Colleses and iBiiversillea for Itainlno and retraln- iiiS of leathers. t^.OOU hlit ion ni rec Ion: Penomel S|ieclal filucal iiwi StB*rvlsors - SfiKlal lilucaliim l*rofessori, S|iecial FdiK- ation Orparlianit Central Office Staff I I I I lia re.isesi |km\u0026gt;I oI c iii|\u0026lt;'|.-ii adimrily 5| iai fsl  .-il uhi I r-MlirrsI* |*U4 I. I'9 Rf on lb! I ' ItHMluC. 11  Ji I I 'l I ('mJ I Ml I I* |M I \u0026gt;1 * swstiw (Imis jml vi 11_]\nih liir ihm \u0026lt;\u0026gt;( ibM' |\u0026lt; i'.Ihm-.. pi I .1 I.I.D (MJICIIVtS SIRAKClCS/ RCIIVIIilS RfCinillNG ORII COHRlf non ORII COSIS R( sroNsiaiun (y*i u*i luii I. Iipvrinp rrvlsetl fonaal In Iri-illslritl diaiaaeiil aliai of dur irorrss. a. SrIrrI ctamillec of s|*rlal education personnel Iron all lliree dIsIrlciB. b. Develop fonaal for dociannlallM of due process c. Subalt IO RK for review I9II9-9U 1991 tiu.mil* fur l*rinliii)( hlr(tnrs aial Assuuiatr Hirer lots llrsignaird Sficcial IiIul- alien Staff Ikcianpiiial iiMi will I* c -in- si st mt services will I*- iwiivlileil III ante I iim 11 niiiu lor stialenis 7. laftlraml rrvis*d (nraal In IrlMisIrlcI doiianil- al loti ol dur irucrsi a. Inservice Icacfiera and perunnrl, an uae of revised foran IW-92 OnRoIng I I II- 'III ' I 11 II I l\"l I II I 11.1 I fl 111 I'lH'l 'll*  oil 111 \\|Hin . ill 11- lUrn Illi s 11- I Ju dv*cJu| a s**i****i 1*11111 (ill sliil\u0026lt;iil' wiili liiw iiitiili'iHe Iwiwlitiijis. 1. 1.1.I P . I 1 I- I lilie 1 (WJfCIIVIS SMAIICIIS/ ACIIVIIKS ICIMIING OAIC tOHFlIIION DAK COSIS (SPONSIBIlin f J HU* 11011 I. Itegin planiiiig process -Trovlile an\u0026lt;oprislr prn- gisai (or Ilie lollowliig: a. Visual Isginlred sludenls b. Hearing iagioired c. Mill i-hnnlicapped d. Seriously llaolionnliy Uislivbed . Cnnduci nr\u0026lt;H ese\u0026gt; . Srlcl  chool lle (s lor VI. MM * 90 ' . Share specialists re- ipiired lo neel needs o( VI, Mj\u0026gt;NK adSai IdeniKy and caablne ea- Isllnt rcaourcas awnll* able 1 rinxFiaae needed re- Bourcea and naterlals . Frovlde apeclallted (raining for ataff . Rccnillaent and eeAn-liir n( personal and/or service providers l\u0026lt;M9-\u0026lt;)0 Schuul year a\u0026lt;ainK Io l deter- ined. Use o( local, stale, and federal funds OIrcclori aiwl Associate llireclors ol Iji|\u0026gt;iuk1\u0026lt;\u0026lt;I anil injiiovi'l spivk  s Io lou Inctileiice l\u0026gt;aalit.a|f*1) slmlmls. Services will be wore cost rlleciIve 1. lagilnaent progrnM lor llw aieas listed ^uve. SirsleKles and acllvilles Io be deleiwlned by Inliviflual Mucallon rians (IFT's) l'WO-91 I t cn.III I'I.Ill I' I'.b? m '.(III 'l-\\|MIIIS ill II* I I. I hiii Llui : (Ml I \u0026lt;1 III. ,1.11 I 11'1 I\ni I |u *,uU|lJ|.il. sl.ill .Il VI liita.a III I'lli.ll^Mi .ill ls|'vl5_\u0026lt;\u0026gt;f iilili.ili. Ml. .. ..I I\" \u0026gt;\u0026lt; I a a tl I t  t I 1 .* I I \u0026gt;|i0 tl I  *|i ocjiciins SIRAKGKS/ ACIIIIIHS 8(cinmim\nOAK (OtPli NON OAK (OS IS KSPONSIIIIIK (Ml'J*\n1011 I Tn share cost of ni\u0026gt;4La*.s Io inservice leathers HciirpMetilal iwM ilitirlcis ap*! al * 9/89 tin.0110 2. Inservice central oil Ice stall J. Imnrwice spec lai teachpra on a|*clal mtucalion. rituluB, cur- lat reellali i| teactilifg lechtiltpies, anier iaia, etc. appcIfiMi Itaea Io del er- Ine needs and seicci con sullamt bevelnp Inslnaseat Io conduct a neodi asaaos- nent Select a teacher con- IIlee llrvelnp varloua Inservice progran needa, I.e. due proceas\nlasuc at adnaity nverrepreaentat ion\nregular achool/prograa odlfleal ions\nscreening 9/t9 8/89 Ongoing ^Woing Gmsullanta Substitutes Teachers Ml erials/ Siggilles Print Ing .SI I pends hi rec I nr aial Assoi i.ite lllrecloTS Mie Will iMve prctgr^s ciMfirelM'i.' ive slid I ik v\u0026lt; li.ii H III I 1I*' I I UI .  ll I in I .1. m 'HI I  II ) I  * 'iIm 1.0 I I 11*1 Pl-.|Mi*. itl\u0026lt; Illi I- I I. In ircjuc- uyiity in itmtsciiUlloll ul bldch lualuk Ul Sl.i.|l ! 'I nai ,.i \u0026lt; I. n-.i vc lall \u0026lt;li v. i.,,... ,i laoKl'M mat Ila- li-l*li*f. r I .1 I.IlB OBJfCIIHS SIRAKCKS/ ACIIVIIKS fCIHniNG OAII (OMPIf HON (MIt (OS IS IKSFOMSIBIUlf ( JAI'JAI lOh I. rrovicle inservice llwat I IN uses on teat tier l\u0026gt;lkaviol louaid a \u0026lt;lis|irnfa\u0026gt;rl \u0026gt;on of  iniirily sliileuls erfeiraily lilmk nates in special erkaal iun. a. Drvrlop Irainif* center 1909-90 \u0026lt;7: lor regular teaefw-rs ea- |iiencing problms In understandint and leaching black aales ari other Aaorily slwlenls Identify tearhers with high referral rales of black aales to Sfaclal education Schedule Inservice ArranKe sulniilutes lot regular teachers Provide Insorvlcc thnt focuses on: , Itrhsvlor ndificalinn for IraclM bctaviur . Prowlile iffMXluiiidrs I or Icaclvr* Io know, ccr|i( and ulilitp intoraalian reKardiiiK Irarnli^ alyles, lan- giiaf\u0026gt;r/dialr\u0026lt;l, Mittea ways of rcccliic/lM*- hi.viitr,, value syitea. M2S.\u0026lt;lOO-f'er i /O.tMM) Hit* rinlsZ A\n4us Director - S|mial l\u0026gt;kic. Sui rv i snr s/( jKWfl i ikil or s of S|a*cial frksaiioi \u0026lt;\"1\u0026lt;\u0026lt;ive iiisi riK I ii\u0026gt;M 1 I *(\u0026lt; Ollier slieh'Ml s Ih I I case IM K'lcir.ils (o IcIlH. at IMM I I Frincipals Sufiervlsors - Spec. Idm. SOS llirrcinr - S|n . I\u0026lt;kic . Irariiiiig (4'iilrr Sl.ill Rales of \u0026lt;li9Hissal ol Id.H k aales/ullM'r slick ols i.an.i iWxr. . . IM ill St l|\u0026gt;l IM\u0026lt; I \u0026lt;1 I'l I  rI Ml I I III III.II .1,1, I I,., , , . I'.. I H|.| I I 1 III I...........HI r ** if I I bull ivi Umi imMil UmI  i\u0026gt;\u0026gt;, I... , Al   tiiit r I IK I J 1.1.1 MJItllVIS SIRAKCKS/ ACIIVIIIIS arciNNiNG OAII CWmi IION OAK COSIS RlSPOMSIBItII) t /AlUAIIOII . A(i|il|r stills el CM,I wilh sludenl Brnular IpiKitprs . Rrlum Io Khool Kcgiilar TrMhprs , Hontlor leecher eilecltveoess S(i()orvisor s/P) inc i|al5 2. Provide ininisive Inler- disclpllnarr Inlervenllons lor: Slurtnils Unse social and enol lorn I beitnvior ante il dill It oil Io advatce aiadnaically\n- *H\u0026gt;r eiro(\u0026lt;l pre-referral iatervcn- I Ions Slulmils Un ihow s|i pnllerns of develofannl Urich any jcadice . Provide Irainlng: Currlculo based asses oaenl i I inting Asscsaaenl Io tlassrooB Slralsgies s/aa s/aa tsso Regular Teaihers Principals lapanlnl nal ija)\u0026lt;uv\u0026lt;,| Ir.vlii .. stiIls Rnlacc relrrrnls (ur \u0026gt; il slutlenls Io i|ii.tl  Iik.iIi\u0026gt;\u0026gt;. er- runnius Icsl scores. . I\u0026lt;tenllf|r regular loiters lor Iraining . Provide I raining Ihel Incuses o, changes In InsIrucI ionnl leclsil- \u0026lt;|i|ps Io mlch sludr.-il -! rt|t Inces //B9 B/a9 2t leachers 5 days X Cenirel nflicr Slalf Ps|icholo^ical lAAniners . I v.ilmie how mlerisli iiKliiKlicms itrr pre- smlnl Io sludenls 9/a9 I I 1 X..Ill Pl.Ml Illi IM h i. .ill. I (1*. I Im.iI ll k|' .pnir. ill ,3\nMl * tt ) hi.. ............................. UiCLLl'U 1. UaitUBiLU ttuHUi I I-. I I-  1-  .1\n.i. I oejiciivts SIIAKGlf M CIIIIIIS WCIMIIHC OAIE CO*I (I ION OAK COSIS AC SPOMSIIt 11Y ( 7Aiua\nion . .heck (or niss/anUlrr ol Bludenl skills/ \u0026lt;lr( Ictls/tcachins agipraaclws . AssAs uh), iludenti are .ml anslerlng smlerlala (tmltar atudswt act- slmicffil t IvtIiM over lam ii lervali la Idnrtlfir in tcaahiioiaia In the lea\u0026lt;nii.| proceas ! . IlDnilor teacher r(- lecliveneas - do niu (inits understand the task! \u0026gt;ninR . rrnvide nin*rous svl hods of assessInd Uul s(islrds haw learned . IiiIp nut eicluslnnar (acts lor slude.its .nl learning lark o( Inslrucli\u0026lt;i 1 Inch ol |Tere\u0026lt;|iiisi les lor ncifdailiii. (\u0026lt;r isw shills Itilrrials *500 I 1I'l  *tl 1.0 I I I I'l.iii I'lH'i *N|  ',|MI\u0026gt;l\\ till)- \n,,,t|i.| l\u0026gt; Vvolllimil I*mI\u0026lt;'I I I ' II ) Illi I 11\" III.'. . II I I \u0026gt;Im I I I .1 Ilin I I I OJ(CII(S SIRAIICirS/ ACIIVIIKS afCINMIMC OAK (OMPl 11 ION OAK (OS IS RlSPOMSIBIlin ( 7Al UAI 1011 I. rtowldc Inservice lhn( licusea \u0026lt;ni (eachrr hchnvior (ouard a iils(ir\u0026lt;i|x\u0026gt;r(ian ol irmtilx slialenls agacially (tlatk aales in special erknal ion. Social laclnrs - Schools alleided Alle(ance Sufgnrt tytlna rre-achool inslru- iMlon OMoing Pravirte TISA Inaatvicc . Navicw II(eratare and raaearcli ragarding (cacher espactadona lor ninorKv s(ad(n(s eapeclallr Mach rain lO/OT Ongoing *^,*00 Sfieclsl hhcal ion CnAral IM (ice SLaK lncrea.F sli.leiil/lrai hr i ini er at Huns lllghrr r|lai iiMK lor sUir'*' . rrovidc (raining . A|g\u0026gt;l lca( Ion of (raining hy (eachara . Observc/|irawl\u0026lt;lc (ccil- (ck (o (eachers . (tmllor lent her behai - iiMT on an ongni** Insis IllfirilVIll illSl I IK I KNI ill.l .III I III .isliiiivi wi'iil I aIMI I I M fM a . Illi I IP, I I r I III |*H' HI I' I. ..I I ,l*lr lii,(\u0026gt;, I. ^,*1(11101x1 NimIi'I I \u0026lt; I. .r ) h\u0026gt; . I . ' r' I I .1 I.hl. MJfCIIHS SIRAIICKS/ AdllilKS arciNNiNC OAIC (UM*I (HON IMH IOS IS XSPONSIBIllll ( I' lUAI ICII Insnrr iIm* (ol lowing\nAsxisI hlKk Mira in dpvrloplng *U|\u0026gt;ivp riull^ a. I'rovKlp c\u0026lt;in\u0026lt;rhMlw ssesaarnts mal dignnu 9/89 b. Trovide diort-lera InlMwndoM Aucb as group kctivllles lo BIrcngllM social Irtrr- action skills without chsnging studsnt'a ass Ignssnts Ongoing Rrgnlar IrmlM'rs ISyilnlngltal laaBiners Social Ihilrr I'syclnlogist In^trove sliMl**nl acai|\u0026lt; -it ,\u0026lt;1 lonnaiKt\nliK rrasi in slmk'nl alli ixl.na - c. I^dramt Csltndad Flacaawnl servlcos In i diagtMMl Ic clatsrooa. I riacanenl la be reviewed each trter. Inf erase iiarrnt invniffnrni r rl advocacy d. Ilevelap Fartnl Osgoert (I) IfdfaMAlfnASTgyaa Sysloa (2) behavior (tanagcaml Shills (1) Advocacy M-alnlng lur (kildren (A) Inluraallon Center tW Ongoing Sysiraviilr rHiciivr Iiii\u0026gt;Is-ihi  nsri VICO r. Iilmiily and ctMirdinali coannily rrsoia'ccs 9/89 1I U  '  J \u0026gt;1 I it , I\n/ f'liti-i I I* I .in I '.Illi . illIr I tt i Mittvlui I J. LUULUaM.tJ UtMlAt I /t I* I   .1 l.l. . . I OaJdllVfS SIRAIlbllSZ ACIIIIIKS fCIMIINC DAU lUMritllON OAK (osn R(S(\u0026gt;OMSIIII IK ('JAL'JAI|()\n 5. Fnsure Inrerased equity In Instructional nrtlaid- f. Haintaiii Irnnsllinnal services to regular classes Ihrot^ liaison siggKwt servlcos g. Oevelc^yadapt oalerlals ami dlssaalaato to local schools Conbcl the followliig tn- aervlces: ol\u0026lt;y ihrouKli a a. Irarnii* Strategies live stall ilrvelii|amt proRraa b. Lsuhach lleadli\u0026lt; c. nsA 1/90 A/90 d. Peer Tutorliei 't. hmve inrreased e\u0026lt;|iiiiy ii a. Ntke ad^allons/andl- instriKt iiaial aplhulolagy llirmigh |\u0026gt;arl ic linliun in rrgular classes b. ' 1990-92 t 750 I 500 15,400 t 200 Oiilral (\u0026gt;(( ire Sl.il I Social lAiiker S|iecial Tpatlirrs Director ami S|iecial Iducallon St^K-rvisucs IWH^rr.isliig rr|prrAl\u0026lt; .l 1.1.* Hwlfs .mmI olhtr MtIMlIlIx M  leiils III S|\u0026gt;xl.il isIm.ili.Hi liKreased a|i(\u0026gt;l ic at iuti \u0026lt;\u0026gt;l stills ill regular classes Im re.ssiil st mli iil - Iim, Ih-i iiilei .H I iiHis licatluns of curri* culuB lor regular classes lileiilify ellective iii- stnicliaiial leclmligie.\n, learning styles, lea- cliiig styles 12,000 I JOO RcIik  IIm* iMr.iIwi fil ,.i |Alll'l \u0026lt;M\n III l||',ll|.lr lI.IS'.I- I IMH 11 IM I. . . .lilt I M'. I : I I * I *.iin (.ii I Hrvhiutv I'lH'l *Nl ( ! \u0026gt; ) I t\u0026gt; iI\u0026lt;I ' I- I 2. Haiiic 11(1 i l.a.ijur iw.li. 11..,. . iii.l  ly \u0026gt;! i-.i il I.hr ........ i \u0026lt;\u0026lt; (MJtCIIHS SIIIAKGKS/ ACIIVIIHS ICINNIHG OAK CQHPIIIION OAK cos IS Rispomiaii in hli 4  . I I .1 l.l' { Ml'J*I lull I. Ra-f Ina Ilia Miiloiinit '\"'d avalu.ilinn praxeas in tin llisirlcl. 7. To mguge In data col Ire- \u0026lt; inn lor a loRKlIudinal ol lilarnaml f\u0026lt;ac- tiers In ll District. I I. (tool Iori mt H ca|\u0026gt;lcl\u0026lt;-d on a U-BMi*klv bails. A sasaaary report Is |\u0026lt;n aided Io the building principals. Correctlva act km fams are provided Io sroMre con- llnued coapllance of due process fay Iks Disirlcl. 2. Cni^lla I lion enri cisl (duca- ImM liKlud- Ing race, sai, ale. and onllor an a regular basis. Onia la rc- vlcurd by Ike aaiocialf su|iarlnlcndnit. Sfirclllc sckoola are largalcd If proklma re Identified fay staff Ibillilinii |irlnci|ials anal Ikeir staff mast deva- laip action plans Io ra- nadiate dellcimclas lalcntlflad by taailral Office. Ibase |inlns are nonllored by tanlm tiff ice staff. RlRiii* *H\u0026gt;( tware tl.fW (amsullants *1.000 Foran *2,000 Professional Growth *1.000 Haterlals *1,000 lantrni Ofliia* S|H-ci.il IdaicaliiMi Sl.ill ReviiW AS an nil rules, ri^ul.ili**: I \"\" NR|i*|R'S| aivl plrM I *- r  Il hislricl s $|*e\u0026lt; iaI di |MI i\u0026lt; irs .11 I Hit HI Kgular evkiLAliMi I'ki. i (klgoing Uireclor - S|ccial fducalion rrerelrrrAl inl\u0026lt;*rv\u0026lt; *' i\u0026lt;*\u0026lt;**i * uliliiifl Iw Sfifafwil |r\u0026lt;\u0026lt;iii* I te*Kh m.ImnI Uis ori.r*ni/\u0026lt;l . cciviie tr.ws. inlervciil iims nrr \u0026lt;1*  i  |\u0026gt;r\u0026lt;*vrnl ini\" irlii .IS M-ll as I.HIIS III .ill.'IU iaisi  *K I iiHi.ll |i(\u0026gt;Kr.ii SI IhhiI's I -.a'la I ' aa I iva-ly |.1I I u n\u0026lt;it* . SUI iiig a|if*r(i|\u0026gt;i I Ale I il . t. la .1 II* \u0026lt; CJ 1 2s\u0026gt;( 11 ('!.* r '.lilt IlHU 'Ml r. .. J I*-' t IM It . .'h  !!' I *r-.l.\u0026gt;isil.l\u0026lt;- Iiiitclui - J. InsiMC 'JuiCy 111 si* ly roll* 11*4 ll\u0026gt; iR..Trlfl-sriil.ll l\"\u0026gt; Iiili\u0026gt;llly .Imh nl . l-lll *.1 IkI III JU II, J .1 i' 1-  I I .1 I.II. OBJICIIVIS SlltAIIGIIS/ Aciimiiis CCIMIIM OAIC catriiiioN OAK COSIS R(SONSI(llll\u0026lt; I 7*1 UAIlUO I . rrnvide ossislarKe in re-dic ii^ the overre|\u0026gt;resenl.i- I inn o\u0026lt; imorily sliabxils in *(*\u0026lt;. iai nhcaliim. I. SalMxlule stall develofv-arsil on the lollimiisi: a. Current letlslalion and litigation b. Eli(iMllty crllerii d. (Ar s|\u0026gt;acial cducMas aid related aervice! Curreal trends In assesaant Non-hiased aaaaaS e. Tranalatlan a( test data Inta a(pro-priale cariculua and Instruction (. Adajtt Ive Behavior Ik^nint a\u0026lt;oiiig 1991 1991 S2S,On\u0026gt;l overall cost: Inservice overatte cost |\u0026gt;er type- S1.000 X J sessions 75 teachers *2,000 prinkrl aaillers\n*2,000 COTsullanIs *J,000 hi rec tor nl S,x ill Irbil al Inn !.ii,'rv i sor s Stale Orporhanil ol rducalinn - Sfinial Irtucal ion Consultants  AsscsSBCnt CurrlculuB Based Assesaant ORtol'M flhgoing 1991 I. A|vly aiMWopcIatc iwe-rrlerial Interventiau OngoliM II. Rrvirw c\u0026lt; its o( liltle Ikicii School District tlellwery systoa OnKoii* Ontral (Ml ice Stoll lifi|\u0026gt;r\u0026lt;iv' si 111 s ill III 111 / III. Iill'liol lil.MI lO'lll |l|-\u0026gt;*lllll I \u0026lt; OpcrrasF in rcirrral nl niia :il students tn S|i\u0026lt;xiol t-fltROln h Ikx rrosi in i.iisi l.i'-.il m iI m .iiiHiiily ..liib'iili os It 111*111 , I .1 I llicrrosixl ilHMrl\u0026lt;'\nl* nl 'hl** | lI'SS aial .i|f rt n|\u0026gt;l l.llP I.......I-I I Ml SP-v I  a. Policies and Proce- *****'** Atipraisal Uaib b. Urganlzat tonal tl rue line c. Curriculia d. Service delivery aut IlMM-OSfll klMM. I* \u0026lt;lt'l liMaaliiMi I'rogi.aK'. ml I' I I :mi 11 ' (* I PM I II.\u0026gt; r. \u0026gt; (.0.1 I 1* I .in on ac .pon-. ible Oiii^liHs - J\u0026lt;rkMili.\u0026gt;aic_^\u0026gt;gi|a\u0026gt;i !_lur Tl\u0026gt;' \u0026lt;/ M I  Ml t I* mI*\u0026gt;I I .1 (I I-ilisl r . I Asscs\u0026lt;aNM'nl . lee. . I ll I OBJiciivrs SIRAKCKSZ ACIIVIIItS aCCIWIINC DAIC COHFKIION OAlf COSIS RCsroNsiaiiIII IHAIUAIlUM I- rarliri|Mlr In a - dlalrlcl aaaesaaml Mil lea wilh a plaratni agenda and slated duvUoi. . Deieralne agenda aetltR  Is I aid I all consitlency In areas of aasesanenl\n-screening -evaluation InsIruKnls -ellalbilily crilarla -review ealsllng aoscas- nnl Inatnatnls -identify naw asaaasncnl inalruacnta and purchase for field lasl- O\u0026lt;olnR Ool0R 110,000 Cunsullwili lttlrri.li/ Su|t\u0026gt;lies Prinlli^ Coofirral Ivc ISvLhasli^ I'lretlorj - .S|iri iai hli. Cimsi \u0026lt;^lriH y wilhiii ai.l .\nCjiaBlnrrs rxMrdinalors Ir i-alislr ii I Ina.'.ii n-s \u0026lt;HI Ihr assFssaMiil (OK -eapaiKi |airctiaslng on data secured li field lestlag f tancd ruB Olgoing 'going I i I I I 01WMlllrllllllllBil I 'l I ' Pl ! lit I ,I\n\u0026lt; ! . I I'liri ! I . I .IHI ^*,|*iio\\ ibll' Ifii lol I I \u0026gt; , Ai ' I. (JMII IIMM l| IAnmIjI I I (WJ(CIIV($ , I III' I SIRAIIGKS/ ACIIVIIKS BIGHMING OAIC tUMPI CIlOH OAlf lOSIS RESPONSIBK lit ( mcja\nI'ill r. Pareol iiivolveiaent f. Parent Iducallon Seminar - Special Iducallon 2. Io reduce liy Im ivrcml over a live year period Ilir raadier of ainorlly lu dmln eirolird In specific learning disafaleil pyulaliai Research-In a. Pilot itudinal Study tograa In lar- (tried Kinola utlllz- li\u0026lt; varloua alralrflR  fiirrenl Prrcnilaftr\nb. Use effcctiv* slrale- gies disirlcl uide 9/\n199 J-* 1)1 rec lor of S|ircial Iducaliori Su|\u0026gt;rrvisors Princlials liMigilirliiial sl\u0026lt;*lii-s will ii-i - luile IIhI sgiecial nliical iiMi 'O' rol Imeol will ri'flect di si i ill\" racial imiailat ion. I Rl.k 7UZ Uiilr JUZ Special (ikcalion Unhn s I 1. In rertire over a five year period liy Iweoly (lercenl Ilie lander of slialmls m- rolled iiineolally relaril- eil k| s|\u0026gt;eech iii|*aiird (lailal ion. a. Use as Ils base of oieralion federal, n 94-142 and Stale Arkansas Act 102, legialalions. Clear well writtm (olltleR Iwve been entidilMnl III provide satlsfjc- lory assurance Ihal isillcles, procedures aiwl progrsM rsiddidi nl and addrdsleral ly Ihe district shall Ir cnni-slaA widi the |n\u0026gt;- visiian id fnknl nil state OTihles. 9/B7 1993-94 Division of School Per SOO)le I Supervisors AiBiereir e will rckn e llie (ipnii of laiM l.issi f iial KHi aial oni- rejiresi-mal ion. I I (7511 .ri I  M II.. Illi I IKI I Mil I \u0026gt;  . I.M^ I rMn Hl I  * I |l\u0026lt; . I | I * hif 11.1 I. liNlIllMM.I II1..J4 I T ..I., r  I- I .1 I.V I I UJitllVIS SIRAKGKS/ AIIIVIIKS (GIIHIIIIG DAK lONI-l 11 ION OAK lOSIS RISPWI'.IBH Ilf I I ( .AlUAI|lj\ni II. RrvirM II* rcle.r.il '1/8* evaliMl ion. placenenl rlecisiotis *le h/ (he Khice- (ion Hmacoent Tea*. c . Hnllor Ihe procns 9/8* nd \u0026gt;11 due proccsi (older* i\u0026gt; Mch dnol. (kiK.iiiiK \u0026lt;k\u0026gt;g\u0026gt;ii iaI (i4r.il rl.'M (iiM'iil lUcf.UMi iiflite SI.1II  iHMiiil i.l.His \u0026gt;.ill 1/ I i ctai^iri Im IIS! Miil s. .IM I i Uisi' I An .i|i(\u0026gt;rct iahle ilf^ liix* in \u0026lt; \u0026gt;\u0026gt; I (rclivp ailton |w\u0026lt;x.thires. I I I I ! Ill\u0026gt; I   ih\n! I........ pii Ill, I .  I. I I I t I i.fi I' I l-l -Hl I .1.1. Hi............. (  ! \u0026lt; . I llrawe I i QO  m  !. ..fliHy Ml t .11 I.M p  I l l.l** .1 UMI IM 1^1 . |. uh. I  I \u0026gt; .1 I. Mjfciivrs SIIAIIbllS/ AdllllllS ICIMIING Mil (IMTII IION DAK COSIS RI SPOIlSlBIl 111 I JAI IlB^ IctHWHl M.iir ^rol l wril /im I i I ini i\u0026gt;Mwit|r afwx ini nk* .ii Iimi iMHthriA. Ibxr.iil ail nM'loy alnnr- ily irachnt in crtlllir. a. Mildly bandita,ipd b. HrxlaK ia^lrrd C. itodrrXrlyZsrwrrI iMdlCaiv^ 4. S|*cl\u0026gt; layalrod t. ViMMlIr bvaired ri|Mni tlall dwlo|Ml riivllln: a. CarlMmlilp wilk tlal* ani Milmrtil Ira (or (ralaliiii (riraialog a( (aa- chrts. b. Srr Slirlral libati licaliaa aad l*lacr oral and laalna- I inaal i^llmlnlaay (nr Xlar slaK drvrhfarnl atlivi lira. j/rt^ (klgOllK H.ooo lull Ion hl.K lors: rr su.w| ?\u0026gt;|i*ci.il Ilka Ml urn 5\u0026lt;f*rv|s(s- S,nn i.il- . l\u0026lt;liiul iui IVnfessocs, 5\nprci| lilucatlun iw*|karlMml Cenlnil CHfiir Stnff I'l I It LI.P IS will III I I I \u0026gt;1 I Mu...I I 1 it I  Hi I f I. I. I I iwri \u0026gt;( I I .. I t t \u0026gt;1 i I y .icbfi s .1 I SI I II I w 1.1,.(1*  \u0026lt; . \u0026lt;11 I IM I |( .1 I i I .\u0026lt; I?M* A I O ., b*l t I . I'M 4  I Ml .\u0026lt;\u0026lt;11 \u0026lt;|il\u0026gt;llly .Ml (llr IK MUI. I i.lls .Hal Ml|i|lli\u0026lt;s |.1..M.|..| l.i I IM a 11 .i| M. I sliakKl'.. MJfCIIVIS SMAIiCIISZ ACIIVIIKS BfCIMIIHG DAIC COnPlIIION OAK COSIS RlSPOIlSIBIl IK I. S\u0026lt;\u0026gt;cci.il eduTAliim a. Idmiily  s|*cIm1 will deaasislrale sysleas- alically Ihal IiikIi ipMlily effective S|ie. . ! inslru linn is lieli\u0026lt;t laovided Ihrottgh Ihe use of varied innovative, and ap|*o- priale aalerials atsi suifdies. edicsllon consillee representaliv* of Ihe Inlal special (ducallaa Siad lo assist In Ihr selection of pr iaie sates supplies lala and b. Schedule 'Milerial Mr for staff using local, slate, and nationally knoun wenlors 9/B\u0026gt; Niaie ' Ongoing c. lalenlify saterlals/ stgplies, etc. Ihal at basic lo rcsoiKce, llinerant and spacial claasrooBS VM Ongoing IIW.OOO A g g g hi ret I or - S|aH i.il Iika. Supervisors Sfuc iai Iducal iun (iavtitlee .............'ll I I-   .1 I.It ('MIU* I I'III k* h ( |.\u0026gt;\u0026lt;.sr(Mm 4.111 ' ' III .41  (kSll' AimI .IIIIOII.I I.iI) Ml|i.\n\u0026lt; s Ihil( I I la^vnve ipialily \u0026lt;( iiiM i la I i\" i d. Identify aalerials/ suiplles needed lo i- prnveZefdtance Ihe qiallly of insiruclirai Idnilllied in sltalnils HP's I0/S9 Ongoing Special IducatiiMi Cnnaillee e. Itai 11 or select inn/iise of aislrrials/su|g\u0026gt;lies tt^olng '*R^ii'g Principals Supervisors I III 11' I I*.   (. t  1 I I ptH'i 'Mi Pl . th II* iJii ivlui J UMlLUMILli IliUw I j oojicims (M it 1 SIRAUGIIS/ AIIIVIIIIS aiCIMIINb OAIE tOHFlf HON OAK COSIS I QD O f . Al I ivilies Io fncK uii current Irnab of MW alcrials/all'll'^ g. Scbsdiils ihsrlng lUses for cffscliv* and inMvatiw use of aierlals/aipUcs II. AdafNalloM^Bodlfl* catloM Mterlalsi suppl lcs/cipil|anil (Mgoi. Ongoing (ktgoing V.ouo 11 Illi aispotisieii Ilf 5iti|\u0026lt;'rvi stirs hircclor Teachers Teachers I I f t xl I\" I- I .1 I.lx I 11 (VAI UAI|t:i liifiimail ri'Kanliiig ivii nMt.il 11 rials Availahi Illy of itrw m( ei i.il s ail sii|i|\u0026gt;lies TH M M * la 9 10 11  u M M W n111 a aB11111111111II Annual Plan Person Goal\n(tear) Res pons 1 ________ ' in,luivu icuIJi iini/iii mi tit ix:ssu. i Hsn. Tit ,nni Nt mill OBJECTIveS STRATEGIES/ ACTIVITIES Tn iutputvtf al I trulal ioii at vtH. at laiial piayraus. ^tudc'tiitii intu Mtfi ropul itaii ko-Tech Alt Olid aacli al liats adviaaty cauiu il Maaiiiiys, Si tiden I Uz Lu.-nu z ifs t.'mp 1 uyatuuI tall I JtiU 1988 1988 I 989 1990 IMPLEMENTATION TIMELINE ( Tf I - S'\u0026lt; *n\u0026lt;Mi J Otaitnii,! beginning DATE COMPLETION DATE COSTS RESPONSIBILITY 1 989 I 989 1990 1989 1989 1 990 1990 Niitiv a JOU $2jO ^2iO Division iiMiui In ii'i I III it Vui ui iitiia i in t i.'i t evaluation Ai I n.il i\\illH\u0026gt;ll t J 0(1 ,./ Al t I VII II i'lHiifihl 1,111 ,ii Art IV II II it imp lit lull i't / f IV It 1/ I'liUllili t liXl III Ai I I V i I 1) HUgiHtliJ [.t't ut laM^nt ut Kev'ieiir c'ctut^cr uttctimjs O/ Zei OfMJii lluu^ua Pr0ijrdni/Ared ''\u0026lt;*\u0026lt;1^ K'n.u Ul H l I ,\u0026gt;t ^uialimial Uttfiiiit Vin.atHHiai Ui I fit IIIaiiisBaaaiBaiiKiBii IMPLEMEHTATION TIMELINE Annual Plan t Person Responsible V\u0026lt;2^( ioiu t ht ttfciutii (Year) Division I ir.t I (It I ifii Goal: Tti rtKffiureit ion voc'ai iuttd t dvp^i t II Pl ,iIhI NIHSP PrOEjram/Ared  I iiii.11 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation Co/Kiut'f iiitjs Shaic Jii/utiUtii iun CiMuuun Course Utfuct ipt icn Cofjilurt UHUithhj iny^ aUHHiy viH'ut iitiial diiui-lcti: I. abate applicant piKil 2. Consult each utbet coni'eininy nev couiae otferings Hevtev eoin:e otteiinija and louiae deaettption^ tuf di t terein'ea HupI urnbet I J lift Obet U MtU'eaib^.'i lb bei embi i I I hiben net^ anit^eit Januttiy Lebtuaiy l*JU9 tHtyitiny N,.ih- Hi/nt! Nuttu l.ai b Pllei tut .ill eiitl t^l I I Lai h liiiet tut wi / t (tend Lai h tn iei I oi will attend IM  M H H U 0 10 M 11 M 0 0 0 0 0 0 0 0 0! GUIDANCE AND COUNSELING PROGRAM  COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY  In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to Share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students entering the directly after high school. working world 2.  3 . minority scholarships and financial aid, parent education in terms of student opportunities. 4 .  5 . college recruitment practices minority applicants. and their impact on m recruitment procedures for AP classes, advanced classes magnet schools and specialty programs, and 6 . effective intervention strategies and/or at-risk students. for disadvantaged The outcomes expected from using a joint approach by all con- n cerned school counseling personnel in the multi-districts include: n 1. increased employment youth. for post high school minority n 2. minority students more minority attending college receiving financial assistance to attend college. college and/or fH 3. increased enrollment of minority students and AP classes. in advanced 4 . m earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate. and 5. more positive parental interaction with the schools.  83 mI ifl I Ifl To facilitate and insure the identification of all students requiring academic remediation, the MAT-6 will be considered. a joint testing program based on The directors of testing for the  districts, will explore reporting procedure. a joint test purchasing, scoring, and Such a program may reduce cost and provide u uniformity in test data. A bi-racial multi-district monitoring  ! team composed of parents, teachers, administrators and other cerned citizens of the community will be formed to monitor preparation and testing conditions. Teachers con- test of all the districts will be instructed in methods  of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir-  terion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. fl Finally, a system should be devised which insures that the records of students transferring among the districts. including ifl the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the ifl number of incidents in which students are incorrectly placed fl because of insufficient student data. Joint cooperation in the areas of counseling and testing fl should result in additional education and career advantages for minority students. [fl The responsibility for the foregoing cooperative efforts I^fl rests with the Coordinator of Counseling Services.  84 flH M M M M M M 11 M M M  m IflV 4 Ui PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. 4 Typically, school districts do not adequately address parents' concerns nor do they involve community groups UI substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation m result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Hi Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition. the System Development Cooperation IN (1981) found evidence that parental involvement in school activi- ties can improve interracial attitudes among all students. IM There are variety of approaches and specific activities IM that can be effective in promoting support and involvement in desegregated schools. H a IM The districts' goal is to achieve a cooperative working rela- tionship between and among the school districts by strengthening IM existing community involvement organizations and programs, as IM 85 IMM M well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. m The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: Bi A. Develop parent involvement/support activities which facilitate the teaching-learning process: i 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in H VH M 2. 3. 4. 5. 6. the learning process which would programs as APPLE, \"Just Say No, Provide workshops for parents II utilize and HIPPY\non such such topics as discipline, learning aids, study skills, academic tutoring, etc.\nParents and staff work cooperatively to develop strategies to encourage positive home learning\nEach school will establish a teacher/parent committee to design and implement school-based activi-ties\nPromote multi-ethnic in-school parent/teacher mittees\ncom- Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\n86 I w I I H 4 B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. 2. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\nEstablish parent recruitment teams in each school to encourage families to enroll in the public schools\n4 3. Seek positive media coverage featuring parents from 4 all multiethnic backgrounds: a. Work through local parent/teacher organiza- 14 tions to encourage positive media coverage\nb. Designate contact person at each local a school to report to an established information center\nHI c. Produce video presentations of area schools w for use by real estate offices, utility com- panies and day care centers\nC. Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-district IN level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools IN and the districts\nIN IN 87 IND. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: Expand the school/business partnerships\n2. Have a multi-district event to honor business part- ners in public schools\n3. Encourage the Chamber to continue existing programs such as the teacher appreciation rally and the in Excellence in Education Awards for educators and 4 1. students. HI no no m * Special needs will be addressed in each school district's desegregation plan m Participation and programs are contingent on additional staffing and funds in PCSSD PI PI PI M IN IN 88 INJ 1 INTERDISTRICT DESEGREGATION PLAN February 15, 19^9 I' c II It 1 2 II n I i! 3 if II 11 II III ill I 8 n INTERDISTRICT DESEGREGATION PLAN II II February 15, 1989 II n nH   I 1^ J H- 11 I 1 1t \"J I 1 nI  1. 2. 3 . 4. 5. 6 . 7. 8. 9. 10. 11. interdistrict desegregation plan February 15, 1989 Introduction Overview Interdistrict Desegregation Plan Student Choices and Options Summer School Staff Development Multi-District Desegregation Plan School Operations Library Media Special Education Vocational Education Guidance and Counseling Program Parent Involvement/Community Linkages 1 I 1 2 3 8^ .1 J 8 IH m i lb j ! \"I  rrI I I UH * ! I m Bn ^4 I i M H 1 2 M 3  Mi d I 5  ri al ill '8 Mi n I 1 Mi ll I I I I' I I 1 '  'Ma n I 1 I 1 1 f I 1 iI I INTRODUCTION 2 The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as Li I 3 E a single goal the physical movement of bodies and the rearrange-ment of boundary lines. An educational environment which 5 encourages and provides academic and human growth for all stus dents based upon their individual needs and talents must also be a goal of any adequate desegregation plan. I The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his #, or her racial, economic status or cultural identification. 8 Immediately following this introduction, the parties have I a included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that I overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. II The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. 1 1 1 1 submitted their reports to the oversight com- The committees 2 mittee (student assignments) which in turn submitted all of the Counsel have now Ji reports to counsel for the various parties. II 3 those reports as well as produced the refined and revised LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the cir-to the NLRSD and its desegregation plans, the cumstances unique NLRSD cannot agree to participate in all of the programs, proce- set forth in this document. The NLRSD, dures or policies however, has agreed to participate in those programs and efforts The mention of NLRSD by name in one sentence or paragraph NLRSD. does not imply that the NLRSD is included in preceding or suc- ceeding sentences and paragraphs. Terms such as \"multidistrict\". I I consent of the parties hereto, participate in additional specific where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the following overview. Finally, this document represents the work product of the unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the ' tri-district\" and other generic terms, do not include the NLRSD \"districts in Pulaski County\", \"the parties\". 1 I 1 I  I \"the districts\". 4 5 S 11  I 8 programs when the NLRSD determines that such participation would I be beneficial to the NLRSD and its students. 02 I r 1' 14 1 HI HI HI I HI Im b II Mi H HU I MH I MH mI nn Mil I ll I Ini Mil Mil Mn I n f 3 ^5 J 2 4 1  County. A, B. II. OVERVIEW I. objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski Such desegregation plan shall following principles: 3 4 ft be based upon the All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdistrict Schools to be 50% black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. Interdistrict Schools: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest pri-marily with the host district. subject to coordination and cooperation among the parties with respect to such matters as 03 *5 I I I1 8 ! fl 1' I 1' 11 11 I r 11 i' !i I \u0026gt; ,[ 1 I 1 I !I I  i recruitment, theme selection. which are relevant to lity. transportation, and other matters the interdistrict character of the faci- 3 Six (6) new Interdistrict Schools will be established in 4 hl the near term: A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 L5 \" r  Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A, Jones site. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all interdistrict Schools. III. Incentive Schools: There shall be a limited number of Incentive Schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55% black and 45% white with a variance of 5%. The recruitment of white students to 0^: V these Elementary Academies may increase the percentage of white students in these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a com-bination of white recruitment into the Incentive Schools, and by reserving a designated number of seats in each incoming kin-dergarten class for the enrollment of white students. As new I' Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided L5 ll 3 :l I 8 meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. IV. Magnet Schools: The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and 05 V. plan. PCSSD. VI. VII. ties). LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation Interdistrict Schools shall be built and/or established by PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: Students shall ud a -! 7 be provided transportation in order to attend their assigned schools (including its programs and activi- Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. 06 I.1' 3 4 5 s I 8 I llI 1 I! IX. Building Quality: equal educational facilities. socio-economic areas least equal to those in more districts. X. Students Outside Pulaski County: desegregation goals of this Plan. XI. Faculty: students. XII. Achievement Disparities: A. white students. An instrument dated tests. B. An aim of the plan shall be to ensure for all students Schools which are located in lower shall receive attention and resources at affluent areas in respective The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Assign-ments shall be made under this provision only if they advance the The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all The racial composition of each district's faculty ratio shall be consistent with applicable law. The parties shall have as a high priority the elimina-tion of educational achievement disparities between black and for initial measurement of disparity will be standardized, properly approved and/or vali- Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially 07 I 1 3 1 r* ' 5 5 8 \u0026gt;9 I 'I II ( (I 1 I 111 71 I identifiable schools than on others, demand/high expectation schools. C. The and further that the high concept will target low achievers in all districts and ADE shall evaluate all programs and T 3 personnel for effectiveness in remediating achievement disparity 4 in accordance with any applicable policies, laws or agreements. 5 XIII. Programs and Activities: 6 There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such 7^ disparities do exist. they shall be identified, analyzed for cause 9 and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be imple- F mented. Special attention shall be given to any imbalance in place-ment into special education. honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpul-sions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring\nThe districts will continue to carry out their respective 1 monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a I 11 I' determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- I 'J cs 1 ties, subject to the court's review. tive, unreasonable or intrusive. XV. Housing: The segregated neighborhoods. pledge to work together and use XVI. t 1 To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disrup-parties commit to promote housing desegregation within The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They their best efforts to dismantle. and prevent recurrence of, segregated housing patterns. Fundlng: Funding for the intradistrict and interdistrict desegrega-tion plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference. or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either appro-val of the settlement with the State, or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before it can implement the plans. 3 4 5 I JI s I I i 'I !i I f .1 I f I a I.: f It I It 8 .w t I I XVII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes 3 4 positive steps to make that involvement substantive and ongoing. I 5 : XVIII. Curriculum and Programs: A joint committee will be established to review the curri- 16 I culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one represen8 tative from each party in the Pulaski County school desegregation case. [9 1 The committee will recommend any curriculum or program 10 changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. iO kJ 3 4 5 n9 t L \u0026gt; 5 3 D z n D INTERDISTRICT DESEGREGATION PLAN Student Choices and Options c 3 T1 \u0026lt;, s n K z n  \u0026lt; 5 m 39 (A The parties to this\nof the Magnet Schools in as the real proposal believe that the recent success the Little Rock School District as well potential for expansion Majority-to-Minority program should of the Interdistrict constitute the fundamental building blocks upon which a xnulti-district student assignment and transfer program should be built. These parties believe that 4 5 Ii these carefully crafted strategies should be further pursued and 1 given a full opportunity to succeed before consideration is given I, to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\ntions, these parties do not presume interdistrict Schools at this time. however, with certain excep-to suggest final themes for These parties believe that I 1$ such decisions can more successfully be realized by full involve-ment of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- t! mes, the location of themes, and the implementation of themes. I The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe 11 I 1 1 fl that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respec tive districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdistrict Schools The following interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The immediate construction of an additional 200 classroom pF' 1 i I I 4 I I 5 ? 8 9 spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. will likely provide additional geocode reassignment as PCSSD such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the I recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each !1 other as is reasonably practicable with the use of Baker as an Interdistrict School. I I II 12 i I I:.6 II II The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be II expanded as necessary to accommodate the black students transII ferring in from the Romine area. Baker Interdistrict School will carry a thematic program. II The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary    4 5  I I I I I I Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that I it is the only elementary school in the PCSSD which has sufI I ficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from 1 [ those areas of LRSD which will most nearly facilitate LRSD's 1 desegregation efforts. This will include. but will not be I limited to. black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. 13 f Little Rock black students will designated Incentive School for be permitted its to program. after-school attend a incentive * (v The only presently known facility modification necessary at Harris involves an upgrade of the landscaping, modifications will be evaluated by the parties. Other potential PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black but also to the present student population at Harris. students However, the parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine I whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or before February 24, I 1989. I The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. C. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. vv White students returning to MV 14 LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. 1 Romine shall have an early childhood education program. A ( theme will be selected after appropriate parental meetings have n  been conducted. February 24, These meetings will be completed on or before 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at   grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body l-  J largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from 1 both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old II Stephens School building will then be closed. E. II Crystal Hill Area PCSSD will construct and operate a new Interdistrict School II to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and n Maumelle Boulevard. This school will be partially populated n whites from PCSSD through mandatory assignment, if by necessary.\ni I I II n 15 iI I / ' from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School 4 zones and those blacks who otherwise would have or could have attended an Incentive School. I This school is and Romine necessary because the redesignation of Baker as Interdistrict Schools will not completely resolve I the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will I! construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks from Romine to PCSSD. to be recruited In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict elementary schools. movement of black students to those Such a reduction in white presence at Pine hl Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the for desegregation. final court-approved range ( F Additionally, the new school and the newly available Pine Forest and Oak Grove seats at will be available to blacks who scattered-site housing to be erected with the 1989-90 school year. occupy in those areas beginning 16 0 A? t w F. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this faci- 2 lity be located in the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that I this location would serve as a natural attractor for individuals who work within the governmental Rock. and business centers of Little I A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters b 1 All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems ticularly appropriate since Rock but live outside the \u0026lt; par! many of these people work in Little county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine. by the end of the 1990-91 school year, a timetable for construction of an Interdistrict School in 171 the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict maj ority-to- minority transfers. interdistrict transfers This Plan will permit the treatment (including the NLRSD) where students of are moving from a situation where their race is of the total student body of a school to a greater proportion a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court' s I Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional implementation of construction at North Pulaski. The an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer black students to North Pulaski. of B. Oak Grove/NLRSn PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students hereto)\n(and as described in Exhibit \"A\" t IS 1. Junior High schools\nPCSSD Oak Grove white stu- dents with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools\nPCSSD Oak Grove white stu- 4 dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts 5 in Pulaski County including the NLRSD are committed to the 6 joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict T.v\nSchools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. I I 1 1 1 19IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION i LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. al. iiI I I INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore. petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition. excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A r. ~ 20 r outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District I are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan tj to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- i: -'I 3-OOlJ 1 I 1989-90. I Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation pl an. '/f* Therefore, the parties agree that no mandatory reassignment of  students should be made to bring the racial composition of the 'i  secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the pennissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has racial composition. approximately the same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan. the North Little Rock School District will assist the PCSSD in its I III efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ  I III I- . 22 III !Il Central Junior High Schools School on a voluntary basis. to attend Oak Grove Junior High In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be dete2rmined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page I I 1 ' 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJr proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. II CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984 . these practices have been implemented_ DISTAR, i I Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and n -5- 3-OOlJ HAdaptive Learning Environment Model (TkLEM) have been implemented through other programs although not necessarily in the form I Ii specifically described by the Cantalician Foundation in its 4 report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. I could be effective It was never suggested that the programs only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various Management as well programs such as PACIR, TESA and Classroom as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is n Il Hi n II n already being done through other attached). programs. (See Exhibit A The sixth proposed alternative instructional Precision Teaching. practice was This has been very effective in the profoundly handicapped but warned that there teaching even the Cantalician Foundation was as yet no evidence of its teaching non-handicapped students. -6- efficacy in The North Little Rock School 3-OOlJ 25 Iif r\" I i I District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to 5 4 I I all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has. therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-OOlJ F  I I IV III III i Hl CONCLUSION The Joshua Intervenors and other parties do not HI I HI agree with every factual necessarily statement in this Petition but do 4 HI HI HI HI III III HI Hl HI HI HI HI HI HI concur in and support the proposed modifications Rock's desegregation plan. to North Little Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 J I February , 1989 step: I JONES, Atftorney for North Little Rock School District JOHN TfiALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 By: f LAZAR By: 72201 \\ * PALNICK, Attorney for^i. Joshua Intervenors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 M. SAftUEL/JONES , At Pu|4ski Dystri -8- 'OU 72201 .orney for nty Sp^ial School 3-OOlJ I I * 1 I J IThe undersigned parties do 1 not object to this modification. LITTLE ROCK SCHOOL DISTRICT J a By:, STATE DEPARTMENT OF EDUCATION By: 1 1 K KN IGH^ INTERVENORS By: -9- 3-OOlJ I A COMPARISON OF SIX ALTERNATIVE INSTRUCTIONAL PRACTICES RECOMMENDED BY THE CATALICIAN FOUNDATION, INC. (1984) TO EXISTING PRACTICES IN THE NORTH LITTLE ROCK SCHOOL DISTRICT EXHIBIT A f ee DISTRICT PROGRAMS CATALICIAN FOUNDATION'S RECO.MMENDED alternative INSTRUCTIONAL PRACTICES E c:: 3 i-i 3 \u0026lt; U C. C3J 3g y bol yc cs: Xy c go -oH ex u C. 3 f-\u0026lt; (A \u0026lt;0 C y c a Q c y \"O 3 to c a z-s \u0026gt;\u0026gt; Vt y u c H g u u y c o. y X E teJ y\u0026gt; p y y -H y 75 fl \u0026lt; y y !- Oc: Q w c U Cl Cl 2 ' u C I 0 c M O U bl 2 -2 w \"y IcM yE K an c O 3 co c u n Cl , Ol y Cl Cx3 c y  a c o c o u 3 (A 'C a w O o (A y 3 03 a y c -  a o (b E g u cc o E O o (A (A O U y M (A U H y (A b) m c. 2 y V bl (A 3 X c. g E o u 3W V) y y \u0026gt; u y a y y g o y y tn (0 O g c a g E y cn u o 2 75 cz? y I 3 tn (A o o .c uw u  e (A y y c 3 O y c c o w y o \u0026gt; y 3 to y I ADAPTIVE LEARNIXC EN\\IRO\u0026gt;:\u0026gt;fENT MODEL Adapts learning environment to individual needs. X X X Provides technical support to classroom teachers. X X X X I. Student individual differences described in terms directly related to instruction. X X X X X I' . EXDIPLARY CENTER FOR READING INSTRUCTION Elicits correct responses from non-responding students. X X X X X Established mastery levels . X X X X X X I Tlae for supervised practice. X X X X X Correlated language arts activities. X X X X X Effective management \u0026amp; monitoring-system. X X X X X X X X DISTAR Direct instruction. X X X X Students systemactically move through sequenced materials. X X X X X X Defined teaching behaviors with a focus. X X X X X X X Clearly specified goals. X X X X X Rapid/hlgh race of student responses. X X X Immediate academic feedback. X X X X X X X Teacher controls, selects, and paces X X X X C0.MPUTER ASSISTED INSTRUCTION Skills taught through individualized instruction using CAI curricula. X PEER TUTORING -29-  Scudencs assisting ocher students in academic related activities X EXHIBIT A PRECISION TEACHING EFFICACY RESFARCH NOT AVAILABLE 71 V Br\niqicn t?r Brt WUUbMC^ Uti 4 Tilt ft\nMMM MniM. Vdttk tU r^ztib r\u0026gt; '!llf AMVtatr Jt .z-^vdlT -iLi 4 (. ---I In I'AMlag wH MKki v V\n5 pf?,^irw vhAlI w haMTu irtriT^y  \u0026gt;i^ iJutu^ fr. \u0026lt;M3 *afM*  pi'C FfBnilM*lj fSC I* 9*B**t * tiu\u0026lt;mit\u0026gt; |! fu^'l/^aprtar c*cu 4tt4 ouyer nv9c7\u0026lt; {UM-.im whxt S *3 ce-juXM MitB iijia aM*  I 1  ^''5' ** * iiii rvim'. rrc^nR bUI ta l^aaMiBd tor CMI U MM* mtrr J '  ^   4.  tto HlBtawt *MCon\u0026gt;Mh I b MpactaarA tif AaiXn'  .' WW.. 1^. It* ervgm *U1 *( fcr \u0026lt;u vMb \u0026gt; VthifMua. |m*4h4J*4^   jft \u0026lt;.\u0026gt;:*AtfdAiR witb Arkttuav {tnpi*r*7wa\u0026lt; i(* tkic v^vfs f m\u0026lt;. Mbb^Mjcv, Kiaoea^ tBS MVUl r rtiMar .**K^ m3* ib Vpt. t*Mffirirt\u0026gt; 0/ aM\u0026lt;. *U1 IhMM M \u0026lt; BEvM B^r VMtMTfttMb* u w IWCI Vit-'  !^- It tr.- *iv * w\u0026gt; / MO filfhU MMin I0\u0026lt; r tta)ti*. -cjii\u0026lt;'.- * fTt-#\u0026gt;,.K tfv.   * 1: j'3 r I 1'^ R*:5'-A'5n c sSUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this I free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. Ik The pupil/teacher ratios and other support programs shall be similar K' i! to regular year programs which address the same concerns. Summer Learning Program (Sth Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only in the identified of need, with instruction being provided in three-week : area(s) modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. I* 30Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be I assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private c Industry Council for approval. The proposal was developed and I  submitted in accordance with Little Rock School District and Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) Job IliE R .,1 , 'I I F The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations\nhowever. for children who have limited recoupment capacity, a break in programming may be detrimental rather beneficial to the overall learning process. The purpose of the extended than year program is to prevent regression relative to previously-learned skills which recouped in a reasonable length of time when demonstrated recoupment capacity is present. program provides for an extension of the cannot be assessed and/or The extended year programming from the regular school year, as identified in the lEP. I 31 Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, following: the -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts. including NLRSD, offer summer 11 III 1 ( ( 1 school for grades 9-12 on a tuition basis. mutual planning to determine locations. dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. I The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1 8 on a tuition basis, plans are being formulated for tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 -jg ation. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected Outcomes c  1 lA J  ] r.cM I By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. |n  ll I Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level. gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 331 IHPllWHIAIION IIWIINI Annual Plan tppp Porsao Oespaasible 01 Coal: lMe HooJ^ le*rl Curritulua 4nd Special I. 1. lo MflotwrUIW Irfitii htool Division _ _ - OWCCIIVCS SIOOIKlfSZ ACIKIIKS OCCINMIMS OAIC CONPICIION OAIC COSIS RisroNsiaiiiti (VAIUAIION la identify elenvntary aad secaadary suoaer school sites Hark with saar schaal caardlaaUrs lro *0. PCSSa, oot CO to abtala recaaaeadatlaa tor eleo. 0 secaadary sites. Meet with lacal huildinp adalaistratars ta discuss the pracedures, caaceras, capectatlaas. etc., (ar use a( the Ideatlded hulldiaps. Dm M*er 1,1900 Oeccober 22, 1900 -0- Divisions of barriculiaa 0 Schools Heards and/or finished praSais will be KI file lar rerl icat luiZ evaluatim al staoar scioul teachers. January 19, 1909 January 20, 1909 -0- Olvlsiai al Sdiooli Plans for facilities lo advertise (or, inter-vieu. and select siaoaer school adaiaistrativc Hall Develop job announceaents (or iatervicu Caaduct suaaer school job interviews February 22, 1909 Narch li 1909 -0- -0- Divisions of Ciarriculiai t Schools Distribution ol job annoum e aents. Interview schedules la Oevelop proposed SMoacr school huOpet Obtain 1900 SMBv school baloKe Narcb I, 1909 Harch ?], 1901 -0- ' I CJ 1^ Project 1909 siaaier I school prapraa 0 hudpelacf needs Investipate alternate fundinp sources lor ivaattr school March 3, 1909 March 3. 1909 March 23. I9O\u0026lt; March 23, 1909 -0- -0- Divisions of Curriculuo and Schaals\nSupport Services Developed Budget / ik I inPttHMiAllON Annual Plan Person Besponsihle Cool: 1211 (Tear) Division Pro^ra^Arca 4. 5. 8. OUCCTIVES STTMTCCICSZ MTI9ITICS 8CSIIMIK BATE COMPIETION DATE COSTS RESraNSIIIllII EVAIIMIION Io Identify sumner school program dates To Identify transportation needs for swnmer school (Metropolitan) To plan for quality Instruction In summer school 1 Coordinate dates ml th SMBer school coordioa-tors Trea BLB KSSO Submit proposed dates It (I) Plant Services. (2| Eiecutlve Staff, and (3) Board of Blrectort for approval Estlaatc miOer of buses and cost for Metropolitan suaoer school site Discuss possible \"Fun Pass* with CAI Oevelo* and lplcaMt summer school Jab announcemeolt (In Mt or LBSO) Interview sumner school applicants Notify teachers to be employed Oeccvfcer I, 1988 March 1, 1989 March 11. 1989 Aprll 10. 1989 May 1. 1989 Oecca^r 22, 1988 March 23. 198\u0026lt; March 23. 19a\u0026lt; April 28. 198' May S. 1989 -0- -0- -0- -0- -0- -0- Divisions of Curriculun 8 Schools Division of Curriculum and Schools Director of transportation\nDirector of Vocational Education Olrector of Personnel Sumner School Administrators\nDirector of Personnel\nContent Area Supervisors rinal d4tes SutMission of dates Estlaiated cost Job announcements - Interview schedule Notification letters iL CO C/1 I I / Aatl Flan 1989 PrM MtyiiiHt Blaiwe IteoJ CmI: Io Iwplent SIer school OSJCCTIVCS StlAICSKSZ ACTIIIIKS IMFUWNIAIION IIMIL IML 0111 i on Froqraai/Arra i. (Coot'8) Identity suaner school slatt evaluation procedures Revise and print teacher handouts Provide SUer school contract to caployocs Provide inservice (or SIer school t(a(( Provide clinical supervision and monltortng of program aCCIMNIIK MIC COMPICTIOM OAK costs MSPOHSiailllt X April J. 1989 April 27. 1989 -0- Summer School Administrators\nDirector o( Personnel May a. 1989 May JO, 1989 June, 1989 June, 1989 Identity and secure atls, (eats, and eguip- needed (or Junior high and senior high level progroa. June, 1989 May 25, 1989 June 2, 1989 August SMM Sei(-supporting eacept (or the (ol-l0Mlng:( arly Intervention (or PrIaMry Chi Iren 140,000 (ducatlonall Saae as above Director of Personnel Division of Curriculuaa Suaaaer School Administr Suer School Administrators ) Conplete suer school evaluation report Provide a comprehensive ner school report to the LRSD loard of Directors August 15, 1989 August, 1989 September 28, 1989 Curriculum and Special Programs ^uiatr School (VAIUAIION (valuation design Printed Materials Sign contracts Inservice agenca lors Principals' notes I I i Dlsadvantagcc 140,000 0th Grade NPI Failures \u0026gt;60,000 Division of Schools: School Adnlnistrators Suar School Aitalnistrators\nfinancial Services\nSupport Services Receive materials Completed report Submitted report 1 Amwal Fla PertM 1989 SmI: DUwu To iopleaent I9B9 HM\u0026gt;e Hooif (er| siMr KlUwI (MJCCTIVCS STIUTCCICSZ MIIVITIfS /. To defloe the scope of the curriculua for tho eleaea-tary and secoadary profraw Hail notices to supervisors rcduetllhO recoa-aaadatiaas far siaaer school courses lavite proposals for suaaer school enrlchaent courses Plan cooperatively ulth SI tors Make each District's offer laps available to priacipals couaselors la all three districts. Plan for Driver Cducatior Prograa Identify and print each course to be offered for suaaer school Plan and Institute suaaer school aedlaZ advertising inPKMHIAIION IlnlLINl Division PrograaZArea Curriculua and Special Prograas suaaer school BCCINMIIM OAK COMPtCTIOR OAIC COSTS RCSFOMSIIILITV tVAlUATION NoveaAter J, 1988 Noeabcr 3. 1988 Oeceotier 1, 1988 April I. 1989 March I, 9969 March IS. 1969 April I, 1989 Hoveaber 30, 1968 Hoveaber 30, 1988 Oeceaber 22, 1988 May J, 1989 March 9. 1989 April I. 1989 May 31, 1989 -0- -0- -0- -0- -0- $300 -0- Olvlslon of Curriculua DlwiSlon of Curriculua Division ol Curriculua Oivision of Curriculua Division of Curriculua\nSupport Services Division of Curriculua Division of Curriculua and Schools ii Notices Miled Announceaients posted Cooperative plans lists of offerings Action plan Course offerings Pub I icily UI ) 1989 (or Person BospoiSIHe Qlinne Uoof ---------io Imlenewt 1989 sumer school OUICTIKS STMTCfilfSZ KTIVlTIfS INPllIKNIAIIUH IlnlLIlK CurrUulun nd OlvHion Special Prograws RrogrioiZAreA Sumer SchooT 1. (Coiit*4) Develop In urlting the core conicot for eich of Ihe course offerings Shire currlculua eipecti-llons with suuuer school stiff 8. To luprove the Identlfl-cit ion of Md not I fleet Ion for students to ittend suuoer school Develop suiBcr sthool fininclil procedures Review ippllcitlon/noll-fltition procedures ind tourse offerings with principils Review ipplltillon/notlfI tit Ion froct^ortt course offerings with counselors Revise t distribute *r sthool ippllcitlon to the Individuil sthools Advertise stholirships devise And print student hAndbooks I BCCIHNIM 8ATC CONPICTION DAK COSTS MsraisiiiiiiT TVAIUATION *ril I. IM9 Niy JI, 1989 -0- Subject ArcA Supervisors Content AreA guides June. 1989 Matth 1, 1989 Mrch 20, 1989 Mirth 20. 1989 Mirth 20, 1989 Mirth 20. 1989 Mly 8, 1989 June 20, 1989 April 1, 1989 Mirth 24, 1989 Mlrch 24, 1989 Mirth 24, 1989 Mirth 24, 1989 Miy 1989 -0- -0- -0- -0- tsoo -0- 11.000 Olvlslon of CurrlculiAA Sumer Sthool Aduinl-stritors\nDivisions of Currltuluu And Sthools\nflninclAl Servites Siae AS Above i,\u0026gt;AAK IS ibove Division of Sthools 0 ivision of Sthools Siowner Sthool Admini- StrAtors Meeting AgendA FinAl procedures Meeting Agenda Meeting igendi Distribution of apiiIkaI Advei t iseneiits Hevised bAodbook I i :jc Oi Ol 1 ItlllS INTtlMNIAIION IIWLINi *I Pita m, OlwI % ion CmI: To rr sciMal Frograo/Arct er Sttioot oajccTivcs COSTS RCSKMSIBIlin CVAIUAIION . (Cool'd) STOATICKS/ ACTKITICS OCCIMIM DATE COMFIETION HATE turrlculM Speoai rro^r Receive a)I student appli cation Taras and fees Troa local uhools Conduct suwer school registratloo Conduct LAIC reglstrAtlon 9. 10. Co Nax is, 1909 Juoe, 1909 -0- local and Suaaaer School Rdainlstrators\nfinancial Services fom/feti collected IS. 1989 \u0026gt;lune, 1989 -0- June. 1989 To ioprove student evalu at loo procedures Develop progran fora and evaluation procedures Io refine suaaer school a^inlstralivc and record keeping procedures Establish grading proce- Rures (recording 8 reporting) (stablish registrar irocedures tor recording and averaging sinner xhool grades for peroanen rttord Oeteralne needs and reguest JIPA suawr orkers Oeteralne hou records to be stored are Nly. 1989 Hey 8. 1989 Hay 8. 1989 May 8, 1989 Hay, 1989 I June. 1989 June. 1989 Ny 18. 1909 Hey 18. 1989 Hay 18, 1909 June, 1989 -0- -0- -fl- -fl- -fl- -fl- I I Suaar School Adoini-strators\nfinancial Services Saw as above School/course registration School/course registration Saaie as above Developed procedures Suawr School Adoini- Stralors Regular and Suaaer School Registrars\nOat Processing Suawr School Adainl-strators Division of Schools\nFinancial Services I final procedures final procedures Ident i fied needs Procedures identified S------r-------- Oi 1 cn STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development the districts have. concerns that r ~ 1 _ 40 I I 6 11.'-'I I I ll 111 III  . I 111. lij llllpIlJVl- I .ll I I ll vi 111| (III 'll! I U I I I 1 \"I '' Ul LlcuiaLlUli and inniln-H-Hlalimi ul_sLalt ili.Va,-Inpiii lit, .u.1 iviLaes.--------- 11. I iffi I .ill  I 11 I ___buvcL.p.u-i k .!l S/ A-rTIVliltS S S G! in.. iiG DAl CIIHILn ION I)M[ C'JSTS RCsroiisiBiLin [7 AL HAT inn I innii .1 staff (lcvelo|niei I  iiiiilK'e co(n|Kso\u0026lt;l of 11 pl fseiilat i ves from 11II If ll icts school Miniimni of four (4) nieelings |)er year will be held, two (2) each semester. Kall of 1988 Ongoing 0 Staff Development Directors of the Districts Ongoing anal\u0026gt;si- fran net'ils assessment I Kiiiii I lee's function 1.111 lie to iilentify III iiiifilement staff li'Vf lo|nient strategies ill It will assist the districts III I III fi 11 ing I he I '.|i\u0026lt;ic tat ions of ll (aining quali ty ll segregated scIumjI  listricts. 1 I -rrnnnTnnr^j^ - o\u0026gt;IH M U 6 IB 7 H 8ir-i H Bd I t I I to M H H IB IB m in m in I I 1 ias MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan, following: We commit ourselves to the I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular * programs and services in the districts\nAll district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\n* All students, I I all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\n* Special efforts will be concentrated on increasing * parental involvement in the schools\nStaffing and staff recruitment will reflect student need for contact with minority teachers and a diver- sity as the racial makeup of support staffs sistent with applicable law\ncon-  Staff assignments will be made on an equitable basis\n* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\n42-uii Hn Ongoing IW9-H9 = -t:r Neiportioi* Simerintendnnts I IHPLtH'H'AT-OH IIMCllCE il: I. OBJECTIVES STRATECiESZ ACTIVITIES f. Appoint a school inprove- ent council of the representatives Iron each district. Appolntaent of coaalttees Io deal with issue IIISSAA Io establish a county uitle School Innrnvenent Cnunfll________ to address ongoing desegregation and iaprovenent efforts. Address onpninp planning for desegregation and plan odlflcatian ar inpleaMtation needs, if any. Persons uith specific enpertise uill neet. as specific concerns In erees neeOed. In ciMelttces of schools and support services I I in* Division Progrtn/Are* Sc liool s BEGINNING DATE COnPtETION DATE COSTS responsibility EVALUATION July I. 1909 Jenuery. 1909 June 30. 1994 June 30. 1994 none none related to tfce plan such as transportation and staff derelopnent I Superintendenls and AssociateZAssislaiit Superintendents lor desegregation Appropriate Associates/ Assistant Superintendents Appointaenl ol council Resolution of issues AI\nPlan 1989-1991 (eir IMPLMM-A7iOM TIHeLILE = -s:r. Resporsioie Associate/Assistant Superintendent/Personnel Directors  -LL------------------------------------------------------------------------------------lo develop mutually supportive and eouitable personnel recruitiKnl Mt placeaenl procedures Division Program/Area Schools Personnel ?. 1 OBJSCTIV-S STRATEGIES/ ACTIVITIES BEGIIIIIING DATE COMPLETION OAIE COSTS RESPONSIBILITY EVALUATION lo develop Joint recruit- ng efforts and procedures uith particular emphasis on minority teacher recruitawnt lo share the applicant pools aanng the districts lo annitor distribution if Stair across grade eveis and support areas Share planning, resources and contacts for recruitnent of staff, both certified and noncertified Use teachers in the recruitnent process Certified and non- cerlified applicant pools Mill bo shared Mi th the agr'**nnnt to assist eac.i other in correciion of disproportionate staffing Ihe principals uill be Accountable lo ensure eguitible distribution of teachers by grade level and subject area July I, 1987 Ongoing Ongo i ng none Personnel Directors Principals Personnel Director Associate/Assistant Superintendents Increase in ainorily staffing anong cerlilied staff and nore pro|ior t Ilina I representation among support stalls Propor 11ona I rpprespiil a I ion of niiiority and major I ty emjilnyees in all sial Iing  alegories Statistical il.ila that  inority teaihers have access to leachiiu) iippni liinities al all iir.ide IPWPIs. Ill .III soil |PI I areas and in all jn ogi ams. *1. Honors. I./1 Pl I I I I IIHPL'H'N'ATION IlHtLIfS 4 '\u0026gt; Plan r Retporsibic 1989-1994 (e*rj ! I : IL__ (conlinued) Personnel Difettor/AssociAle Superintendent OBJECTIVES STRATEGIES/ ACTIVITIES BECIIIIIING DATE COMPLETION DATE COSTS RESPONS'.BIIITT Division 5U1UUL1 Program/Area Personnel _______________Principals EVALUATION lo tdentify students who My be future teachers and to provide support'pro-grans to then Establish foUire teachers clubs in elcMntary, junior highs and senior high schools August, 1989 Ongoing None Prineipals/teachers Increase the nuntier of students entering the leaching profession Io establish a joint eoanittee to address district planning for support of students ulio wish to becoae teachers Hold career fairs for students Contact the lM|liifss coneunity fo(^ Support Create contracts of intent* to hire future teachers upon degree and certification conpletion Provide Inl^nship opport uni tin for students of education August, 1989 Ongoing None Associate/Assislant Superintendents Director of Personnel Personnel Director BuiIding Prineipals Increase the nunlier ol  iiiority slodeiits wlio graduate Iron the Distml'. and return lo llieai to teat h I i I (\u0026gt; Pln 1989-94 (T*r) = -s\nr. Resportibie Persontwl Directnr/Assocute Superintendent : I: 11 (rnnt imiedl OBJECTIVES STAAifCIES/ AC~iVITUS IMPLtHN\"A7 ION III1-L!i: BEGiriniNG DATE COMPLETION DATE COSTS RESPONSTBILITT Oi!s ion Progrin/Are* Siliuul s Personnel EVALUATION 'n establish a Joint ommiltee lor planning recruitment strategies and procedures ProductioN pf .a set of PtcnilfaMt frecadHres and tiawlimn to Be developed Jointly to increase effectiveness and defines recruitment responsibi ities Develop a cooperative agreement firVccriiilaent of certified and noncertified staff witk reservation ol a nuotier of slots so employee categories Hill be desegregated Improve teacher Harking conditions to maintain teachers in the profession Spring, 1989 Spring. 1989 Spring, 1989 Fall, 1989 fall. 1989 Ongoing Ongoing Io be determined District Personnel Directors District Personnel Directors Support Services and BuiIding Principals Cumpletion ol the docuaieiit Racial ratios in all stall positions commensurate with distrirt and court approved ijoidelines Increase district stall retention I I I IBsS'B'aBtlllltltltttt 1MOLM-\nn'AVION TIHELlrS I I  -ui fl\u0026lt;n \u0026gt;aaa 1OT1 = aespors.N.. SuNerintendents  I: iU M.ECllrS I. Istablish a coanittee to *udy disciplinary rules nd regulations and to work to address areas of divergence 7 Disaggregation of data related to student discipline I. Establish a procedure lor sharing access to disciplinary records 'dsen students transfer I I Ie* J (Tetr) Io esUPlISli slixlent discmlinr Mid itlewtoncc policies which tddress student needs ts well ts school cliotte concerns Division S( (tools Proqrta/Aret SlImioI Policies STRAIECIESZ ACTiVlTIES EciimiNe DATE COHPtETIOM DATE COSTS rcspohs:iiliit EVKlUAilON CoMBittee assessoent and conparision ol policies and procedures Io student handbooks Develop a set of rules/ eipectat Ions which is coooon tn students io districts. (Specific penalties oay vary-llnal penalties oil be enforced in coMon) Review of student data to address issues of racial disparity Policy/procedure to be designed for connwnica- tion ol student disciplinary records when studenis transler ur are eapelled/suspended Julr. I9M July. 1909 Onyoinq July, 1909 June, 1990 June, 1990 June, 1990 District pupil personne directors, idrntilied school stalls, and patrons Iron tlie districts uildinq principals Cotaplelion ol the task L5 . !l:  J*\" ___1989-1999_____________ I Tear I r Resporsibie Associate/Assistant Superintendents III, (contiouedi____________________________ IW-IW UJ'CIIVfS STRATESICS/ ACTIVITIES 4. Review of attemtence policies to Atteapt to create a conaon policy aad set of procedures '\u0026gt; Appoint ongoing aonitoring coMiittee to keep policies on attendance and discipline under review and to review data ii. Develop alternative school for students in need of intervention or special assistance if *at risk* due to teen parenthood etc. IMPiai-Ji AJiOH I|KL!rS aECirailHC DATE COMPLETION DATE COSTS RESPONSiaiLITI Division Si IhmiI $ Pro9rM/Arc Pupil Pgi suimel EVALUATION Appoint review coaoittee of patrons. sUff and board aeabars Appoint ccMMittce Ongoing review of disaggregated data to address disparities and student needs PIm ilternetive school to be available to students on a contract basis and contingent upon funding availability Jul J. nn July. I9M Ongoing Spring, 1989 June. I9W Ongoing Ongoing Appro*laately KO.000 per district Appropriate Associate/ Assistant Superintendent froa each of the districts Cuapletion of Usk Super iniemleiits Principals and District Adninistrators Appropriate Associate/ Assistant Superintendent Stale Oeparlaeiit of Education I I I L 1 JSit IMPLiH-K'ATiON llKELlrE I ? Plan 1989-1994 (T*r) .if*' y**^*^**^'* Oirector of \"q^P-p* Personnel/ * *  ** nirdkZ-latW nt A ! OBJECTIVES director o( S^nn.Urw fdiirattnn Hold empipyment fair (or students who would enter the world of work after school. Provide consistent and complete imforiMtion to students regarding colleges.(testing, vocational schools, financial aid with specific and special concentration in access 'f black colleges and universities and financial aid for minority students (o provide joint meet student __ programs in guidance/counseling to needs and to ensure racial  Division Proqram/Area 'll hiuils Guidance equity STRATEGIES/ ACTIVITIES BEGlmilHG DATE COMPLETION DATE COSTS RCSPONSIBILITT EVALUATION Comtact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold Joint counseling inforaution sessions for counselors Contact colleges regarding minority scholarships and financial aide Contact colleges regarding admissions, mlaoyity admissisons Provide target counseling (or minority students Notify sliidenis, parents and educate staff reqardiiiij ill opportunities July, 1989 Yearly Yearly In EalI, annually Each fall Each fall, spriiuj OnqoInq Oiiqoioq Yearly I Miiiima I Directors of Guidance Vocational leathers Director of Vocational Educatlon Journalism DeparImenis Counselors School Principals Directors of Guidance Directors of Guidance w/committee of couiiselo s Scliool Counselors Cuonseliirs/Pi Illi ipal Stall Develiiiimeiil Du el till s State llepi III I iliii al mu1 S B B  3 IKPlE:MU\n*A\ni9N IlHELU t 1 S .c'\u0026gt; Plan l989-o\u0026lt;Mioinq__________ (*tar| Resporiibie Pupil accountingZGuidanceZSchooIs Icontinuedl OBJtCIIVCS SIRAHCIESZ AIIIVITKS B* Ct NII I NG OAIE COHPLEIION DAIE COSIS RtSPOHSIBlLITt Division S( lioo I s Program/Arra Cuidante EVALUAIION fnhance ainority ecruitaent and awareness of student for AP, honors and elective prngraas Provide pooling of resources and specific plans of intervention for students who are disadvantaged andZor at risk Develop and iapleaent student career guidance plan with individual student educational plans and coanunication with .larents to encourage student access to all curricular and pro-qravaatic opportunities on a ratio connensurate with school racial roapositiun Individual student conferencing, leacher and counselor encourage- ent of and nonitoring of students Create c itelogies of of available intervention services Districts share inserwice and contracted services to benefit students Io be developed and reviewed by students, parents, counselors and teachers (predicated or potential) Ongoing Ongoing Ongoing Counselors/teachers District Division Heads CounseIor s ZIeac her s Director of Guidance Desegregation Officer Propurtiinate ainorily representation in these classes Oevelopaient and laipleaientat ion of strategies Implementalion o( Plans 07 I IKPL-HUrAVION ilH^Alrt I plan xaflajQ -tr. Pesporsibie Sunermtendenls __Icnnlinueill____________ (Vur) Division Program/Area Sc hooIs Guidance OBJcCIIVES STRATEGIES/ ACTIVITIES BEGIIINING DATE COMPLETION DATE COSIS RESPOKSIB!LI7r EVALUATION liihance conaunications mg divisions related to imseling in the districts Regular, aonthly aeetings aiamg directors of guidance July. I9B9 Ongoing Director of Guidance (nhanced Services Inproved Coanunica 11on Periodic joint guidance aeetings Ihiiforaity of district records regarding) f*l. Aradeaic shills Oevelopaent Plan. nA1-6 Uni fora records transfer policy creation and systeas t 1 2 Appoint joint coaaittee of counselors and staff to create unifora district record foras Appoint coaaittee to develop procedure and tiaelines of records transler I June. 1990 June. 1990 Appropriate Associate/ Assistant Superintendent Director of guidance Directors of guidance, principals, directors of pupil accounting I Coatpletion ol lask Completion of lask laproveiiient in ProcessIMPltHiK'ATlON IIMEIIIE I .! ?)n  str ! i: l?e9-9\u0026lt;________________(Itar) ** * * porsibie Associate Super in tenden t s \u0026gt;1, OBJtCIIVES lo study G.P.A. and Iitenship participation reguireaents of districts to address araileaic reguireaents and student participation needs I I on to Division Schools Io develop eguitable recruitnent strategies, access and opportunties for all students or extracurricular activities STRAieCIES/ ACTiVlIIES beginning OAIE COKPLEIION OAIE COSIS respoks:biii\nt Program/Arei ttracufficular eVAIUAIION Review policies and percent of student prticlpation in each district Review data on student participation and achievcaent over the last S years in each district Review racial group representation in extracurricular activities by district over ] year period Appoint coaaittee to evaluAte results of itetA review and see if ni re\u0026lt;s of policy greeaent exist. June, 1989 Ongoing Associate Superiiilendenl s Director of Athletics Coapletion of policy review Revisions o( poli\u0026lt; les to address student needs IntttttiYtttVTi-rrrnr IMPLilltlCfcTlON IlHfLire 19aa-9t______________ (tr| '\u0026lt;:r. Resporsibie Associate Superintendents (continued) c'l Plan V. Division _ S4,hUu!j__________ Program/Area tutracurricular__ ? OBJECTIVES SIRAUGICSZ ACTIVliKS BEGIIIUIHG CATE COMPIETION DATE COSTS rcspoks:b!li\ny EVAEUATION Io recruit students lor sartIcipatIon in acadeaic related and athletic co- curricular activities I I cn Cj leacher, parent and counselor aaareness ol opportunities and in turn ericourageaent ol students Provide special supports ol costs, recruitaent, and encourageaent to students Reserve slots, il necessary, TWealare student participation and access in prograas on a proportional basis June, 1969 Ongoing Prine ipals Counselors leachers Athletic Director Increased student participation - enhanced proportionality in student participationI I a .il Pln i9OTm (Vtirl - scr. Pesporsibia Associate Suoerintendent VI. oejcciivis .hunt testing progra rough coop regarding al-A and joint scoring District uniformity in reporting test results and analyting disparities form bi-racial monitoring  teams to ensure appropriate' lest preparation and testing conditions (or all students Address strategies lo reiluce disparities by neans ol school plans and imlividual student in|irovenent plans I 1 Cl SIAAKGIISZ ACIIVIIHS iOH iim'liie Io wthince testing progrw Student preprtion nd access to progfw Division St hpo | S Program/ Area IcsLUMlZ___________ __ ___________ fjtaiuaUoo________ BcGIIMINC DATE COMPIETION DATE COSTS RESPONSiBIllIT tVMlUAllON Coordinate testing and scoring Program for analysis of student test results uitli data disaggregation to analyte disparities and student needs by race by subject area Nonitsrlnj teams compos ed o.' leacner. staff from testing and (valuation and cititens to monitor test preparation and test conditions for students Analysis ol school by school data and individual student needs Oevelopnent ol strategies In address conrerns and to neet needs August, 1909 Spring, 1909 June, 1990 SuMer *09 Ongoing Ongoing Ongoing Ongoing lesting/(valuation OepI Associate/Assislant Superintendents Principals Superintenilenis I Inproved and more ell IC lent progran and scoring Coagiletion ol task Act I vat ion ol the iHiitoring cunnittees Developaieiit itl plans Ih'.isurahle ilei reasi* III disparities I  KKK B 1\nft V ft ftft~ft~ft*\" ^1 JUl H .JU Jk g J. -jiL iKPiLnzirfcHon iiKiiu t -.I'l Pi* J3S1J1 Div$ ion Siliuul s --ttr fietportibi* Aiinfute S.unrinH\u0026gt;gnts :1: IrimUmitll____ Progran/Area lesti^/ Cvaluation OBJECTIVES Jointly provide services to teachers re: *use of test scores interpretations of re\nS?(f2, of to parents scores interventions to benefit students land address these specific needs) STRATEGIES/ ACTiVlTIES BECIIWING DATE COMPLETION DATE COSTS RESPONSIBIIITV EVALUATION Joint staff devolopnent in testing Individual teacher analysis of student needs teacher preparation of strategies to address student needs School based planning of interventions to assist students In areas of acadenic need Ongoing Ongoing Directors of testing/ Evaluation Appropriite Associ4leZ Assistant Superintrmtent \u0026gt; Principals Principals Acadenic iaproveaent of all students leaclter inservices for student learning stples, cooperative learning, and nonitoring needs of youth at risk and disadvantaged students and inority students I I State Oepartaent of Education Districts Staff Oevelopaent Directors C/I caIf! M 1 8 4:' M H H H H lU m nm on nm ona hfl t' Division: Instructional Program/Area: Library Media OBJECTIVES The selection of materlals/resources to support the curriculum In desegregated school districts Is a multl-d1strict goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multi-district goal of the library media programs.  1 Cl (73 STRATEGIES/ACTIVITIES Continue hosting Multi-DIstrict Multi-cultural Resource Sharing Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multi-district Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library media program planning Plan to host Inservice training for multi-district library media specialists using district employees BEGINNING DATE annual1y annually ongoing to be established COMPLETION DATE ongoing ongoing ongolng ongoing COSTS Minimal Minimal Seek Funding From Cooperative Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSB) Library Media Directors or responsible person (Including NLRSD) Library Media Director or resporsibie person (Including NLRSD) EVALUATION Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work In desegregated school districts s Cgssssiittttttttttv Division: Instructional Prograro/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl- d1strict goal of the library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts Is a multi-district goal of library media programs. Multl-dlstrlct communication for library media program acininistrators Is a goal for the programs. STRATEGIES/ACTIVITIES Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basic skills, etc. Contact teachers training Institutlons/Recrult teachers for training programs In library media certification Copy memos relating staff development opportunities to other district adnlnlstra- tors Meet Informally for sharing sessions BEGINNING DATE to be established ongoing ongoing COMPLETION DATE to be established ongoing ongoing COSTS Seeking Federal Funds under Star School Bill Minimal Minimal RESPONSIBILITY Library Media Directors or responsible person Library Media Directors or responsible person (Including NLSD) Library Media Directors or responsible person (Including NLRSD) EVALUATION Students will gain practical vocational experience In running a television studio\nstudents will benefit from Instructional units provided over cable system or recorded for later classroom use. Hiring and placement of minority media specialists will occur. Better communication will be achieved. A I 1Bl Bl M Bl  8 1 Bl v- ti H 11 M M M IH lid nd nd nd nd nd ICT I. II. SPECIAL EDUCATION The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology . Materials and Supplies Monitoring and Evaluation Funding for Indirect Services Areas of Collaboration to a There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 KESai n - Iboards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's indiviI I I I f dual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand I include: 59 r  1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed i I\nL 2. Staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers Multi-district assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for and SLD MR 4. Establish process and coordination in area of recruitment of minority teachers and support staff. Establish multi-district system (forms and format) for documenting due process procedures. 5. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share perIII. tinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activi- ties that will foster cooperation and sharing such as writing grants to secure funding for innovative Multi-District's Expected Outcome programs. 1. By the 1989-90 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 3 . iV j ii C. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the multi-district assessment committee, E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better i'/ information: (1) attesting to the relevance of special education (pull-out programs, self-contained classes. etc. ) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education\n(4) the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational information systems. 61 n\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_1079","title":"\"Interdistrict Desegregation Plan\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-02-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Educational law and legislation","Educational planning","School integration"],"dcterms_title":["\"Interdistrict Desegregation Plan\""],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1079"],"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.\nINTERDISTRICT DESEGREGATION PLAN  February 15, 1989 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4. Summer School 5. Staff Development 6. Multi-District Desegregation Plan School Operations 7. Library Media a. Special Education 9. Vocational Education 10. Guidance and Counseling Program 11. Parent Involvement/Community Linkages 1 INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main comm! ttees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. refined and revised those reports as well following overview. Counsel have now as produced the Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua rntervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\", \"the districts\", \"districts in Pulaski County\", \"the parties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. 02 J OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski county. Such desegregation plan shall be based upon the following principles: A. All schools ( students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdistrict Schools to be 50% black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, tram.s:Portation, and other matters which are relevant to the interdi~t~ict character of the facility. Six ( 6) new Interdistrict Sc.lJools will be established in the near term: A. B. C. D. E. F. Baker Harris Romine Stephens Crystal King 1989-90 1989-90 1989-90 1990-91 Hill area 1990-91 1992-93 Facilities considered for con:.struction or establishment in the future may include in or near c.tienai Valley and the Scipio A. Jones site. The Interdistrict Schools sh1uil.l be populated primarily by black students from LRSD and by wvlhlte students from PCSSD or beyond Pulaski County. PCSSD and! LRSC will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict s,chools. III. Incentive Schools: There shall be a limited numbe1r. of Incentive Schools, for a period of at least six years, sulfficient to accommodate that number of black students who, by att111:nding these schools, make it possible to achieve a student popul~tion in the remaining Little Rock schools (Elementary Academies) of 55% black and 45% white with a variance of 5%. The recruitment of white students to these Elementary Academies may increase the percentage of white students in these schools to a maximum percentage of 60\\. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by reserving a designated number of seats in each incoming kin-dergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. IV. Magnet Schools: The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50\\ and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and ,. LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall be subject to the court' s prior approval and shall promote desegregation. VIII. Transportation: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. 06 IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. x. students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties, which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either approval of the settlement with the State, or Court-ordered funding from the state. Further, even if the settlement is approved, LRSD will need additional funds before it can implement the plans. XVII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. curriculum and Programs: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe 11 that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. completed on or before April 28, 1989. Those schedules will be Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The irranediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdistrict School. 12 The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdistrict School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD' s desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program, 13 Little Rock black students will designated Incentive School for program. be permitted to its after-school attend a incentive The only presently known facility modification necessary at Harris involves an upgrade of the landscaping. Other potential modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or before February 24, 1989. The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. c. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to 14 LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the I-630 corridor between I-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of I-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, 15 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdistrict Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elernentaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1989-90 school year. F. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between I-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdistrict School in - 17 the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majorityto- minori ty transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Maj ori ty-to-Minori ty transfers under the Court's Order. This type of transfer will be perm! tted only where 1 t improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students ( and as described in Exhibit \"A\" hereto): 18 l. Junior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. 19 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\" r~ - ,_ 20 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ 1: 22 Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-00lJ proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the  basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ ,.- Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Can~alician Foundation warned that there was as yet no evidence of its efficacy in teaching .!!2!!-handicapped students. The North Little Rock School -6- 3-00 lJ ,--- 25 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Llttle Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 ( 501) 375-1122 I -' By, ~ltJ. --JTM-- STE~W~ES, Utonieyfu\n: By: North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Intervenors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 ( 501) 371-0808 \"\"'M~-=-=T=~===-----r-:-:,'------y--:f=-o:-r- P School D -8- 3-00lJ The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: ______________ _ KNIGHT INTERVENORS //'  By:.....,_/t,_tZ-\u0026lt;.'\"\"-\"/L...\n:\n._~-~--(/ -9- 3-00!J A CO~!PAR rso:,\nOF s IX ALTERl-A TIVE ISSTRt:cno:-\nAL PRACTICES RECO~~IE1'1lED BY THE CATALICIA.'l FOu:SDATio:,\n, I:-\nc. (19 84) TO ~XISTI:-\nG ?RACTICES I:-\nTHE NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICT PROGIW!S - -\u0026lt;0:: !\n-... e !- t. \u0026lt; a: ..: V. ~ \u0026gt;. ::, .... u .... ,_ ... u ... :-:o \"' ... 0 ::, \u0026lt; C ~- C C ,_ u c.. .. !l .. ..... _-,::, - -= .0.. \" ,_ u \u0026gt; ::, ., V u Cl') ,_ ....... u c w \"' - V ., = (: \"' CJ QI QI u ::, u c.. u :, u ... f-, ... ... ::, CJ -0 ., c:. ~ u 0 \"' 0 C C \u0026gt;. \"' . .. ., 0. ... CJ ..,_ V: ..: \u0026gt; ... .s c:.. \u0026gt;. \"' \u0026lt; u .... C ::, ,_ ~ C ~~lg b uu CeJ -:, \"' ]\" \" 0 C !- .... 0 QI CJ ..... ., 0 ... .. ~ ... .... ... c,: ... ......... V ._. QI 0 ... \" ., ... V V C:.. V V ._. ::, on \"' C ... \" ... .. c:..::, 41 C ,_ .. C \" ., ... \u0026gt; Cl') \u0026lt; .. c.. QI u -0 ... .. ::.: \u0026lt;Jl C ... u \" e \"CJ --- ... 0 \u0026lt; ~ .. .... ., \u0026gt;. ... CJ C E 0 ... e Cl'l ... \" C \u0026gt; - QI u 0 ... u \" V ,_. ... CJ \"' ::, e 0 .. I ..... ...... CATALICIA.'l FOUNDATION'S RECO~~DED .... QI ....... f-, \" ... ... \" .. C ... u -0 -= -= u -0 ... C/l ::, ..:, .... Cl Q V C U V QI C ... 0( \" ~j V e ._. AL TEllNATIVE Il/ S1'RUCTIOXAI. PRACTICES \" .. \"\u0026lt; ... \"' QI 0 \" ... QI Cl Cl'l QI .... QI ... ... 0 c:.. .... C. !- \"' 0. C. u u Cl') \"' ADAPTIVE LEARNIXG ~ r.i.m:MENT ~!ODEL Adapts learnin~ env i ronoent co i nd ividual needs. I I X X Provides technical support to classroom teachers. X X Student individual differences described in tet'llls directly X X X X related to i.nstructiou. Dm!PLARY CEhTER. FOR READING INSTRUCTION Elicits correct responses from uou-respoudillg studeuts. x X X X Established mastery levels X X X X X Time for supervised practice. X X X X Correlated language arts activities. X X x X Effective managemeut \u0026amp; monitoring  system. X X X X X X X DISTA.-:t Direct instruction. X X X Students systemactically move throu11b sequenced materials. X X X X X Defined teaching behaviors vith a focus. X X X X X X Clearly specified goals. X X X X Rapid/high rate of student responses. X X I11111ediate acadamic feedback. X X X X X X Teacher controls, selects, and paces .. X X X CO.~PUTER. ASSISTED INSTRUCTION Skills taught through individualized instruction using CAI curricula. I X PEER. TUTORU-G Students assisting ocher students in academic related activities X PRECISION TEACHING EFFICACY RE~r.ARCH KOT AVAIUBLE EXHIBIT A -Cl') 0. -~ ...,. .... - 8 ., .... -= C C ... V 0 Cl') ., ...,. u V QI c:.. .... C. ~ .... g .Q \u0026gt;. ::, ... C. .0, .... C .... 0 ... \u0026gt; _g ., ..... u ... c:.. Cl'l .Q.I ::, ... ... Cl'l QI C QI ~ ..::., ... ::, 0 u\" Cl'l :\u0026gt; Cl'l X X X -- X .. X X X X X X X X X I X I EXHIBIT A SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. 30 Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP.\n31 Areas of Collaboration Cooperative planning for summer school with the Pulaski county school districts should be scheduled for early 1989. students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts, including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 tion. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 33 P~en .\".. ,. .,Iii ~. ... lliN Ctearl '-el: le ... ,_ _ IW, IZ ... I SIIAIIIIIS, CIIJICII s ACIIIIIIH \"M l( ..... ,,,, ., ... ,.,., Mwll~K-1 IK.-.rJ,1 ._MC....,.J'-f' , ......... ,,.. ... K ... l lllft ,csse. _. ll  - rer-...11 fw  ', ..... , \"'\" \"\"' .... - ......... --hlratw1  411\u0026lt;1111 Jaauarr It, Hit ,._ i,rer..,.n, , .... , ..t.. ,.., .e..r. l,.1. l..l .e.s.,. .t.i.c...,. .f w ,. l  Mwerll,e  taler- ....... 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IAH IAH COSIS llSNIIS II ll 11 I . I. .,.,.,, lelwe II ll .... t WII N.r IS, ltlt ...... ltlt -0- loul M4I s-r Schoo ronas/ls collctd C.tl - .. , .. , fr lecI k ...l s --str,tor,\nfi  C--.ct ,~ 1\u0026lt;._I clel Serwtu, Ner IS, ltlt Jiille, ltlt -0- S-r School Ada1111 - School/cours r91stru1 r .. hlretl ,triton\n'- CM4uct LAI[ , ..1 ,trtlo,i ...... ltlt ...... .,., Serw1u, -0- SMlt H kw School /cours r91u.-,1\"' Jo 1.,,-owe ,,.._, lu- ...... ,,..,,. , ..... 1114 ... ,. '?I' ...... ltlt -0- S.. H ebowe 0.wlopd procdurs .,,_ ,rec:e-es e. luet I ,recNllrfl lo relt11e ,_, ,,1ioe1 hlMlhlll f\"MI-, ,,_ . ... , .. .,., Ner II, ltlt -0- S-r School Ada1111 - finI procduru ._,.1,trtl\" 11141 rac:eri 4-res f,ece,,.., \u0026amp; Uretor, .................. ,....,.,,.,, , 10 on n hlMI hlll rethlrer Ne1 I, ltlt Ner II, ltlt -0- ....... , M4 s-.- f1n,I procdurs 11FNwe1 fer recer,to, Sc._l le,hlr1r1\nDt. ............ ,~ Preceul-, , ......... , ,.,. ,. .... , . .. .,., ,.,.., .. ...,, .. ... , .. ltlt Ner II, ltlt -0- S-,- Scllloo I Adai11 I. lnt1f1d neds r-..esa,1a,a._,. 1tr1tor1 ...... ,. Deteral._ \"\" rtc:ord, .... ... , . .,., ..._, ltlt -0- llwlslM of Schools\nProcdurs ,.-.nl1f1d  '- nore, fl11111el1I Srwcs I I I I I ' ... STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff deve-lopment concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. ,- I.ti f 11, \\ '1lu111~11I 1111\" I .. .-. I .'. 1., t111jll'U\\L . .J1 U.LU1JL.\u0026amp;.ull J1iJ JJ111,lt.L1LlllJl.u.1u uL---:.l..u ( d,,v,loua. uL.JLl.ll.'...1L.u:.!\u0026gt;.. '. I L,1 l l  - U...\\.~, .. , .... , I \"1111 , t \u0026lt;( ii ff I lcvc J O(llll'I P. , t1111 l l t'E' canposed of , , l'nsc11lat ives fr\u0026lt;n tlM  school lt -1 ricls , 1111illee's function ,. I ' I he lo idenl if y 11111 i11,1leacnl staff -1,,c lo111ienl strategies tlt:1t will assist the districts 111 luUilling the , .,,.,'C' lat ions of ti laining qua Ii ly ,l, s.,~re~aled school ,11 st ric ls. I I :1 : ~~ i :. .!( :,, r\n1~!il!S Hinina111 of four (4 meet i~s 1ier year will be held, two (2) each seaesler. Fal I of 1988 (111-lrl~T ION OAT[ ------- - --~ e\u0026lt;\nrOll',IBlllll \\ ( 'J,1lU\u0026lt;T1o\n, ..-------,,------ -- Ongoing u Staff Development Directors of the Districts Ongoin~ ,m,il)   f COIA IICC't)S assessment MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. following: We commit ourselves to the I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular programs and services in the districts\n* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\n* All students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recrui trnent will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\n* Staff assignments will be made on an equitable basis\n* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\n - .. e i ,... 9'!19ing 19M lffl CYtd Old\\iOft _ sc._~_h_ool_\\ ___ _ _  '  ': r. IH\nNW-II \\tmc .,,. ...u Pro9r , ,.,.. __.r...c.. n..e ,.,rutul ___  d : -L'-=------------------\u0026amp;1'AIL-liC.\u0026amp;IMWl-.al.\u0026amp;.i\u0026gt;b-...-1C.a--ll,j,.l-ll.~h--11. S.cw l!oo-11.I-JAwlC1a1LJA111N111fM0-111\u0026amp;. ...c.w. -MKa..a.l..I- ---- ------ - --------,. Mdr'Hs .....,,,.. c1es..-e,aU011 1M ,...-o-l effort\\ . OIJ(CJl\\':S llflpoll  school i...-o Ml COUkll et , .. rt,rMlllwes fr Hell 1111trlcl. , . ....... l .. l of c-lllNS lo 1111 lss 'PK If le c .. eHs  ru of scllool s  ,....,.t serwlce, I I I . STUTHiU/ ACHIITHS ...-.u ....... , .... .. ,...- .. ,.-.s.e,.t..ru.. ,....,. . ... ..,. aNft. \" -,. JulJ I, 1\"9 CCIIPU TIOI I DAU JuN JO, ltM JIIM  IM4 cosa I . I( SPOIIS i II LI ii (VALUAilOI ~rtnletNWoB Ind Apc)o1nt11enl ol COUOC I I noci1le/An1u1ol SuperlnlelldNlt\\ lor deseljreijll I UII e ssocies/ lesoluon ol ,,surs sslst ... l 5upernltn det!U  -L Phn 1989-1994 ( had\n-, r. s\n\u0026gt;or.1101e A$$0C,ltlc/A))l)lnl ~r1ntencwnt/Per,onnel OlrKtor, :  d II, lo *CIOJP 11UlU1llr Jyppocljyt nd cqu1t,blt penonn.l recrui l-l  ,1,c: ... t proudures - I I I I. SlUliGIES/ I( G 111111 NG ((llll(TION 01.!ECTI \\':S AC'iiWIHU Dl.l( DAIE COS1S RESPONS:llll if I (VALUl.ilON lo lop joint recruit- Shir pl11111i .. , rSOlll'cs Julr I, 1917 Ongoing Personnel 01rec1ors lncre,ne 1n  111e1r11y 1119 effort,  proc:e4un, Md COlllKtS fer recnit- suff IRIJ \"'II Leri I I II' 11 with p1rtlcul1r ..,.,1, -t of stiff. '8t sUI f nd ore pr111111r nn  inorltr t1ctwr certified 1M _._ llonI repre\\enlI 11111 rKruitnt Ctttified au1111 w11por t \\ l  I I\\ 7 lo ,ur the 1Pt1llc1nt Use teKIIWS ia U. . Ongoing . pools lC\u0026gt;ll4j the district, recrt'-l ..-ess Crtified Ind IIOII- . . . Prnporl 1111141 rPprP \\ 1'111 J crtlfied wllcMl ' t 11111 ol  111only ul ,ooh will N SMrH .. 1or 11 r eplorePS 111 111 tll the 1..-.it to \\UII IOIJ I te,1or1e\\ 1ssisl e.c:~ ~tW la corrKLlon of ,1spro-portioo1te ,t1ffl111 lo onltor dlstrlbutl Ille princip1ls will be . . none Principals ', I 4 t 1 \\ I 1t .a I 11,1 I .a I h,1 I ~, stiff 1ero11 trlde .c:countable to .. ,.-e Personnel Oir.ctor  111or1tr le.a, hPr\\ 11,.,. Is 11141 su,,ort 1re1, equit1bl dlstrlWi Assoc:iate/AS\\ISllnt .a\u0026lt;1:P\\\\ lo 1e,t.h111,, 1111111 ti of teclM!r, bJ 9r1de Super inten~nl\\ 111111 I IP.\\ otl ,Ill 11,11IP level Ind subJKl ar l1v1\u0026gt; I\\, Ill ,I I I \\UII  I ... I'd\\ o111,1 Ill \"' I 111 111 . Al' , ll111111r\\, 1,/1 t\u0026gt;l1 , I I I I I . I - L i Plan 1989-1994 (Yuri ' ! r. Rt1\n,or.11b1t Per)onncl D1[et.tor/Assoc1ate Superintendent   ! i 11 . Icon\\ invedl !l1, 1s1on __ :u.Jwu_-:--- Progra/1.rea Persoone_l _ _ _ Pr Im. 1 Df I \u0026gt; ---------,-----ST-.-,_-,-5-1-(-S/------.--,.-.- .,,-,-.,---C-\"'_l_(_T_IO_N_ _ _ ________________________________ ____ OIJ(Cll\\lES I. ACTIWITIU Dll( DAU COSTS I. lo ldentlf, students W10 .. , be fi.lwe lHc-..~ ~ lo ,roI ,..,.,.,.,,.._ 9rs lo lMa , . Jo establish Joint c.-itttt to ddress district plnnl11t for SIIC)tlOrl of Sl ... ts llllo wisll to - lHchers ,h ta_b l ,h.l .l I _t.,,...., .I,N .d lers Jlor \"'\"'' ... SNior ltigll schools Create ccatrKts of iINt\" telllre fi.twe teachers \"\"\" detrH and certiflcatiN CCllllpletion Provide 1111,rs111, ....,.,. nil for students of edllc1tion August, 1989 August, 1989 None OngoillCJ ACSPONS:lllliY Assoc1ale/Ass1slanl Soper I ntenllent s Director of Person~, Personnel D1reclor [VALUAi ION Inc rease lhe n.,..wr ol Uudenls enteri nq the leac_hing proless1un lnc re.isf' the nuahpr 111 11uir11, slo,lfonls who gr .itlua I e I roa I he lh \\ I , 11 t .in,I return lo lhe,a 111 le.ii h  -L Plan 1989 -M ( fur) ,- ~ r: lu\n10r.1101e lCUAOOCI Q1cCf..tu,/Anoe1t ~rinttncnt :  !I 11 (coot l1!Nfl OIJCll\\'S I, 'o ,stbl hh  jol11t -iltH for,,._, .. rrcrutlatnl strat .. tes nd proudures I. STUiF(IES/ \"'~nmu Pr'OllucU el ,I Ht of .-.-.- u- ..-.-......... ..... . dewelo,N jot11tlr to tncre1se effecttw...-ss nd ca.r tnes rKrui '--Ill respons tbl It les lc'ihlllNG DUE S,,rlng, 1999 O.welop I cw-1th,. Spring, 1989  .._..lfll\"hc:l'llll8Nt of certt fled 111d IICNI certified stff _.Ut rserwat toa f 1 ___, of slo~s s, ~I .-.-...1 ,0. ,e. c ,,...,,., , ....... \" 1-,rowe teacher ..,.. 1-. C ... tttoas to Milllllll leKtwrs In the profession Spring, 1989 COftPL El I OIi DATE r.11. 1919 r.11. 1919 Ongoing Ongoing COS,S lo be det,r  intd I _ AESPONS:IIUTY 01 Hr 1 \u0026lt; t Penon,14! I DlrMLon 01slr1ct Pe,sonll4!1 OlrtllOn Support ~,w1r,s ,nd .,,!ding P,inc1p,ls [VALU/.i JON Co(1ll'l 1on of the doc.-nt A.ic1,1I ratios 111 all stall 1)11\\lt 100\\ c,-nsu,.tlP wllh hH,1rt dAd cou,1 dj)j)rr1we,1 ljll I ,Je I IA('\\ l1lfrr.tsl' ,11 \\lrH l \\I.ti I retl'nl 1011 -- Div h ion S, hooh Pro9r I l.ru y hqpl Pol,, IC) I. STUH\"U/ 15111115 CCINPU1IOII o.llC 1 nu ACtnmn DATl DAil I cosa I. llSPOIIS:llll 11 I (WllUAi IOII I . I stlllll\\11 I c-UtN to C-UlN HMl_..t ... .... ,. \"\" June. ,,.., - District pupil ,.n_ Coap!et1on of lM U\\k  ..., 11sc1,11-.,, rls c~lslaa el ,ellcles llrKlon  1dl'nl1lled .... H .. IIUs _, t .... ,,. ..... \" .. 1d1aol ,t,1 h, nd --to.-.,, s of n .... , Ill Mull ,atron, frua lhe li....-llM dhlricu l Oi1...,-... tl011 of llll .... ,o,  S'!l of rIH/ Julr. 19\" .._, IMO - . . rlt to,,..,._, e,e\u0026lt;tlliOIK ldll h dlsc1,11 .. , __ ,~ , ...... ,, .. -  I iltlcts. IS,e\u0026lt;lflc ,_.ltlH MJ .... , .............. , ... .. ...... , .. i ,_, I. htlllll\\1111 llfOC..,e lewle. of ,tllllNt Ill ....... llai!II .. prlnc1p,1, lor Sllllrl .. css to to.,...,, 1,saes  llsct,11..,., re\u0026lt;erds rlI dlsp,rltr ,... ,t .. 11 tnlfer Pol lc,/procectu,-e to N .1u1,. ,,., ..... ,,.., - . . *\"\"'\" for cc--ec ti ol ,t.-.t dis c i,t 1111r, records .-e.. U-'\"'11 lnnsfH or  P.apellNl/1u,~ -! I I I ' ' I. STUl[51U/ IE\u0026amp;lIK CWUTIOII OIJ~CHr:s MTIIIIHS UTE DAU I COSIS I. IHPOIIS: II LI if I CVAl UA ii OIi  -.,,, .. of ttNNftee --t '\"' ,_,u .. .1u1, ..... ~. '\" - Appf'oprtle Assocte/ (tJIIC)let,on of ts ,ollc6e1 le tteai,l le .. ,.u ... , .. ,, .. AlllllMII !,uper,ntetldenl CIHle  C- ,-1 iCJ ..., . ....,, fr HCII of Ille ... HI of ,r .... H di Uriel\\  ..,.,,., ........ u ..... .... lI c-lUN .,,. , ... OncJoi .. - Supet-1ntendt11ts . ,_,u .. t ~ ,ollcles tt...._-,4'h 0..01 .. , ..... of ........ Prl11ei~ls IWI 01str1ct dpll .. __, ,.,,, .. -, iHtlf' ... tM  le A11111a1slr.lon to rewiN t ...,.,, IIN'ltles  St-- I -ft  Dewelafll tter .. uwe scllool Pl 1llerNliwe scllool s,,1 ....... Ogoi .. ..... ........ , w,a,ril As1oc1,1e/ . for ,,..._,, I ....,. of M,000 ,er AuisUat lterwNtl w s,eclI lo Ille district ~llffldNll ssist.-e If trip 1w11lle to Sl- ll Stile O.,,rlnt of .._to, ... ,., .. ,.._.   ctr1c1 .. ,h HuUllOII etc. _. collllfltll .... f.-lillt w1ilNllitJ J I I I I I :   -L Plan 1919-1994 (lud ,-, r: IH\n,or.1111,. p\nreclor uf (ounseting/Pupll Personnel/ : : ! I IV. Qiccc.Lw: pl yooi\u0026amp;tCY (df.KLloo fo rov1\noi11t \"'zs In guid1nce/cqunsel 1nq to - sluileti niicls lo ensure r1c11I equ1tr Oh n1on SIIMN!\\ Pro9r1a/t.rt Gu1dnce I . STIAliGIU/ 1 G ltllll Nia COKPUTION OIJC11\\':S ACTiWITIU I I. I o:.u DAU cos\ns l.(SPONS:Bll I\ny (VAlUAilON Hold Nlfllp .... t fllr ' C.IKI NiJIOJt!S Jul,. 1919 leu1, Directors of f.u1d1nce . for st..-..ts., IIOllld (foc1I. , .. 1 .. 1 Md Voc1tion1I hers nler the lfOrld of IIOf'k AiUONI) Dirl'C lor of Vocu 1001 I Her school. (duut ion Noli, hlr wltll focus on Yeu1, eaplo,ers of  inorllJ l1rget skills ---4 for Yeulr . eaplo,-ent as well IS opportuni t 1es l Provide consistent ind Hold joint counsell119 In Fill, ~llr Journ1l1s Oep1rl enls - .. co-.,lete i  f.,...tlo to i11forNUon senloas for studHIS r ....... counselors Counselors cell ... ,,.,n,t ... wec1ti0111I sdlools. Co tKl col 1-.es ret,rdlng Eich hll - School Prine 1p1I s IIN11Cl1I ii ltll ainorilJ scllolirslll,s 111d specific ltMI spec:111 flMnCiil iide Directors of Guid1nce cnncefttr1tlon 111 1ccess f blid colleges ind Cont1ct colls rec,1rding lich ,,11. sprilk - Directors of Guid1n\u0026lt;e universities 1nd IIMftCiil idllhsions, ~.,.,, w/c-ttee of couc1selu s d for  illOf'llJ SllllteAlS .... iuisons Prov 11le Urgt\u0026gt;l counseling for  111001, studellu ' OnC)o111q - ~dmol Counselun Nol 1fy Sl1111P11l\\, pu,-nh Ongo111q \"\"\"d I fu11n\\l'l11r, /l'1 111, 11MI I ,1nd PtJuc11e HI f re1Ju1h11o ',I.ii I 0,,v .. 1111111 1,1 11 opport un ll I PS U11 tc tut\\ I .. ... ,,. 11111 111 ld111 ,II '\"\"I I .. . Plan 1989-~ing (Vur)   \\ , llupors bi I tuount 1ng/Gu1d,nce/Sct1ool s I IY, (cgqllnYCdl I SHAIElilU/ OIJiCTI \\'5 ACHWHIU fnhnce lnorlty lndlwictu.l studlftl ecruitaeAt Incl cferenc:11111. , .. , ... r.ness of student for nd COIIIIHIOf' NCaur ... - AP, honors Ind elective -l of Incl -ilorl119 proqrs of Slude11ls Proville pooling of CrHle C-1lelOCJiH of resources ncl s,eciflc of 1w1il.tle lterwention pl111s of i11lerYNtlo. service, fM students llllo ue dis1dw111t1ted 1#14/or Districts sh,re inserw1ce ll rh Ind contucted senlcts to benefit sludtflts Develop nd lapleaent lo be developed Ind Sludellt Clf\"Nr tulduce rew1e.ed br studeflls, ,1 ... It~ 11Mtlvldu1I p1renls, counselors 1nd student ed11ullon1I plns te1cht!rs (predic1ted or tnd c.-.niutlon illl potenl11I) ,,uents to ...courage studPnt 1ccess to 111 curricular Ind pro-qr, ... tlc oppo,-tunities 1111 1 ut io c.-nsurte tll school r1Cill ,oapos1tion I 1 I \"1 I 0 11illUIING I COKPL(T ION I I 01.1[ DAI( COSlS Ongoing - Ongoing Ongoing - I R[ SPOICS I BI LI i Y Coun\\elo,s/le,chers Dhtr1ct D1vn1011 IIHds Coonselors/lechers Oirector of Gu1d,nce DesecJrecJlion Officer I I -- ----- ------ (VALUAl ION Pruporlunte a1no,11y rPpresentlion 1n these Llnses Oewt\u0026gt;lopaeot ,11111 1aplN1enl.it111n of st14te91es lapleaent.tllOII of Pl.Ill\\ - _:\nF hn -c-.,..,...~-,:-4\u0026gt;\"-----( Yur) : ~!Cr: I: OIJtCll\\'[S I nh,nce ,_,..ic1l ions 1ft1J dlwisions rel1led to ., .. sel i119 in the 111\\lricls llnifor  ilJ of district r..cords rrdt119 ,., . ArHNic sUlls Dewelo,..nt PIM. Ml-6 llnifor records tr1nsfer pollc, crHlh illd \\W\\les STUT[C.IU/ ACTIVIHU R~lr. onlhlJ eelingi -.. directors of tuidince Periodic joint tuldince eetings Appoint joint c-lttee of counselors iM stiff lo cre1le if.,.. district record foras Appoint c-itlee to dewelop procHllre iftd liI ines \"' records transfer l[GltllHNG D'-TE Julr, 1989 COKPLETIOII DATE OncJo I \"CJ June, 1990 COSlS !}I\\'\\ 10n 5lhOol \\ ?ro~r/~rr ~y1g4nce AHPO~SIB!lliY 01rector of Gu1dnce Appr()C)f'ile A\\\\OClte/ Ass1st,nl 5u~r1ntendenl Director of guidance 0irec tors uf 91111lanre, pt\"1ncip1l\\, directors of pup1 I accounting CVALUI.T ION lnhao\u0026lt;.ed 5en,1ce\\ lllflruved (-,r11cal 11111 (oaplet 1011 uf la\\ laprov-nl in Proc e, \\ I. -. !i ?Ian 1,09-M (fur) ,er Rtspor.11b1e Assoca4Lc $MQCflQltndtnts ! i : I OIJiCll\\'ES SJIAH\"U/ ACIIVIIIU lu \\llldJ G.P .A. nd leviete pollclH Mid t11enship p1rticip1- ...,., ... t of ,, ... , .ion requir,...ts of 1NrUcl,-t1 I Hd1 h\\lricts to Mldreu district l(IINiC requirtaefttS ind st..-11t ,ullc lpalion .. vlete dill - sludlat llffds _.,-uc1,-u.-, aclllev .... t over the 11st 5 Jtlrs IA tlCII district levlete r1ei1I group represet1t1t ,_ IA etncurrlcul1r activities bJ ,,strict o.er l JHr perlo, ...... illt coalllN lo .. IIU1te res.Its of dlt rnlew 1M see 1,  are1s of poller ..,-...,., eaist. ~ I I ..\nI \"1 I t,j l\"PU14~1.\n1.\nION l lH~l\n,.[ D 1 .-. s ion Schools st..-..ts or e tncurrlculw 1\u0026lt;lh1t1es llable recruilatfll tr1t 1es ccess nd o rtunt1es Progr/~re latrcurr1Lul!:__ 1:lilfllUNG I . C(J\\PUTIOI I 01.lE DATE COSJS Jww, 1919 Ontoing - . . . . . . I I . A( SP~S\n11 L Ii f I Assoc ile S1111rr 111tenden1 \\ Director of Alhlet1cs . . . I [VALUAl ION (Ollf)let 11.111 of pol 1e r rev1~w Ae11n1on, of p11l1\u0026lt;11 lo dtJress ~lude11 needs s l I SHAU,HS/ OIJtCII\\-CS ACIIVlilU l . lo ncrult studNts for IHctwr, .,r111t n lArllcl .. tl  cdeeic COURseloe ......... IS of relIH Alld Athletic co- oppo,ttlt IH 11111 IR curricular ctlwitles tur t :icow...-.t of studNts Prowia s.,\u0026lt;ill su,pott: of costs, rKrMilaltlt, Ad e11eoungeaet1t to ,t.,..ts a.serwe slots, If MCHWft. te .. tw st.._t ,.,-tlcl,atl 11111 access  '\"\"as -  ,.-.....-u .. , IINsis .... ' ! c~., I I ltGIIINING I . CCIWUTION CUC IIAH I COSJS June. 1919 Ongoing . . . . I I I. RlSPOt1S:B!ll il Prine ipI s Counulors luchers Athletic Dlrf'Clor . . !l1ns1on _.J!.!!ltl/h __ ___ _ Progrta/1.ru llr4turr1 !c !!.!!!f [ VAL UAJION lncresed student p.rllciptton - nhnc~d proport 10 in student prt1, 1 I n I I I, 11.il 11111 , .    . ! , Pl11t 1989 1\"4 (Jud !h\\'1\\1011 _5!!!9\u0026lt;..!!~----- ,. \\er. P.e1,or.1 AIMKttlC ~MPC[tnl...-Ol  f : Vf. Proc\nria/i.ru . lc1 .L..u llkl.,.._I ____ lo ...... lHlillg prop:eas 111d student pnpu1tion Ind llCeU lo proqr,a\\ l  AIM41!QD OIJiClll'U I ........... ,, ... prOIJf' r.,.. ,._. ,...,.dillt .11  Md jeit scor1111 Pi\\lf'ICt iforaitf iR ,.,..,, .. test re1t1 _, IMIJllllf 41.,.ritiel rOf' 1111-reclat -uor1-. , IHM to .. ,we .,.r.-iI ,.,, pre,,raU -. '\" .... c.-dit ... , ror all 1tllllltlt1 . Addren 1trel .. iH to f'flfluc:e dls..,-ltlel ,, ...... .,...,. .n.f. ..s c,ll. ll.o.l. .,.,. ,., and i...,.ow.-.t ,,,.., I I Cit ~ I UIAU\"U/ ACIIIIIIU CoordiNle ,.,,, .. ... sc ... , .. ..... ,., ... ,, ... , ,, ... t test rewlt1 wit 4kla 41, ........ tl to .... ,,. dls,erltle1 4Mll ... tMHl,J r 'r Mjed ., .. .......... , , .... , .... ,. N o: leKMr, StAU fr ietlllll 111d twal-..U,... cUlr t - test pre- ..,.1t1 IN lllt cOtldlllI for ,t ... 11 ANlrsh ol Kllool lllr K .... , ..... i-4- ,, ... , Mffl DewP.I~ of Slf'lt-.11 lo ...... ,, CO...-Htl\\ Ind to ... , llfft.l\\ li\"l .. 1115 CCJWUIIN DU[ DAil I COSTS I lfSPOIIS:llt I .W I lVAlUU IOII ...,,,. ,.., Olltoi\"I le\\llR9/(w1lu1l1on 0.pl laprowrd 1nd .,,.  eff 1c 1rnl Pf'CMJI\" .. llid \\CUf'l8' Spri ... \"\" Ollgoillf A1soc11le/AS\\l\\llnl (-l)IP.llon of 11\\k Supe,11tlNNINU JIIM, ,,,. .. .... . A(-l1w1l1on of 1114! -l0f'l\"9 c-llel!\\ s.-,, . ., Ollgolflt PrtllClplls 0.wrloa-nt uf pl1n\\ Super11tte1111Pnl\\ ,.,.,l\\urhlr ,ir. r\"\"'' Ill 1h \\j)II' 1 l It!\\ . . I I I  .Ii PIIA l!!tM CYud  '  u r. h1,or.11 AIHK 141 wwo11tNCltnU ~ 1: VI lrnel lmetl !l\"-- \\ 1011 s~11ooh _ _ __ _ Pro9,1/~rr1 ieii,_9 \"9...,/,___ _ _ rnl111llon I SID151lS/ 1[51 .. 1115 CIW\\UIN OIJE Cl l\\'U AUiWllllS o:.n DAU cosa I. I( SPOIS: 11 u iW I UALUAliON JoillJ ,.. .. ,. 1erwtce1 Jlttat stall .......... l \"9DIIWJ an,o1 .. Directors of lest1\"9/ AcltNIC laprm,.-nl lo lH\u0026lt;Mrl ta lHU .. h1ltt1llUA of 111 Uudetlh re: uw of tell K .... , ... , .. ,. . . tlH ... etatiNI of ... ,, ... , ..... , Appropr11le A\\SCKllle/ r~lfJ. of Kores .aNI A11ist111l ~r1nletldeftl~ to,.,. .. ,, , .. , .... ,...,.,..,, ... . . ltHweatlNS lo Pr1ncip1h NMfit st .... ts ,,,., ..... to ....... C .-es, tllese ,t .... l MHI s, Ille 111H1 t Scllool NIH , ... , .. of .  I.R ,l,H,tw N,,t .i.N.S. , ,t o,  . rr1.,,.1s of IC:HNliC .aN IHctler lsHwlces for . . Stile Detirt-l of lllllllRt learai .. StJles, (MllllMI coaper1U leart .. , -u..-, .. MHSof lutrlch Stiff .,.o.,u,.t,~IIM.,, .,. ...., ,_ De-t  .,....,,1,, 1,,..-..._ua , llreclon r I CIT I ~ I I I caJECTIVES The selection of uterials/resources to support the curr1cul .. in desegregated school distr1cts is a ailti-district goal of the library edia progra s. The inservice training library lledia staff aebers to desegregated school d1str1cts 1s a ai1t1-d1strict goal the 11brary lled1a progra s. .. ~ Cit a') l of STRATEGIES/ACTIVITIES BEGINNING DATE Continue hosting Multi-District annually Multi-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Mult1-0istrict annually Resource Sharing Fair with Book and AV Meter1als Vendors, rotat1ng the site aong the three districts Plan to host ulti-district ongoing tnservtce ... t1ngs such as the one sponsored by the Pulaskt County Educattonal Service Cooperative 1n Apr11 of 1988 to explain the new nat1ona1 gutde11nes for school library ed1a progr planntng Plan to host 1nservice training for ai1t1-distr1ct 11brary ed1a to be estab11shed spec1al1sts us1ng distrtct 1111ployees CCM\u0026gt;LETION DATE COSTS ongoing Minimal ongoing Mlni al ongoing SHk Funding Fro Coopera-the ongoing Mini al Division: Instruct1onal Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Resources will be Directors or selected, purchased, and respons1ble person (including NLRSD) Library Media Directors or responsible person (including NLRSD) Library Media Director or responsible person (includlng NLRSD) utilized by teachers and students as they teach the currlculu of the desegregated school districts Inservice training will develop skills for llbrar edia specialists who wor in desegregated school d1str1cts y k C\u0026lt;J4PLETION 00.JECTIVES STRATEGIES/ACTIVITIES BEGINNING DATE DATE Utilization of televi- lapl .. nt utilization of cable to be established to be established sion technology in channel 19 and/or videotapes desegregated school produced at Metro to teach basic districts is a aultt- ski 11 s. etc. district goal of the library lledia progrus. Recruitaent of Minority Contact teachers training ongoing ongoing library Media institutions/Recruit Specialists in desegre- teachers for training progrus gated school districts in library lledia certificatton is a aulti-dlstrict goal of library lledia progrus. Multi-distrtct ~nica Copy aaos relattng staff ongotng ongoing tton for library Metia developaent opportunities progru ad inistrators to other distrtct ad inistra-ts a goal for the tors progra s. Meet infonaally for shartng sessions ,.... l ' COSTS Seeking Federal Funds under Star School B111 Mtniaal Miniaal Division: Instructional Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Students will gal n prac- Directors or ttcal vocational expert-responsible ence In running a tele-person vision studio\nstudents will benefit fro tnstructtonal units pro-vlded over cable syste or recorded for later classroo use. Library Media Hiring and placement of Directors or  tnorlty edla specialist responsible w111 occur. person (including NLSD) library Media Better c01111unlcatlon will Directors or be achieved. responsible person (Including NLRSD) s SPECIAL EDUCATION I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: ( l) A multi-district comm! ttee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 59 1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office staff b. Principals/Other School Staff c. Teachers 3. Multi-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruit-ment of minority teachers and support staff. 5.. Establish multi-district system ( forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Multi-District's Expected outcome 1. By the 1989-90 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures.  60 c. collaborate on staff development eff arts in all aspects of special education. D. Support activities of the multi-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education\n(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational information systems. 61 Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. . . U I t111 I 11 ,I ..     . . . .... 1011 .... 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'\"\"'\"'' ,.,,,u,au, \" N, ,,,, . , ... ,. ,,,,, ., , .., ..,, I I U1 t ok.1 II M,,.,,\u0026amp;JLr I~ .,,, .. ,,., lie, cat..-, I I s, ... ,c ,,.,.,,_.\n...,, I. s, ... ,., '\"Pl' I i ._.,.,.I ,. .. .,, \"''\"'\" ltcw , ,,ui:.tt:. l . tun1,\nu/l uc:h utla\u0026amp;11 Moue Lo.1, I, ,11 ,, ., I  I w, I I 4l'ISU L'\"(M)4'1,tl llif111 INJW , :UM,- a..t ..,,, .. ,,.J ul f.,,- irl91,\nc-.., c.,.., ,_., ,_,,_Cl ipl ion ~.,,cw ,~.,.,,:x: ,1ttc1 Ul'J:.i J..,,u,.,,y IWN 1-..1,,u.,,y ''-'\"''-' \"\"'\"-\" t ..,, ,, lt11, , ltil t,U ' ' ..,NJ  '\"'-'I SC! d\u0026amp;!:\u0026amp;.'I ipl I011a1 '\"'\"\"' uy ..,,, .... w, ,.,,. dilt~1c.:1uu:a I I I GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students entering the working world directly after high school, 2. minority scholarships and financial aid, 3. parent education in terms of student opportunities, 4. college recruitment practices and their impact on minority applicants, 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multi-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minor! ty students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. 83 To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. The districts goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as 85 well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say NO,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement school-based activities\n5. Promote multi-ethnic in-school parent/teacher committees\n6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\n86 B. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nc. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nC. Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\n87 D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. Expand the school/business partnerships\n2. Have a multi-district event to honor business partners in public schools\n3. Encourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. * Special needs will be addressed in each school district's desegregation plan ** Participation and programs are contingent on additional staffing and funds in PCSSD 88\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_384","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume I","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":["1989-01-31"],"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 I"],"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/384"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 7 APPENDIX 1514-1703 I j I JANUARY 31, 1989 VOLUME I fl a 1 2 3 4 5 6 7 f I 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I I1 DOCKET SO. 1174A 2 (Cross Refere.-.c DOCKET NO. 1161A 3 RETURN TO PLEADINGS FOLDER #27C I I 4 LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME I 01514 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I ( 1 II 2 II 3 1 11 I! M M LITTLE ROCK SCHOOL DISTRICT 4 5 6 1 8 9 10 I PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 11 II VOLUME I 12 13 M I 1 01515 14 15 16 17 18 19 20 21 1I 1 I TABLE OF CONTENTS Volume I 2 I 3 1. I 2. Commitment to Desegregation Leadership 4  3 . 4 . Early Childhood Education Special Programs 5 6 a 5 . /I: Summer Learning Program Asset Program 7 8 a 7 . School Operations 8 . Program for Accelerated Learning 9 a 9. Gifted Education 10 a 10. 11. Multi-Ethnic Curriculum Content Area Programs I 11 a 12. 13. Focusied Activities Parkview Science Magnet 12 13 a 14. Recruitment 14 15. Federal Programs a a a a a a 16. 17. 18. 19. 20. 21. 15 Vocational Education Library/Media Services Special Education Staff Development Support Services Parent Involvement/Community Linkages 01516 16 17 18 19 20 21I I COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT 2 ( The Little Rock School District is committed to a comprehen- 3 sive desegregation plan which focuses on the total learning I I I II II I] II I! II II 11 environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among stu- dents and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. Of course. real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: A. B. C. D. E. F. G. H. The belief that all children can learn The elimination of achievement disparity between black and white students on standardized, criterion-referenced and minimum performance tests Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court- approved desegregation plan as enhanced/lncentive schools Improving race relations members among students and staff Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in,Jjr^xtracurri- cular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation The effective district use of recruitment interdistrict strategies to and intra- meet the desegregation requirements in all schools and to avoid resegregation I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 The development and infusion of multiethnic education in all content areas 01517I R I. Ongoing staff development activities to equip 11 teachers, administrators, and other staff with the skills needed to achieve quality desegregated education 2 3 In summary, the Little Rock School District Board of f R Directors is committed to having quality desegregated education 4 in all schools during the 1989-90 school year and years to come. 5 II Quality desegregated education will result in long-term stability 6 M and growth for the city of Little Rock and Pulaski County. It 7 will also provide all Little Rock School District students with B the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of 8 9  Directors hereby acknowledges its commitment to quality desegre- gated education and respectfully Invites parents and community 10  leaders to make the same commitment. Such a commitment has to 11  occur in order to ensure stability in our schools and ultimately achieve unitary status. 12 13  I B K  I  01518 14 15 16 17 18 19 20 21LEADERSHIP  Central to any school desegregation plan should be a c focus and understanding of the kinds of goals to be achieved, is insufficient to establish as a clear It --  a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different distributions in different settings. of children does little to racial The mere physical movement guarantee any changes in the quality in school achievement patterns\nin interpersonal or in the variety of patterns of et.hnic plurality. No plan should settle for the mere mixing of youngsters. The plan should have as its primary focus an educational environment of education\nrelationships\n3 4 5 6 encouraging academic and human growth for all students based upon their individual needs and talents. 7 A vital factor in  II II II II II El n   8 successful school desegregation is clear. coherent, consistent leadership for change from the Superintendent and Board of Directors. The Superintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the Superintendent will assert their leadership in the following: and for Directors. from 9 10 o o o O o o School boards should reflect the backgrounds of the population that they multi-ethnic serve. The school board and superintendent is responsible for providing equitable and direct means keeping the local citizenry informed about __ schools and for keeping self and the staff informed about the needs and wishes of community. and for the The board _ and the superintendent will clearly delineate its desegregation mission to the staff and to the community. school superintendent ! il 11 12 13 14 15 The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will staff to provide structured, clcatl leadership and modeled behavior for expect the administrative desegregated school setting. rt I 17, 18 1 clearly articulated an effective I I I 19 20 The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. will be  MM 01519 21 3n 0 fl u o n o n The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary will be consistent district desegregation policies in terms buildings, staff, materials and equipment. decisions be with of 3 The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of its commitment to a quality desegregated areas: education in the following Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Members Relations to other Staff Board/Administration Relations in fiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately status for the Little Rock School District is evolving the Superintendent and the Board of Directors will restructuring of the school system so that all urges or discrimination, segregation, or unfair treatment have been eliminated. Further, the District will insure that schools learning experiences throughout system are organized so that school unitary insure the vestiges of and the the school 1 t I 1 4 5 6 7 8 9 10 11 12 13 14 15 procedures prevent unfair treatment for any child because of his or her or economic status. practices, policies and or denial of opportunity race, culture, religion IJ I I\nI 01520 16  17, 11 I 1 I [ 18 19 I 20 21  Il H H EARLY CHILDHOOD EDU'CA? N n When they enter school, children who are economically disad-vantaged and who are members of a minority racial or ethnic groco nH are less likely to perform as well as their middle-class eers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 4 5 6 H expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on 7 tests of intellectual and scholastic ability, which can result in 8 unnecessary placement in special education, retention in grade. 9 low scholastic achievement, and, eventually, dropping out of high school. 10 Poor children who attend good preschool child development 11 programs become better prepared for kindergarten and the primary 12 grades. In addition, preschool programs hold the potential for 13 greater academic achievement, less at-risk behavior in the teen 14 years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 15 1 Association has identified preschool education as the key investment in education for state governments. [f 16  17j 4 The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of Benjamin Bloom on the need for education for 3- and 4-year olds, additional studies have continued to document the academic and social success of EARLY 01521 18 \u0026gt; 19 I II 20 ' 21 ri I I i I I these who have been involved in early education pregrar.s . The 1986 findings of the High/Scope Educational Research Foundar verify that successful early childhood programs affect children's later success in school. This research, links student achievement 4 in hig.h school and beyond with the home and school as powerful in^_uences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 million enrolled in public schools programs. Although there have been significant enrollment increases. large number of children still need access to preschool programs, particularly those children from low-income families. The 10 11 12 Children's Defense Fund (1987) reports that Head Start currently 13 5 6 7 8 a I I 9 serves only 16 percent of the 2.5 million children who need early 14 1 1 childhood education services. This lack of affordable programming leaves over 2 million of the nation's most disadvan- 15 taged children unserved. In Pulaski County (Arkansas), the Head Start and City of Little Rock Early Childhood small percentage of the eligible disadvantaged, Programs serve and at the pre- 18 a I I sent time, no public school funds are being used to implement early childhood programs. 19 V Poverty continues to be a problem for young children: 20 EARLY 01522 21 'll G i I I Twenty-five percent of ail 4- and 5-year-oids today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). I 4 Poor childre.n are only half as likely to be enrolled in 5 preschool programs as children from affluent families (Children's Defense Fund, 1987). t I I i 6 7 Current national and local social, demographic, and economic I, trends tell us that today's lack of accessible early childhood 8 programs will become even more severe, especially for the poor. 9 and the need for programs will continue to rise for all socioeconomic levels. h: 10 Little Rock School District proposes the expansion of 11 existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three com-ponents: HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) wlll 12 13 14 15 16 1. 1 focus initially on children in families who ! 17, 1 live in the shadow of the current racially Identifiable chools In the Little Rock School 18 District. This home-based program. which 19 a complements the school-based program operative 1 20 I I in the schools, recognizes the mother as the 21 first significant teacher of the child. EARLY 01523 4 2. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM - The e preschool curriculum model will be implemented 4 n in three of the Incentive Schools in the Little Rock School District. Effective the 1988-39 School year. this model will be an 4 H integral part of the effort to improve the 5 academic achievement cf minority and economi- cally disadvantaged children and to attract 6 7 white students to the schools. 3. 8 II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will 10 work cooperatively with other federally funded early childhood programs to collaboratively 11 Implement an education program to better meet 12 H 9 the needs of inner city Little Rock students. 13 q These three programs are described in greater detail in the following pages. 14 EARLY 01524 15 16 17, I li I\n! t\n\u0026lt; I I 181 19 I 20 1 I 21n H HOME INSTRUCTION PROGRAM FOR PRES (HIPPY) :ocL YOUNGS I. ?roqram/Area Overview A. Summary of Background In mat ion During the fall of 1986, the Little Rock school 4 istrict lemented the Home Instruction Rrogram to serve 5 educationally-disadvantaged children in the community where 6 high-risk children were identi ied. eveloped at Hebrew University in Jerusalum, Israel, by Dr. Avima Lombard, this 7 international program identified parents (primarily mothers) 8 as the first teacher of their child. The specifically- 9 designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers four-of and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were 10 11 12 13 I less likely to repeat grades, less likely to be iden-tlfied as needing special education, less likely to drop out of school, and were overall successful school pupils. B. Special Needs (Individual District) i Although enrollment has Increased in early childhood programs, the needs of many children of low-income 3 and I 14 15 I I16 17, minority families are not being met. II Areas of Collaborat1on 18d The home based program and the four-year-old school 20 based program will collaborate in the areas of parental I EARLY 01525 T t 21 involvement and teacher training. T.he L ie Rock School anc Pulaski County School Districts will collaborate and coordinate the on-going implementation O' the HIPPY Program.  Evaluation and Monitoring (Process and Responsibi1i tv) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standar- dize achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. EARLY IC 01526 Ji li I i I X I I 1 i I IV 4 5 6 7 1 i I I 3 i i I II I, ( ! i. E\"  1 8 j 9 10 11 12 13 14 'r 15 18 19 20 21 Jo CM hL si Bnoual Plan__1989-90 Person ResponsIBIe^Hari Goal: OBJfCnvES To proaiote the HIPPY \u0026lt;n (Tear) Shead, Supervisor program Io select hippy aUes Initial training of aides 4nd staff by Hebrew Uni 'Hy. Percentage of consultant travel er- To enroll families Into pro gram To recruit families ro IS) O a I 2 2 2 I IMPlfHfNIAIION IIMCLINE Division Curriculum Progrf^re-school Mome Instruction Program for Preschool Youngsters I SIPBlfCIfS/ BCTIYITItS BEGINfilNG DATE COMPIETIOM OAIE To c^ose and mall Public Service Announcement for local Radio stations and Channel 14 and 16 flyers Interview and select four- teen (la) aides Host and arrange logistics with (Ann tamps) stale for the Hebrew University for Initial training Conduct Home Interview and enroll families Into program Compose and mall cor- respondence to conmunltY rniir-rKAe _ churches to recruite ^-^milles and instructional aide trainees to 00 O UI COSTS Joly 29, 1969 July 29. 1989 S ISO.00 Bogus t 1. 1989 Bugust 15- 20, 198? Bugust 22- SPt. 2, 1989 Bugust 31, 1989 W RfSPQWSIBITITY Marian Shead cvaluatioh Mailed letters appear on show Bugost la, 1989 75,600 Bugust 20, 1989 Sept. 2, 1989 Oct. 3, 1989 N\u0026gt; O Staff aoo (Advertisement) 1,800 690 (materials and maiI out) aoo to Harlan Shead Supervisor and Coordinators Marian Shead and Annette Roper Myra Randolph 00 OS By applicants response Pay the bill Certi ficatlon of Bides or ( I ,[O Ui ro OD Um u I I To determine service area of coordinators Io assign famlIles to be served by aides Io organize Instructional Material Io familiarize Aides of the hippy I^lamentation In IRSO Identlfy families to be served by each coordinator Identify families to be served by each aide Print curriculum material Conduct three (3) day workshop Sept. 7. 1989 Sept. 9, 1989 Sept. 1989 Sept. 1989 Oct. 3, 1989 Oct. 3. 1989 Sept. 30, 1989 Sept. IS, 1989 -0- -0- 6,000 175 (Naterii U Obtain Material to pro9ram Io orientate enrolled faml 1 - les to the HIPPY program Identify Meeting sites of group meeting Order Material from Israel Conduct Orientation mee 11 ng Secure Meeting sites for group meeting Mall out Sept. 27 and Sept. 29, 1909 Oct. 28, 1909 Sept. 79. 1989 Nov. 1, 1989 S.OOO 250 (Material) -0- Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor Supervisor and Coordinators Coordinators Io schedule Implementation of HIPPY curriculum Implementation (continue) To provide parents with Information that will assist them with their chiIdren Schedule aides weekly home visits and group Schediile area group Meeting - print flyers Schedule weekly service for aides Schedule Aides first teaching wi th (own child) Schedule Workshop for Parents and Aides nai I out and print \"Mterlals Oct. 31. 1989 and Nov. 9. 1989 October, 1989 October. 1989 October. 1989 November, 1989 Nov. \u0026lt;. 1989 Nov. I. 1989 Nov. 1. 1989 Oct. 1. 1989 Nov. 9. 1989 200 (Material ' -0- -0- 250 -0- -0- -0- 300 ) Supervisor and Coordinators Coordinators Coordinators and Supervisor Supervisor and Coordinators Supervisor/ Or. Beverly Uhite Printing completed Agenda/Recelve Material Receive Materials Tami lies enrolled in program Conlireiation of site Received materials Received materials 1 1 i I O to 00 03 U3 4k NJ O to 00 03 milM i J UttUMk 1 liAbdUj I O to To evaluate aide trainees Mid point (ISth week) To evaluate each aide trainee Oec. 19, 1989 Dec. ?J, 1989 -0- Coordl64tor$i Vo determine success prograo Began second-part of programs Implementation Evaluation of Aides Provide parents with information to be successful with their children Bui Id the Aides ChiIdren self esteem Graduation of HIPPY Children and Aides reception Evaluate Aides Conduct survey of Parents \u0026gt; print materials Implementation second part of HIPPY currlculiaa print aiaterlal print flyers mass mall out Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Stair will organize Jan Z], 1990 Jan 30, 1990 -0- 3S0 Supervisor and Coordinators Stair In Place Schedule final evaluation of trainees in the program To begin Implementation of HIPPY Program Maintain regular stair Vo assist In traveling expense O Secretary Aides make home visit 10 00 OS UI February, 1990 March 20. 1990 March, 1990 April, 1990 June, 1990 June. 1990 July 1. 1989 July I, 1989 July 15, 1989 (aJ ru Hay 26, 1990 Hirch 27, IWO March, 1990 April, 1990 June 26, 1990 June. 1990 June 30. 1990 June 30, 1990 June 30, 1990 o -0- S,000 200 800 (speaker) 800 (speaker) 1,200 -0- 70,559 16,603 1,255 IO 00 Completion of survey Supervisor and Coordinators Coordinators Supervisor participation of parents materials completed completed consultant fee paid Stair Starr CoordIna tors Or. Beverly White Supervisor Aides o consultant fee paid completion of Program Staff began implementation of program To assist in the implementation of program Fay Stipends t i UI t*1'' H N FOUR-YEAR-OLD LNCENTIVE SCHOOL rROGRAM I. PROGRAM/AREA OVERVIEW N A. Summary of Background Information Four-Year-Old Procram N 4 The four-year-old school-based program was imple- II mented during the Program forms fall the or core program. A fundamental 1988 . of the The High/Scope four-year-old premise of the High/Scope N 5 6 1 curriculum is that children are active learners who 8 II learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of 10 M 9 sophistication corresponding to their development. 11 Precepts of High/Scope have been validated in a 11 II 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 12 13 Effects of the Perry Preschool Program on Youth 14 Through Age 19. The High/Scope curriculum compl e- II ments the 15 home-based curriculum of the Home Instruction program. 16 11 B. Special Needs Educationally-disadvantaged and lower socio- 17 18 I I J economic children often enter the formal education 19 setting without the prerequisite skills and 20 experiences needed for academic success. Although usually highly motivated. these youngsters must be FOUR 01530 21H M provided additional lear. 'g T.e ano s t O experiences to enable them to develop the i r note M tial. Research and ore-kindergarten program c- tices have demonstrated that M early education 4 experiences can increase e opportunity f' r suc- H S H II. cess and ticipants . also increase the self-concept of par5 6 AREAS OF COLLABORATION The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and 7 8 9 aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education 10 11 Program. 12 III. EXPECTED OUTCOMES The High/Scope \"key experiences\" provide a useful fra- mework that guides teachers in conducting the classroom 13 14 I program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning 15 16 17 experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy 18 19 effectively. 20 21 FOUR 01531II M 2 . identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. H 3 . work with other children and adults in group planning. cooperative efforts, and with shared M 4 4 . leadership. N express thoughts, ideas, and feelings\nto speak 5 about, dramatize, and graphically represent 6 H 5 . experiences in order to communicate them to others. 7 comprehend others' spoken, written, dramatic, and II graphic representations. 8 6 . apply his or her reasoning abilities to a wide 9 7 . 8. range of situations using a variety of materials. expand knowledge of objects, skill in the arts, comfort with physical movement. and I 10 11 u expand creativity. Initiative, spirit of inquiry. and openness to knowledge and other people's I 12 13 II IV. viewpoints. I 14 EVALUATION 15 I A. Information from Inservice evaluations will be marized. sum- 16 1 B. Test data will be analyzed to determine if 17 C. measureable growth occurred. The IRC staff will in student achievement has 18 19 assist with analysis of sum- 20 mative evaluation data. 21 FOUR -iC 015324 II V. STRATEGIES During the 1988-89 school year, the Four-Tear-Cld II Program was implemented in three Incentive Schools. During the 1989-90 school year, the program will oe 4 H implemented in the other Incentive Schools. Ail schools in the District will implement the Four-Year-Old Program 5 N N by the 1993-94 school year. The scope of this program 6 may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan. 7 8 9 10 11 12 13 I 1 FOUR 01533 14 15 16 17 18 19 20 21siiunGifs INKEMCNTATION TIHCLIM o tn tu h AntiMtl Flo FcrtM Aaipoatibl* I9fl9-9O tool: Tr (lur) 01V111 on Currlculua and Special Froqtams I I. t. J. 6. S. U.. (r Io iwlfot tht four-Yttr-Oltf Fraflrwi In the Ho ior tnhincewent School! rro^r/krtt four leifOld OtJCCTIVCS STAATUKSZ ACTirlTKS MSINMIM OATC CfMFiniON OATt COSTS KSFONSIIUITT (VALUATION Identify neu Old Fragram participanti In the Major Inhancewnl Schools Recruit teachers and aides Obtain currlcultan materials, supplies, and furniture Train teachers and aides In the Imple- Bcntallon of High/Scope begin program la^le-aentatlon *. h. Present lplcaacnla-tlna plant In ele- entary principals Conduct adla publicity Survep list nf Interested teachers and aides a. 6. a. b. a. lu o April, IN9 April, 1909 Mar. 1909 June. DOt Juno, 1909 Auouit. I90S lAC sulf foiwl returnrd Ifiiai pi 1600 IRC Staff FrincIpals IRC Staff Ihmun Resources Off ic  FirticipanU lilrnlllir A I lit of quil I I led ip. Complete and send orders to High/ Scope Coaiplct* and send nrders to ntndnrs Conduct orientation and uarkshop (S days) Conduct monthly Inservice Contact parents for Farent/Tcacher Conference (preschool) to 00 JuM. 1909 June. 1909 August, 1909 September, 1989 August, 1909 OS UI August, I90S August, I9O\u0026lt; August, 1901 Oo-going August, 1989 bd lU tl.OOO 120.000 Stipends-t2.000 1200 -0- o to Frinc ipals lAC Staff FrincIpals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff ClassrooM teachers 00 OS UI Hitrriils iviiliblr Materials arailablr Agenda Agenda Number of parents al in. Parent/leacber (unlrm. ( I I ] 4 I uuutt K'.aUit O la G\u0026gt; oi 1. SIMHdCS - h9\u0026lt; 2 AmmiiI rita fcoal: 8. INnCMflfTAnOR ll*tfLIN{ la laylaaaat tlx fouf-r-0ld rro\u0026lt;rM la Hx Major tnhaacaat SchooU OBJECTins STBATEdES/ ACTIVITIES 8E6IMIM DATE COHTtniOM DATE COSIS ACSraNSIIILlIT b. C. Evaluate effectIvcaett of Iba four-lear-Old t. b. t\u0026gt; DI * HIon Pro^r evAIUAHM I M ro o to Include (ur-ifr- old cblldreo la Nailer Schedule-* itudeott receive tervlcei of coua- telert. auilc leachert. tchoel aurtet. Ilbrarlaat. phytUel educelloo teachart, aad art leachert Eaiure Hlfii/Scopo key eiporleocet occurrlaf la Um clattroaa Mslaltter (t$f tettt Aaalyie teit date and preHt* report for (AS* Board of 01 ruetort 00 ot Jl,. IMS Aufuit. 1989 Mar. 1990 Juaa. 1990 UI (a) Jimc. 1990 Juac. 1990 Juac, 1990 July. 1990 ru o -0- -0- -0- to 00 Frlacipali Clattrorui leachert IRC Staff Clatirooa (eacbcrt IRC Staff Attoclate Superintendent for Currlcu- lia* and Special Frodraat o UI Hatter Srhedulet CurniuliMa cheitlitl letl retullt (valuation Report I I in CITY-WIDE EAKLY CH :OCD EDCCAT ICN PROGKAM A. Overview For over twenty years, federally funded Headstart and coir.pen- 4 satory education programs under Title I of the Elementary and Secondary Education Act and later under 11 Chapter of the 5 Education and Consolidation Act have demonstrated cons ideracle 6 success in narrowing the gap in reading and mathematics achleve- ment between white and black elementary children. 7 Sut despite these early gains, the school dropout problem and the equally 8 difficult problem of undereducation persist. particularly among 9 society's most disadvantaged young people. I 10 The plan proposed by LRSD for the city-wide early education program will have a threefold purpose: (1) Parenting education 11 I for both mothers and fathers, family health care, and nutritional guidance\n(2) Quality child-care arrangements for poor working 12 13 I parents that stress social development and school readiness\nand (3) A quality preschool program for disadvantaged three- to five- year olds, with emphasis focused on the four- and five-year-old children. B. Special Needs (Individual District) The National Association for the Education of Young Children ( 1986 ) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program Include: (1) staffing patterns, (2) teacher qualifications, (3) comprehensive services, (4) curriculum, and (5) parent CITY ^C 01536 14 15 16 17 18 19 20 21n participation. These factors will be addressed i.n t.te oeve ment of the city-wide plan. n staffing Patterns. Low staff-child ratios an! ST.a__ group sizes are key components of quality preschool 4 programs. The recommended standard IS a staff/chi ratio of 1:10 ' in a group no larger than twenty ( 20) 5 children as an acceptable staffing pattern. 6 Teacher Qualifications. It is recommended that teachers 7 have college level specialized preparation in early 8 childhood education, as well as supervised experience with young children before they are placed in charge of 9 a group. Paraprofessionals should have sufficient edu- 10 cation and/or training in early childhood education and should be provided with ongoing inservice training. 11 Comprehensive Services. Comprehensive services should be targeted to all children who are economically disad12 13 I vantaged or academically at risk. Comprehensive ser- 14 vices include medical. social, and health services\n15 required parent participation\nand a program that addresses all areas (social, emotional, physical and I 1 16 I cognitive) of a child's development. Curriculum. A curriculum based on principles of child development is crucial in determining program quality. Researchers indicate that open-structure curriculum models that involve teacher and child-initiated acti- vities as well as teacher-structured individualized CITY   4 01537 17 18 19 20 21n n learning activities to social, emotional, Parent InvoIvement. The achieve a balance of co J ve, and physical development goals. Parent involvement in parent advisory boards, parent-teacher conferences. family ser- 4 vices, and the inclusion of parents employees is as volunteers and an important component of an effective sarly childhood program. program must accommodate working parents if parent 5 6 involvement and overall program implementation are to be 7 tive. In summary. the city-wide program. whether school munity based, will: provide a comfortable. safe, and stable ment\neffec- or comenviron- 8 9 10 11 3 3 ensure consistent and nurturing care and education\ngive the children the opportunity to be physically active\n12 13 14 expand the opportunities for children to explore q and meaningfully interact with the world around them\nprovide opportunities for the children to interact with, learn from, and be 15 16 17 I children\nappreciated by other provide stimulation and support necessary for the children to develop cognitively. socially. emo- tionally, and physically in their own time and in appropriate ways. CITY 01538 18 19 20 21C. Expected Outcomes (Long-Range Goals) 1. By September 30, 1990, the initial nase comprehensive city-wide early childhood program will be O - 3 3 mented in Little Rock. 4 2. By October 1, 1993 , the number of educationa 5 disadvantaged students enrolled in early childhood educatio.-. programs in the city 6 eligible population. 3 . of Little Rock will be 80 percent of the 7 I By September 30, 1993 , the Little Rock School 8 District and other agencies in the city of Little Rock will have implemented a comprehensive and 9 consistent program for minority and economically disadvantaged children in the city of Little 10 Rock. 11 4 . By September 30, 1994\npre-screening data at the 12 I beginning of the school year will indicate in the number of children identified a 75 percent reduction as moderate to high risk. 13 14 15 16 i 17 18 19 20 1 21 CITY 01539Annual Plan 1980-89 1989-90 INKtKNTATIM TIKI INC O UI o (OAr) Perton Retponiiblg 0r~jk7erly UHte Cua I. lu cooperat iveTy develop a 0lan for the Inplenentat ton of a city-u i I NIvltlan Currlculcw and Special RrogrMit tor ainorUy and cconoalcally ditadvanlaftd children. I* cowpr*Nnal early (hlldhooN yrofraa Progran/Area prTy^ltdhood _____________ tdcKAl Ion MJICriVfS STRATC6ICS/ ACIIVItIfS RceiNNinc OAK CONPICTION MIC costs tcsroNsiaiiiit CVAIUAIION lu develop a plan for planning a cily-uide early cull dhoud prograra III In It lair the planning Ini III Ihr inplrnental Ilin a tiiyuidr early child liunil piugian lu I.C To receive a lotitr of lupport froa each agency detirIng Io partIcIpale 7.1 Io etlabllth planning prcKcdurct and Identify Aey caauilllcei and chairpertant needed for the plannins pm-cett 7.7 Io Identify appropriate additional repreienlalivci (roa each participating agency for each caaaoitlee 7.3 Io delineate the yoali to be addretted and the latkt to be accoRtliibed by each (oaaiillre. Including appropriate tinellnci Io be net. I. I Io conduct periodic neel Ingt Io re leu progrett ot each connillee. ro o to 00 o\u0026gt; Max. IM9 Nay M. )N9 Hone (cy Rcyrctciilativct Iroo tach ayciKy file record of letlert June IS. ISM July IS. ISM SeplcoAcr I. IMS Seplmdier. IMS UI htly IS. INS July 30, ISM Septca*cr 30. IMS Oeceidier. IS90 w Hone Hone None one o (O (Of Reprcientatlaet frao each oftotf Coy Rcyroicntallaet troa tach afCMy Mey ReyrotentalIvet (roa each asaucy , Ailoc. SupI. (or Curr. and Special Pro-grant O) UI 00 Structured plan (or planning on (He Record ot coawl I lee a^rc Record of coauiillec neidxrt Hinulri ot alerting I J J kMW uumm' 4 O UI Annual Plan 1908-89 1989 89 non aatponiibic' (tar) IWltWIITAriM TlfVlIM Co4 I: for ail ------------------F *leelop a plan lor the layleaientat ton of inority and econoaaica 11 MJfCIIWfS I I  C pr^gr. OIvIsIgm CBn ru rAr U\u0026amp; u** laua tnd S\u0026gt;\u0026lt;ial Lar licIM icJKood STMlfCIfS/ Aciivirtfs mchminc (MIE coNMnIcEiioM cosn tcsPMsiaiiin ) ? Io Idrntirx (VUIMIIM rctourcci needed by identtried by each coaaitlee, including nonetary 1.1 Io review I he lint dralt ol (he coaipre-henilve plan and Io ate reecmendat loni for relincacnt I B Io lulmit the llnal ^raft for approval to \u0026lt;11 participant Beardi ot Olreclon (ukere appiIcabic) to O to 00 Septnber I, IM9 Septenber M, IM9 -0- Attoc. Supt. lor Currlculua and Special Prooraaii Identiricallon ol C(MBiltre January, 1990 ftbrvrr, 1990 a Ol UI February, 1990 Merck, 1990 co M -0- -0- o Aiioc. Supt. lor Currlculua and Special Pro9raan AllOC. Supt. lor Currlculiaa and Special Pro9r am to 00 o\u0026gt; Subniiiion of lint dralt Drttl tubnltlcd (o loard UI f( I I  I SPECIAL PROGRAMS The Little Rock School District has developed and will con- tinue to develop special programs for meeting the needs j of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning 5 Opportunities Program are described elsewhere in this Plan. 6 Little Rock School District/Little Rock Job Corps 7 A...ternative ProgramStudents who are 16 years of age or older and who are experiencing attendance and/or 8 disciplinary problems (long-term suspensions) may apply 9 for acceptance into the alternative program. Students 10 I electing to enroll in the regular education component must meet the course credit requirements while attending school at the Job Corps Center. 11 12 New Futures/Little Rock School District Homework 13 ProgramThe Homework Program will provide Homework 14 Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in 15 the ai^s of English, mathematics, science and 16 social studies. To be funded by the city of Little Rock busi- 17 ness community, this program is scheduled to begin 18 during the 1988-89 school year. 19 H Little Rock School District/Arkansas Power and Light 20 Company Summer Science InstituteThis is one-week summer enrichment 21 program which provides science activities and experiences designed to generate an 27 01542 ainterest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, 1 I J civic, professionals Zand other organizations will be an ongoing resource for special programs that are designed to provide diation and motivational experiences. reme- 5 6 LRSD and the Joshua Intervenors are now involved in discussions with representatives of various business organiza- 7 tions in order to secure summer jobs for LRSD students who will 8 participate in a summer program which will combine academics and job opportunities. 9 10 11 12 I I I 01543 13 14 15 16 17 18 19 20 21I. Overview SUMMER LEARNING PROGRAM I The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training I 6 Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 10 2. Counseling services provided through two (2) JTPA coun- selors. 11 3. Motivational and enrichment sessions conducted on 12 1. a 7 8 9 I weekly basis. 13 I 4. Computer assisted instruction with state-of-the art 14 5. software in reading and mathematics skills. Positive interactions between teachers and students with 15 high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14-21), the Summer Learning Program should be expanded to increase the 16 17 18 19 number of student participants. If not filled by those students 20 who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having dif21 ficulty in reading or mathematics. All classroom participant 29 01544q I slots should be filled in both the morning and afternoon sessions q with both JTPA certified and non-certlfied participants. The counseling staff should be increased by twoone male and q one female. In addition, a psychologist would be contracted to assist those students 'who are having serious problems. College q students will be hired as instructional assistants. with one (i) assistant available for each teacher and three (3) clerical aides 6 will be added to the program. The college-age instructional 7 assistants must be returning students or twelfth grade graduates who are college bound. 3 a I I 8 9 This program model has demonstrated its potential for increasing student performance levels by four (4) or five (5) 10 grade levels as measured by the Test of Adult Basic Education 11 (TABE). A significant factor has been the utilization of highly motivating, competent and caring staff members. This program model has been effective because all of the components have been carefully blended. II. Goals 12 13 14 15 q By the year 1993-94, the number of Summer Learning Program participants will Increase to 350 students who will show significant growth gains as a result of their participation. 16 17 III. Evaluation and Monitoring (Process and Responsibility) 18 The pre and post test results from the Test of Adult Basic 19 Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. 20 21 30 01545udluul J \u0026gt;1 Aniwtl FIm 1909 - 1990  M p Person Coal: aW\u0026gt;H0 ot pou9jy ! tr*l\u0026lt; liMWr youln IKK (Tar\u0026gt; OlvItiM JIPA - Slop OUCCTIVfS Io lest all students between the ages of 14 \u0026gt; 21 that are certified by the City JIPA I. t 'r Prograos to deterolne naiNer of sludtnls that would have to enroll In tho prograo for readlnl or auth. Io use (lassrooB training anc the computer lab In the learning process. Io set up field trips of cultural events, children shows, art center, and visits to sites of Interest to young people. Sponsor a luncheon talent show where students could perforo and eaprcss talents. I I o I I tn 0^ Trf having probicai In mdlnj and aath ProgrON/Aroo Suaaaer learning OpportunifTAT PPP^riN Wernr? STHAnCICS/ ACTIVITIES KCimiM GATE camnin BAn COSTS iSFOMsiaiLin EVALUATION To group Iho ttwtfonta according to test scores. I.e.. slow learners together. O0/OI/S9 oa/3iza9 t 75,000 QlrXClfiCM'll o^trstt the overall prograo. Ai^lnlstratlve Assist I. Teachert would wort with each student on a one to one basis. Tutor aid would be used t\u0026lt; aid the teachers sdten available to help the verj slow students. J. Tcachen would alto have to properly aotlvato the students to ancouraga hla/her to want to learn. a. Give students faith la his/her ability to learn. 5. To post-test at the end of prograa to see the growth differences gained by each student. ha NJ O to 00 OS a UI M o Ongoing (valuation Is dono Irathert evtrf two weeks on Standard JIPA evaluation to which Is kept bp the City o will asslt tM OIrecto o\u0026lt;*c( and handle all office duties and aianage the office. Counselors will setup . sessions for Indlvl- ' dual counseling with students that arc . having problcos. tact parents when necessary. M: Con- closely with teachers. Help setup group cosMSelIng sessions. Teachers worn with stuAents to help them la*rove In reading anc noth. fkatlvate and encourage the* In the learning process. Tutors will assist the teachers In the classroow. help the slow learners. to 00 OS Teachers will keep dally *ekly evaluation reports or o each student In a personnel folder. Students will be perwitted by teachers to review then evaluations, discuss, sign, date and write any coaawents that they ailght have.I ASSET PROGRAM 4 I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available i during the regular school day. Participants meet individually 7 and in small group sessions to receive concentrated assistance in 8 reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of cer9 tified teachers. A motivation component is integrated into the instructional model. 10 a I Well-planned instructional activities are 11 r I complemented with materials. a variety of multiethnic and audio visual 12 During the 1988-89 school year, the program activities will 13 be implemented at four (4) junior high schools. The program 14 model has been revised to include more non-certified students to 15 participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the .opportunity to participate. 16 17 To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social 18 19 skills of every \"at risk\" secondary student in the District, program should be expanded to address the following needs: the 20 three existing junior high populations 21 are not 32 01547 1.I :X 's 3 receiving remedial assistance\n2 . the location of the remediation sites prevents access by some students to the services\nThe \"at risk\" 3 . students need life-coping and life- planning skills essential for success\nI 4 . the \"at risk\" population is not restricted to stuM N I II. dents only in grades \"at risk\" seven, eight, and nine, but students in grades ten, eleven and twelve are not receiving the needed services\nthe lack of wide-spread parental involvement in the program prevents the occurrence needed home reinforcement. Goals of the critically 10 I 11 7 8 c 9 By the end of the 1993-94 school year, the JTPA/ASSET Program 12 I M is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. 13 14 N I The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by 15 16 17 standardizsd test scores and grade reports. Participating students will demonstrate an increase 18 19 in self-concept. school/social adjustment, and goal 20 orientation. 33 01548 21 1 I Iq q q q q q q The services of the program will be available through esily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk low academic achievement, high absenteeism, poor self-concept, lack of goal orientation, and low motivation  for all participating stu- dents will be reduced. The on-the-job training received by the economi- cally disadvantaged tutors will improve their academic 10 achievements, self-concept, and goal focus and, thus. 11 Increase their opportunities for future employment. 12 III. Evaluation and Monitoring 13 7 8 9 q The activities of the JTPA/ASSET Program, will be monitored by the District's office of JTPA/ASSET Program and the Division 14 of Curriculum and Instruction, and yearly evaluation of the 15 Program will be made, using the following data: 16 q A. The number of identified \"at-risk\" students grades 7-12, 17 B. C. needing the ticlpating\nservices compared to the number par- 18 Standardized test results of the participating students\nAcademic performance in regular classrooms according to 19 20 nine-weeks grade reports\n21 01549 34D. I E. F. Absentee records from the home schools of participating students\nNumber of school drop-outs\nFollow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. 7 8 9 10 11 12 I 3 13 14 15 16 17 18 19 20 21 01550 35 I AAnnual Plan aim 1989 M (**r) o CJI Cn jl^ timtUl INPIIMNIATION TinClINf  Person Resiwnsibie nose ijouglas Io eapaiid (lir~JIPA-ASSl I Ir\u0026amp;gran to Include the prograai in all Junior high schools eicept Mann Magnet Division JICA ASSI I Proiiram Goal: MJECIIVES STAAIteiCS/ ACTIVIIICS BCGINNINC DAU COHPirilON DAU COSIS RCSPONSieiLITT Progran/Area f*tended luToi'ial Trogram (VALUAIIOM I Io continue JIPA-ASSd \"rogran In cilsling lour nior high schools to ..rovide renedlatlon In reading, aulhenatics, and conputer-asststed Instruc- I ion 7. Io Inplenent the above program through remaining non-amgnet Junior high schools I I I CJ PO Identify students needing services * Advertise and enploy counselors Advertise and eaaploy teachers Advertise and enploy tutors Order aiaterlals/tuppl les Schedule/Inplenent hone transportation Identify students needing services Advertise and enploy counselor lU o to 00 Septenber I. 1909 Septenber I. 1909 Septenber I. 1969 Septenber I. 1969 Septenber I. 1969 Septenber I. 1989 Septenber I. 1969 Sepirnber I, 1969 OS UI A Scpicobcr 30. 1989 Nay 31. 1990 Nay 31. 1990 Hay 31. 1990 Ongoing Ongoing Septeadter 30. 1989 Hay 31. 1990 00 I -0- {37.464 ({16.737 per counselor) {16,696 ({7,11? per teacher) {36.019.70 ({643.70 per tutor) {6,000 ({7,000 per site) {6.000 ({7.000 per site) -0- 137.464 (tl8.73? ptr counselor o to local school counselors Director of Personnel Director of Personnel Director of Personnel Director of JIPA/ ASSd Director of frans-portatlon local school cowdtelor Director of Personnel 00 Class rosters Sinned contracts Signed conlrac ts Signed (onirar is Materials reteived Busing schedule coagilrlnl Class rosters Signed Contracts II UulMi J iHUUlBj Jhkititui JttVMAI ( O cn cn KJ nnu*1 Plan 1969 90 oerson Besponsibie Hose Dyjglas' Loa I: Io eapand the JIPA-MSS( OIJLCIIVTS ?. Continued I I CO ro IHPLCMCNTATION TIMELINE (Tear) Igran to include the prograai in al) Junior high schools eacepl Mann Magnet Division JIPA ASSfl Program Progran/Area TaTfivTed lutorial rrogram STRAKGKS/ ACTIVITIES BECIIIHINC DATE COMPLETION DATE COSTS RTSPOMSIBIIITT [VALUATION Advertise and eaploy teachers Advertise and en*loy tutors Order Naterlals and Suppl les Schedule/lagjienent Hoaae Transportation h O to 00 SeplenOer I, 1909 Septeirfier I, 1909 Septendier I, 1909 Septendier T, 1909 O) UI Nay 31, 1990 Nay 31, 1990 Ongoing Ongoing bO hO 119.672 (t2.ll7 per teacher) P7.OI4.4O (tt43.?O per tutor) 16.000 1)2000 per site 16.000 (12000 per site) o (O Director ol Personnel Director of Personnel Director of JIPA - ASSCI Director of Transportation 00 Signed contracts Signed Ci.nlracls Materials received Busing schedule compleled I -.1 -nnull Pl\u0026lt;n 1989 90 r'son Ruponiible Hose uougllT (.041: o Ln Ji LJ jmu (**r) 1o fpn\u0026lt;l the tounseling towponents OBJICIIVCS I. Io provide more Indepth and group session 'ounselIng I I (Z JtMtMill kUMtt] IMPIEHCNTATION IIHELHK Division HP* ASSf I Pt(iqr*m Program/Area ( atended 1u(of \u0026gt;n~ Proqram SIRAKClfS/ AC1I9IIIES BEGINNING OAIE COHPIEIION DATE COSIS RCSPONSIBIIIII (VAIUAI ION Advertise and cagiloy additional count selors Revise ealsting counsel Ini progress to Include emphases on llfe-coping and IIfe planning skills lagilcment atiove skills hi hJ O to 00 Scpteadier I, 1989 September I, 1989 Septenber 30, 1990 o\u0026gt; 5 Hay 31. 1990 t3B,46 (tie,737 per counselor) Director of Personnel Signed contract Septeaber 30. 1990 Ongoing w -0- 13.SOO BMt-erlals (ISOO per site) PO o Director of JIPA-ASStl Counselors to 00 Developxent of program outline Student Involvement in identified activities 4 I a i SCHOOL OPERATIONS The Division of Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregatio.n plan: Organizational structure Discipline Guidance/counseling Internal Integration Extracurricular activities 8 Evaluation/testing Staffing 9 Planning/implementation 10 I The Division has established the following goals: 11 A. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. 12 B. To provide a climate in each school which is based 13 on the belief and expectation that all children can learn and to provide 14 resources necessary to support and effect that belief. 15 C. To develop and implement policies which influence school 16 climate and improve discipline and student attendance while meeting individual student needs and learning styles. also 17 D. To provide guidance and counseling services which address 18 students' needs\nare supportive of strategies and interventions 19 to enhance student success and expectations\nand provide com20 munication to families of students, 21 39 SCH 01554E. To provide guidance and counseling which makes students aware of their options\nand assist students to acquire habits and attitudes necessary for success in school and in later life. P. To monitor student class ratios, instructional and teaching practices to ensure equal opportunities for all students . G. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities. H. 8 To assess the results of school practices, paying special 9 attention to their impact on minority and disadvantaged students. I. To review and assess testing practices, formats and 10 results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give school principals sufficient authority to improve schools and to advocate for students. 13 and to hold them account- able for results and opportunities for all students. 14 K. To review staffing patterns and staff assignments in all 15 schools and district divisions for equity. 16 L. To establish recruitment programs for representation of minorities in all positions in the district. 17 M. To ensure school wide planning, individual student acade- 18 mic achievement and to address disparities, student success. Individual needs and 19 20 N. To provide staff development on an ongoing basis. 21 SCH 01555 400. To provide information to parents in regard to topics 4 relevant to increasing student access to opportunities. P. To collaborate with PCSSD and LRSD in regard to aspects 3 Of the plan which will facilitate and enhance efforts. desegregative LRSD will establish programs as described in timelines to accomplish the goals set forth above. the following 8 9 a 3 2 10 11 12 13 14 15 16 17 18 19 20 21 SCH 01556 41INPICIKN'ATION IIMdU e -'nb\u0026lt;) Plan - !'son ica I: Responsible J.__________ 1969-1994 (*r| SuperTntendent/Assoclate Superintendent _____________________IiLauuuii-Aa_Jii^nLzaliiifuUL_iUuUtiC_ktiiULJiciuiili_cuuiixjiL opportunity and of access n 1 wI % ion Si houl s Proqr4M/Arr* IndividuA I ii hiKiI', . 2. ). O UI Ul 0\u0026gt;J[CIIV(S SIRAUCKS/ ACTIVUIIS BfCIIININC OAK COMPtEIION DAK COSIS RispuNSieii in (VAIUAI iUN Io review organizational structure In schools and central offlcf to ensure sufficient support for students and staff success and for inpleavntatIon of the desegregation plan 1o provide Inservice to raise staff awareness/ eupcctations of equity concerns tor students Io provide prograas which raise parental awareness of district structure, policy and prooraas and ways Io access lliea I 4 I I hO Appoint school based biracial coanlttccs to onitor InplaaentatIon and data Appoint a district wide biracial coMlttee to nonitor distict wide desegregation efforts and data (stabllsh a reporting systen Inservice cycles for eaistlng and new staff regarding\n* effective schools  teacher eupcctatIons  working with parents  al risk youth * learning styles Him-seninars at PIA nectings and in the conniinity ro o to 00 m June, 1989 June, 1989 August, 1909 June JO, '89 ! o, co Ongoing Ongoing Ongoing Ongoing PO o to PrIncI pa Is Associate Supei iiileiiden Associate Soperintendenl Sc liuu I s Associate Snperinlendenl Oesegregat lull Assistant Siiperintendeiil Appropriate Associate Superintendents and iltll ol District Stale Deparlaeiit of I due a 11 on District Staff PIA Cuiinc 11 (liM al and area 1 Sumey ul sljH jiid ........... Repiici Illi Ilie III cai 111 cuavai I lees Rosier itl leailiecs P4fI ICipatlog slat! Hala based 1*411 hvi-vm'hI . Ill lari)eted '.ludinl Scliiml s l.tlrnd.ir sIiohiiui pi ii\u0026lt;|i im lie Id Uiisleis III .11 ii'iidi'i-. I I' 00f O (n Ol m |H 1 '.(i Plin 1989-1994 (tr) lUUiMi ZhUlUi  I IKPLHK7A7|OK ilHELitt -I'lcr. Rtsporsihie Superinlenrtenl/Assnriite Superintendent u-1 : I- Icontinuedl____________________________________ MJECTIVES SIRAUCKS/ ACTIVITIES BECIIHIIHG DATE COHPIETION DATE COSTS R(spoks:biii\n\u0026gt; Ou 111 on S\u0026lt; lino I s Pro^riai/Aic* Indiwidml Sciim11 tVAlUAIlOH Io aonitor school stinderds to ensure high guellty education for all students Review of \u0026lt;U School aonltorlng visits I s M M O \u0026lt;o 00 a\u0026gt; Present Ongoing Assistant SupennleiHlenl PrtncipAli AssisUnt Superintendent' le$liny/(vjlualtun. s CdleniUri of visils s Nunituriiig reports UI o \u0026lt;O 00 I I. I,11 J sUUUi, iUllUU iUitili, ssAWl, itiOllll I IKPL-H-K-AIIOM 7lMi\ni\nt .IIIISIII I 2. o Ol Ol \u0026lt;D .('* Plan 1989-94 (Vtar) iff. 8*portibi 2110tiate Superintendtnn 08J(CIIV(S -------- --------------------Vo cllaate in each school Uilch is based on the Itelief and capectation that all children can learn and to Provide education to staff and patrons regarding school culture and positive school cllaate Honitor school cllaate nd resourc* allocllon i i K\u0026gt; 9v:$ ion Pro^r4A/ArrA . SLiintil s______ provide resources ntcentrf to iupporf and ellert llial hr lie/ STftAUGKS/ ACnvHHS BtClimiNG IU.U COHPlCnON OAK COSIS p(spoks\nbiii\ny (VAtUA]ION PIA Board and general acetlngs to have educational conpoaents re: cliaute and eipcctatlons Use of fhanncl 19 to carry ttrief acssages to stall re: eipecta-tlons, working with at risk and disadvantaged students\nand creating positive cliaatc Monitor facility, staff aorale, student achieve-aent, status of aedla center books and aalerlals (nhaxe eguipaent, supplies and awtcrlals In buiidings PromOe stall develop- ent and intervention plans as needed to 00 o\u0026gt; August 1989 August 1989 June, 1989 UI Cd Ongoing Ongoing Ongoing Video lapes Staff liae Purchased prograas ASCO etc. Approalaatel IIO.UOO per year o to District personnel clesignaled by I he as Agendas u( aetings Associate Superintendenl s Measurable lagirnveavm % Assistant Supei tntended!s PrifKipals Media Supervisor Idem tiled disiriit Stall oa on individual siIhniI cIlaates Hepni ts til Stipi'f V I'.I Assistant Super ml endenl s .\u0026lt;\u0026gt;1 Stall Develnpan-nl Mu.in Inal lly III I dlH JI I. Sin ve, Hesiil I s Ml I I I UlMin. I|ML:rt ) 4. O Oi Oi O .l\\ Plan 198994 (Ttir) sir. Besporsibie Associate Superintendent II:: II. (continued) UJiC lives STBATCGKS/ ACTIVIIKS BcClllUINC OAT( COHPICTION OATt COSTS RTSPOKSIBII ITT DIV IiI on StIhMils Progrio/Are* Ium.H_____ [VAIUAI ION Io work with schools to help then design prograas Hhlch aeel the specific needs of theif students establish a prograa to faalllarlic parents with school capectatlons and to build a partnership with thea I I I cn NJ Provide resource assistance to school staffs Provide planning tlae and forauts to school stalls Develop school profiles which show coaplete data pictures. lor laproveaent Set goels Sliare schools objectives disciplIne policy, standards tor testing, placing and proaoting students Involve parents as full partners In planning at school lur student growth and success NJ O to OO \u0026lt;J\u0026gt; June 1989 Ongoing Io be deterained -0- -0- -0- -0- US 4^ W NJ o to Division III Schouls And Curriculua Olviiiun ul S\u0026lt;Imm\u0026gt;I$ School Principals and stalls Pnnciptls, Strll Principals, SlJlI. PIA Bojrd, patrons 00 I Coapletlun ol Prograa Designs ScIksoI prill I les and aom lured buildiini pl .iii . l)\u0026lt;*plii|iaeil( o( 4llil sImi iii.i III st Ikki I based iil\u0026gt; (n i i disc I pl me pill II irs el\u0026gt; Sl Jl IM II 4l in Miident bc-liaviin ai liieveaent .111.1 I J J JWIHt, .vuuih, jIli.lUA, liuivift, tStViKI., I rlen 1989-94 (V..r) !-:r F.tiportlOi* _ Aisocijte Smxrintemijntt\n11\nIII. OIJCTIV($ I 2. J, O Ul o\u0026gt;   I giiavtU.,  IKPl-KiirkT-OK ---------------------------------------------------lo-lktcluu and JMletamalitLleS tdlicb enhanre srlinul sl!mals_ n\u0026lt;i iB^irovc itutlent discipluic And AltcndAncc Mhi| 4I\u0026amp;0 Meeting indivitluAl 9 i V : $ I on ___ S( ImmU 5______ Pro^f_________ h\u0026gt;(liitkjAl St ImmsI , Iierdi 4111I leiriiiity styles __ ruuiLuCtiiuc^ STA1:GIS/ ACTIVIIKS a-:CIIHI|HG CAI COP.Pl(TION DKi[ tosis rSPOKs:B!iI7r (VAIUAIiON Provide Inservice training to district personnel on discipline in a desegregated setting - Conduct Inservice training on discipline management la all local schools Provide (ollou up training lor new stall on a regular basis August 1989 August 1989 rll, 1989 Ongoing Approaimately tlD,DUO Director of PupiI Services Building Principals Assistant Superinlenden Consultant s -0- Bill Iding Prior ipal s Director ut Pupil Services Provide inservice to district personnel on behavioral styles and learning styles ol students ol divergent backgrounds Provide a committee to review attendance and discipline policies and datum on an ongoing basis to ensure eguity ol policy and polIcy administration I I I 1 i^ a: Provide training (or school based Inprove- ent teaas (to involve start and parents) uho will train sla(( at the school site with annual maintenance Committee and sub- CUMitlees Io Include principals, stall, patrons, students Ion the secondary levels) and at least one (I) Board member to review Io review data and recoivvend modi lical ions lu meet student needs and district needs ru o (O 00 Spring 1990 Ongoing 1989 90 School (ear O) Ul Spring 1990 Ongoing Ongoing 'Watch dog* committee $8,000 $10,000 42.000 NiniMl Student lUndtMHSk s tlS.OOO jnnue11y o \u0026lt;0 Associate Superiiileiideni Consultant (sI In -District CooperatIve Idenlifieil sl4lf AssocKle Superinleiiileiii s Principals leathers Director o( Pupil Services Patrons 00 ( I 1 .llWlli, itviUa .miKaU^  I I pUUili.. IKMltia I I   .(i rlin I9S9-94 (V..r) l.-il: in kanUniMdl OBJECT HIS STRAItCICS/ ACTIVIIKS . 5. O Ol Ol IO iKniit-KTAT-oK\n:k BsCIIUCING DATE COKPIETION OAIE 1:' 01 V:11 on S( fllMI I $ ? r o^r tm/Kf 11 __I nil I vIduJ i_ S* liDnl , Pupn~~^erii it ys COSTS KCSPOKSIBil i\nv EVAlUAIEON Appoint joint canalttee with PCSSO and M.RS0 Put In place alternatives to suspension across the district with al least one such intervention to be placed at each school Establish a school based student discipline and attendance Incentive systea at each school I I 1^-. NJ Review attendance and disciplinary policies and conscguences Develop school based discipline plans (o be reviewed at district level and to include suspension alternatives (CCectiveness of these alternatives to be regularly assessed Review research and develop rewards prograa such as recognition, tangible Incentives and awards will be Individual to the school lapleaent prograas NJ o u\u0026gt; CO 1989-90 School fear rail 1989 Spring 1990 Call 1990 o\u0026gt; UI Ongoing Ongoing fell 1990 Ongoing U\u0026gt; NJ -0- Appromiaately 1600.000 (1st year) Cust wl11 increase over tine Cost of research aaterials Approi ISO per scliuol (ur periiMlicals Iprufessiunal o o Appointed Stall 3 Districts (see col labral iim conponeiit) AssisunC Superinlviulenl \u0026gt; Principals ScImioI Based Stalls Prinr ipils/SUt I AssisUnt Super iiilendeiil s VIPS Palrunt PrI nripa I s Sc lino I sial 1 s 00 Review and revision ul In distrii I al tendance ami disciplinary policies I \u0026gt;1 stance ol al tei nal ii plan III each buildiii*) SI al I SI iral dal a In SupporI validity ul plan an\u0026lt;J lagtruweaM^nl III  Il S( I pl me anil birhav inr 1, ,1 IIUUMh, alltWh, oiullb fl I I a I I I O ex \u0026lt;n o\u0026gt; IMPLiKK'AiiON llHi:i: ,\nP\u0026gt; lW-9\u0026lt; (Vt*r) i, i I: ttr. Rctpodibia Ai^ociflte Sunef inteiutentt lih__tccntIwucOl OBJICIIVCS SIRAICCICS/ MTIVITKS acciiwiNc 0A1C COHPICTION DAIC COSIS RCSPONSiBIl IK Oivision_St liuo I s Proqran/Area _buliyiiJual iUlUul. __________________PuDtl Servites (VAIUAIION Provide counselIny Intervention for students ulth chronic disciplIner/ end/or ettendence problcns I I I ac hO Activate discipline/ attendance Intervention tCflan At schools. Nn- date the pupil services teea to do annltoriny end Involve the counselor ulth students uho have disc IplIne/attendance problens. Involve perents in the teM process reysrdlnq (heir children Ihrou ' attlinqi/conftrntcti ho O o 00 o Iflll 1990 (flll 1989 m 00 Ongolnq Onyoiiu) M Io be deternined -0- o o Principals Guidance Oeparlnent Director nf Guidance Pupil Servites BuiIdinq Sial Is School lledtih Servites Print I pa I PIA Oil i\u0026lt; er PIA Count 11 Counselors Sthool Intervention leans Sthool Health Servites I 00 fternrds of toonsei iicj iiitervenl ion UtM ords ol pdrcnl/Ic.im inwol veaunit Sidl I si K dl ih i I I'.lir 1(1 sluileiil d(IHitiidii* dl st ipl litdi y I cl u I .11 . i\nI,^UUUb AtUttMft, kivnw, iHslilh, ^isiiuU. fl MhiUXf, .UiiUit tUllM- J UUSi.., s .MiJUVUi AHUUAi llUaUtaj a 2. o UI Ol lKniKk\"Ai:OK\n:r.t:i\nriw i9ej-y\u0026lt; ,:r FtsporsioVe ^Diyuiua (urSthpuls ' _1. I\nOBJiCIIVCS InPom students n^all opportunities available to then and encourage then to take advantage or these opportunities (take parents partners In education ol their children by naking Inlomation accessible to than and keeping Ilian Inforned I I I i\n^ co (Yor \u0026gt; ------J____________!\"4!fy!de guiilance/counsel needs\nare supportive olstrategies and JOa lefvms \u0026gt;diu.luddress_j(i^i.lual stu.lent inlervent ions to enhance student su----- Cl, Sion ?ruiri/A nd prov.de cou...cat.on to (..l.,s\"^?  SIRAItCIfS/ ACTiVlIHS aeciMiiNG OAIE CO,Pl f 1 ION DAU COSIS KSPOKs:B!ii\nr (VAlUAIiON Publish  ilotuatnt Annually which lists Iinncil aide, vocational Md higher education opportunities (or all students Encourage students to take advantage ol opportunities open to then Hold a coaeunlty educational neeting each year during the spring to inion parents of currlculun and student opportunities (to Include co- currlcular opportuntlesi Provide written infornaliun to parents regarding curriculun and student skills Staaer 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing M o \u0026lt;A 00 OS UI \u0026gt; CO M-S.ooo per yeer -0- Appro*inalely tlB-PU.OOO per year o (O Counselurs Director ol Pupil Services Vocational Director Principals Counselors Oirectur ol Guidance Assoclale Superintendents Divisions (if Cure iculiin an.l SclUMIIs Bui I,Il ng Pr iin ipa I s 00 Pulll IC4I lull ul iliH IMh'iil St4lI stir4l iiM rrjse -nunlr uf stwlenls. particularly aiiuiriii sludrnls. reieivin., I IllitluHl did 4,1,1 prucerding mtn ,\u0026gt;usl Setundary educaliun Hosters l m et II,.,-. (\n.li rliH 1999 94 (Vt*r) ^fltr. ftsporiibia Associate Sunerintendents\n: 11\nIV. (conttnuedl_________________________ OIJiCTIVfS STRAIrCICS/ ACTiVIlKS 4. S. o Ut o\u0026gt; u\u0026gt; iKPLiHiK'fcHOK\nr I  ' i t\nI ion Pro^ran/Arca Individual Sch.iiil*. ________________ GuuUdac______ B-CIMIINC OAK COfiPlETION DATE COSIS KiS?0KS:8!l i\n\u0026lt; (VAIUAIION Io make stinlents aware of ettucatlonal and post educational opportuntles Create coanunity linkages to assist students In need of special services Create \u0026lt;ca\u0026lt;lelc Intervention strategies on a school basis I I  ocn Shills and caiploynent fair to be held annually In conjunction with business coaunlty through ford Collaborative, Mew futures Initiation, city, courts, publIc and private service providers. provide school linkages with guidance staff (or student special needs interventions (ach school to put Into Its annual plan a designated set of interventions Io help increase student academe success e\u0026lt;: Peer tutor Ing Vulunleer lulors Spring 1990 1909 90 School Vear Ongoing Ongoing Ongoing K\u0026gt; o u\u0026gt; 00 O) Ul 8k w ro Rental ol space to hold this If necessary Vac a 11 luia I I ear her s Counselors Volunteeis in Sduiuls PIA (pluyaent f^lr Student AtteikjAih e -0- Naler lais/ Suppor t Supplles o (O Counselors, (aeculive Director Nev futures, IRSD Casey Courdinatur Associate/Assislant Superintendents Director of Pupil Services Principals, Slalls of Buildings Ass I st ante Iron Divisions ol Schools and turriculiin 00 ( cl.Ih I I Sheil (IMMUIIIIy I iiikaijes Auoual pl.ui .111*1 .iiiiiii.il ew.iliiat loo repiii I \u0026lt; u|Mr I s loos I I i I mb, .k^kuu\u0026gt; O o\u0026gt; Ol Ol J tuuiu kUUit UMUi, \u0026lt; I i rfU4ti44 iitnni: -ftiTOUa\n] Ji 1 Fb 1989-94 (V.r) i'jcr. F.tjporiibit Atiocute Suatrmtendents 08 JtClIVtS I. 2. lKl-KirAT\n9K TIE I' 1 ? t ion Si III 111 I s ______ !_pf9!!j_uuidance/counsel inq which asiii 1 i.sIudenLs_lo_?rguire habits and altitudes necessary (or progress in sctioul anil in later Trie. I SIRAHCIES/ ACIiVlIKS 3-cii:hins CATC C0P.Pl CHON OATC CCSIS KiSPOKSIBil17 (VALUAliON Provide alnl-courses lor students in study halls, letting skills, and precareer skills In a sequenced prograa beginning in grade 4 and through high school Reis* euereness of student or future career options I cn M Nlnicourscs to be developed In sequence beginning ulth grde 4 Provide teacher stall developaent in the use ol currlculua ol these areas (Ise of resource volunteers in disses ind issenblles beginniihi in eleaentiry schools Io address career options NJ o ID 00 \u0026lt;D 1990-91 School tear 1989-90 (Pbese In) Ul w Ongoing Ongoing ro tl-2.000 per yetr printing costs t4 S,000 per rear stall developaent costs and stipends -0- o \u0026lt;o Classnxin lecihers, VIPS, Guldance Counselurs Currlculua Sul I lejcher Developers ol (he ainituurses Icichers - grjilei 4 on 00 D(ve lofiaent ol aiiiicuurses Sliiili'iit part i( ipji lull III these (i iia|iara( I ve luvu.i i . Hosiers ul Vuluiilvi-i I 1*^ 1 4 lUUUh. *auu*, iUWUti lUUUtA, HUUtU mniicirKTzOK tikeu.e \"-Il ill\" 1989-94 (V4r) i'icr. Etsporsibie Associate Sunerintendents ir*l: VI. __________________________________ Nonltor student class ratios, instructional and teaching practices to ensure equity for all students. Division _iLhuulS_________ ?ro^r t 4 Indi w it|u4l St ImhaI , I. 2. OBJiCIIvn STRAHCKS/ ACTiVUHS SECIfiUlHC OKIE CQKPIETION OAU CCSIS res?oks:b!i I\n EVAL UKIiON o u Oi Achieve equity In clss structures by gride end by subject erea Achieve egully In student instructlonel prectlces Achleva rgulty In lexhlng mIImmIi I I i (71 NJ Review class ratios by subject, by class, by teacher on a seaester basis Address disparities with Intervention activities Review grade distributions by subject, by class, by teacher on a seaaster basis Address disparities with Intervention activities Provlite Inservice assistance to principals and teacher( In refereme to variant learning styles and effective aelliods O (O 00 o\u0026gt; (edulcly ImediAtely 1989 90 School Year cn co Ongoing Ongoing Ongoing ro -0- -0- ts 6,000 per year for trainers o \u0026lt;D PrincI pa Is Assistant Superintendenl Associate Superintendenl (Sc huu I s) Hunilurinq ol r^ltus And student ouUue$ PrintipiIs AiiisLinL Superliilenileiil . Associate Superintemleni (Schools) sulf OeveliiiMiriil. Personnel, Prim ipiIs Assisliiil Siiperinleiiileiii s Assixeile Siipi'i lillnlileiil s 00 Non I luring ul wjMvi SI heilules AlldiuUfiie 4l Imeiwii,- I liSM DIM Vl SI I .11 ItillS 1I. 2. o cn o 00 I** 1 I iOUlUi, J bVUUUa, 1 IMUk, J ^lULtUl .i'l FUn I9S9-94 (V.tr) i\nr. Fesporsibie Associate SuperTntendents I\nVII.____________________ Provide ^nil OaJiCTIV'S STRAHGItS/ ACTIVITIES IKniKiKTfcT-aK K ri ------------. ------- rnsure uoportunit ies and enrourageaent to all students to participate in eatracurricular and co-curricular -* ------------ eclivities tjn i ion S\u0026lt; tllMlI $ Pro^raa/Arra J^i^idual Stiiuul . _____01 ret lor u? Alhli1 I. 3iG KlUINC OATt CaPiPlfTION DATE CCSIS K[sfoks\nb!ii\ny (valuation Infora all students and patrons of co-currIcular/  Use of aedl* ind press {tracurrlculer Activities  Send printed Infonu- vtliable for students and of participation requlreaents staff recrullaent of students to participate I I I cn CJ K\u0026gt; tion to parents  Hake clear publIc address systen announcenents to students  Use coeaeunily agencies such as churches to assist ulth recrultnent Individual staff contacts uith students encourage involvenent Staff shall specifically recruit fron anong students HtM do not typically participate in particular activities o \u0026lt;o 00 OS UI Onpoinq -0- -0 hd o (O Coamnicit Ions Ue|urt*eii| t ny- \u0026gt; A * I \u0026lt; Principels Staff PIA Board Athletic Uirectur Individual StafI Neabers 00 lug ul , awdia usage, nthei cuavaunity student cuntacts tiw|iai al ive review oi \u0026lt;1414 iJ4f \u0026lt;11 liij litifiili (l( .ipplMjols .Hid Ik i pjr ( n \u0026gt;p4iil s by I Ji e d I i J V,aiU L 4.  O u\u0026gt; at \u0026lt;o J in 1989^4 mutiA, J kVUUU ir J ! 1 porsio'ie Assiicijie iupei Intenilents *! 11 ._.(cun( inued) 03J:Ci:VS \u0026gt;iRAi-C:\nS/ ACTailliS : X G . lilJ! Ku CAT-Jtillniit I J i h. \u0026gt;1 I \u0026gt;1111 II I il 2t ca.Pii\nioH DAi Jis?oi\ns:r :i\n:v VAit\n\u0026gt;i ,011 Increase student parliripalinn, particularly ainnrity student participation in co-curricular activities  PrnII Ie student involveaent in eech club or ectivitf * 0iS4qqreq4le pert ICip4tion d4l4  Bevel01 sciiool based recrullaenl plens 0 Prini ip.il Still I Assisliiul 'tupii iiilemlenl *'*.N i k Mi l I . -. I . \u0026gt;1 p.ii I II ip.ii I.Ill III , llicl * |i I v\u0026lt;* Rraovel ol 4II berriers lor stuilents ubo Hish to P4rticip4te in eilrecurnculer activities I M Provide 4 district Ir4nsporl4lion pro9r4 lur student tr4nspurt4tion Proviile 4 proqr4a lor student 4ccest to equipaenl/uniforas etc. needed for p4rlicip4lion 4l ainiM4l cost lu o (O 00 O\u0026gt; f^ll 1989 (411. 1989 I Ul Onyuiny Unquiiiq t9 per bus run plus $ I.SU per  I Ie 111 lie delerained neppiiilent HI |irih|f 4 invdlvhU o (O Suppurl Sei V lies Assisl4nl Super ml endeiii s I secunildri I Assoc Ute Super ml endeiil lA'seqreqal mu 00 ( I I* kUUM, MUh, ^iUIHiH sUsi\u0026gt;iiU| 71 in 1989-94  s'jrr. F.eiportioic (Vtir) I. o Oi o I: Will. OBJiCTIVCS J J ir.iiici\n'fc\n:OK\nKiL:i: Asiociite Superintendtnti Develop school profiles \u0026lt;\u0026lt;4ilch provlite overview of chool success or Ils lapect on stuitents so Ihet chenpes ehd/or Interventions can take place at necilcst I I I tn tn IO STKAIiCliSZ ACIiVITKS Profile school by: JBJ 1 nrinr' **** results ol school practices, paying special atteniion to their lapact on ainority and disadvantaged sluJenTs ~ * grade distribution  attendance  disciplinary outcoaes * test scores * student Involvenent In school related activities  course enrolInenlsZ special prograa enrollaenls Data to be dlsapgrepated by race Provlite lor \u0026lt;leelo|iaenl ol iml lplnwnt4tlan ol interventioti striteqics Io iddresi ilisp4rte siluAtioiis Milh specific steps lur le^truveaenl ro o o 00 o\u0026gt; C11\nsion 7rocrca/ArfI 3:G|imlN6 CATE COKPIETION DATE CCSIS KiSPOKS'.Bil i\nt (VAIUAII ON laBediilelr On90ing -0- Assistant Superinleiideiil Princ ipals School Stalls Use ol data based siliuul prof I les Veirly coapirilive slii.iii- Priiilui I ion u( iMfii uvi-ni*iii pt JUS III Jililiss ill spji Ilies OuUuaes evjiiijl lull I I I Ul co IO o o 00 I 1 I iUUtik, kUAUeb .muUUb, aUikUUk utitsU* 1 J dliilill^. t I iiuiii.. llKi*^, O cn\nPItn 4 1 I. 2. IKPLzneKTATjOK riKSirr: I: Kesporsloie It. 1989-94 Atto\u0026lt;t4te SuperinIendenI oriJer lo belter jildress Ihe It :$lun Si liiMt I S __****** A\"*! assess test ing pract _- -................... needs ol all students uhi Ie proviJHig spec laTn^TirvTidToTiV'ToF'aisairvaKrigeJ Vrudenl , icet, foriMU end resulK in ?r act tm/krt t LMlh?'* * \u0026gt;*\u0026gt;\u0026gt;1 _IUiU'!!lZL4!uj| 1.... 09JICTIVES STPJIItCitS/ ACTiVlIKS SiCIMfiNC CATC COKPKTION DAU COSTS K s?OKS:B! 11\n\nVAIUAIiON Visits lo schools by tesllngZevaluatlon onI torIng teas to assess validity and reliability of testing procedures and strategies coployed to prepare students lor test taking Meetings uith principals, teachers Infomal classrooa visits by nonltors Cowpllatlonof coaparative data by school (valuation of data ulth recnundat tons for changes/laprovcaents Spring, 1989 Ongoing -fl- lesting/fvaluation Departaenl Mun11or Ing visits and reports Ass I Slant Superintendent Prineipals/SlalI Division of Curriculun and ScImmiIs and OesegregatIon Principals Disaggregation of test results by grade, by race for review and assessawnt for Intervention purposes School analysis ol test results by grade, teachers, race and subject area Oevelopaent al cooQtroHvt data to assess disparity areas, if any Preparation fo intervention plans lo address specific student needs Spring, 1989 Ongoing -0- Principals Assistnat Superintendent lesting/tvalualI ion Prim ipal s/Stal ( Uata assessoent Dim iwenled ................................. as needed Pi'pin I III null Inui ', I I i tn no O co 00 o\u0026gt; Ul w o (O 00dllktll nUlllli I r lin 1989-94 (V4f) Ikhi:-:k*\n9K ::r i:  I I ::sl: j:r. Fttpor.sibit _As\u0026gt;Qcme Superintendent CI\u0026gt; 'sion Siliool i I. 2. 3. O Ol IQ OSJcCTIVfS Oevelop/enhAnce slte-hASed AnApeacnt At schools Provide support to rcviiAllic school cnvironncntt to aAke It conducive to student leernlnti am to order Respond to prIncipAl reijuesls lor AsslstAnce In A llaely BAnncr I 1 I cn ro 92** lo\u0026lt;4l schools suflici*nt Authority to i Apr rive and to ---- r A I*- Inr \u0026lt;1 n ----------------- ---I-- -A-l*U L kIlH Jp iIlLlV e \u0026lt;11(1- lu c _ --------- AdvocAle lor students, am id hold Ihca accountaEFc lor re^TI{~ ?ro^rt*./kitt Indiwiilu^l SiIhmiI-. STItAT:CISZ ACTIVITKS 3iGIIIUill6 d\n,1[ COKPLETION DATE COSTS KrSPOKS\nb\niI7 CVAlUATiON StAff Developaent for principels Revision of district procedures to provide centre! office technicel support rAther tfien strict control fnhence principAl AccountAbi 11ty (or progrAa At the buiIding PlAn of district school rcnnovAtion to aeet progreaaAtic aM student populAtion needs Set up (oraAt for technicAl AsslstAnce Hith Assigned personnel to Hork Ulth indIviduAl schools ho O to 00 OS 1989 90 lcdlAlely UI I* w Onqoinq 0n9Oinq hJ StAft Develop ent (consul - lent I Approi. $700 per principAl $35,000 SigniricAnt - involves rennnvAtion, custodiAl And AinteiiAiice o to Assoc lAte/Assi siAiit Superintendents Support Services Ol VIsIon III S( hiHil s turriculim llivisiun 00 Ciindiii t of stjfl de ve I upneiil PriiicipAl leedtiAi.l( AssislAni Supei lilti'iidi*iiI evAluAlions 111 siluKil (l,iMle And priigi \u0026lt;av And pc Illi Ip.ll (iii.ii|c*en( III lln-'.i- CiMiplel Ilin III ijsk . Inaplcl HUI III (j .c Pl UM ip.ll v.|lt|.|( I.Ill ol pi.Ht I I I* iUHlUk JiikklMi -lllkill J J I J J I J J nr-r si r'tn 1969-94 (V\u0026lt;4r\u0026gt; 8'i:r. \u0026gt;t?or\u0026gt;ioi Atsocute SuperliitenJeiH Ii I: II. OSJ:CTIV$ SIRAI-CI'S/ AcnviiHS I. Update review of recruiting needs by age. race, sea and seniority in positions In the District to ascertain projected needs 2. Review of position asslgnaenls related to racial equity such that all races are represented In every postion and job description In the district o I I m I u cn QD ro JK* cm\nr. Iz n $ 1 on Si IhmH $ *tia_llAnjniLlullfini_A01LlUll_Aiilflneenli.Bn 4ll_Sfhoul s anil alknjae xvna t _____ n . . \"   ?rocre,/Art4 Per sunny I ncp4il.i, di str IC I div I son for equity SECmuiKC CATE C-.FLTIOM DATE CCS7S KiSPOKSISH ITf tVAl UATiON Review of all current staffing with Identification of staff by sea, race and subject area wtM will be retiring to project needs Projection of student population on 2 year basis to validate eapected needs Developaent and assessaent of school and divisional staffing patterrs Recrultaenl ol support and non-teaching staff Io reflect equitable racial representation in all positions N\u0026gt; o \u0026lt;A 00 Currently In effect Spring 1989 Current SuMer 1989 Ul W Ongoing Ongoing Ongoing Ongong o to Director ol Persoiuiel Oli ice ol Piipi I Account lug Director ol Personnel Building Principals Division lleails Oivision/Oeparlneiit Heads Director of Personnel 00 Cuaplel iiMi ul lasts Cunpleiion ol tasks inliani y r ji t .i I ................... In all pus 11 iiMis 1n I** \\ IMkUUl IKPLir.ili uubUa Trot\nkikii^wa kUlliliii, UIHWU itttlltUi J J J 1 J J J F.:spor.sioie XII. 1989-94 (Vttr) Associate Superintendent L\nv: s ion Schools OSJiCTlV-S STPJ.T-GIES/ ACTIVITIES Establish recruitment programs for representation of minorities in all positions in tfie district sG]hT\njN3 CATE COf-'.PLETIOK DATE COSTS KiSPOKSlBlLITY ?rocrtiT./Area Personnel Department tVALUATjON I. Create pool of currently certified teacher appiicants and of students pursuing certification Share applicant pools with PCSSD/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion of task o Ol 1 I I CT CO Share with NLRSD/PCSSO recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Provide internship programs at district schools for aspiring teachers and aspiring administrators ro O \u0026lt;o 00 Spring 1989 Spring 1990 Fall, 1990 o Ul Ongoing Ongoing Ongoing CO N) Shared among districts (travel etc. To be determined Approximate!! $4-5.000 per year ) y Stipend for mentoring teachers/ administrator \u0026gt; o Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel Office Teacher sponsor of FTA Collaborative effort with local universities Principals Personnel Office Assistant Supts Associate Supt of Sch \u0026lt;o 00 Preparation of and implementation of sharing plan Implementation of procudures Increase in pool of teacher/adnini strator applications for LRSD I I J I 1*^ .W I .uuUil* .VUUVk iUittUb jUiUUU Siltaktt J tUltUHl .si rltn IW-94 (tsrj i-i:r. F.ispor.sibie Associate Superintendents\n JdlE____________________________________ OIJCTIVS Si9Ai-6i-SZ ACfivnifS O Ol Ol I- ''Sion S( hiMl I V (n$ure sthopl wiite nUnnina for Dfn\u0026lt;ifMHUC ttcllencf 4n\u0026lt;i iimIivkIuaI sliMlent ochicvcacnl 3-Cli:illNS CUE CfKPlETIOM OAiE CCSiS k:s?o*\ns\ns!i liv ?rojrc.//,ri* ln\u0026lt;lii\u0026lt;)m I St thH11-. fVAlUATiON Provide school based planning based on analysis of all available data\na'specific foraat for addressing school racial, gender, S(S disparities I 1 I (7) O N\u0026gt; ForauUte guiitellnes lor scImmI iaprovaaent plans Mhich will InaO to specific achlenaaenl increases and interventions to assist students Via disaggregation of data relative to  student perfornanca * discipline  attendance  participation In school activities * placcncnt In classes Irain staff lo deal uith data and Inplcnenlalfon ol strategies {valuation of outcoaas ol Interventions via alieslone reports and final rcarl)i reports Reassessnent of and nodi I leal ion ol ob|eclives and strategies Creation of final plan and strategies ho o \u0026lt;o 00 0\u0026gt; fall 1989 Spring 1990 1989 90 1989 90 1989 90 Ul co Ongoing Ongoing Ongoing Ongoing Ongoiiiy ro -0- -0- o \u0026lt;o Divisions of Schools lest ing/fvaluation Departnent Coeniltee of Principals School Stalf/Principals School Inprovenent leans Division of Schools lesting/tvaluation Departnent Principals/Schuol Staff School Inprovenent leans Assistant Super tn teiuteot s PrIOCipals/SlalI Pr loi ipa I s/Si hiiol Sial I 00 forauia11 im of guidelines, plans and inlerveiit luiis Disaggregated (lulime Based Data Dulrones evaluatlnos coiului led on a t (Mgiai alive lias i s I (iMOlWl :aK\nr I- \u0026gt;-.ii rian jaaa aj = i-i\nr. P.tipor.doi* A\u0026gt;\u0026gt;o Mill__ llflflUfiSIttli : t ion S( hool $ ?ro\nrtaZArci |ih)iiilml $\u0026lt;ii.),ils MJ-CTIV-S SIKAIiCKS/ ACTiVlIKS SIGIIWIKC CAU COPIPKIION DAK CCS'S i:S?OKS:B!LI7t (VAlUAIiON o Ul Ol I I 1 \u0026lt;Ti Annual assassaant of outcoaat at fortf plan 1969-90 Ongoing Aisistanl Supcrinlendenls Principals Stalls ScluNil laproveaent leans Asiessnent proten aiiil reaeilialiun plani lor areas in need u( inpruveaenl lU O ID 00 O\u0026gt; Ul W o \u0026lt;o 00 'Baal glillMIU. J -I .11 ritn 1969-94 (Vir)  I'lir. P.tiporno'n Associefe Suoerintenitents JtUL___________________Z___________________ OBJ-CTlr$ STP.AI-CJtS/ ACTivnitS O Ol H^tiK-KTAT'OK T:r  I ion Provtite stiff deyjlopment on m ongoino bisis to stiff ind inforailion to pirents relitive to student Pro, rt./Art\u0026lt; Si huo I s ln\u0026lt;1inl\u0026gt;i I S\u0026lt; luMi'l success SiCIIWlNS CAU CaKPltllOd DATE COSTS Kis?OKs:B:ii\n tVAlUATiON Io ufxUte skills of ill district stiff on i regulir bislj ind to keep ill stiff liireist of deeilopncnts In tiielr field of endeivor 1 1 I C: fC I (U Provide selections of stiff developaent opportuntles for Individuil stiff ind entire ficultles to Include but not Halt to IC SA Pf I Clissrooa Ninigeoent School Ninigcaent Send selected stiff to professlonil developaent sessions In order to incrcise the nuatier of iviilible triiners ind In return for 1 coeaitaent to isslst with collepiil itilf developaent Provide dist'ict wide proqrie rl stiff development lU o (O 00 t9S9 1989 1989 Ul \u0026gt; OnQoinq Onfoinq Onqoinq with auinlenence W M tSO-60.000 per jftir 16 a.DOO per yeir o (O Assoc Ilie Superinleodeoi Curriculua Ass I slim Superintendenis Director Stif I Development Slite Depirtmeiit of tducilion Provision of sUI I LievelupflMiiit (viitence ol enhem e classriHia iiistriii I 11(11 mlh iniiruveil siodriu per f ormdiu es I. 00J I MiUM .iMUiufe .MUM inkitill ^asiiiU ttihliiii .lUttU. -,ii rltn 1989-94 (Ytirl t.-! I: j\nr. r.npor.tioi* Altociite SuperinKixlont 11 O8J-CnViS STRATtCIES/ ACTiVUItS |K?t-KKTA::9K : s ion o in \u0026gt;d 00 Colliborite with contiguous districts regirding ispects of the plin which will liciiitite ind enhince desegre^TVF (lions------------- ?roi rtn/Af * S\u0026lt; liitul $ 1 ndivi(Ju41 St hotil SiCliaiiNS CATt COKnniON DATE COSTS RS?ons\nb!lity iVALUATiON I Io creil*  colliboritIon uhereby ill students In ill schools in th* J districts (18, Ht8 ind KSSO) Mill benefit fro*  aituil set of beliefs end enpectill on i lor success for ill students ind e\u0026lt;)ulty lor ill students ind stiff I I I hO Contiined In the foilouing 'colliboritIve plin* See ittiched plin See ittiched pl in See ittiched plin lU o \u0026lt;o m CT Ul W o (O Supennleotlents 4nd Stiff of 3 districts Successful lple*lll41 iixi uf col I4t\u0026gt;ur4l IC pl4\u0026gt;l Positive, aeisiirilile uulciiaes lor students. Stiff iisd the 3 distent. Ill ireis iddressed I 7 00 LONG-TERM DESEGREGATION PLAN PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- forcement for the student in need of this kind of support whiue enabling the student to experience success within the 9 regular classroom setting. PAL is 10 transition program that assists students in a learning the requisite skills necessary for instruction in reading and mathematics at the elementary level and with 11 12 H emphasis on the core areas of English, reading, science. 13 social studies, and math at the secondary level.PAL is to be a fast-paced, high-interest, high-expectations. 14 indivi- dualized program that will have specified time frames by which students will meet performance criteria. 15 16 Technology assisted instruction is used to provide reme17 diation and intervention learning/teachlng strategies for targeted students. 18 Computers, video discs. and appropriate software support 19 the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- 20 21 VCR's, PROG 64 01579In the PAL computer component. the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3 5+- minutes a week in both math and reading. PAL specialists in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instruc- tional aide (lab attendant) supervises the students as they participate in the individualized state-of-the-art instruc- tional program administered by the computer. The eventual goal is to add a computerized management component to pro10 vide (1) annual pre and post criterion referenced tests for 11 most grades Including grading and reporting. (2) com- 12 I 9 I puterized scoring of unit tests for mastery and (3) the 13 j. I automation of record keeping (trlfolds) teacher with more time to provide the J to work with students and better 14 H data with which to approach that task. 15 PAL IS cooperatively planned and developed by the staff for 16 1 students. The staff offers stimulating, multi-cultural. and inter-disciplinary 17 approach to learning. with language (oral and written) base for emphasis in eac.h 18 central core area. Staff members use a variety of instruc- 19 Ml tional strategies and utilize both in-distrlct and com20 K a a munity resources for motivating students. 21 fl PROG 65 01580I .1 S a 2 II. III. Parents are actively involved in vidual assessment, mative assessments, each phase of PAL\nindividual improvement planning. workshops, and summative indiforevaluations. Each parent signs a written agreement, along with school representatives, identifying the responsibilities of the parents, school staff, and students. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County School Districts are as follows: 1. Information/Resource Sharing, Especially Related to Planning For \"At-Risk\" Students 2. Cooperative Development of Programs and Assistance (based on results of MPT and student needs, etc.) 3 . Establishment Schools and other 4 . Joint of Complementary Sites for programs Applications Foundations, Etc. Summer for Funding by Grants, EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program for Accelerated Learning (PAL) The Program for Accelerated Learning (PAL) has the 9 10 11 12 13 14 15 16 following goals for the elementary level: 1. To identify educationally-disadvantaged students 17 18 through appropriate assessment procedures. 19 2. To develop a profile on each eduatlonally disadvan20 taged student that identifies his/her strengths and 21 weaknesses. The profile may include information from PROG 66 01581the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent'anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed I need(s). The Plan must be cooperatively developed and implemented by the regular and PAL teachers. jS 3 4. To provide a fast-paced, multi-cultural, technology .S assisted, language-based, individualized instruction i, program for educationally disadvantaged elementary students . 9 5. To set academic performance/achievement timelines 10 for each student in the program. 11 6. To actively Involve parents In.the development and 12 ! Implementation of the Academic Skills Improvement Plan for the student. 13 I I 7. To provide ongoing assessments (formative and sum- 14 matlve) to ensure student progress in meeting the expec- 15 tations of the academic improvement plan. B. Secondary Program for Acelerated Learning (PAL) 16 17 The Program for Accelerated Learning (PAL) has the I following goals for the secondary level\n18 1. To provide a transition program for students who 19 1 I need assistance in developing the competencies needed for functioning effectively in the regular classroom. 20 21 I. PROG 67 01582 I2. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting, will include the following\nA profile of students former placement level. Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide fast-paced, multi-cultural, inter- etc. 3 . 4 . a 9 disciplinary, language-based, individualized instruction S s ! program for students placed in the program. 10 To set academic performance/achievement timelines 11 for each student in the program. 12 6. To actively involve parents in the development and implementation of the skills improvement plans for the child. 13 14 To provide ongoing assessments to ensure movement of 15 student in meeting the -expectations of the skills 16 5 . 7 , improvement plan. C. Learning Laboratory--Grades 7-12 17 I To include a wide range of strategies and programs 18 to assist students with basic communication skills reading, writing, speaking, and listening. of 19 20 2. To provide learning and study skills as an integral 21 1. I program component. t -5- PROG GS O15S33 . To include a diagnostic/prescriptive approach which will include direct instruction in the areas of wordattack, vocabulary, comprehension. and application of reading and study skills. 4 . To involve the Learning Lab teachers in developing, implementing. and evaluating the Academic Skills Improvement Plan for all students assigned to their program. 5. To cooperate with core area teachers to provide reinforcement and support for students. 6 . 9 IV. To adhere. as appropriate, to the goals and proce- dures outlined for PAL 10 EVALUATION AND MONITORING 11 A. Student 12 Evaluation (formative and summatlve) of the student is based on the Academic Skills Improvement Plan. 13 are provided Parents written Information during each grading 14 I period on the student's progress in meeting the performance goals in the Academic Skills Achievement Plan. 15 16 ! B. Program The program is monitored and evaluated based on student 17 I improvement/achievement outcomes in accordance with 18 District and other regulatory standards. An Evaluation 19 I Design and Checklist have been developed program evaluation data. to provide 20 21 ( 1 PROG 69 01584WUwii iri-r:kfittXKtn 1 V. SIRAKClfS IKK EM ATA 11 OR I IM LI RE Akou*I Pl4 1909-90 FirtOR RtipontibU Qr, Hj,. ij ttosKy (UmI\nIo reniM (he owtrAll iy1eR\u0026lt;nti Oiw11lun Curriculua end Speclel Prugreat t ion af the Little RocE School Oistritt Progrea (ar Kcceittnleii leirning (P| ) Progrea/Aree Coeepensetory/Heae.li a I fduceTlon' ORJECTIVES STRAKOIESZ ACTIVITIES ICGIMMlMG DATE CONPtniON OAU COSTS IESPOMSIBILIK E'/ALUATIOM I. ReTine the progrea inpleaentetIon ol the Progrea Tor Accelereted Lcerniog (PAL) O I I (A 00 (n II c to lA. Reconvene Um a8 hoc coaaitttes: Junior High High School end e steering coaalttee ulth representetIves Troa eech canal tine b. Review progrea goels objectives, guidelines, end Tlndlngs oT Boerd Coaalttee. c. Reconaend aodlTIce-tlons (ar eTTectIve progrea iigilencnte-tion during 1988-89 with responses to needs oT Individuel schools end progrea levels. d. ReTine criterie/ preTerred guelIlies Tor teecher selection. e. he(tnt pleceaent criterie (seconder/ level). (. ReTine eell criterie (seconder/ level). hO o to 00 Fill. 1908 fell, 1908 Fell, 1908 fell. 1908 Fnll, 1900 Fell, 1908 O) Ul p* Ongoing Ongoing Ongoing Ongoing Ongoing Oihjoin^ w hO o to Superintendent Assoc. Superintendenl Tor Curriculua end Spcciel Progreas AitlK. Superintendent (or Curriculua end Spccul Prograas Aitoc. Superintendent For Currrculua end Spec lei Progreat Assoc. Superintendent (or Curriculua end Spec lei Prugreas Assoc. Superintendent (ar Curriculua end Specie I Prugreas Litt ol Coanittee Heahei Cunnilttetf Meeting Agenda RecnnendAt lun Criterie Tur Teecher Selection Pleceaent Criterie f*  t Cf I ler14 I'/ I' li Ij KWUH innn kiiuiun iUHIItn V. SIRAKGlfS (Continued) iNKCMMrATtON TIHCLINE Annual Plan 1989-90 PrioA Dr. lUry U Mo?T I  Ihc overall (\u0026lt;.r) 01 V 111 on Corr I (. u I UM end 'pel 14 I PrUiJI 41 I. O Ol 0) O) OaJCCTIVES (Continued) I I I inplenentitian af the tittle go\u0026lt;k Sthuol OiUnct Proqran tor Accelerated teorniog (PAI ) STRATEGIES/ ACrfvlTfES lEClNMlM DATE coHPtnioN DATE COSTS BESPONSiaitlTT Pro^r4a/Arc4 Ckwmtfn^A(ory/Bemc\u0026gt;U it ____________________ fdu\u0026lt; 4(Ion EVAtUATION g. Obteln retiemlitloos for student pleceacnt in PAC end coaplete ecedeaic skills needs esscssncnt. h. Develop laproveewnt plens tor students Uio did not echleve estery on the Arken- ses Hlniaia ftrtor- aence Test (gredes three end tie) end for elghth-grede et-risk* students. I. laplcacnt teeming Let curriculum guide end continue revision of progrea es needed. J. Develop Iist of suggested aeteriel end supplies thet Mill eddress students' specific skills deficiencies. k. Order needed meteriels end Supplles. lU o to (O Fell. 1980 Spring-fell, 1980 fell, 1980 fell. 1988 August. 1988 OS Ul Ri Onqoinq Ongoing Ongoing Ongoing Ongoing PrincipeU PrincipeU Supcrviior of Reeding Supervisors of Meth, Reeding, end English Supervisors of Heth, Reeding, end tnglish Student Registretion Completed legiruveeient PI CUurtMa Honituring OocuAcAtat io(k Suggetted tlit Purchese of HeterieU end Suppl les I O to Iiu li MH * .i.iUtw UllllStM muiiits IlttIV iistiisi V. SINAUGUS (Continued) iHntMNTATION TIHCLINC Anruj4l Pl4fi 196*1-40 (*r) Person Melponsibie Dr. Kjry II Hosley Oeerell^Taptenentet ion of the t.Htle Aoclj S.hngl pistrtrt Pronrso for Accelerated le-min., (Pil Division Cul l II 111 UM end SpeLlal Pru.paMS Progrea/Ares riwiiii-nsatiire/HeMcl 111 -----------------------------[JusHtao________ oajccTivEs sraATECKsz Acrivirics EGINNINC DAie coNPiniOM DATE COSTS (CSPONSItILirY C'/ALUATION 2. Design end iapleaent tfliCllDie sleff developaent to ensure equity 2e. Plen end conduct inservice for Contrel Office steff. b. Plen end conduct inservice for teechers. Inservice should focu on the following ectivitles: Fll. 1968 fell, 1988 Ongoing Ongoing Aiioc, Superintendents Assoc. Superintendents Agende Ayendi o 1 I tn on I Its -Ensure heterogeneous grouping In requler aeth end English desses. -Schedule aeth end English PAC teechers with siaulteneous desses. -Review fecillties criterie. -Review pleceaent criterie for: leerning leb Spec lei Cducetion Neth/Engllsh PAL Clessrooa -Review personnel selection criterie -Select end order suppl les end aeteriels. -Provide treininq on eiSeinistering TABE (pre/pust) lest. I ru o to 00 OS Ul (At o to lU lUMi \u0026gt; UWMM 'itUHM tuiituu V. SFRAKCltS (Continued) IHnOKNUTIOM TIMLINE Anau4l Plan 1989-90 Perton HetponiioG Ur Hery II. HotTey Go4 I: (\u0026lt;4r) OlV11 ion Cui r IIuIun and Special Piugiaws Io reFine the overall inplenentation oF the tittle Ruck School Oistnct Progran For Accelerated learning (PAI) Progran/Arca Ci\u0026gt;ii\u0026gt;|iensalory7Reaw.li 11 t'ducal ion OBJECTIVES STAATEBIES/ ACTIViriES BEGINNIM DATE COMPiniOM OAIE COSIS BESPONSIBILin evaluauon 2. (Continued) O I I Ul a\u0026gt; ea I CJ PO c. Plan and conduct building-level inservice For entire Faculty d. Continue nonthly Inservice nectings (6 per year) at IRC lor clencntary reading and asatb PAL teackers and clcaen- tary principals, include conputer personnel Uten appropriate. Alti c. InplceMnt preschool Inservice (S days) lor secondary PAL teachers and address the Following activities: -Obtain clast rosters -Gather student proFiles -Identity skill needs For each student -Clutter studentt within clastroont and anong PAL teachers according to need. (CunIinued) ro o to 00 faII. i9aa Fall. l9Sa August, Sept. I9a O\u0026gt; Ul On^olA) Ongoing Ongoing o to Prineipali - Supervisors ol Hath and Heading Assoc. Superintendent tor Curriculun and Sprcial Prograns Agenda Agenda Agenda ( ilV. STRAreCteS (continued) INFtUtENTAriOM MHfLINC Annuel Plen 1989-90 Person AasponsibTe Or, M Ooe I: Io refine the overe Oeer) OiK Ion Cui I u ulua and 'pcilal Priujreau oiJEcnyEs 2. (Continued) O tn OS u\u0026gt; I I 1 4  pl ceenlelloa at the little Ao\u0026lt;k School District Proqrea for Accelereled learning (PAl ) STAATEfiTtS/ ACTIITIES lEtlNNIHfi DATE COMPLETION DATE COSTS lESPODSiaiLin Prograa/Area f uaiiensatory/Weae.l i 11 ________________f due a I ion ___ EVALUATION I M e. (Continued) -Paired teecbers uill develop Instruction scheduics (English/ aath) according to student needs end dess periods. Al ternet Ive* ewy include:  Instruct Ion on elternele dey* nini-cless periods (2S ala. per period Hithia each period teea teeching content eree) (by -Finn Individuellied Intcruel Ion be*ed on eeth student** estested need*. A coanon plen be used for students uho heve slaiI er dcTiciti. Inttruc- tionel Streteyie* should be outlined on Profile Sheet end/or etteehed on sheet* es needed. Ihis profile then becivees (he plen o to 00 I O\u0026gt; Ul Cd O to If ftItUHl I ItiWHiR QAntw lUUkUW mtmwi iimMtN V. SI(UICIS (Continued) IMPieNeNUTIM riNCLlHE Annu^ 1 PI in inA\u0026lt;l-\u0026lt;m Ptria Ictponsible (r4r) (mmI: . -  ir-uJkczJLJliuky fa .hs overall inpleaewtat inn qf the I i tt l\u0026lt; ftocE School Qislrict Prottna (or Acceler. Olv I i ion Cufi'ituluM 4nd OaJCCTIVES SnUTHKS/ Acrivififs ECINNIMG DATE CQNPtniON DATE COSTS 2. (Continued) O I I jied lernin.| (PAi ) acspoNSiaiLin Ul IO o I . (Continued) -IdentiTv impropriate aa terlait/retource*. -Octeraine appropriate instructional strategies. -Octeraine oetliod/ aeans Tor student mastery \u0026lt;valuatlon(t) -Begin to develop daily lesson plans that rcTlect the above procedures and InToroation. -Ident ITy strategies Tor siaultaneous Instruction. T. Assist Junior high PAL teachers with incorporating ooti- vatlenal strategies Into the instructional prograa. g. Assist secondary reading teachers to bccoac aort Involved in the PAL prograa by scheduling one day oT inservice with the English and Math ALP teachers. fell. 1988 August. 1988 Ongoing Ongoing tn Special Pruguvi^ Progran/Area Co^ensatory/llrah\n.| i i i fducaiion Junior High PnncipoU Supervisor of Nevding evaluation Classroom observation and documentation Agendo ii I NJ NJ O to 00 OJ Ul 1^ tAj NJ o to\"m WMU I ttVHWM mmtwH AltlllllM V. SIDAIfCUS (Conlinued) IHPLENtNUnOM TIMELINE An(uj4l Pl4n I989-9A PersoA Ntipawtlfcit Or. Mtry II. Mi)?l7y 0 IK Islan CtAi r I ku I Ai* and ^pcL lol Gail: To r\u0026lt;in the owerill l^pl^t^\u0026lt;|^ Iqa gt jH{ I ijdt Hoell Sthoal Pntrict ProgrMi for AcctIrrittJ leirninq (P\u0026gt;ii ) Pragrt/Kr*t CuapentitorY/Beie.i 1. I fduCit ion OBJECTIVES STBATcMES/ ACTIVITIES lEGlNMINO DATE C(WLni0N OAK COSTS BESHMSIIILITT evaluation ). Provide eipiity'ln proyrea fecllIties. )A. Develop criterie For Fecillties to eddress clessrooa: -ittrictivenest -liyhtiny -ventllitlon -iccessibility -essentiil spice b. Provide Fecillties criterie to buildiny principels (reFer to Zb). c. Monitor edherence to Fecillties criterie. Till. 1900 Till, I90B OA90IN9 Onfolng Onyoiny Astociite Superintendents Astociite Superintendent for Schouls Astociite Superintendent tur Schooli CritcriA Ayendi I tea Visitetiun Oocuaenlel lull A. Eaploy ippropriite personnel to iapleaent in c\u0026lt;)uitible ind cFfective proyria S. Prowidc on^oin^ progrtf vAluAtion (o en\u0026amp;uro *(SuC4tiOA4l qyity o I I tn ID I i. Identify reyulir substitutes For coaputer libs. b. Trein coaputer lib substitutes. e. Develop e PAL evelu-etion Ocsiyn efter consideriny rccoaacn-detions froa the coeal ttee. b. Oetiyn eve IUition Instruaentt. c. Monitor PAL cliss-riioat end eviluile PAL Piu.)iia. I Til). 1900 Fill. 1900 Fill. 1900 Fill, 1988 Fill, 1988 Ongolny Onqoiny Onyoiny Onijo 1 ny Oiiyoiny Astociite Superintendent fur Schouls Litt of IdentIfled Subs 11 tu tet Supervisor-of Instructlonil fechno-luyy Eviluitiun A fettiny Ayendi for Triininy Sessions Coapleted Eviluitiun Ueslyn Oiredur uf Ivaludfiun i T$(iny niretfur uf (w4lu4(iufi LKiluitiuii Ilu ti uau\niii Annuel Huard Hepui( I 1 I IQ IQ O to 00 a\u0026gt; Ul bd IQ o to HU \u0026lt; auouw auitniw J V. Slidtcyies iNPlSNENmiON TIHEIINE Aaiuia) FIar _ ftnoa attpoatiol* Caa1: _________ j^auapaeLrawi*U_O__f_ _ot, trisuMC (i wwl UtlMMihiyy Division _l ^ la uf I lon/l t**i|K.-\u0026gt;p. a Fro9r\u0026lt;sPAt CufMiiea fs4 OSJCCTHCS iiuiiifti/ Acnaiins aEGIHNING DATE COHnETION OAiE COSTS BSSPONSIBlLtTY C7ALUAT10M Il \u0026gt;1 *iSSa MS I rw. ! VACAMie^y I1 iX e*2S tMnu A. 1 :? a 3 4 M Uk*  fit* r* 1^ Jr \u0026amp; C^l* SM^tSC BMI* HaMMt !\n/ u -a o mCSv lfMlli(U rrwis* ^ans. si. I 1^ w* SI. I s tf. L** AliMbSA*. fl K ( I ) t S' *^*r sKMSMfta* \u0026gt;* MS *s !* *\u0026gt;**** SI. I u** aui 9^ BaaSiM O J 9T9^9 |r*S* \u0026lt;( Ikfamo !\u0026lt;** **\u0026gt; \u0026lt;\u0026gt;  I J I } 01592 I I M O 10 00 o\u0026gt; Ul 4:* CJ ro o to GIFTED EDUCATION Long-Term Desegregation Plan I. PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12. It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. The standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers who have 10 completed or who are in pursuit of graduate credits in gifted education. 11 12 II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Education, gifted 13 14 15 and talented children and youth are defined as It 16 those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or ser- 17 18 vices. The criteria for pupil placement into gifted and 19 talented programs shall be superior intellectual and 20 creative ability. To the extent that task commitment and/or motivation may be objectively determined, they 21 GIFT ... - 01593too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. while the program models and the special needs and strengths of the gifted and talented program in each district differ. all three districts are committed to following the best practices in the field of gifted education in identification, curriculum. and program eva- luatlon. 10 In order to strengthen the programs in all three 11 districts and to further desegregation, all three 12 districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research 13 and administration whenever possible and/or feasible. 14 15 16 17 18 19 20 21 GIFT ___79 01594.w IHNHWt 8UtWM MlUttUg STRAItCItS IMPICMENIAIION IIMELINE Annual Plan: 1969-90 (Year) Division: Parson Rasponslbla: Kan Dickson Goal: I. Prograa/Araa: Curriculua A Special Prograas lo astatollsh col laboral Iva allorls In tarns of rasaarch and In Iha attalnlstrallon and/or Gifted ducat Ion operation of Gifted Progr ans o Ul IO Ol I I I on c OBJECnvES SIRATEGIES/ ACIIVIflES BEGINNING OAIE COMPIEIION DAIE COSIS RESPONSIBIIIIY  VAIUAI ion 1. To share research and/or findings In tha operation and/or adilnistratlon of gifted prograas. 1.1 Establish a schedule of regular beatings of the tri-district gifted coordinators 1.2 Establish a procedure to Infora and/ or Involve other aiAilnlttrattve personnel and/or staff of research and/or Innovative procedures Novaabar 1908 Ongoing -0- Kan Dickson and PCSSD/ NIR GIftad and talented Coordinators Agendas and nlnutes of Beatings I 2. To Investigate tha feasibility of Initiating a trl- dlstrict effort to establish a nodal prograa to Identify and educate soclo- econoalcally disadvantaged gifted 2.1 Saab clarification of raqulraaants for applying for Javits funds froa NAGC and ADE. Nova^sar 1989 Kan Dickson and PCSSD/ MLR GIftad Coordinators Hacords of Investigation efforts I chlldran. This Is dapandant upon funds providad by tha Javits Gifted and lalanled Children Act of 1988. hi hi O (D 00 o Ul hi o ( IMM iNMR J KRUMHI w h I Illi O Ol \u0026lt;\u0026gt; Ol I I I QD Aia4 I r 14** rr\u0026lt;$w ih)^ ITIM HI i..ii U\u0026lt;*iv** OAJfCIlVfS I. lo tbofr Ibe ro\\l il \u0026lt;l ti*le fOR^wllanls lo ll*e ^(tr4 pro^tHU wbrttever frO^lblO ORtl poMlltlR K foR^i A\u0026lt;e ov4(l4lilr Irl-4lilrl\u0026lt;l lAtervIcei \u0026lt;oa4u\u0026lt;I4 br Ibe lrl\u0026gt;4K Irlcl tlaff M IAtrIHI-evalMAllGA If Im4i Aie AvAilable. ) SldAUCHS/ AIIIVIIIIS I. I ((\u0026gt;\u0026gt;4lR4lnrt OISIMtt tn^lvIdtlAl Ree4t or4 lo 4rlriA* K \u0026lt; oa- ^mIIaaU \u0026lt;*a be |lre4. /.I (oor^laAlort wel lo plAO Irl-dlllrlcl lo tervicet 004 Irl-dlitrlrI lotevvlcet bl4. hiw   . \u0026lt; I I  * I l.f (CIMNIMC OAK SepI r4rf , 1^9 f\u0026gt;K. IMf (UHeU HON OAK Oo^lay (osn Ur4\u0026lt;I rrwinrd \u0026lt;\u0026lt;oM ill 4r|r HeprRd Ir^ or I OR  tulloRlI UMcIrraiRrd unroMsiaii iiv *rR |\u0026gt;i n\u0026lt;i PI \\*4IZ M a ( \u0026gt;u d M4l It* \\ Ken OulMiR ri SM)/ Ml (OO dlRAlo* (VAI UAIIOM ill atrrl i(*| ) Minulrv ttf *rrl*R4. u*\u0026gt;ib-o\u0026gt;\u0026gt;| A^rOa, pAvlIrlpAol triiiM* lioR, Ici di%(ri\u0026lt;( 4lrrlop'ii evAluAlloR lor*.  i' n ( I O o 00 01 Ul o im I BMUHW lUMHU* INniMNIAIIOM IIMI IM IMS 90 r to \u0026gt;\u0026lt;1^0*1 iH kfA Ul(li$o4i \u0026lt;i4 I: 1 l CBlIkUrilc oA lle IltAlll\u0026gt; \u0026gt;1 i Irl Pltlfltl Hlr4 UleH\u0026lt; S\u0026lt;\u0026lt;i ml Sfwce ol Ulllt.____ DIvltlon ............... il . I\\ Fro^rMi/AirA biltrl I il,*\u0026lt; ji * I O Ol oaj(ciiv(s in lnlrodu4, eiplAin And l4n all lexOeit/\u0026lt;A\u0026lt; Ui lAlort la lOe (rl-di%lrl\u0026lt;* 9lled prn^Aat aa I He w%e AAI im^IxBenl Al loa itt lOe el\\ttA^ Irk OKIrirl 9lled A0 i*9i*en\u0026lt;c inslfwaenl. I I I CD SIBAHGKS/ ACIIVIIIIS 1. I (rMwItM I Gill Orel iMft tn exO dlt- If \u0026lt; I ex 0 I ill Inr i/l lIllAlnet 9^01 Io iGe pro9rB. I.I Appalnl  Irk dliirkd w*r UwImb 4 AMAkllee Io refine and Io \u0026lt;oa- fine IH doMMaral. MGIMMIIIG OAIC Oclokei. im (kloGM. 1909 COMRdlOM OAK Otlo^r. IM9 ncittOer. 1909 I COSIS Un4rleraiMe4 aiSMMSIBh III ken OhkVMt And ^CSSUZ MO Cilled fnordinAltti \\ OUktM KSW/ MO GUleO (VAIUAIIOM An\\lrr / px I *\u0026lt; p4(t| s . P I u o qui AnMer of pn* I  \\ ai\u0026lt;: 4oi*le\u0026lt;eO I ro o o 00 a\u0026gt; Ul (a) oAnhiul PI JU t,n^ I:  IJU |y.j Mr\\|i\u0026lt;A\\ iLl** 'V I.I li bu fc '.Mil (  I I. O Ul \u0026lt;x\u0026gt; CD 1 \u0026lt; I I QO CO MU I I IM lll.i I lull I MH I HH I ' itHM.M |r id ' |ii I I I i til I \u0026gt;1 I'l b I  I  it I \u0026gt; . . Jt ti:| lut:/HL^li uulwu: Ux LJGU LlHcil Ti ugufl lU lM***lr m.l I a\u0026lt;  Unu - mi hlrnl il m jI i OJ(CIIV(S MIAKCKI/ ACIIIIIKl (CINNING OAK (OnPKIION DAU cosn RISPON51B1IIIV .Ih/Ai I , I.i i I * I I I .. I. I II I lOJ I VAI UAI KWI  elAllo^ III Iko I A*jl fe- I loeorol/retliMi lui in^ Iv^leeeolAl loo plAo In leiat ol I4elifl\u0026lt;Al loo. iwrriroliM aoA tlAff Aevelofaeol leyi\\/A\u0026lt; I tvU lei 4e lleAle4  l^e re- f Moeoeol/mlrui lwrA\u0026lt;, ^lAO Io MfOf^AMe Io IKir oAjec Ilves Au|w\\l, IWIA StMrr IMI.SIM) (Ml iMirniIrni , Attoi . Stipl I wf t M i I *od S^eiiAl Piojrifs. A1SO4 . SupI . |i ol SiteuoK, i(*n MatloAal (untullMvIV. Prlurl^ali Stkool ComurIc Al loot Ofllte. ArkAotAt Depjf lawol oi (4o\u0026lt; Al loo. (Meye Professor! I ii|i l*l Mill 111 Ihr |ii 11 I M O (O 00 a\u0026gt; Ul Il M oOVERVIEW MULTI-ETHNIC CURRICULUM Summary of Background Information The use of multi-ethnic curricula is an important factor for effective school desegregation. LRSD's approach to multi-ethnic curriculum development will include the following areas of concentration : 1  The multi-ethnic approach will be integrated into the and courses (Example: Historical and/or social events will be viewed from several ethnic The study of ethnicity will be incor- rather than added on to the regular perspectives, porated into curriculum). 2. Multi-ethnicity environment: will permeate the total K 11 4.4 \"aterials, libraries, assemblies, books, bulletin boards and other displays holiday observances and extracurricular ' permeate school text- assemblies, activities. 11 3. Students will be provided opportuniti better sense of self. es to develop a 12 4. Multi-ethnic curriculum and u ...^1 uI-kuuhj education will be In place in each school. a multi-et.hnic approach to 13 5. Students artistic, will have opportunities aau*! 1 musical, scientific, literary, political accomplishments of 14 scientific. to examine social many ethnic groups. the and 15 AREAS OF COLLABORATION 16 The three districts in Pulaski in examining, developing and Implementing County will work cooperatively i 17 lum. Each district will retain its approach, but a multi-ethnic curricuown general curriculum la will join the other districts 19 in the following areas of collaboration: 20 A Annual Multi-Ethnic Materials Fair - 1999, Little Rock School Multi-ethnic Materials Fair with approximately forty (40) vendors, smaller 1988 , Materials During the summer District hosted a representation by -   ----- North Little Rock had a exhibit. Both projects were very well received by staff and vendo were rs. 84 01599 21B. C. This opportunity for the review and purchase materials, posters and other multi-ethnic aides will be an ongoing need. Annual Fairs will be cooperatively planned and implemented. an ongoing need. of books, instructional Inservice Training - Training for staff on the appro- priste selection and use of multi-ethnic be an integral part __ resources will of the tri-district staff develop- ill be provided through a strategies/activities. ment model and w variety of Access to Higher Education Training Opoortuniti Three districts will cooperatively access information courses-seminars development related and ethnic to institutions in Arkansas. studies multi-ethnic in higher The , on curriculum education This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. LONG RANGE GOALS LRSD expects to achieve the following goals through the cesses set forth in the attached timelines: pro- 11 By September 30, 1989, the curriculum for pre-school 12 through grade 6 will reflect a multi-ethnic approach. By ^September 30, 1990, the curriculum for grades 7-12 will reflect a multi-ethnic approach. By September 30, 1991, the ongoing multi-ethnic curricu- 13 14 15 lum revlew/revlslon cycle for pre-school through grade 16 12 will be established as a model in all three School Districts. 17 evaluation and MONITORING 18 Each building principal Is responsible to Insure that the 19 multi-ethnic curriculum permeates the school environment as 20 required by this Plan. A section on multi-ethnic curriculum will be added to the LRSD monitoring checklist. 21 01600 S5O Ol O Aaau4I Plan I9UH-U9 PertoA ibit Pr Bevefly yriTF Kilt I-1 ihnir turriruV u\u0026gt; 6eweTu|rnl OSJtCTIVES PHASf I 1. To profi Ide leACber leArn- ing upportuiiilles through fureul course trAining 2. Io develop a Ditlricl- Mide aulli-clhni\u0026lt; udiu- visuaI rciourcc (aIaIo9u 00 Ci iMPLCHlNUnOM IIMCLINf I UIV I s ion Pru-jr tm/Krct 11 III Illi, diiii I II I I'l iii|i ddi. M.ii I I i lliiiii STRAUCIES/ ACTIVITIES IECINNIM DATE CQMPIETION DAJi COSIS RISPOMSiaillH (VAlUAI (UN I M A. ContACt IocaI colleges And universities Io obtAin inforsAtion on proposed course offerings relAted to ctlinic studies lor the suAMer And IaII. 1909 0. Receive And Advertise course oiler mgs to All cert It led siAtf. in- tluding opportunities lor tuition reinOurse- ent And/or SAlAry credit c. Identify pArlicipAnIs In Quarter And IaII courses A. Review And CAUlogue present Audio-visudl luteriAls relAtcd to nilti-cthnic curricu- lua b. Purihdse ddililiundl dudiu-visuAl AUleridls IruM the 1900-69 bud- gel lU O to 00 Ol Fall. I*UU1 Jn. I9U9 SuAMer Aiid Ull, 1990 Uli 1909 Ull 1909 iebruAry 19119 April I9U9 Oc tuber 1990 April 1909 April 1909 Nune US.(MM) lull ion Reiai- Ourseeient Nune Nune SIS.(MIU Hdler Id I s Assui Idle *iui\u0026lt;l ( Ut I I - luluA, And Spec Idl I'l u iirdns OeAii ol trdiludle S, huul Ac Aden IC llediis Assiii Idle SupI C ur r II u I udi diiil Spei idl 01 Ilie ul I'ei siiiiiii'I iMiiluree^ Supri'visui III Hell Id Sci V iii'^ ju|,|*l V I jIll Sei IIII I S III Hi.liu I I i:\u0026gt;l III 11.1 Ifijr III II I ii..| tlipy l.l i II I til IltJ I I tilt (I 1 up I 111 Al dill'll, 11 luiiise 1 idiipli I Ull, I'l'i Sunil, I (iiiii'iil ijidlii.|i I I I hf.|i. t . 11 lot, I, , I I 11 JI. Il III,. 1., I I I I I ut 4:* (a) I f, 'i]O tn o AaauaI FIaa l9Htia9 IWLtWKTATION llHtLINt I l\u0026lt; I I h II I 4l*\u0026lt;i Pers Resinstbie Pr Beverly UliTT, Goal: Itul 11 - (thn It lurritulura Developnt e bl wIion Ullll .pl- IU 1 Il H.J l t ( Hmu OIJCCIIVES STMUeUSZ ACTIVITIES (GINNING DATE COMPKTION DATE COSTS (KSPONSIBUIII iVALUAIlUN t. Identify and tnlnloguc other resources for aulti-cthnic Audiovisual nalerlAls. I.e. Arkansas Dcpartaent of idutalion, I title Rock Puhiic I ibrary. Arkansas 1ibrary Cu iss ion d. Revise, print and dis- trihule nulll-elhnic audio-visual resource catalogue lor the I III Ie Rutk School Disiritl e. Plate initial supple- nlal Older lor aajlti eihnit audiu-visual terials Iron the 1989-90 budget 3. Io plan 4nd laplm^nl (he 4 InilruiI lonal MelcruU lair |HuH I -1 Ihn It) I Spring I9tiy Suaarr 1989 July 1989 Nny 1989 AuguSI 1989 I Pre - SthooI Conterence) July 1989 -0- iS.(HH) Ap pro\u0026gt; iiMiely lor pr ml ing S?,O(NI sthuul llotal SIUZ.OUU $2,SOO print on M SuficrvlSUl ul Media Servites Supei'vlsui ul Media Sei V It es He (J 14 ^|iL'i lai II *. llwil.lelvd t alu lu.|ut''. I l\u0026gt; I I I I hij I I Illi Ni -lu I . I I 1,11, . Ill \u0026gt; .Il .1 I.. I,., .uIllM I 1 I I .1 . Involve a lean ol parents, tn inity re- suurtes, and leathers In detailed planning for (he (41* spec If K Oates. Iiaw, plate, an\u0026gt; luraul  lu be held a*. t (uaii.uuenl uf 1988 89 pie-stliutil luiilereiite Ull 1900 April 1909 -0- I I A^^tn Sup I SpeiMl CiutjidWt^ \u0026amp; I iHlpitilM-lllul II,fl Pluf. , ( I O (O 00 O) Ul .(A (a)Annual Flan Person Respoi Hull Goal: ____I9HH 09____ (TearI msible Or oevmyTi mnir i-( ihnirTnrrrrirrtNrTirwFiopanni OBJeCTIVU STAATCGKS/ ACTIVITIIS h. Identify national and local vendors of anilti ethnic Instructional aulerials c. (stabllsh pre-school conference dales and ealend invitation lo vendors d. (onlirti fair participants e. Acquaint principals and central office staff with plans and fair relationship to desryicgalion eflorls f. (onduci aedia-ca^aign lor fair lu staff and parents g. Husl IriDisiricl \"In- slruciioiial Materials fair\" IMRLCMNTATIOM 1IMLIN( (GINNING OAT( COMFKTION OAK COSTS NCSPONSIBIlin Division Proyraai/Area til I S II t lalit tlllal  t  I ,1 I 1*1 IHJI Jilt eUlUi-LUAUU- - ( VAIUAI IUN Spring 1909 Spring 1909 (nd of Hay, 1909 Spring 1909 July 1909 August 1909 April 1909 Ind of Hay 1909 Ind ol June 1909 June I909 July - AuguSI 1909 Auqu\u0026amp;i 1969 (Hre*^(.houl I unlerente) -0- -0- -b- -0 t)UU fir ml - ing ISOU Suppl Ie- o t. lu drvriup criteria lor lealbuuS rev leu and Ol O (a\u0026gt; ion a. Arvisr Huard pul iiy lur Iralbuuk adupi luii I talli HlUi Iklubei 19Hi: -u- I I I on ro O to 00 OS Ul (a) hj Assoc. SupI ul Curr. X Spri la I Piu grans Iaeiulivr Sial I Assuc SupI. lull X Special I'lugiaais Supei'vi^Uf ul Media Seiwiie^ As SUI . SupI hif lleseip rqai luu and Sc huuIs Supervisui ul Hrdia Sei V II rs Direilur uf luamuiii I al ions Assoi SupI ul I III I X Spri lul I'liupHiH*. f k I ft\u0026gt;) M I I h  L\u0026gt;N\u0026gt;I I I 1 fl A^'atn an I (Uaiplcliui, ul MOlIlIMl II Luiili i rm ,\n.ilirJulr.l I uii I 11 HU 1 I m, bl J I I a\u0026gt;|t hilsi . I I .J I tilld bpA'X l.t I II HUI util , ul. Ill H Vul i.luir I pUI I I. I, .,,.1 I ^PP I , .1.., IlOMhH'J Annual Plan l9Mb-H** ____ (Vear) Person Responsible Dr beve\u0026gt;ly~h Uhiie G4mI : tVjl I I  I ihftK Curr i( uliiHi beveloiMiH'iii OBJlCIIVtS STRAIEGKS/ ACTIVITIES b. Identify an ad hoc co- Bittee to review criteria presently being used in t itile Rock School Oistrici and other districts for leattMioS adoptions (Id Bembers) \u0026lt;. SulMiii revised policy and cr Her la to the board ol Directors lor first reading d. AdtJpl policy Of) lei- e. Utilize a local consul lani IO Irani stall on ''Avoidnui tie* and Hace bias and Sleieolying in lealtMioliS ** inpicmntatiom iiMCLita I . I i 11 \u0026gt;*I l\u0026gt; I W I S t lift Proijra*/Arej H..1 i T \"Ti t. o 1 I Gt O 1 QD C! bCGUmiMC OATt COHPLfTlON OATt cosn RiSPOnsiBiiin (VAIUAI I Uh ScpIeMtrr lyui: HoveMbri buveMbei fall lulutiei I9(U: NoveiMbvi bet ea4\u0026gt;e Uei emA\u0026gt;e( I9U^ Vd\u0026lt;M\u0026gt; (V4U per day) 4ii(J tul i iiujitiH.:. i U  I * I I Ft. . -II- -U- ^?()O luiiHMa- I UM. I.CI I I I '\u0026lt;upt*i mlI'liUt'hl , A - Mil SupI - loi ( Ul I II u I Illi, iid *,j|ie(iiil I'ltii|i diu'i I 11 I It I\u0026lt;oe 1 *j\u0026lt; lull* I h I 1 Lluai d ul li II \u0026lt;-( I u ' ',,1*1'1 l*ti vl^ll HuluH. anil \u0026gt;pi \u0026lt; ul h rom ail'. I h(d I i A\u0026lt;)( 'll.1.1 l*ud i \u0026lt;1 Ik iiImi, I \u0026lt; \u0026gt;1 \u0026lt; I. Srletl and lecuMMend lu boAid lui adoptluh ut let^ltMAuk^ (eleniro- tai\u0026gt; and secondary/ based on c  * Ivi adopl lot. IlH I i iNhlliHlti I I (I A, Mil '.ul'l I and '^pvi \u0026gt;! rM\"ii4Hi I I *..!! \u0026gt;1 l.l'l-l (.\u0026gt; I I M N) O (O 00 O) Ol (a\u0026gt;Annual Plin Hlll.nS IMPL(M(NTAT1OM TiNCtlHf I _ (Tear) While Person WesponsibTe (ir |M ve\u0026gt; . J Mu 11 I f I hn 11 CuViIfuiiiii Df v^O|(Ma-n I Goa I\no (h O Ol I (\u0026lt;\u0026lt;/!* loo J Protjr am/Are J H.I I * ~ri im t OBJtCTlveS STRATfaifS/ ACTIVIIKS BtGlhhlhC DATc COMPlCTION OATC COSTS RtSPOHSlblNTv I I (VALUAII Uh U Io drvrlop 4nd ixiileiHenl a iujII i-r(*ini( (urruu- BU  I   C I*. l.UVW- i lull loi pre-t Ktdviyarleii through yiade t I  I co c N\u0026gt; I a. Plan and host at least three (3) public oeet* inqs to receive suggestions frocb patrons on areas to be included ir a oulti-ethnic cum* Culuat |b lOenliTy And retain Iht I services of a national eapert in tail 11-ethn ic CurriculuM developaent I lead consultanl for Imo (?) yt:^i contract) ,1. In Looperaliun with the lead consultant. I I the Division of Curri* culuw and Spec lal Pro* gias will issue a detailed Curriculum de- velo|Muenl tiMcJine foi (he year, including a chec 11 IS 1 for last COM* 1*^1 (On tM*vel\u0026lt;*p '*p(*A I al lona fill ML-waiei pai 1 IC Ipa\nI lull (III HUI I I I I I Illi H Cull H U I OH ro o (O 00 Ull l9Ut IaII HUI fall Wbb fall Imh: I ikiobri I van Lxiobei I9tib Utuber l9Ut iHlotei iMbl  I I I G\u0026gt; Ul c* w ro l?(Ml 11,1 pubI K I Iy SllI.LMMJ per year -U- SiSOl Sup I I jlld Itl I II iii|i aiii*. ^li^ul . SupI |i eya I loii lot b*'at- 1 H^SUL . Supl flu ( itt t and Special liogiaMi'. I |1 t*Hd ( uri'.u 11 HUI , |Ata^Ul I Ull I M\u0026gt;|i a I IIM \u0026lt;11  Itill. Il*( ................. I Sup 1 . \u0026lt; III I 11 II I (lit |and Spei lul r\u0026lt;upaHi-.\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_372","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":["1989-01-31"],"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/372"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ A TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data ProcessingSTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS If LRSD and PCSSD agree to establish an interdistrict school at Rockefeller, two hundred LRSD students from a contiguous zone around Rockefeller would be assigned there. The remaining two hundred seats would be filled by white PCSSD students. If an interdistrict school can be established at the Home-Mart site, LRSD will engage in a districtwide recruitment of black students for the purpose of filling half of the seats. III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white students at these schools but no school shall have a racial com- position 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 the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pat- tern for elementary students going to junior high school and for 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 of the elementary, junior high school and high school attendance zones. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 7. 1. Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each incentive school will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). 24. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. 5. All incentive school students will have the option to be assigned to an Elementary Academy. 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the incentive schools after grandfathered and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation requirement, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Secondary students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an incentive school a if such transfer enhances desegregation at the incentive school. 3. A student may not make more than two (2) desegregation transfers during his/her school career. 34. Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING PREFERENCE TRANSFER 1. Sibling preference does NOT apply to magnet schools. 2. Students entering the Little Rock School District after 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 a before the 1991-92 school year may remain at the school to which the student transferred xintil graduation. 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. VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat a available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all 4reassignments. 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 will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\npro- cess M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\ncon- Sider appeals\nconduct recruitment efforts\nand process desegregation transfers. 2. 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. 3. In order to ensure stability and growth, the Little Rock School District needs an assignment plan that will remain the same for the next five years. 4. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students 5and the School Selection Form which will be sent to each student as a part of the assignment process are attached to this Plan. IX. ROMINE/BAKER LRSD and PCSSD are presently considering five options (shown below) for the desegregation of Romine and Baker Schools. The first option involves converting Romine to a primary school and converting Baker to an intermediate school. This arrangement provides Romine a 60% black racial ratio. Baker's racial ratio would become 65% black. The remaining options involve exchanging attendance zones between Romine and Baker. The third option shown below is the most successful in reducing the black percentage at Romine. With each option, the black percentage at Baker is outside of the acceptable range for the Pulaski County Special School District. The attendance zones for Romine and Baker can be exchanged if an exception is made for the desegregation requirement at Baker School. 6K Romine 1 2 3 4 5 6 Total 35 5 51 11 62 8 50 5 77 7 57 9 70 5 403 453 50 B- 403 W- 50 453 89% Black Baker 7 31 11 32 11 39 15 33 10 34 4 35 4 31 62 235 297 B- 62 W- 225 297 21% Black Romine 3 60 3 69 3 69 3 69 3 75 2 50 3 75 20 467 Baker 2 2 2 2 2 2 2 14 328 SCENARIO ONE Romine K-3 \u0026gt; 243 (B) 164 (W) 407 (60%) Baker 4-6 \u0026gt; 222 (B) 121 343 (65%) BAKER Black White Total 0308 0330 0361 0321 0358 Total ROMINE 1715 1727 0 00 20 2 Black 62 99 9 7 13 12 19 60 white 9 1 9 7 13 14 19 62 Total 71 100 (3% Black) ) 7 SCENARIO TWO ROMINE 1715 Baker ZB's 403 -62 341 + 2 343 50 -9 41 + 60 101 453 -71 382 + 62 444 (77% Black) BAKER Baker ZB's 1715 62 -2 60 + 62 122 235 -60 175 + 9 184 297 235 306 (40* Black) SCENARIO THREE ROMINE 1727 Baker ZB's 403 -99 304 + 2 306 50 -1 49 60 109 453 -100 353 62 415 (74* Black) BAKER 1727 62 - 2 60 + 99 159 235 60 175 1 176 297 62 235 100 335 (47* Black) SCENARIO FOUR ROMINE 1723 Baker ZB's 403 -25 378 + 2 380 50 5 45 60 105 485 (78* Black) BAKER 62 - 2 60 + 25 85 235 60 175 __5 180 265 (32* Black) SCENARIO FIVE ROMINE 1717 Baker ZB's 403 -90 313 + 2 315 50 10 40 60 100 415 (76* Black) BAKER Baker ZB's 1717 62 -2 60 + 90 150 235 60 175 10 185 335 (45* Black) 8X. DUNBAR Shown below are three scenarios which were considered by LRSD on the use of Dunbar Junior High School as an interdistrict or intradistrict magnet school. Because the LRSD's proposed assignment plan requires 9 3* of the junior high capacity. Each scenario creates serious capacity problem at the remaining a non-magnet junior high schools. Little Rock School District does not have enough junior high capacity to open another magnet school. LRSD has explored other means of enhancing Dunbar. A meeting was held on Wednesday, January 25, with parents from the Wakefield, Baseline and Badgett attendance zones. These zones are assigned to Dunbar in the proposed plan. The purpose of the meeting was to consider enhancement programs that could be added to Dunbar. The District proposed the use of a seven-period day which will allow additional electives. The following electives were listed as possibilities: (1) Foreign Languages (higher levels) (2) Strings Program (3) Physical Education (4) Journalism (yearbook or newspaper) (5) Creative Writing (6) Computer Exploration (word processing, graphics, tlonal applications as computerized drafting/ accounting, etc.) such voca- (7) Enriched Reading (8) Drama (9) Dance Studio 9Some of the parents attending the meeting have agreed to serve on a committee to decide on an enhancement program for Dunbar. This committee will begin immediately to formulate the details for the program. The use of a seven-period day will greatly enhance the educational program at Dunbar. At present, seventh graders at Dunbar only have one elective. A seventh grader in the Program for Accelerated Learning cannot take an elective course. A sevenperiod day will allow seventh graders to take two elective courses . Seventh graders in the PAL program will have one elective course. Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 718 744 840 670 699 751 750 1000 780 960 600 700 754 TOTAL 5179 5544 93% of capacity SCENARIO ONE: 4-9 Magnet (intradistrict) Gibbs 351 Projected Jxmior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 649** 909*** 670 699 751 750 649* 744 960 600 700 754 780 TOTAL 5179 5193 99% of capacity _ - 10 Total capacity of Dunbar (1000) minus capacity of Gibbs (351) is 649.   Assumes that junior high program will have all seats filled. Use of Dunbar as a magnet would displace 69 students - these students were added to completing this exercise. Henderson for the purpose of SCENARIO TWO: 7-12 Magnet (intradistrict) 7-9 10-12 500 500 7-9 10-12 725 275 Projected Junior High Enrollment Capacity Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 500** 730*** 960*** 670 700*** 754*** 750 500* 780 960 600 700 754 757 718 744 840 670 699 751 750 725 780 960 600 700 754 TOTAL 5121 53**** 5179 102.6% of 5179 5269 5044 capacity 98% of capacity  Capacity of 7-9 magnet program Assumes that junior high program will have all seats filled Enrollment adjusted to absorb students displaced by magnet program Unassigned students SCENARIO THREE: 7-12 Magnet (Interdlstrlct - LRSD seats only) 7-9 10-12 725 275 (349 LRSD seats) Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights 757 349** 780*** 750 349* 780 _ _ 11Henderson Mabelvale Pulaski Heights Southwest 960*** 670 700*** 754*** 960 600 700 754 TOTAL 4970 - _ TIMELINE DESEG PLAN 89-90 Nov. 11 Contact Donna Creer/request submission for FOCUS Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 Feb. 22 Prepare FOCUS (Cominunications) 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 Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Feb. 20 Order PiF's\norder selection forms through DP Feb. 20 Mar. 3 Coordinate Open House publicity with Communications 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 _ - 13Mar. 15 FOCUS to mailing service Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New Student PIF's to SAO Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing (/ Apr. 4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students V Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 Process forms\nprepare waiting lists\nmake mandatory assignments May 1 - May 12 Send final assignment list to Transportation for route adjustments May 13 - May 17 Print assignment letters and prepare for mailing May 17 Mail final assignment letters ___14STUDENT ASSIGNMENT HANDBOOK SECTION ONE ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance zone. In some (2) (3) (4) (5) (6) (8) (9) (10) (11) cases, satellite zones are used in order to meet the desegregation requirements. Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school. Students living in the attendance zone of an incentive school have the option of attending a racially balanced school, (elementary academy) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school. Rising (or matriculating) students, grades 6th and 9th, will be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. SCVvOol a \\ll Vc -Vo .4-*\u0026gt; lei olffort wl^^Cig-made^*!.^ Svary-egfort wtt-tiu iiiaJe to install portable buileHngs. toordertoaccommodateoverflowsituationoatapee- If a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. tiulgcada_Lfijtei. Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. Any student may apply for a magnet school by completing a magnet application. Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year. Each student will receive a final through the mail. assignment letter 15 T ?n, \u0026lt;=1STUDENT ASSIGNMENT HANDBOOK PAGE 2 (12) Each school will be responsible for making attendance zone assignments after May 17. B. C. D. (13) The Student Assignment Office will be responsible for all reassignments magnetassignments, maj orityfee. mlnogifey LrailUfers and desegregation transfers. re a s s ignments magnot Grandfathering (1) (2) (3) All students may remain at their present school assignments . The Special Edition FOCUS will explain the student assignment process. The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. Reassignment Process Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat available in the student's feeder zone. a If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder 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. The minimum black percentage for each elementary academy is 40% black. J------------\" .... - . _ __ _ Any assignment that causes a school to fall below the minimum black percentage will not be granted. cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be In such reassigned to a school in a contiguous feeder zone. (I-- \"Desegregation Transfer\" for desegregation requirement for secondary schools.) See Transfers (1) Students may request a transfer to the attendance school, an incentive school, or a magnet school. zone 16STUDENT ASSIGNMENT HANDBOOK PAGE 3 (2) The Special Edition FOCUS will explain the assignment process for transfer requests. (3) (4) (5) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. (6) High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. (7) Final assignment letters will be mailed to parents by May 17. SEE PROCEDURES  Return of Forms (School Selection Forms)  Completing Selection Forms E. Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17. SEE PROCEDURES -- Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Information Form in order for the Student Pupil (2) Assignment Office to begin the assignment process. A Pupil Information Form can be obtained from any school and returned to any school. a (3) Obtaining a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that school. 17STUDENT ASSIGNMENT HANDBOOK PAGE 4 (4) Open Houses will be scheduled in all schools April 4 - April 9. G. H. (5) (6) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection forms can be returned to any school in the Little Rock School District. returned by April 24. Selection forms must be SEE PROCEDURES  Kindergarten/New Student Pre-registration  Return of Forms (School Selection Forms)  Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the for the 1989-90 school year. same The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school The lEP's of some secondary students indicate that they attend three or more special classes. dents rotate to special education teachers, therefore their needs can be met in any secondary school. assignments. These stu- ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Sibling Preference (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance school. (3) (4) Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools desegregation requirements. to comply with the 18STUDENT ASSIGNMENT HANDBOOK PAGE 5 I. Magnet Assignments (1) All assignments to magnet schools will be made by the Student Assignment Office. J. (2) (3) (4) (5) (6) (7) (8) (9) The Student Assignment Office will be responsible for maintaining all magnet school waiting lists. All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet vacancies. A computerized random selection process will be used to consider all magnet options listed on the selection forms. All magnet assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet school will be placed on a waiting list for that school. A student's rank on a magnet waiting list will be determined by a random selection process. However, first choice magnet options will be ranked above second choice magnet options, etc. Majority-to-Minority Transfers (1) All M-M Assignment Office. assignments will be made by the Student (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. . The home district must provide transportation for M-M transfers. 19STUDENT ASSIGNMENT HANDBOOK PAGE 6 K. Desegregation Transfers (1) A secondary student may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. (2) Elementary students may transfer to an incentive school if such a transfer enhances desegregation at the incentive school. (3) A student may not make more than two (2) desegregation transfers during his/her school career. (4) Desegregation transfers will be granted during a limited period once each year. (5) LRSD will provide transportation for desegregation transfer students where it is cost effective to do SO. (NOTE: The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level - i.e. high school and junior high school. This range also applies to the reassignment process for the secondary level.) t 20STUDENT ASSIGNMENT HANDBOOK PAGE 7 PROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled in LRSD schools: 1. Parents of students currently enrolled in LRSD will receive a School Selection Form through the mail. A. Parents should complete the form with their school selections. B. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. 2. 3. B. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity limitations. II. Return of Selection Forms Parents will be mailed their school selection forms April 11. on Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures in handling School Selection Forms: _ _ 21STUDENT ASSIGNMENT HANDBOOK PAGE 8 1. As the selection forms are returned, separate them into three categories: A. Students requesting to grandfather at their present school LRSD). assignment (students currently attending 2. B. C. As Transfer requests LRSD). (students currently attending Kindergarten/New Students to the LRSD. forms are received, remove them from the envelopes. Use paperclips only to attach any notes or letters to the forms. Do NOT tape or staple damaged forms\nthe Student Assignment Office will replace damaged forms as needed. Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the 3. Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, the Selection Form List. on 4 . Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following\na. with a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms ink. (This step can be checked.) are received and b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFIC:i: SCHOOL SELECTION FORMS _ 22STUDENT ASSIGNMENT HANDBOOK PAGE 9 c. d. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. Send the envelope to the Student Assignment Office immediately. III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten in the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. You will receive flyers to be sent home to parents notifying them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon 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 Form is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, Information Forms. DO NOT hand out ANY Pupil (f\\CA Instead, instruct parents to go to the Student Assignment Office to pre-register their children. After the assignment process has been completed (May 17), each responsible for registering and dergarten and new students. school will be assigning kin- B. Return of Forms 1. Parents may their completed Pupil Information Forms to any school in the LRSD until return the deadline. \u0026lt;/  I z'' - 2. For each form received, write \"RECD\" and the date in the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form.  _ 23STUDENT ASSIGNMENT HANDBOOK PAGE 10 3. The following information MUST be supplied on the form\nFirst and Last Name Race Sex Address Date of Birth If any of this information is missing, the form cannot be processed. 4. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF \"Verification of legal name and birthdate by\". labelled If the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year. DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address\npost office boxes CANNOT be used. Require proof of address rent receipt, contract or Personal Property Tax Bill). Complete the Address verification Form and attach a copy to (lease agreement, sales , LUc Aaai ' / the PIF. 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 the ETHNIC box. THE SCHOOL BOX). SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM (NAME) (ADDRESS) (I.O./RACE/ZB) Next Year's Grade Dear Parent, This is your school selection form for the the OFFICE USE ONLY  *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000*  school year. issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: 0 0 0 ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. 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 assignment if a seat is not available at school. Please assign my child to , I understand that my child will remain at his/her present assignment if a seat is not available at INCENTIVE SCHOOLS  ONLY CHECK ONE 0 000 0 0 00 Frankli n Gari and Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW, PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 Two or more siblings requesting to transfer together. 0 Student new to the District requesting assignment to a non-attendance zone school with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different non-magnet schools to the same non-magnet school. (NOTE: Definition of siblings: Siblings are brothers/sisters, or half-brothers/sisters, residing at the _same home address with brothers/sisters, or half-brothers/sisters, who are enrolled in the Little Rock School District.)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-three 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* '/\"i 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 461 203 180 383 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 5 3* I McDermott 531 260 216 476 55* Meadowcliff 465 237 208 445 53* 25School Capacity Black Non-Black Total % Black c Otter Creek 383 183 162 345 53% 70 Pulaski Heights 328 159 119 278 57% Romine 490 403 50 453 89% Terry 537 260 224 484 54% 0 Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 10,016 Incentive Schools There will be eight Incentive Schools which are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School Classes Capacity at 25 Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325 Washington 42 1050 Totals 136 3400 710 '7,^0 ^bO 3040 Interdlstrlct Schools LRSD and PCSSD are considering a plan to establish 26 Rockefeller as an Interdistrict School for the 1989-90 school year . Rockefeller School has a capacity of 400 students in six- teen classrooms. Half of the Rockefeller seats would be allocated to PCSSD and half of the seats would be allocated to LRSD. Whether it becomes an Incentive School or an Interdistrict School, Rockefeller will provide the Incentive School program. The use of Rockefeller for 1989-90 depends upon which use will be consistent with PCSSD's plan to desegregate its southeast sector. A decision will be made prior to the submission of the PCSSD plan. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year a second Interdistrict School at the Home-Mart site with 600 seats. LRSD will recruit black students to fill half of the Home-Mart seats, with the other half to be filled by white students from PCSSD. 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 3,850 non-black students for a total of 12,350.The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-three Elementary Academies is 10,016. 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 a certified aide in each class and 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, at least 200 black LRSD students will attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdistrict School enrollment upon the Elementary Academies: 28Black Enrollment in Incentive and Inter- dlstrict 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 originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 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 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-630 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have a capacity of 600 students. It serves as an interdistrict 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 Interdistrict school. an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for Individuals who work within governmental and business centers of Little Rock. 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. 30INCENTIVE SCHOOL PROGRAM 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 in the entire school district. The following schools will provide the incentive school program: -Franklin -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 J Iment 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 success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a 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 tzrust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives and parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa- . The bl uepri nt wi 11 be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. 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 - Support 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 _ _ 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely fur- nishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. sentatives from each incentive school. The council will have two parent reprewill be appointed by the Joshua Intervenors. Also, four members at-large The Incentive School Program Parent Council will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. \"The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence 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 well.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence 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. ACADEMIC PROGRAMS General Areas for-Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School . The High/Scope Curriculum will be the content model, and a man- datory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional technology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. 3G2 4. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to assist teachers in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmental 1zation will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for \"subject area\" teachers for the respective grade levels. 9. Instructional Technology will be available in specialized laboratories ^d in individual classrooms. 10. Science Laboratories equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. 11. Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each school. 13. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment softstudents ware will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). 16. Computer-Managed Instructional Technology will be used for continuous tracking of student progress. 17. Individualized Education Plans will be developed, implemented, and monitored for each student. 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 373 19. 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. 21. Criterion-Referenced Testing - formative criterion-referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous 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 school, with appropriate training provided for implementation SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with an emphasis on multiethnic classes in each genre,will be the primary reading program {K-6) -Basal testbooks 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 through reading\ni.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LANGUAGE ARTS -Uniting 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 vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading ano English/language arts areas (k-6) -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 -Emphasis on the study of history from a subject area context-- 'Jorld History, American History, and Arkansas History (4-6) 3S4 -Emphasis 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 studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote \"living social studies\" (K-6) -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremonies will be integrated into the curriculum MATHEMATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) 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 method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom 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 395 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a \"total physical response\" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -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 wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL EDUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis 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) 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 their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 White Gloves Program - Special sessions will focus on training in the area of social etiquette for females. Rites of Passage - A structured program will be initiated to 7 respond to the emotional, physical, and social developmental changes in the young male. A special ceremony (for boys only) will become a traditional rite for 6th grade boys who complete the program during their Sth and 6th grade years. Role Models Programs - Individuals (international, national, state, local, and community) will be used for presentations at the school in every area of the program to provide role models for the students. American role models for males. Special emphasis will be placed on African- Mentoring Program - Utilizing local resources in the community 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 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: Peer-Tutoring 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 Program- ming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs ma\n^ include the following: Photography Band Newspaper Swimming Club Yearbook Bowling Club Choir/Glee Club Skating Club 417 Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance 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 supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board 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. A projected budget must accompany each plan. (NOTE: Attention in specialized programs will focus on true remediation (with student movement from compensatory programs) for compensatory programs, reducing overrepresentation in special education and ensuring equitable participation in a quality gifted and talented program.) 42LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 17, 1989 TO: FR0M:71^tt^ Beverly White, Associate Superintendent for Curriculum and Special Programs Angela Sewall, Associate Superintendent for Schools Marie A. McNeal, Supervisor of Social Studies and Foreign Languages larvin Zinmerman, Supervisor of English SUBJECT: I/O Proposed Latin Program for Incentive Schools On Wednesday, December 7, 1988, we met with Gayle Cloud, the Latin teacher at Central High School, to discuss an elementary Latin program that is being used in other districts to extend, reinforce, and enhance the language arts curriculum. Because of the educational value of this program, we feel that the program should be considered for use in the LRSD incentive schools. To assist in making a decision concerning the program, the following information is attached: 1. Program Background, Rationale, Proposal, and Description 2. Budget Summary 3. Implementation Plan The proposed attached plan targets the spring semester, 1989, for teacher identification, and the summer of 1989 for teacher inservice and program developm.ent with program implementation targeted for the 1989-90 school year. 43I. Sackaround II. LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT In the early 196O's, the Philadelphia (PA) School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nteachers in the elementary classes. the program did not depend on using trained Latin Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis, Indiana\nWashington, D.C.\nAngeles, California\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\ndeveloped their own materials, teaching formal Latin grammar\nmeans to improve English skills. Dallas, Texas\nOakland, California\nSome use the Philadelphia materials\nimproved self-image among learners. Los and others have In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in The initial implementation of the program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population. The targeted levels were grades five and six or grade six onl.y. Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all districts, a team of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin, program using the Greek language has also been developed\nthe same methods and approach. A corresponding thi s program uses The materials focus on using Latin and Greek word roots as a basis to increase English reading and vocabulary skills. Materials are varied\nthe two basic courses are designed for fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. Rationales More than SCi of words in the English language are based on Latin words\nfocusing on Latin word roots and word-building elements will increase knowl- edge of English vocabulary. reading c Many fifth and sixth grade social studies and cula include mythology and the Gr ma a. 3 at rela to this subject mat -Roman worlds\nr will broaden lear :e enrichment. vocabulary ng and Abi .' areas 7 to read English is not limited to language arts and other academic but a- 3 success in 1ife itself\nmere successful 1 n: 7i livi 0 school l_3 .(h se udv O' increasing that ability creates uals who feel competent to deal with school and n is an unusual subject for students, especially in elementary I e t n e s c u an unusua ings an im / is no focused on learning the Latin language per 1 and \"different' subje ved self-image to , and seeing success in he laarne''S. 41Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. students\nThe uniqueness of the program should appeal to parents as well as no other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students. III. ProDOsal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program. The program will be implemented at the start of the 1989-90 school year and will be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in fou-r (4) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made\ndata. this assessment will be based on surveys and test 45Latin Enrichment Program  Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 (Program in' Budget Summary all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 28 teachers $6,860 1 school with 10 teachers  10 teachers 2,450 TOTAL $9,310 _ _ 46OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION COST (per teacher) 1. To provide awareness of the Latin program to incentive school principals and staffs 2. To provide Inservice to participating teachers l.a. Present Implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A Sth grade teachers in incentive schools l.f. Conduct awareness meeting with current Sth A 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to Angela Sewall Beverly White Arma Hart Rechel Myers Marie McNeal Marvin ZimMrman Principals of incentive schools Sth A 6th grade teachers at Incentive schools Princlpals remaln at incentive schoils l.h. Recruit and fill vacancies 2.a. Requisition instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1. 1989 Meeting on Calendar -0- Angela Sewall Beverly Uhlte Harch 1. 1989 Printed agenda -0- Harle HcNeal Harvin Zimmerman Gayle Cloud March 15. 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle McNeal Marvin Zinmerman Gayle Cloud April H. 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Marie McNeal May 1. 1989 July 1, 1989 May I, 1989 List of identi fied Sth A 6th grade teachers Identified Sth A 6th teachers at incentive schools for 1989-90 Arrival of materials -0- -0- I I I $20 materials (per teacher) I I OeJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice Metings of 3 hours eact 2.d. Develop agenda for above 2 Metings  2.e. Conduct above 2 Meting: 2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.t. Schedule four two-hour inservice workshops in local buHdings/duster: district-wide 2.J, Conduct above four inservice workshops IMPLEMENTATION PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals PERSON RESPONSIBLE Marie McNeal Marie McNeal Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Marie McNeal Gayle Cloud COMPLETION DATE July 1. 1989 June 1. 1989 July 15. 1989 August IB. 1989 June 1. 1989 December 1. 1989 May. 1990 September 1. 1989 May 1. 1990 (2 per semester) EVALUATION One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar Meeting agendas Page 2 COST (per teacher) 5SO printing (per teacher) -0- -0- $20 materials (per teacher) $200 consultant fee($5 per teache* $60 stipends per teacher ($10 per hour) -0- -0- $?0 materia Is (per teacher) $t?00 instructor fee (STO per teaclier) -0- $10 materials (per teacher) $400 fee .consultant IIO per teacher) ) (Z OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN T PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION Page 3 COST (per teaclierl 3. To Implement the elementary Latin program tn Sth ( 6th grades at Incentive schools 4. To evaluate the elementary Latin program I I I to 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplicate/ create student material! 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b. Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4,e. Compile survey results 4,f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers Teachers Teachers Principals Harte HcNeal . Principals I Principals Princlpals Harle HcNeal Gayle Cloud Principals Harle HcNea! Harie HcNeal August IS, 1989 School's instructional schedule -0- ongoing ongoing Hay 1, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30. 1990 June 15. 1990 Materials ready for classroom use Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report 110 materials (per teacher) -0- -0- -0- $10 printing (per teacher) -0- -0- -0- A CALL TO ACTION: LATIN IS BASIC! Do you know that: a the study of Latin improves English vocabulary \" and reading scores of pupils? Latin teaches pupils the ROOTS of the English language? Knowing the Latin root of a word can be the key to its meaning. The following word trees show how Latin roots help in the understanding of English words. A pupil who knows that the Latin vori agua means 'water' has the key to such English words as aquarium, aquatics, aquaecus, agualung, aquamarine. Likewise the Latin word manus ('hand') is the key to such English words a. manu/acture, manua2, manuscript, manicure, and manipulate. AQUA Aqualung Aquatics Aquaeous Aquamarine Aquarium Manuscript Manipulate Manufacture Manual Manicure 7\nI  rAiNUS 'hai'd' - _ 50 SOME QUESTIONS:  Are you tired of hearing that many high school graduates are functional illiterates?  Are you concerned that so many urban pupils read below grade level?  Do you know that some urban school districts (e.g., Philadelphia, Indianapolis, and Los Angeles are using imaginative new approaches to the study of Latin to extend English vocabulary and reading skills of pupils?  Are you aware that new approaches to Latin can make the subject exciting and rewarding for pupils of all backgrounds and abilities? I Do you know that Latin provides valuable insights into who we are, where we came from, and where we are going? Are you aware that knowledge of Latin is helpful in many types of careers and jobs?  Do you know that Latin is the key to an appreciation of many beautiful masterpieces of literature? and some ANSWERS: 51The study of Latin has unique values for urban students. About 70* of the words in English come from Latin either directly^ or indirectly. English words of Latin derivation are those which are likely to appear on placement exams, civil service exams. Scholastic Aptitude Tests for college admission and in English literature.  In the Philadelphia School District pupils who studied Latin for 20 minutes daily at the fifth grade level advanced one full year in standardized vocabulary test scores as compared to pupils of similar backgrounds who did not study Latin.  In the Washington, D.C., Public Schools Latin was  found to boost pupils' reading scores after only one year of instruction in Latin at the Sth grade level.  Sth grade Latin pupils in Easthampton, Massachusetts edged ahead of pupils of similar background in various phases of the Stanford Achievement Test. B 7th grade Latin pupils in Worcester, Massachusetts, have shown dramatic improvement in English vocabulary and reading comprehension scores as compared to their counterparts who did not study Latin. 52 I In Erie County, PA, high school Latin pupils were matched with similar pupils who were not studying Latin. The comparison showed that Latin was a definite aid in College Entrance Examinations. I Latin pupils in inner city elementary schools in Indianapolis showed large gains in the Metropolitan Achievement Test as compared to pupils of similar background who did not have Latin.  The fifth and sixth grade Language Arts through Latin program in the Los Angeles Unified School District improved the English reading and vocabulary comprehension scores of target students (over 50* of whom are Spanish surname) by more than one month for every month of instruction. I In short, pupils in several areas of the U.S. have already been given a boost in vocabulary and reading skills through their study of Latin. WHAT DDES ALL THIS MEAN'FCR YOCR SCHOOL DISTRICT? Per.iaps your school district has not heard about how beneficial newly-conceived Latin programs can be for urban pupils of all backgrounds and abilities. It's time to bring this matter to the attention of appropriate school officials. Show them this brochxire and for further information write to the Committee on Classics in the Great Cities' Schools, c/o Rudolph Masciantonio, School District of Philadelphia, Phila., PA 19103. Distributed by the Committee on Classics in the Great Cities' Schools, an affiliate of the American Classical League and the Classical Association of the Atlantic States, in cooperation with the Pennsylvania Classical Association and the Division of Foreign Languages of the School District of Philadelphia. 53-tl Pln son Responsioie 1988-89 (Spring \u0026amp; Sunmeift.r) :k?l-ki\nisil: Io develop and implemenl a quality academic program for Incentive Schools .. . . Proiiraiiis .\".vision Curriculum and Special rrocrair./Area Incentive Schools OBJECTIVES 1. To promote/enhance leadership and staff understanding of the Incentive School concepi i 1 I cn 4-* STRATEGIES/ ACTIVITIES SEGIt.'NlNG DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION l.a. Provide an indepth pre-orientation session on each component of t*)e Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan l.c. Assist each building principal in presenting an indepth pre-orientation session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Inc*ntiwo VbnnH February 15, 1989 Harch 3. 1989 March 1. 1989 March 1. 1989 February 28, 1989 March 15, 1989 March 15, 1989 March 15. 198? -0- -0- -0- -0- Superintendent's cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Principals Assistant Supennten-dent Schools Incentive IK?LKK7A7:0N TiKiLJ.t Page 2 -'r.-al Plan :'son Respor.sioie :\na1: (rear) Division ?ro\nram/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE X COSTS RESPOKSIBILITT EVALUATION 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools 1 1 I Cl cn 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area in need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation anc format for curriculum development June I, 1989 June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 June IS, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cabine Board of Directors 1 Principals Assistant Superinten-dent Incentive School Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors :K?LiHi\n-T.^al Plan -e'son Responsiole $\n1: ______ :CK TiKiLZKi OBJECTIVES X (Yttr) STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITT Page 3 Division Procrair./Arei evaluation 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for Littli 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 provide Inservice on the implementation of the curriculum guides 4.a. Develop specification for bid for equipment and furniture June 1, 1989 June 1, 1989 July 1, T989 July 20, 1989 August 1, 1989 March 15, 1989 June 30, 1989 June 30, 1989 July 20, 1989 July 30, 1989 -0- -0- $3,000 (Est.) (Clerical Support) 110,000 (Est. Printing Cosi August 30, 198! April 15, 1989 Curriculum Teams Curr.4cu1um Teams Curriculum Division Principals Curriculum Division Cost to be ncluded in Individual School Plans) -0- Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I ( -r:,al Plan -son Resporstoie 3:*1: _______ (Ytar) OBJECTIVES X JK?LKKTA-:OM TIKcLIKi vis ion rr^ cir./Area ('age 4 STRATEGIES/ activities BEGIfiNING Df,7 COMPLETION DATE COSTS RESPOliSIBILlTr tVALUATION A.b. Did for specific equipment and furniture April 15, 1989 lUy 15, 1989 To be determined 4.C. Order furniture and equipment May 15, 1989 August 1, 1989 To be determined Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum 5. To effect facility modi flcat ions for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vision 5.b. Identify modifications timeline as previously collaborated in the development of the plan. 5.C. Contract for service as needed/ldenti-fied tn the Plans. August 1, 1989 April 15, 1989 April 15, 1989 April 30, 1989 August 15, 198\u0026lt; April 30, 1989 April 30, 1989 Hay 15, 1989 -0- -0- -0- -0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Division of Schools - Associate Superintenden Assistant Superintenden Principal Division of Support Services Division of Support Services till Plan 'Son Respor.sioie si: (Vtsr) OBJECTIVES STRATEGIES/ activities BEGINNING DATE X 5.d. Implement the modification plan for the facilities Hay 15, 1989 :K?LK-t\n7A7:oK TIK-LIK* COMPLETION DATE COSTS RESPOKSIBILITY Page 5 Civision ?ro\nrt.T./Aree evaluation August 15, 1989 (To be out- I 1ined in the Plan) 5.e. Hake final inspection on the work for the facilities andi-fication May 15, 1989 August 15, 1981 -0- To ensure the availability of adequate resources to implement academic prograM 6.a. Initiate ldentifica-| Hay 1, 1989 tions of materials | and textbooks needed| for the 1989-90 I school year | June 30, 1989 ho be deter-jmlned Prlnctpals J I I cn (Z) 6.b. Involve school teams! Hay 1, 1989 staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year '89 G.d. Haintain building record of requisitions for the 1989 school year. Hay 1, 1989 Hay 1, 1989 June 30, 1989 Hay 20, 1989 Ongoing -0- To be determined -0- Prlnclpal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal\nK?LiK\n-r.tl Plan t'son Respor.sioie :a1: CM TiKiLj\nPage 6 OBJECTIVES X _ ('eer) STRATEGIES/ activities beginning OATE COMPLETION DA7t COSTS P.tSPOKSTBILITr 6.e. Monitor and approve 'May 20, 1989 requlslttons as requested from Incentive Schools 6.f. Maintain audit for all materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requirements for participation In all special pro-graas 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for each special program activity approved in the Incentive School Plan. July 1. 1989 July 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Except for articles requlri ng a auch longe Ongoing Ongoing Ongoing April 30, 1989 July 1, 1989 July 30, 1989 -0- -0- -0- To he deteral ned To he deter-nined time period, all requisition! i I I cn co -'^vision ?.-ocrin\n/Arte evaluation Appropriate Associate Superintendenl Principal Principal Principal Principal Principal are signed on or imnedictely following July 1. CK t:k\nl Page 1 'r.Lal Plan non Responsioie :tl: (Vetr) -'vision Prograir./Area OJCT1VS STRATEGIES/ ACTIVITIES SEGINNING DATE COKPLETIOH DATE COSTS RESPOKSiEILITT evaluation 6.k. Complete special con tracts with all extended day employees for the 1989-90 school year. August 1, 1989 August 30, 196! -0- Principal 6.1. Complete Master Schedule for total school program 6.m Review/revise as necessary the staff developiKnt plan for the fall (September- December) April 30, 1989 August 15, 1989 -0- Principal August 30, 1989 (As necessary bit once each seaiestr) September IS, 1989 at least Principal I (X c Plan 1988-89 (Spring nd Sunwr) _______________ (Vttr) uIOM TiKsLIKs rson Responstoie Proo^de Stan development tor implementation of Incentive School Plans . . IroQidins V I V1 s icn Curr ic(j 1 uni \u0026amp; Snccia I ?rocTcir./Area Iliceiitive Schools OBJECTIVES I. To implement Staff development activities for Incentive Schools STRATEGIES/ activities I.a. Identify the staff development needs of each Incentive School l.b. Develop inservice schedule In collabo-ration with building principal I.c. Notify each school staff of proposed inservice dates for pre-school training l.d. Plan details for delivery of inservice - l.e., site, time, arrangements, etc. l.e. Obtain services of consultants (as required) l.f. Implement fall training cycle BEGINNING DATE April 30. 1989 Nay IS. 1989 May 30, 1989 Nay 30, 1989 Hay 30, 1989 August 1, 1989 COMPLETION DATE Hay IS, 1989 Hay 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 August 30,1989 COSTS To be deter-nined -0- -0- -0- To Be Determined RESPONSIBILITY Principals Director of Staff Development Principals Director of Staff Development Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden. Director of Staff Development evaluation I 0^ -rrtil Plan  arson Rtspor.sioic Teal: .K?L\nKI.- OBJECTIVES X (7rJ STRATEGIES/ activities BEGKlNiNG OATE ViOK 7iKL:Ki Division Prc\nrair./Area ('aye 2 COMPLETION OATE COSTS RESPOKSJBILITT evaluation I*g. Evaluate staff developawnt activity, through survey response from each staff August 1, 1989 Ongoing Iio Be Oeter-lalned Principals Assistant Superintenden Director of Staff Development / I I I (7)  SECTION TWO SCHOOL ADMINISTRATION 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexbility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS It is recommended that the following items be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school Homework Centers day shall extend from 8:00 a.m. to 5:30 p.m., k Cc.iucu should be extant in each school at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. B. 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 on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. 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 will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. ___64continued - Incentive Schools page 2 D. Peer tutors will be compensated with coupons which can be redeemed for donated items or purchased goods such as games, books, magazine subscriptions, school supplies and other items the family may not be providing as well 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 tutors the opportunity to do so. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to wor'x 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 voluntarily or may be paid a stipend depending on their own needs. E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment 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. F. 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 II. '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 the explorer programs sponsored by the Boy Scouts of America. G. 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 curriculur areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis as well. 65continued - Incentive Schools page 3 Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. 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 Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students. Field trips and access will include the opportunity for student experiences with: * 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 as an Arkansas Symphony Orchestra performance. Some such exhibits and performances will also be brought to the schools. 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., 5th and 6th. Among opportunities in the community which exist are: * several major manufacturing corporations * a symphony * a repertory theatre * an arts center * a ballet company * a museum of natural science and history  three previous state/territorial capitols * a planetarium at UALR * a zoo * a lock and dam (part of the McClellan-Kerr river project) * an inland sea port * a major research/teaching medical center 66continued - Incentive Schools page 4 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and law school. a 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. 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 as the opportunity to participate in: * 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 services at no cost to the child (and hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be required 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 nation wide search will be conducted for staff. Principal and staff will be asked to show documented evidence of commitment to working in an urban district\nto working with youth at risk and to commiting the time necessary to provide the kinds of support and services provided at incentive schools. 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the 67continued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. C. SPECIAL TRAINING- Ongoing training will be provided for staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will receive access special training in working with their students, assisting with homework, nutrition and human growth and developments. PARENTAL INVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r.,,,:, _  will take place, both through written and oral means. 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 as to visit their children's classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - 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, for example: * 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 E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be H sent to parents to update them on their student's needs and achievements. - _ BScontinued - Incentive Schools page 6 F. EXTRA CURRICULAR' PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Oust Say No Clubs, intermurals, monitor \"jobs\" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recsss or lunch time, not class time G. ATTENDANCE ANO BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms 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 agreesment to be at school and on time each day. H. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academic related activities. COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community 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\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. B. 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 of the options which truly are open to their students. 69continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. 0. HOME/NEIGrIBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents. less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partner- These ship. It is suggested that local ministers be considered as part of the school partnership and community. E. INDIVIDUAL ANO GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. committee meeting included: Ideas (suggestions) presented in the subawards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. G. WELLNESS PROGRAM - A wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. H. CAMP PFEIFER - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. 70continued - Incentive Schools page 8 MONITORING AND EVALUATION A. B. C. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. REGULAR TRACKING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVlOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom 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. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. D. QUARTERLY REPORTS ANO VISITATIONS - 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. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. 71continued - Incentive Schools page 9 E. STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. Students will be selected at random to participate in this process based on a 5S involvement from each grade level. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in alT incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. G. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. 8. ADDITIONAL ITEMS - 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, that person 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 * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - 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: field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLtKiKTATION PLAN To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students attending them. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 19e9 1990 1991 1992 1993 1994 199f Page 1 RESPONSIBILITY To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A mode! will be put in place. Teachers will supervise the process Fall-(P) Spring - (I) Budget- ______ tai Summer- (P) Fai 1-(1) Ongoing with evaluation Budget Item (fc r staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student learning through extensive use of classroom based instructional aides. S - STUDY I I. R - RECOMMEND Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Certified instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- (P) Fall-(l) Pilot B - BUDGET ITEM Ongoing with evaluation Ongoing with evaluation (1) Ongoing with evaluation Some b Budget  Budget* Staff Development Asst. Supts. dgetary axpenditu| e Item Item I - IMPLEMENT PI - PILOT Office of Deseg Div of Schools VIPS Human Resources Sch Principals I 4^ Page 2 I. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATIOK'S IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 19(91 1992 1993 1994 199! To develop and implement a career skills development 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- (1) Ongoing with evaluation VIPS Maybe 1 budget item To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. 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 S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I cn Ongoing with evaluation Implement at all incentive schools Budget item Bu^t item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools - Curriculum Desegregation PI - PILOT Page 3 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. S - STUDY R - RECOWEND STP.ATEGIES/ACTIVITIES SCHOOL OPERATIOKS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: 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 Homework Center A peer tutoring E - EVALUATE P - PLAN 0 - ONGOING (I) Quapaw Council Asst Supts for Schools Fail-(1) Ongoing with evalua-tion Maybe budget tem 1 I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principals School Staff I I \u0026lt;75 11. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION 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. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1^91 1992 1993 1994 199: Page 4 RESPONSIBILITY 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 Deseg Curriculum School Principal Budge item 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- (1) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' it?m I ~ IMPLEMENT PI - PILOT I I R - RECOmENO 0 - ONGOING B - BUDGET ITEM I SCHOOL OPERATIONS Page 5 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1991 To establish meaningful attendance and behavior guidelines.  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance Pilot at one school (I) Principal School Staff Bud jet i tern To provide subject related activities to enhance student learning. To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. (I) Ongoing Principal School Staff Buc jet i tem 1 S - STUDY E - EVALUATE P - PLAN I - IMPLEMENT PI - PILOT R - RECOmEND 0 - ONGOING B - BUDGET ITEM I I I QD Page 6 SCHOOL OPERATION'S IMPLEMENTATION PLAN III. GOAL: To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 1^91 1992 1993 1994 199: 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. To hold home/neighborhood meetings to increase parental/ neighborhood involvement in student learning. S - STUDY R - RECOMMEND I I 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 0 - ONGOING P - PLAN Study and recommend Sna1 Training Summer Fall-(I) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I Page 7 SCHOOL OPERATIONS IMPLEMENTATION PLAN II. GOAL\n(continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 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 home will take place  Day visits for parents  Schedule settings Schedule (settings) weekly extended day programs based on individual school needs 1969 1990 1^91 1992 1993 1994 1991 Fa11-(1) Fall-(I) Ongoing Ongoing To improve horoe/school communication To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOMMEND on c Principal School Staff Principal School Staff  Early indicator and early intervention programs  Alert \u0026amp; Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING (I) (1) 1 P - PLAN B - BUDGET ITEM Ongoing Ongoing I - IMPLEMENT PI - PILOT Principal School Staff Principal School Staff HI. GOAL: (continued) OBJECTIVE To Implement Individual and group counseling for all students. Incentive/recognition programs will be Implemented by 1990-1991 To structure and begin wellness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be taught_____________  Student recogniton programs  Good Citizen programs  Community involvement In recognition SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE 1989 Fall- Train students Sprlng- Hl (P) Pilot one school 1990 Ongoing Budget (I) 1991 1992 1993 1994 199: Pge B RESPONSIBILITY Pupil Personnel (PossltI e Budge Item) VIPS Partners Program  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target incentive students  Mork with other community groups to undertake similar projects E - EVALUATE P - PLAN 0 - ONGOING (1) (P) A (S) (Budge' Implement on a pilot basis ' Item) TiT\"\n(Budget Item) I - IMPLEMENT B - BUDGET ITEM Health Services Pupil Personnel District divisions PI - PILOT oc IV. SCHOOL OPERATION'S IMPLEMENTATION PLAN GOAL: To more closely and thoroughly monitor incentive schools in order to develop a clearer picture of student achievement at these buildings. Page 9 OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1991 1992 1993 1994 199: RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth.  Development of valid/reliable monitoring instrument(s)  Establish training for monitoring teams in use of the Instrument (S)  (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team.  To be done on a quarterly basis * Class \u0026amp; school profiles will be kept in regard to attendance, be-havior, discipline A 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 Summer (P) (1) Develop plan Budget Summer- (P) Fall - ..(I) S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD Ongoing with evaluation Spring- Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) \u0026gt; Testing/Eval Div of Schools School Staff Community (BudgIi t Item) ' I - IMPLEMENT PI - PILOT SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a program for computerized data access at each incentive school. To establish site t6ams at each school to implement programmatic modifications to benefit the students. S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: I QD Co  Random selection of students to participate each year  Student \"training\"  Student generation of questionnaires  Analysis of data collection * Conclusions generated  Report back to students on response to student evaluation  Install computers  Tie into mainframe  Write programs for reporting (S) with students (R) Fall - (I) (Bui get Item) Ongoing Testing/Eval School Staffs Principals (1) 1990-91 school - year Data Processing School Staff Assoc Supts \u0026amp;(S) FalHP) student data in a variety of mode\u0026gt;  Include representatives of al) school departments (custodial, food service, aides t teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN Spring (R)  Plan for implementation of changes  Make recomiendations for changes * Implement changes 1 .e. Plan  Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM Evaluate Recoin nend Implement I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 jogt Page 11 RESPONSIBILITY To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. * Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes fur extended time periods as needed.  Develop a plan for individualized instructions within the specific building (1) 1 (E) Areas to be investigated for possible plan inclusion  Permanent assigned substitute in each incentive school to be available as needed  At least a 1 time asst prin  Uniforms for students  Standard dress for teachers  Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff * Student handbooks will be available ^t every school and individual to that school______ (S) (I) S - STUDY E - EVALUATE P - PLAN (Budge] Item) . . I - IMPLEMENT PI - PILOT , R  I ! RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD School Principal Staff Assoc Supts Asst Supts SCHOOL OPERATIONS Page 12 IMPLEKEKTATIOfi PLAN V. GOAL: (continued) OEJECTIVE STRATEGIES/ACTIVITIES IKPLEHEKTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: * A science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principals who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties * Saturday enrichment programs Schoo! community members (Budget Items) S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT PI - PILOT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I QD SECTION THREE STAFFING 86 INCENTIVE SCHOOLS STAFFING The selection and support of guality staff members will be critical factors in the success of Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schcols. Ongoing staff devslocment for Incentive devsioc-en Schcols must preoare the staffs to attain the standards of excellence thev will uphold for achieving student success and fulfillment of potential. STAFFING A. LITTLE ROCK SCHOOL DISTRICT (LRSD) INCENTIVE SCHOOLS STAFFING COMT'IT - A conmittae will be established to assess staffing neeos for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The cormittee v/ould be composed of teachers, parents, B. supervisors, principals, and other administrators. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated, the following. Factors to be considered include J Number of students per grade level Race and gender Academic achievement needs and interests Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffing Commi SO wi 11 then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recomrended for each school but are not all inclusive of positions which may be identified during the needs assessment process. * Classroom teachers (1:18 pupi1/teacher ratio) * Counselor * Media specialist * Music 87Incentive Schools page 2 * Art * P. E. * Social Worker Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math PAL lab attendant Resource Speech * Specialist for alternative classroom * Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal * Assistant principal * Non-certified supervision aide c. STAFF RECRUITMENT - The LRSD Incentive Schools Staffing Committee will implement ongoing nationwide recruitment strategies with special emphasis on recruiting qualified minority staff members. Current recruitment files will be maintained on an ongoing basis. A pool of prospective staff members also will be drawn from promising student teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item E). D. STAFF SELECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff selection and collect- ion and review of student data. Selection criteria will include, but not be limited to, the following. * Race and gender Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education * Strong recormendations from a variety of sources (i.e., colleagues, principals, college professors, and other administrators) ... 88Incentive Schools page 3 2. The LP.SO Incentive Schools Staffing Committee will work with the Human Resources Department to develop job descriptions and special contracts ou\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_498","title":"Incentive Schools: ''Little Rock School District Incentive 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":["1989-01-31"],"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 improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive 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/498"],"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\nH H I I n LITTLE ROCK SCHOOL DISTRICT I  I INCENTIVE DESEGREGATION PLAN I JANUARY 31, 1989 Volume 11 / agy.-J e.JW c u.-lUUU .5 ACADE.'-iic ?'\nog.-:a\n-is ano curriculum development Schools have the responsibility for expanding the scope of knowledge and ror developing the rational, ref 1ective, and critical capacities or all children. \"The content of the education must be true, appropriate, and relevant. The prc- '~-6Sses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence 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 well. It (Saving the African-American Child, 1984) ... c, 1 . 1\nL The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence 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. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District s Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. Lb Li L 2. 3. '.Vritinc to Read, an instructional tec  ology program, will at each incentive School for K-2 stucents. \u0026lt;1 ndercarten be implemented The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. . - ---------- Rei ease time and rlexible scheduling will be utilized to conduct reoularlv scheduled lancatory parent-teacher conferences. 3G 9I I 4. Reading Across the Curricu1 urn 2 4 I reading proficiency and critical will also utilize strategies to i will be d major emphasis for developina al a i' nzn b 1 T r - reading skills. Each subject area - -- -- increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. 2.J_Expression Across the Curriculum will offer i and strategies in each subject area designed to munications and American English skills of the instructional objectives increase the oral com- I 1 6. 7. 8. students (Pre-kindergarten-6). yarning Styles Inventories will be used in each Incentive School to assist 1^001 Themes will be developed at the local school level by parents and staff and are recommended to be intpnrjtod 1 n f\" A A A are recommended to be integrated into the total curricul urn. ~'^6Dartmental ization will be the recommended for grades 3-6. ' I specialized skills for levels. -y, .............. organizational structure This organization will facilitate the development s for subject area\" teachers for the respective grade of I 9. Instructional Technology will be available in specialized laboratories in individual classrooms. and 10. I 11. Science Laboratories will ho 1adequate equipment and material s/suppl ies will be available for students in grades 3-6. If minimum of 24 stations in each classroom. enrichment will be expended fo r a 12. H 13. Foreign Language Laboratories be operative in each school. with appropriate equipment and materials will IS L 14. 15. 16. Study and Test-taking Skills will be taught in curriculum at each grade level. an integral component of the Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home.  - Remediation and enrichment software will be available for home-based learning experiences. ^^h'^grade^(^^6)'^ Guides will be developed in each core subject area for ft 17. 18. Computer-Managed Instructional Technology will be used for continuous track- mg Or student progress. Individualized Education Plans will be developed, for each student. implemented, and monitored Soecia 1ized Proorams special education, _ - Federally or state mandated programs (remedial, gifted and talented) will be available during the core instructional day, with reinrorcement activities available throuah the Haiz u.aAlz _____________ extended day, week. or year programs.*(see page 7) 37 Js ri ri ri. 19 , 3 Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. ri. 20. ri\u0026gt; 21. ri Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoino assessment of students. 22 . ri Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group small group, and individualized approaches to teaching. 23. II Effective Schools model will be operative in each incentive . with appropriate training provided for implemen- school, tation. 24. Il Afrlcan and African-American History - each school will establish a sequential program to include the study African and African-American history and culture. of II SPECIF5C SUBJECT AREA EMPHASIS 4. The core curriculum for pre-kindergarten through grade 6 Il will be the Little Rock School District model. Areas for II emphasis/expansion have been identified for areas. each of the content Hl READING Through Literature, with emphasis on II thnic classes in each genre, will be the primary readinq program (K-6) j-cauxuy ri ri Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades -Increased motivation and learning with oral 6xpj.easu X i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) 4-6) expression ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing s:ills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students to enhance the (5-6) reading and English/language arts will be a major emphasis in the areas (K-6) 3S I Ia -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) *1 Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers (K-e\") expression, M I SOCIAL STUDIES a 1 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansa History (4-6) aaaa a aaa a I I f I 4 -Emphasis on introductory concepts in history, geograohy, and 4 CIVICS (\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include multi-ethnic curriculum (K-6) a -Learning strategies and activities will promote studies\" (K-6) It living social Ki -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremomes will be integrated into the curriculum m MATHEMATICS m n -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) II SCIENCE II II n k| -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 method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic and art concepts in music -Art and music instruction will be seguential 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 39V 5 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language strong recommendations as -The instructional methodology for each language will be a total physical response\" approach -Emphasis will be on basic vocabulary, conversational cultural materials for K-3  II 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 native language user with a -Emphasis wi11 be on vocabulary, cultural materials (4-6) grammar, reading, writing, and PHYSICAL EDUCATION/HEALTH II -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and respect - - , disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) for the handicapped\nSOCIAL SKILLS II 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 -Studen.s will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will problem-solving, decision-making, peer pressure, etc. focus on 40 i: V i  5 H . n n n N K a - i 1 .e.i 6  . gA-tes of Passage - A structured program will be initiated to i respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students.  Rgle Models Programs - Individuals (international, natiuna state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. \"  ' national, . ------ Special emphasis will be placed African-American role models for males. on i munity and the Partner's Program, 4 ^ntoring Program - Utilizing local resources in the com- u 1 - -----3---, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be deveI I I V I n 4 loped at the local school level. However, all academic programs, social skills programs/activities and clearly and broadly articulated to the special activities must be school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement. special interest clubs, and/or units of national zations. or state organi- Academic Reinforcement Activities limited to) the following: may include (but not Pg.pr-Tutoring Program - Peer tutors will be assistants to Homework Program or during the renular scnool day. r.i-fii u- ____ . . Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Club, Debate Club, Thesbian (Drama) Club Club Mat-h m _______ .. ' '-xuu. Club (Math Olympiads), Odyssey of the Mind level). Foreign Language Club , uayssey of the Mind, Great Books (elementary Math 4 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Clubi q. II Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art C1ub Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge the world, and to assist in the development of coping skills for students. of Local field trips (see Support Programs) may be suppiemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be  I \u0026lt; q q q II U submitted to the Board and administration for approval on an annual basis. q Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected q budget must accompany each plan. q  q q qRR la a LATIN ENRICHMENT PROGRzAM LE.MENTARY LANGUAGE ARTS CLASSES LI 1iLE ROCK SCHOOL DISTRICT a I. Backcrcund H. In t..e early 1960 s, the Philadelphia (PA) School District raised and vocabulary scores of elementary school children through Latin in language arts classes.  reading Latin teachers. ' 3 program using The program was developed by a team of a- but the materials were designed to be used by elementary language arts teachers\nj.-j _... --------- , . a the^program did not depend on using trained Latin , , . , - -------  Since that time programs of this sort have been implemented in many other school districts, Washington, O.C.\n-  - teachers in the elementary classes. Indiana\nAngeles, Calirornia\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\nsuch as Indianapolis, Dallas, Texas\nOakland, California\n2ome use the Philadelphia materials\ndeveloped their own materials. I Los and others have a In these programs the focus is not on it is on using Latin words and myths c ,, . - fiese programs have also resulted in improved self-image among learners. teaching formal Latin grammar\nmeans to improve English skills. as a a The initial implementation a above ident population. oH him  . by Philadelphia and later in the _I .e d districts was i n\" inner city schoo.l s w.it.h. . The targeted levels were grades five and six Reports concerning students' performanc a large minority or grade six only, ss on standardized tests in the above a In all districts, a team of Latin teachers trained the elementary lanquaoe a arts teachers in using the materials and served background in Roman and Gree.k culture. as resource persons for a Dac.\u0026lt;ground in Roman and Gree.k culture. As the program grew, many of these elementaryj,eachers studied to become proficient in Latin, program using the Greek language has also been developed\n' the same methods and approach.  A corresponding this program uses aa II. aa R The materials focus on using Latin and Greek word Englis.h reading and vocabulary/ skills. Materials are varied\nthe two basir -curses are designed for fifth and sixth grades and are based on classical rrij tnoiocy 2nd 11 * e - -uoplensntdl coursss \"cover including science, math, roots as a basis to increase Materials are varied\nSupplemental courses cover a wide variety of subjects, , astronomy, and blacks in antiquity. Nationales More than focusing i edoe of E, SOS of 7/0rds n Lat n '.-iz' 1ish vccaoi in the English language are based on Latin words\nrea pro Abil, a i-oa :\u0026gt; n e mors S-living. scnccT. se s ary. ots and word-building elements will increase knowl-zz . 5 o Many fifch and sixth grace\" \":cula inc:ude mythology and the Gre social studies and t*at re '.ri chmen this subject mat i^oman worlds r wi11 broaden 1e : vocabulary ring and to read English is not limited to \"language arts and cth S'. s in life itself\nr academic 3C I C\" J1 in iduals who feel n is an unusual subje Is t.*S S. y IS no an unus-al and \"di '\nncs an comoet increasing that ability creates 0 deal with school and for stude.n especially in elementary n learning the Latin language per rerent subject, and seeing success in focused ved seif a su he learne- 44  4 4 Latin Enrichment Program -- Page 2 The program itself is easy to implement. 4 The cost is minimal, and investment of time by elementary teachers to learn the materials islimited The materials are easy to use. I e materials ye easy to use. They are inexpensive to purchase and be duplicated for distribution to teachers. ~ .  can ihe program has been success- 4 ^,.11,, , J u ----------- ------K'vyi aiii iiai Been success-  by many areas with educational situations similar to Little the Unioueness rhp nmnram chnnlW annoal 4-., _____X. ,, ... - , r - -- IW...J as well as no othy public or private schools in Arkansas, certainly in the Rock. The uniqueness of the program should appeal to parents students\n-   *   - - 4 sZ^vp'^?i1?h'' program. The program would seye ye desegregation plan for the incentive schools a program. uycyregacion plan Tor tne incentive schools and would help in raising standardized test scores and eliminating disparity between 4 school community. scores of the major ethnic elements of the Also, with the emphasis on multiethnic education within the Little Rock School District, materials elude this emphasis. 4 ,, . te developed locally to in- , tlsing the existing materials as models, L.RSD teachers yn creye units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 4 III. Prooosal I It is prooosedthat the Little Rock School District implement an elementary Latin oronram in thn oiomonHn, _______ ..... = 4 ** U I i vi I C u 1 programin theelementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing readino and vocabulary skills, imoroving standardized test scores, and enhancing the self-image of learners. at the fi and enhancing 4 IV. Program Descriotion 4 4 incentive schools have been identified in the   of 1989, these tey.hers will receive six hours of inservice training during the summer o- IQRd m imniaman^-itu. . .. mented a teachers of 1989 in implementing the program. spri ng 0. lyay in implementing the program. The program will be imple- fha the 1989-90 school year and will be incorporated into the fl I th and six^.h grade language arts ' ' -  - fiftee.n to twenty minutes per day. instructional block for approximately Throughout the 1989-90 school year 4 4 . , ......r- one ivoy-yu school year teachers wil be involved in four (4) additional inservice workshops (two tnese teachers will have the opportunity to become mcr- fici^ht by enrolling in a college course designed especially for' them\nthis course will be optional and at the teacher's own expense jj-'ougnout the year the principal in each building will monitor theprogram  At the end of the 1989-90 school me re 4 the program will be made\ndata. year, a formal district-wide assessment of this assessment will be based on surveys and test 4 45 IINCENTIVE SCHOOLS  SCHOOL ADMINISTRATION I The focus, 4 \u0026gt; 4 f^i^ction and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor students. The school program will address student success and development of potential from affective, skill based and demic perspectives. SUPPORT PROGRAMS aca- i' The following items will be components of every incentive school: ' A. n \u0026lt; 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'at' least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who {Some otherwise involved in activities during'the last^two\"?2) nnnrR nr i-ho mi_________ f hours of the day, Monday-Thursday). It will be  n K , necessary to provide transportation home for students who remain at the Homework Center su Lh .dents whose parents cannot supply transportation who live outside of the area which is reasonable walkino distance may avail themselves of the Center, if students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer\" rotating basis, community volunteers and peer tutors. Staff will be comoensated. so that stu- Center. staff will be compensated. and/or H 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 B. 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 on a rotating basis such that each incentive teacher will M provide one (1) evening's service approximately every 45 class cays. Staff will be paid for this time. staff will be paid for this time. 6AI R c. I  PEER TUTORING - Peer tutors will be selected from among group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only with outstanding academic averages but open to achieving students who work well students and who can verbalize an understanding of subject matter to be a to those students will also be covered. I Peer tutors will be compensated with be redeemed for donated items coupons which can for purchased goods such Sd^othZ\nmagazine subscriptions, school supplies as ems the family may not be providing as well equipment, hats, sweatshirts, will be assigned by subject w,xi in order to allow all students who wish tutors the opportunity to do etc. Tutors area^and on a rotating basis \"he ..i_h to serve as peer so. D. E. retired teachers to come into the schools and to work with individual tutors\nto sponsor clubs such additional extra support such as story teliina time with and for students. Mentors can work volun- tarily or may be paid * ' ' ' ' voiun needs. students as as future teachers and to a stipend depending on their own INSTRUCTIONAL AIDES - There will be ional aide available in every classroom, tions for the aide positions will commitment to work with students in an well as a minimum of 60 hours of earned Applicants must be working toward a certified instruc- Qualifica- include demonstrated urban setting as college credit, a degree. provide extra =sslstaAc\n\"fon^aLjdu:?.:\ndeJis^:nr\"' groups of students. Aides will also  Aides will also assist teachers ith monitoring of student progress, communication with progress F. matSiLs?^ preparation of supplemental instructional CAREER SKILLS DEVELOPMENT PROGRAM - developed within each school w^xteen inror- ^ni prSen?a?Lns to students on topics relevAnh t-n possible career choices. A program will be whereby written infor- on topics relevant to each presentation will be skills Among the information given in chills needed, academic Other components of this category will be interest inventories and opportunities for students to par- programs sponsored by the Boy Scouts of MJ 11 c L  a  I/. 7J \u0026gt; G. YEAR ROUND SCHOOL - Both summer remediation and enrich- ment options will exist through the summer at all incentive schools. segments. This program will be in two 5 to 6 week 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 A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. Th, ___\n__ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive II H. II 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 Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. In other words, II COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips 'and community access for students together with students from other LRSD schools, trips and access will include the Field dent experiences with: opportunity for stui s * * * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits 4 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 to the schools. 4 Some such exhibits and performances will also be brought Students wiTl 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. Among opportunities in the community which exist are: * * * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I 4 q H J * if * * * * * a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center 1 Among other opportunities for students including, but are 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. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5.30 time period (or whatever the designated time for extended day activities), scheduling should be not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. training. These skills shall be defined ticipate in: as 5:30 p.m. provided the opportunity to parif if if choir (voice) music (instrumental) dance after school, one (i) gay per week. Assistance will be sought from area colleges and university schools of fine af P^vide these Services at no cost to the child (and hopefully to but certainly at minimal cost to the (1) day per week school. the program), SCHOOL ADMINISTRATION 4 A. STAFF RECRUITMENT , Staff recruitment and certain specific experience will be desired of all staff at the out- experience will pe desired of all staff at the out- Relative to work in an urban setting with at risk youth)\nand ongoing training will be provided lar basis for all staff at each school. on a regu- 4 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 working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67I  n, 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an Involuntary transfer or other district decisions may be put into effect depending on the m a I H I BH 1 q continued - Incentive Schools page 5\nerT rmancs and tne success or the individual in working with students and procedures. 4 w.un S.ucents and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers completion of the with the District. Successful year may lead to a long-term contract B. q q SPECIAL TRAINING - Ongoing training will be provided for suafr in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth a? ri?k- worxing in an urban setting and analysis and enhancing student achievement. learning and use of data for II All staff training. , including support staff,- will be involved in Patrons also will receive access special trainina Students, assisting with homework, nutrition and human growth and developments. q z. PARE:yAL I.WOLVEi'^ENT - Parents will be absolute q + - rar sues Will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. will take place, both through written and oral means. Regular communication q visit their children's classes. q tie arranged to come to school to lonteer for the day and to work with students as well as to Parental access will be provided for Identified pick-up points within the school community. paid a stipend for this. assistance and may be 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5-30 will students to include the Homework fcr^exampfr training and leisure time activities, q * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday q , ,, ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based onjtudent interest and access to appropriate q playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. q HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be rormulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's neds and achievements.  _ cont:nueo page 5 r/e Scr.cois EXTRA CUR?, ULAR PROGRAMS - Extra curricular programs will Pe establisned to allow students recognition, leadersnip experience and a cnancs to be involved in school activities. A mri nn Kn w- l. _______ _ - Among tPess wi11 be future teachers programs, Just Say No r 1 1 iKr ii2_L_n ___ _ * Clubs, intermurals, monitor \"jobs\" in the office, library with tne flag, safety patrol, fire marshalls and student council memoerships. q * at recess or lunch time, not class time G. q q q H. q ATTENDANCc ANO 3EHAVICR GUIDELINES - Attendance and behavior guioelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms 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 agresement to be at school and on time eac.h day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options 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. q Students q Parents will be informed of all of these options. SL,.,:...... will be encouraged to participate in these activities and a regular schedule'will exist for club/academic related activities. COUNSELI.\\'G/SOCIAL WORK q A. q q q COMMUNITY SE.RVICES ACCESS - There shall be access to community 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\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. s. q COLLcGE/POST GRADUATION AWARENESS - A mentoring program will be establisned which will provide interactive time for students to work with young professionals to enhance aware- q ness of skHls necessary for successful entry into the world cf ..crk. The program will also serve to heighten student of work. expectations with regard to their own abilities and potential to attend college and to graduate. Parents will q also receive this information so that they may be aware of the options which truly are open to their students. 69 II s fl If II 11 Bl  dontinued page 7 Inc=nt:ve \"COl 3 C. D. E. F. STUDY SKILLS - Counselors and taacners will he working with students skills and study sk to ennance 1 s. Pradti rssDonsible for tsst taking skills, listening 2 wi11 be provided for I students in test taking, i.e., bubble hjt wi ho \" . some class tests and a ,ariet o n .es J' by teadhers. a variety of question types will be used HOME/NEIGHBORHOOD MEETINGS Ail,' h K 1.  MEx.INGS - Meetings with parents will not always 6e held at tne scnodls. other meati, IL 11 .. V. A  - -. Ouiiermeetings for^n^ii groups or parents, will be scheduled at c:.-..! such as churches and some homes as invited bv less rormal meetings out of the school  productive and can help forge c. ship. It is suggested that local part of the school partnership and dommunity looations . parents. These environment may be more a. sdhool/neighborhood partner- INDIVIDUAL AND GROUP COUNSELING - ministers be oonsidered dommunity. as n?i Counseling - individual and qrouo P'\" ^^'^ilitators will be employed at the school to assist students as they attempt to work^thmiinh concerns and the normal issues whirh^ri.! Jx J and development takes plaoe. conflidt resolutions. 1ssues which arise as student growth ------ Students will also be taught INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students each school. Ideas (suggestions) . committee meeting included\" ^onimun athletic events, tangible rewards such as a book Suudent s choice for academic staff and patrons at presented in the sub- ^awards programs, reoognition 'h tickets to community and growth and the like. of the G. H. 'NELLNESS PROGRAM bonding with a,aI,:bm\n\":raS???lr\nof:e'\" be soreened for physical health tion on topios like self-esteem and awareness and first aid. - Students will and will also receive informanutrition, drug prevention Presentations will likewise be dontinuing edudation basis. additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some hnr! Program away from the school ^nd the provides counseling, intensive academic support and time management skills. P------- Parent involvement is an inherent on homework and aoademics. them to h t Seni 1 70 k\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_1030","title":"Aerospace Technology Magnet School","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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"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","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School"],"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/1030"],"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 and may contain some errors.\nDate From To ------------ 7~0\n\\A) Lt \\).. l Iv 75 - d-\u0026lt;Z55 FORM 48 OFFlCERS Cht1tnmm 0/7be /J()(Jrd Oick I lolhcn. Pn,:sident Bill Lt.:wdlcn Pnsitlent-Uect Ector Johnson Ill i 'ice I'n-sU/enl Kay. C\\.\\lh Secn4arr Julia Sanc..lcrs Tn.asun'Y Emn 1 llall DIRECTORS I knJ'\\ Broath Jim Bro\\\\ nhd\u0026lt;l Bcnc:omh.s Greg Feltus Alex llani.s Ken llleb't'I Donllolbcrt A (j \\kbon Dr \\\\ .\\ Dolph Owing, Jorn \\\\ llill Ramsey \\\\ .t) nc Rupe Randall Spear eec,I Tennant S.:th \\\\ rd EX-OmCIO DIRECTORS I rJnk \\ lla1lcy Lc.,ghton Colhn.s lt.l) l 'hs  alhar, Gordon J L)nnlldm, Eddie llolland C ,ss Ho gr, \\\\ alham Sea\\\\cll Luac,n I f.l:lbc Charl, Taylo \\X lP\"itOn p \\\\ il~n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 10, 1989 Little Rock, Arkansas 72201 Dear Dr. Reville: llN Arkansas Aviation Historical ~ociety P.O BOX 351 l LITfLF ROCK, ARK.\u0026gt;\\. \"SAS -2203 r501, i-s n,, Let tnl? take this 0pp:::::rtunity tc\n,c::lcorne you tu Arkansas! I am excited about the positive ideas you have brought forth for improving our school system. Recently, I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo. Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts, sciences, and humanities. The concept of such institutions having a special relationship with public schools is fascinating to me. I would like to share with you a situation which, I feel, offers a similar partnership opportunity for the Little Rock School District. The Arkansas Aviation Historical Society has, for many years, worked toward the development of an Arkansas Museum of Aviation History. Arkansas has a rich heritage in aviation, and today aviation related industries are some of the largest employers in our state. The Society has collected and preserved much memorabilia related to the various phases of .?l.:vi3.ti:::::r. History, a,1d i.i::s members own many historic aircraft available for display. Here at Central Flying Service I am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette, Arkansas! Earlier this year, the Society commissioned a feasibility study, the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock's Adams Field. In visiting with Skip, it became crystal-clear to me that a public school, built in conjunction with this museum, would be a tremendous asset to our community. At this point, the museum is in the planning stages. An architect has designed a beautiful, aesthetically pleasing building, which would greatly enhance the east side of Little Rock, and our school system. Dr. Eugene Reville July 10, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to prcvide ot::enlise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am Sincerely, RNH/mac Enclosure ~ - J_j 1 ~ /,'\" Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Chainnan 0/7be Board l),ckllolh\u0026lt;:.t Pn-s1dent Bill Lcwclkn President-E/t..-c:t Ector Johnson Ill i \"ice Pn.\"Sidenl K\nty. ,l',\"th Secn.tary Julia Sandcr-. Tn.tlsun:r Fmma llall DIRECTORS !kn') Broach Jim Brn, ... nfld\u0026lt;l Ben Combs Grt:'~Ft:ltus A.k. I Ltnis Ken lhegd Don I lolht:n A.(,. \\klson Or\\\\ \\ Dolph\" 0\\\\,ng, John\\\\ Bill\" Rantsey \\\\ aync... Rupe.: Rtnd.111 Spear Cecil rc:nnant Seth\\X.m.1 EX-OfflCIO DIRECTORS Prank \\ llatley Lcghton Ccll1rs Ra\\ Fllis a~\nan (Jon.le n I Lynn I Iclms l'\u0026lt;k11e Holland C.mllnugh \\\\ Jli.am\n:t\\\\ di L..c1 \\I Tadl,1 Ch\nirles T.,ylor \\\\ inst= P \\\\ 11 Dr . Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 12, 1989 Little Rock , Arkansas 72201 Dear Dr . Reville : Arkansas Aviation Historical Society PO BOX 3511 UTIU'. RO\u0026lt; K A.RKA. ,As -220j (5011 375-12' Let me take this opportunity to welcome you to Arkansas! I am excited about the positive ideas you have brought forth for improving our school system . Recently , I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo . Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts , sciences , and humanities . The concept of such institutions having a special relationship with public schools is fascinating to me . I would like to share with you a situation which, I feel , offers a similar partnership opportunity for the Little Rock School District . The Arkansas Aviation Historical Society has , for many years , worked toward the development of an Arkansas Museum of Aviation History . Arkansas has a rich heritage in aviation , and today aviation related industries are some of the largest employers in our state . The Society has collected and preserved much memorabilia related to the various phases of Aviation History , and its members own many historic aircraft available for d~splay . Here at Central Flying Service: am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette , Arkansas! Earlier this year, the Society commissioned a feasibility study , the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock ' s Adams Field . In visiting with Skip, it became crystal-clear to me that a public school , built in conjunction with this museum, would be a tremendous asset to our community. At this point , the museum is in the planning stages . An architect has designed a beautiful , aesthetically pleasing building, which would greatly enhance the east side of Little Rock , and our school system. Dr. Eugene Reville July 12, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to provide otherwise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am RNH/mac Enclosure i:eiLij. Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Cba,mum Of7bt Board rnck llolben Pn\u0026gt;su.111 Bill Ll,vt:llen Pn-sident-Flect Enor Johnson Ill \\ 'ice Pn.-sul\u0026lt;wt K1y. cwth S\u0026lt;\u0026lt;.n:tary Julia Sanders Trtt.L.'iun,r Enun.1 flail DIRECTORS I knry Broach Jim Bro\\\\ nf1cld BcnComh'.\\ C,rcg Feltus Akxllarris KcnlI1q~d Don llollx:n AG \\1d,on Dr \\X A Dolph O,\\ln!(, John \\\\ 11111 Ramsci \\\\ .t) ne Rupt.. Rand.Iii Spt..u u.'C.I r enrant SC\" \\\\an.I EX-oFFICIO DIRECTORS Frank A Bad,,y Leighton Collin., Ray llhs .1tl1.an (iordon J Linn I !elms Eddll I lollard (.as.~ llrugh \\\\ dham Sea\\\\ ell Wu\u0026lt;.n \\1 rulbc Charles Tl  \\\\ mston P \\X 1l'i0n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 27, 1989 Arkansas Aviation Historical Society PO. BOX 3511 UTnF ROCK, ARKA'.\\'SAS ... 2203 a\nol) pi\n.32,s Little Rock, Arkansas 72201 Dear Dr. Reville: Thank you for taking the time to join the Aviation Museum Planning Committee at our meeting last Friday. We were encouraged by the possibilities discussed, and are hopeful that the ideas considered can reach fruition. I am intrigued by your idea of making a school located in conjunction with the Aviation Museum a magnet school. It has been my experience in the aviation industry that minorities are underrepresented not due to overt discrimination, but due to the lack of adequate opportunity to develop interests in aviation related professions at an early age. A magnet school at the Aviation Museum would plant the seeds of this interest, and, over a period of time, provide our growing industry with dedicated and skilled people to improve the quality of life for this part of Little Rock . We were delighted that you found merit in this idea, and wish to work with you to help make your mission successful. Please let me know if the Society, Central Flying Service, or I can be of assistance to you in any way. RNH/mac Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS O,amnan 0/7I)(' lloarc N overnber 1, 1989 D1tk I Ir lbcrt Arkansas AYiation Historical Society 511 JTT'.f R()(K ,\\lw\\ , -z2 \u0026gt; (t\nC 'f'~i ... 441 I klent h..1or John'SOn I \\.-,cc\u0026gt;/n'Sui\u0026lt;'lll I\\J\\ C\\\\th \"'~\"\"\",, J h ... ,.mdcrs 1rtil..\\llrt'1' Emnu ti.di DIRECTORS lleru rt .1\"-h J1r. Brm,111 I lkoC lire~ h:I , Alex fur Kl..- the gd OonHoJlxrt 8111 J..,Y,c.: 1kn \\ (, \\klS\u0026lt; n Dr \\\\ \\ I ~ \u0026gt;lph o,\\lngs J n \\\\ 11111 Ran\u0026gt;\"') \\\\ J\\nc Rupe H.in\u0026lt;iill pe r c ec1I t.ruuflt '\u0026gt;Cth \\\\ irl EX-OFFICIO DIRECTORS I rank \\ ltult') Le1gluo: C,,thn, H.I\\ f IL, th\n: l rJcn J l.)nr J-ll'lms Id, 1 Jlolland ( fi., Hough \\\\ lli:.un St l\\\\tll L nen .\\1 T 111la1. \u0026lt; .ark,T,I\\ \\\\ mston r \\\\ dson To: From: Re: Arkansas Aviation Museum Planning Committee and Community Leaders Bill Bowen The following individuals Jre participating in the special briefing on the Arkansas Museum of Aviation History and Aviation Magnet School Attending from the committee are: 1. Marion Burton 2. Dick Holbert 3. Ector R. \"Buddy'' Johnson, III 4. Fred Menz 5. Skip Rutherford 6. Lucien TaiUac Special Gue.,\nts arc: 1. Taylor Brown -- Fakon kt Corporation 2. Fred Darragh -- Darragh lnve..,tmcnts 3. Dennis Davis -- Arkansa, Modification Center 4. Herschel Friday -- Friday, Eldredge, and Clark 5. Ray Kemp -- Dillards 6. Sanford N. McDonnell -- Retired Chairman, McDonnell Douglas Corporation - St. Loui~ 7. Sharon Priest -- Vice Mayor of Little Rock 8. Eugene Reville -- Metropolitan Supervisor 9. Win Rockefeller -- Winrock Group, Ltd. 10. Robert Shults -- Shults, RaJ., and Kurns 11. Bill Terry -- Friday, Eldredge, and Clark 12. Charlie Taylor -- Real Estate - Investments 13. Buddy Villines -- Mayor of Little Rock AGENDA Briefing on Arl.imsa.s Museum of Aviation H::slory and propo\u0026lt;.\ned A \"iation l\\Jagn,et School Noven:b~r 1, 1989 - 10:30 a.m. h1~ Co:nn~rdal Building Mr. Bill Bowen, Presiding Dick Holbert - Overview of .A.rk\n-\nn~:.,, ,\\viation Historical Society  Museum Plar.  Campai 1n Goal  Chalknge Grant Skip Rutherford- Ccucept of Aviatiu11 i\\.1agnet School  Spe..:iali:u.d ted11 it.,tl c,J,.\n.:,t.\non for central Arkansas young people.  Develops Puhli1\nl,iv~, r :11! t:rship in solving educational probh.:11,s in om cn.1111tuni y.  Showcases excdlt-H ... .:\nof p,1b'i.: schools Bill Bowen - Summary of Pubt:..::1P1 ivatc p 1n.,1er:-..tiip  Aviation largest Ir 1pl,\u0026gt;yt:r in 1:t 11r.1l Arkansas (if Lillk Rock Air Iorce Base includ\"d)\n3rd l,trgest priv.itt: en1ployer in central Arkansas, offt\nii,~ r.h ,e opportunities for partnership with schools  Specialized eel r tion in 1e--!11:ic,tl skills will provide pool of killed worke, , lu\\\u0026gt;.tng avi,ui 111 in IL1. try and other technology companies to xpa.: d in central Arkansas  Economic \u0026lt;L l\"lopmcnl tJ nefit lur region would reach beyond aviation industry  Po Vive \"lit t i1 ,pre ,-.ion\" and l.isting im..ige for community since airpo:-1 :s :he g L:w,1.  n Little Rock for most visitors  Twei,t\nt,vc .. viati m i11du tri. .. :. statewide OFFICERS Cba1rma11 0/7be Board Dick Holbert Prestde,11 Ector John.son Ill i,ce Prestdem Kar ev.th S.Cretary Julia Sanders Treasurer Emma Hall DIRECTORS Heruy Broach Jun Brownfield Ben Combs Greg Feltus Alex Hams Ken Biegel Don Holbert Bill Lewellen AG. Mdson Dr, W.A \"Dolph\" Owmgs John W \"Bill\" Ramsey \\\\ayne Rupe Cecil Tennam EX-4ff!CIO DIRECTORS Frank A Bailey Leighton Colhns Ray Elles !\\athan Gordon J Lynn Helms Eddie Holland Cass Hough Wilham Seawell Lucien M Taillac Charles Taylor \\\\'tnSlon P Wilson January 18, 1990 Dr. Ruth Steele Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72202 Dear Dr. Steele: Arkansas Aviation Historical Society P.O. BOX 3Sll UTI1.E ROCK. ARKA!\u0026lt;SAS 72203 \\501) 37S-32\u0026lt;S JAN 1 9 ,r.'' 1 Thank you for the opportunity to meet with you last Thursday, along with Dr. Herb Cleek, Mr. Chip Jones, and Mr. James Jennings. The Arkansas Aviation Historical Society is l0oking forward to the series of productive discussions that will result in the construction of the Aerospace Magnet School and Arkansas Museum of Aviation History. I enjoyed presenting the overview of the planning and development progress of the aviation museum. However, we recognize that Mr. Burton's examples of benefits to the children that will be educated at the Aerospace School, and the economic impact for Arkansas thru their job placement, are the primary enhancements of the museum and school partnership. Arkansas' rapidly expanding aviation industry will provide the foundation for this unique educational opportunity to flourish. But the real winners in the venture will be the students, especially the minority students who aspire for the career opportunities that will be available through the curriculum available at the school. As we discussed, the aviation school will be funded by a capital campaign effort, that will include corporate, individual, and foundation monies. Currently, the leadership for the campaign is being recruited and it is our plan to implement the fundraising program once a site is determined. I also appreciate your considerations of naming opportunities of the school, including the building, auditorium, library, and other areas that can be presented to a potential contributor. It is timely for you to proceed with a letter to Mr. James Rodgers, manager of the Little Rock Airport, requesting the Airport Commission to begin exploring site possibilities for the Museum/ Magnet School. I will be pleased to discuss the points that should be included in this written request. Since a fair amount of preliminary work will need to be done by the commission's engineers, and architects, stating a site at or near Adams Field, providing the acreage requirement, should enable them to begin studies. Dr. Ruth Steele January 18, 1990 Page Two We are looking forward to meeting with you and other Little Rock School District representatives in implementing the Aerospace Magnet School and Arkansas Museum of Aviation History. As I suggested, Dr. Linda Beene, Executive Director of the Board of Private Career Education would be an excellent participant in the committee that is to be formed between our organizations. Please let me know of any immediate assistance I may provide and when the committees will be organized for continued discussions. As a lifelong part.i.cipant in the aviation industry, J fP.-=l that this museum/school partnership is a rare opportunity to enrich the lives of thousands of students while building a better future for our school system, our industry, and our community as a whole. I eagerly await our progress on this matter. Please do not hesitate to call on me if I can provide any assistance. RNH/mac / cc Eugene Reville Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OfflCERS Cbamnan 0/7be Board Dick Holbert Ector John.son 111 \\'fee Preside,11 Kay1'tcwth Secretary Julia Sander, Treasun,r Emmal!all DIRECTORS Henry Broach Jim Brownfield BenComhs Greg Fdru, Alex Hams Ken lliegel DonHolhert Bill Lewellen AG.Melson Dr \\\\ .A. \"Dolph\" Owings John W \"Bill\" Ramsey Wayne Rupe Cecil Tennan1 EX-c\u0026gt;FFICIO DIRECTORS Frank A Bailey Leighton Collins Ray Elli, 1'athan Gordon J. Lynn lldms F.ddie Holland Cass Hough William Seawell Lucien M Taillac Owies Taylor Winston P Wilson - MEMORANDUM February 23, 1990 e - e Arkansas Aviation Historical Society PO BOX 3511 urn.E ROCK. ARKA-'SA5 72203 (501) 375-3245 To: From: RE: Eugene Reville Richard N. Holbert, Chairman Museum Planning Committee Summary of issues concerning the Aerospace Magnet School and its relation to the Arkansas Museum of Aviation History. The following is provided to assist you in keeping up to date on the ideas, plans and issues which have been under consideration over the past several months concerning the concept of the Aerospace Magnet School being in conjunction with the Aviation Museum. We consider the timing of this opportunity to be most fortunate for both the Arkansas Aviation Historical Society and our school system. This Public/Private partnership will be a striking example of the progress made in education in our community, and will serve as an example of how the resources of private organizations and of individual industries can be utilized in enhancing the quality of life for our community through increased opportunities for young persons. The statements herein do not mean to imply that the Aviation Museum Planning Committee has made any final determinations on the issues under consideration. However, we have spent a considerable amount of time working toward this end, and wished to share this information with you. It is our hope that the work we have been able to accomplish to date will assist in expediting the construction and implementation of the School/Museum so that we may meet the goal of completion by the 1991- 92 school year. ~ Presuming that the facility will be located on property owned by the City of Little Rock and administered by the Little Rock Airport Commission, we will work with the Commission to locate a site suitable to both the Arkansas A via ti on Historical Society and the Little Rock School District. Ownership of Facility Ownership of the Museum portions of the building will be by the Society, and the school portion will be by the School District. Common areas, such as library, auditorium, and laboratory facilities, will be primarily utilized by students, and will be owned by the School District. Other common areas, such as the atrium, will be a part of the Museum, but available for school functions in coordination with activities of both entities. Architectural Plan of Museum/School The AAHS has retained Mr. Tim Heiple, AIA, of Nathaniel Curtis-Riddick-Heiple to design the Museum. Enclosed is a rendering of the facility he has envisioned. Obviously, this proposed plan was made prior to Mr. Reville's proposal that the school serve grades 7 through 12. Final plans will require planning for both the various grades, curriculum and site location. In order to provide for efficiency of both functions, it will be necessary that all architects and engineers involved with the project closely coordinate their work. Project Costs The AAHS has established a goal of $4.5 million to construct and furnish the museum. This figure would include the $1.5 million challenge grant provided for in Act 716 of 1989, which was placed in Category \"B\" in the Revenue Stabilization Act. Our plan is to request from the Governor release of funds for the project when we have raised the $1.5 million match in private funds. If funding is not readily available, we will request that the appropriation be passed again in 1991, and placed in Category \"A\" so that the grant can be disbursed on or after July 1, 1991. The AAHS has retained Catherine Johnson and Associates of Little Rock as fundraising counsel on this project. Mrs. Johnson has worked with the Museum Planning Committee for several months, and we have every confidence in her ability to devise a successful plan to meet our project goals. Museum Fundin~ Plan The capital campaign of the Arkansas Museum of Aviation History, will conduct an aggressive, broad base funding effort. The sources of support have been defined by the leadership chart which include national corporations, aviation industries, Arkansas businesses, corporations, philanthropic leaders, and foundations. Additionally the aviation organizations in the state, which include the Arkansas Pilot Association, the Aero Club, 99er's, Confederate Air Force, and others, consist of membership in the thousands, which will provide the museum support at the grass roots level. The planning committee is currently finalizing the recruitment of the most viable committed leadership to raise the $3 million needed to complete the museum facility and exhibits. Earlier work has begun in the foundation area of the campaign. Once the site hus been deterr.nined the c~unpaign will proceed with the solicitation of prospective contributors, both in Arkansas and nationally. It has been determined that 12 to 18 months will be required to complete the capital effort. Operational Support It has been determined that approximate $500,000 annually will be needed to operate the Arkansas Museum of Aviation History. One fortunate aspect of the museum is that it will open with a support group in place. The Arkansas Aviation Historical Society, has over 300 members state wide, that have sponsored annually the Arkansas Aviation Hall of Fame banquet, and other fundraising activities. An annual development plan will be implemented upon the dedication of the museum. This will include an Aviators's Club, memberships, lectures by and receptions honoring persons significant to aviation, air shows, aviation auctions, and other fundraising activities. The earned income of admissions and gift shop sales will provide the balance of annual support needed. Discussions has been included in the capital campaign to provide for a permanent endowment that will be utilized for maintenance and operation of the museum. This endowment will also be included in long range funding activities, such as planned giving, which includes estates, trusts, and insurance beneficiaries. Campaign Leadership At this time, the Museum Planning Committee has begun recruitment of key leadership to assist on the campaign. Several of the persons who have already agreed to assist us are: J. Dan Baker Founder and President of Avis Rent-A-Car of Arkansas, Mr. Baker was manager of Delta Air Lines operations in Little Rock for thirteen years. An active pilot since 1953, logging over 5,000 hours, he served as President of the Arkansas Pilots Association in 1969, and distinguished his home state that same year by winning the National Pilot Proficiency Award, signifying the top private aviator in the United States. In additional to community service work in Arkansas, including volunteering as a pilot to fly celebrities and dignitaries to fundraising events in our state, Mr. Baker is a founding member and former Commander of the \"Flying Fez,\" an organization of Shriners who fly children to Shrine orthopedic hospitals and bum centers across the country. J.W. \"Buddy\" Benafield Bio Pending Wayne Bennett Mr. Bennett, a former U.S. Air Force fighter pilot during W.W. II has remained an active pilot today. He flies to and from the farm in Jefferson county on a daily basis. He is president of J.O. Bennett and Sons, Inc., a family owned farming operation in Lonoke and Jefferson counties, chairman of the board of First State Bank in Lonoke and past president of the Arkansas and the American Soybean Associations. He serves as a national director of the Child Welfare League, a state director of the Florence Crittenton Home and as a director of the Crittenton Mission Board established by Congress. He is also a director of the Arkansas State Building Services. He is active in the Lonoke Methodist Church and served on the local school board for 22 years. Henry Broach Mr. Broach is a former US Air Force pilot, as well as a former pilot with the renowned and historic 154th Tactical Reconnaissance Squadron, Arkansas Air ational Guard. During his thirty year career as a commodity broker with Merrill, Lynch, Pierce, Fenner and Smith, where he serves as a vice president, he has remained active in business aviation and recreational flying. He and his wife, Joy, currently fly their beautifully restored Beech T-34A, the plane he first soloed in 1957 as a pilot trainee in the US Air Force. In addition to his interest in aviation, he is a student of Arkansas History, and is currently serving as President of the Board of Directors, of the Old State Hou e Mu eum Associates. Other community interest include an active role in the leadership of his parish, St. Mark Episcopal Church, as well as the Episcopal Diocese of Arkansas. F. Taylor Brown Retiring from the U. S. Navy as an Admiral, Mr. Brown has served as Senior Vice President of Falcon Jet Corporation in Little Rock for the past ten years. Falcon Jet completes the interiors and other components of the Falcon 100, 200, 50, and 900 jet aircraft manufactured by its parent company, Avions Marcel Dassault Brequet in Bordeaux, France. Along with Mr. Davis, Mr. Brown will be active in seeking assistance from the aviation industry for the project. Marion Burton Mr. Burton, a prominent Little Rock attorney, is also an accomplished pilot. A former Naval aviator, he served as commanding officer of a Naval Air Reserve squadron in Memphis prior to retiring from the Navy Reserve with the rank of Captain. The holder of world speed records in the Falcon Jet 20, Mr. Burton served as personal pilot to the late Governor Winthrop Rockefeller. Mr. Burton serves as Co-Trustee of the Winthrop Rockefeller Charitable Trust, and is active in many civic affairs, including his service on the Museum Planning Committee. David Clark Founder and President of Little Rock based Air Traffic Services Corporation, a firm involved in leasing of transport category aircraft, aircraft parts and sales, and property development, Mr. Clark relocated from Michigan to Arkansas in 1983. He is co-owner and president of Air Transport International, Inc. and All Cargo Air Carrier, and is a partner in GATX/Air Log Company, the only entity other than The Boeing Company currently authorized by the FAA to convert Boeing 747 aircraft from passenger to freighter configuration. Mr. Clark's non-aviation interests include the breeding and racing of thoroughbred horses at his Iron Horse Farm in Perryville and is a member of the Board of Trustees of Arkansas Children's Hospital. Dennis Davis Mr. Davis is Presid ent of Arkansas Modification Center, one of the largest aviation industries in our state. Serving a worldwide clientele, AMC designs and constructs custom interiors and avionics for corporate and private jets. Part of a management team which purchased AMC in 1984, Mr. Davis and his partners merged their company with British Aerospace Corporation in 1988. David Eldridge Moving to Arkansas in 1988 to become Director of Economic Development for Arkansas Power \u0026amp; Light Company, Mr. Eldridge had a distinguished career in industrial recruitment in the states of North Carolina and South Carolina prior to joining A.P.\u0026amp;L. A native of Michigan, Mr. Eldridge was an executive with B. F. Goodrich Corporation prior to working in the state industrial development profession. He will assist the campaign in seeking assistance from national and international corporations. Herschel H. Friday Senior partner of one the largest and most prestigious law firms in Arkansas, Mr. Friday is certainly one of the most distinguished attorneys in our state's history. He has received innumerable honors within the legal profession, and has been honored by many civic organizations across Arkansas for his countless volunteer activities. In addition to his other activities, Mr. Friday has long been a private pilot. Charles Harper A native of Little Rock, Mr. Harper has been an active pilot since 1942, serving as a Naval Aviator on carriers in the South Pacific during World War II. In November, 1945 he returned to Little Rock and worked for W. M. Apple \u0026amp; Company, a property and casualty general insurance agency. He was recalled to active duty by the Navy in 1950 and spent an additional two years as a carrier pilot. Mr. Harper joined Rebsamen Insurance in 1954, and was promoted to his present position as President in 1971. He is currently a board member of the United Way, the Foundation Board of CARTI, the Quapaw Area Council of the Boy Scouts of America, the Arkansas Tennis Patrons Association and the Florence Crittenton Home. Richard N. Holbert Mr. Holbert is President of Central Flying Service, Arkansas' oldest fixed base aviation operation. Founded in 1939 by Mr. Holbert's father, Claud Holbert, Central offers complete aircraft service, sales, charter, and flight instruction. Its customers have included Air Force One and the Concorde. Mr. Holbert was a founder of the Arkansas Aviation Historical Society, and currently serves that organization as Chairman of the Board. Ector R. \"Buddy\" Johnson, III Mr. Johnson is an attorney and a senior vice president of Worthen Bank \u0026amp; Trust Company, heading the trust division. Before joining the bank, Mr. Johnson was a partner in the law firm of Hamilton, Mackey\n\u0026amp; Johnson. He is past chairman of the Arkansas Bar Association Committee on Aviation Law and a member of the Experimental Aircraft Association. As a avid private pilot, Mr. Johnson has over the years owned and restored a number of antique and military aircraft. Ray Kemp Bio Pending Fred Menz Recently retiring as an executive with Merrill Lynch, Pierce, Fenner \u0026amp; Smith, Mr. Menz is an active member of the Museum Planning Committee. Mr. Menz was a military pilot during World War II, flying C-47s. Winthrop P. Rockefeller Winthrop P. Rockefeller, son of the late Winthrop Rockefeller, is chairman of the board and chief executive officer of Winrock Farms, Inc. He is past president of The Arkansas Cattlemen's Association, and is presently serving as president and chairman of the International Billfish Research and Conservation Foundation, and president and chairman of the Tactical Re ponse Association Foundation. He has served as a Commissioner on the Arkansas State Police Commission since 1981. He is very experienced aircraft owner/operator with extensive use of business aircraft and is a owner/operator of several executive airplanes, including a Lear Jet. James L. \"Skip\" Rutherford A native of Batesville, Mr. Rutherford is Senior Vice President of Arkansas Louisiana Gas Company and currently serves as President of the Little Rock School Board. Long active in Arkansas politics, he served as director of the Little Rock office of Senator David Pryor, and founded the Political Animals Club, a bipartisan organization of political aficionados. Until his election as School Board President, Mr. Rutherford was Chairman of the Arkansas Democratic Party. Lucien M. Taillac A native of New Orleans, Mr. Taillac flew B-17s in Italy during World War II, and returned home to the Crescent City after the war, joining Delta Airlines. Later, he sold Aero Commanders for Trans Air Corporation, a job that brought him to Little Rock in 1965, when he became the President of Little Rock Airmotive. At Airmotive, he began customizing business aircraft, especially such jets as the Falcon. Airmotive grew and modified Falcons for another Arkansas aviation innovator, Fred Smith of Federal Express. In 1973, FedEx purchased Little Rock Airmotive, but Taillac and his partners Roland Corriveau, Edwin Hendon, and Richard Copeland stayed on until the company moved to Memphis. Deciding to strike out on their own, Taillac, Corriveau, Hendon, and Copeland started Arkansas Modification Center with seven employees, a contract to work on one plane, and no facilities. Now, sixteen years later, AMC has over 300 employees and is a subsidiary of British Aerospace Corporation. Mr. Taillac sold AMC to two Little Rock businessmen in 1984. Now retired, he is a member of the Arkansas Aviation Hall of Fame and is an active member of the Museum Planning Committee. Identifiable Benefits to Students of Museum/School Partnership We feel that this partnership offers a winning situation for all parties involved. The opportunity for students to interact with various facets of the aviation industry, while gaining superior skills in science and math, will serve our entire community. The seeds of a better life for these students - and our entire community - will be planted here. Minorities, which will comprise at least half of the student body, will have opportunities for jobs in high technology fields which have been difficult for them to attain in the past. Certainly, we in the aviation industry are especially mindful of the need for qualified, skilled persons as we see the advances in our field. The best way to provide for the human resources which will keep Arkansas' aviation industry competitive in the next century is to make the investment of our time and resources now. We envision particular school curricula sponsored by specific companies or by industry groups. Special lectures and guest instructors will enhance the curriculum, and the school should have many chances for industry representatives to offer resources that will more vividly illustrate the course of study. The opportunities for field trips to interesting locations, including some out of state, will be tremendous. Vocational opportunities for part-time and summer employment of the high school age students can manifest in permanent jobs in the future. While many young people will see their paths leading toward higher education, the curriculum will not be limited to the college bound student. Vocational training will prepare other students for careers in aircraft maintenance, avionics, electronics, and other technical fields. Mutual benefits will accrue when students are involved in restoration of historical aircraft for display in the Museum. Through their study of these historic plane, students can understand the thought processes of the aeronautical pioneers of yesteryear, beginning with the Wright Brothers, following their logic as they solved the engineering problems that made powered flight a reality. Obviously, world history, American history, and Arkansas history can come alive when augmented by the resources of the Museum. Studying World War I, for example, will have added significance as students learn about the exploits of Captain Field E. Kindley, a flying ace from Gravette, Arkansas. Benefits to the Greater Little Rock Community As A Whole The final consideration to the success of this partnership is the effect on our community as a whole. For over thirty years, Little Rock has sought to escape the stigma of 1957. We feel that positive attention to local efforts - especially those of the private sector - to solve our own problems will create a new image of our community. We envision this facility as the symbol of Little Rock's commitment to end this crisis and provide quality education for all our children - education with real opportunities in real jobs for the future. Citizens of Pulaski County, and indeed the entire State of Arkansas, will be able to take special pride in this unique partnership. The museum will provide a beacon for those interested in history and aviation to learn more about the people from our state who contributed so much to this vital industry and to the defense of our nation. These great men and women are excellent role models for our youth, and their courage and determination to succeed against many obstacles will provide examples which can inspire disadvantaged youth to start believing that they can reach their dreams. Aviation is largest employer in Pulaski County. It is especially fitting that our industry lead the way for participation by other private sector groups in \"Partnership Schools\" such as proposed herein. This project will create a living partnership for economic growth, which can blossom into an economic base to serve our region well into the next century. It is not enough that aviation is the largest employer in our area. We must build upon this foundation so that Pulaski County will be an aerospace equivalent of the Silicon Valley or the Research Triangle. We look forward to working you on implementation of this project. For Immediate Release January 3, 1990 Dick Holbert - 375-3245 Aviation Group Applauds Aerospace Partnership School and Air Museum The Arkans:!s Aviation Historical Society enthusiastically welcomes the opportunity to work with school officials to make the Aerospace Magnet School proposed by Metropolitan Supervisor Eugene Reville a success, Society Chairman Dick Holbert said Wednesday following Reville's announcement. The school, which will serve students in grades 7 through ~2,\n., 1, .. vf,V~'-'~ u.\n~ ..\n1::~ .. :(!i...,u .. ~C.L :\u0026gt;1dgf1-l .\n_! .. ..\nvl ~I '4 !\\:,~al~(,\" 11Ccl.1 iln::: Lit.L1C RV\\,\nk. Rce,~v,i\u0026lt;.I.J Airport, to be built in conjunction with the Arkansas Museum of Aviation History. The Museum would have an area of approximately 80,000 square feet, and would house the Arkansas Aviation Hall of Fame, honoring Arkansans who have made significant contributions in the aerospace field. It would preserve aviation history through restoration and permanent exhibit of approximately 40 aircraft having specific importance and connection to Arkansas, consolidation of the resources of the various aviation organizations within Arkansas, and preservation of aviation-related artifacts and collections. Act 716 of 1989, passed by the Arkansas General Assembly and signed by Governor Clinton, authorized a $1.5 million challenge grant toward construction of the Museum. Through this ambitious project, the Society and the aviation indu.\ntries of Arkansas will join in a partnership with our three school districts to improve the educational opportunities for our youth. This partnership will benefit our young people, Arkansas' aviation industry and the community as a whole. \"The school could serve as a model for schools across Arkansas, with advanced curriculum in engineering, science and math, Holbert said, adding that \"Fortune 500 company representatives could tour this facility as an example of the educational excellence that Arkansas is achieving.\" \"Besides providing educational excellence for young people,\" Holbert continued, \"the museu111/sd1oui viouli\nprovio~ a posicive rirst impressbn' tor visitors to i..ime l:\u0026lt;.ock tnrough its proximity to Adams Field, enhancing the image of the airport and the entire community. Additionally, it would serve as an attraction to entertain and inform commuters, offering exhibits which would leave a positive perception of our City, and creating a boon for economic devdopment efforts.\" The real dividends of this commitment will return to our community in many ways as we prepare to move our economy into the next century. The preparation for advanced skills provided by the Aerospace Magnet School would be a necessity for our students to compete i,1 the high technology world of the 21st Century. \"While American dominance in many areas of technology is being challenged by competing nations, we continue to be the world's leader in aviation. The innovation of such companies as Arkansas Modification Center and Falcon Jet has resulted in continued investment from abroad in both firms,\" Holbert said. \"The aviation industry base in Arkansas will continue to expand as we provide educated persons to fill their needs for qualified employees,\" Holbert continued, adding, \"The immediate payback of the private sector's investment into ~e proposed aerospace school/museum will be a strengthening of our economic base that will benefit every sector of our economy.\" Holbert cited the educational advantages, stating that: \"Often math and science are taught in a theoretical manner, causing some young people to lose interest in the practical application of these skills. Being constantly surrounded with tangible reminders of the benefits of technology - the aircraft and memorabilia of the Arkansas Museum of Aviation History - can cause these students to have a revitalized interest in the concrete results of scientific effort. Science and engineering curricula would lend itself to exploring these applications, and the aircraft and other displays in the Museum would provide \"hands-on\" opportunities for students to relate to the engineering problems (and solutions) faced by aeronautical engineers of yesteryear.\" The Aerospace Magnet School could offer introductory courc\nes in aviation mainten:mcr!, air traffic control, and avionics, and would be eligible for an Air Force ROTC program and/or a Civil Air Patrol Cadet program. Students 16 and older could apply their private pilot license toward class credit, and would be eligible for employment with local aviation industries, both for part time and summer jobs. By serving young people in both the junior high and senior high levels, the school can offer long-term commitment to these programs. Holbert, who is President of Central Flying Service in Little Rock, emphasized the importance of offering students an opportunity to prepare for the jobs of tomorrow,. \"We feel that this will be the first of many successful Partnership Schools, offering not only an introduction for students to the aerospace industry, but a firm foundation in pre-engineering, science and math for college-bound students.\" \"In addition to the tremendous educational benefits, this project will provide an example of the 'can-do' spirit which can inspire our entire community,\" Holbert said. \"The benefits will be far beyond the school system, and through an enhanced image for our entire community, we can overcome the problems and resultant negative image of the last thirty years to enjoy an improved economy and quality of life for all citizens,\" he added. Encouraging the creation of other such cooperative ventures, Holbert concluded by stating, \"We.pledge the support of our industry to make this bold project a success, one which can be emulated by other business groups as we develop public/private partnerships to create new educational opportunities in the 1990's.\" Other members of the Aviation Museum Planning Committee are William H. Bowen, Chairman of First Commercial Bank, Marion Burton, Administrator of the Winthrop Rockefeller Trust, Lucien Taillac, retired founder of Arkansas Modification Center, Ector R. \"Buddy\" Johnson, Vice President of the Trust Division of Worthen Bank \u0026amp; Trust Company, Bill Lewellen of Rebsamen Insurance, Fred Menz, retired executive of Merrill Lynch, Tim Heiple, President of Nathaniel Curtis-Riddick-Heiple, and Henry Broach, Vice President of Merrill Lynch. ##### Arkansas Aviation Historical Society P. 0. Box 3511 Utile Rock, Arkansas 72203 / (501)372-3245 March 1@, 1990 Richard N. Holbert Chatrman of the Board Mr. Sanford N. McDonnell Chairman Emeritus McDonnell-Douglas Corporation P.O. Box 516 St. Louis, Missouri 63116 Dear Mr. McDonnell: RECEIVE.D MAR 1 6 1990 CiiUCI DI fflltl'D~IIUtll Sapll'YIHP It was a unique honor this past year to have you as an inductee into the Arkansas Aviation Hall of Fame. Last year's ainner was, by far, the best-attended Hall of Fame Banquet we have ever had. Your remarks were appreciated by all, especially your salute to the brave people of our armed forces, and your reminder of the vital link between America's military strength and world peace -- a fact too often forgotten. Our Society, and indeed all Arkansans are extremely proud of the tremendous contributions made by you and your family, both in aviation and other fields of endeavor. As we told you last October, the Arkansas Aviation Historical Society has been working diligently toward our goal of a permanent home for the Arkansas Aviation Hall of Fame -- the Arkansas Museum of Aviation History. Since your visit last fall, we have made significant progress toward finalizing our agreement with the Little Rock School District, forming a partnership to create an Aerospace Magnet School in conjunction with our Museum, at or near the Little Rock Regional Airport. This school would specialize in providing the educational base in math and science for our young people, while increasing their awareness of career opportunities in aerospace, engineering, and other high technology fields. We are moving forward enthusiastically with this exciting opportunity for a unique public/private partnership, and feel that our experience will show other groups across the country how they also may become involved in education. Our recruitment of campaign leadership is nearing completion, and many of these community leaders are your lifelong friends and acquaintances. For your review, I have enclosed a diagram that outlines the areas of support that our leadership will be working in. We feel that Little Rock's commitment to this innovative project will send a clear message that both the public and private sectors are dedicated to excellence in education. The preparation for advanced skills that would be provided by the Aerospace Magnet School will allow our students to compete in the market for the high technology jobs of tomorrow. - ___....... ------4---------------- ----- .... . -- - - ..-................ Mr. Sanford N. McDonnell March 15, 1990 Page Two As other matters concerning the Museum and School are resolved, we must address the final issue of locating an acceptable site near the airport. Originally, we had considered a location on Airport Drive near the main passenger terminal, but the addition to the Museum of the Aerospace Magnet School necessitated a larger site. Consequently, the Little Rock Airport Commission in conjunction with the Little Rock School District is reviewing other sites that could accommodate the facility. At this time however, it is difficult to determine whether these site possibilities would be acceptable for our project. This last concern prior to launching the capital campaign for the Museum is most critical, since plans call for the school to be opened by the 1991-1992 school year. Within the last month, we were informed by Mr. Bill Putnam, of Putnam Realty, that you and your sister owned the 43 acre wooded site near the new runway. Both in size and proximity, it could meet all of the needs we have for a location for the Museum and School. The members of the Museum Planning Committee respectfully request that you and Mrs. Lawrence consider a gift of this property for the potential site of the Arkansas Museum of Aviation History and Aerospace Magnet School. It is possible that the tax savings realized by the donation of this land could create a net result as advantageous financially as an outright sale. The members of the Museum Planning Committee will meet at a time and location that is convenient to you. I will phone you in a few days to schedule a meeting place and time. Thank you for your consideration of this request. RNH/mj Enclosure Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society Richard N. Holbert Chalnnan of the Board MEMORANDUM March 15, 1990 Arkansas Aviation Historical Society P. 0. Box 3511 Little Rock, Arkansas 72203 (501) 372-3245 To: Sanford N. McDonnell From: Richard N. Holbert RE: Campaign Leadership Arkansas Museum of Aviation History Chairman Honorary Chairman Vice Chairman Board of Directors William H. Bowen Chairman of the Board First Commercial Little Rock, Arkansas Herschel Friday Senior Partner Friday Eldredge and Clark Little Rock, Arkansas Winthrop Rockefeller Chairman of the Board and CEO Winrock Group Little Rock, Arkansas Richard N. Holbert President Central Flying Service Little Rock, Arkansas Ector R. \"Buddy\" Johnson Senior Vice President Worthen Bank and Trust Company Little Rock, Arkansas National Corporations Business and Professional Foundations David Clark President Air Traffic Services Corporation Air Transport International, Inc. All Cargo Air Carrier Little Rock, Arkansas David Eldridge Director of Economic Development for Arkansas Power and Light Little Rock, Arkansas Fred Menz Retired Executive Merrill Lynch, Pierce, Fenner, and Smith Little Rock, Arkansas Wayne Bennett President J.O. Bennett and Sons, Inc. Lonoke, Arkansas Fred Darragh Manager and Senior Partner Darragh Investment Company Little Rock, Arkansas Marion Burton Attorney Little Rock, Arkansas Community Leadership Advanced Gifts Acquisitions A via ti on Organizations Government Ray Kemp Vice Chairman Chief Adminstration Officer Dillard's Little Rock, Arkansas Charles Harper President Rebsamen Insurance Little Rock, Arkansas Lucien M. Taillac Founder/Retired Arkansas Modification Center Little Rock, Arkansas Henry Broach Vice President Merrill Lynch, Pierce, Fenner and Smith Little Rock, Arkansas J. Dan Baker Founder and President Avis Rent-A-Car Little Rock, Arkansas J.W. \"Buddy\" Benafield President J.W. Benafield Company Little Rock, Arkansas Government Continued Aviation Industry James L. \"Skip\" Rutherford Senior Vice President Arkansas Louisiana Gas Company Little Rock, Arkansas Dennis Davis President Arkansas Modification' Center Little Rock, Arkansas Taylor Brown Senior Vice President Falcon Jet Little Rock, Arkansas I r Chairman 'I National Corporations * David Clark ~ David Eldrid2e. * - Confirmed Campaign Leadership Arkansas Museum of Aviation History r 'I r 'I r National 'I Honorary Chairmen Chairman Advisory Board *Herschel Friday  William H. Bowen Jack Stephens \\.. *win Rockefeller Sidney Moncrief '\" r 'I Vice Chairmen  Richard N. Holbert \\.. Nathan Gordon I r Board or 'I r Campaign 'I Directors Counsel *Ector R. ''Buddy\" Johnson Catherine Johnson \\.. President \\.. \u0026amp; Associates I I I I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman \" r Chairman \"I r Chairman \"I Business \u0026amp; Foundations Community Advanced Gifts Acquisitions Aviation Government Professional * Leadership  Organizations * J. W. \"Buddy\"  *FredMenz * Fred Darragh  RaliKemp Lucien M. Taillac  Henry Broach * J. Dan Baker  Benafield , Wayne Bennett \\.. *Marion Burton , Char ie Harper \\.. Walter Smiley , Charlie Taylor \\... James Rodger\n. , Skip Rutherford I I I 'I El Dorado [ FooS~ili ) I Fayetteville Jonesboro Pine Bluff Stuttgan Chairman Aviation Industry : Dennis Davis T lorBrown Little Rock School District February 1, 1991 To: The Office of Desegragation Monitoring ~ From : Dr . Ruth S. Steele, Superintendent Subject: Aerospace Technology Magnet Attached you will find a copy of the latest draft of the proposed stipulation concerning the Aerospace Technology Magnet . We believe that this will be the final draft prior to the preparation of the actual Stipulation . When the final document is prepared for filing, we will send a copy to your office . 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS \\-:ESTERH DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL.  PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District ( L:'-::::_,\ndeseq'- 0 C'at:i on plan sl:r:,_ ld be ame:1c.ec. t o include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School Distric~ Aercspace Tec~~c-ogy Ma_net School can only be constructed of first-ye a r funding of t::e Kagnet sc:-10ols ~.ss ist:.::.:-.ce ?ro-\nra:n grant, for which Exhibit 11A11 is its app lication, i n a t otal amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by sp~cific outcome expectations that black youth will be at least as well served in.educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education rela ted criteria. The results will be subject to further analysis by the Distr ict-wide Bi-racial Co~~ittee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Mag~st School Plans shall be consistent with p lanned, opened and hareafter operate on a f ully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational ' ' environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's ae~ospace industry in certain operational and financing respects. The school di~trict, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community referred to herein consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airp0rt Comnissi on and the foilowing private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these par t i es end t he school district to which affected pupils become t hird party beneficiaries. A. Compani es 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this page) 3 The Court shall be provided affidavits of support, with the prom i sed el abora t i on set out above , not l a t er t han February 19 , 19.91. These elaborations will commit to (a)\npecific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprentices hip programs and employment within these enterprises\n( e ) creation of r acially inclusive, nondi s crimina t ory work environme nts\na nd (f) broad b a s e d r a cia l a nd gender ~cpr esenta~ion on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1. Student Educat ic:1 Plans {SEP' s) shall be developed for e ach pupi l who elects to att end t~e Aerospace ~ech~olc\ny ~3g~et School. The plans s hall be dev e l oped and t hen i mplenent ed in s uch a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required , , in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either SE/'1.J after school or on Saturdays . A principal objectiv e of the IEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 for evaluation purposes. 2. The school shall employ a sufficient nunber of teacher assistants to insure that the serious tea~hing and learning objectives of ,the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the .SEP I .s. ...J:-E'F' s to work, demonstrate that they do not have either the capacity or interest fer the req~ired schcol ~or~. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shal l be in accordance with the Professional Negotiations Ag~ee~ent (?NA ). , 5. 'l:ie rac '31 .__....._...\n... ,JV'-'-,.. of t:-..e. Magnet School shall ber.~ a ~easer.able ~e:ationship to the r~cial balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be -operated and supported by the district in those ways wnich do.hot diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their school work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski Coun~y School Districts. That plan provided interdistrict remedies oi nagn~~ schools ~~d =ajcr~t~ ~o rn~~ori.ty transfers. The percentage of black stueencs i~ Nert~ Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the f all of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timel y approved, with the further expectancy that i n Septern~er , 1992 or sooner thereafter t he new school will be opened. Tje racial bala~ce cf t~e sc~oc: sha~- ~e a range of black students ~ithin fifty-five to ~ixty-five percent and a range of white students between thirty-five and f orty-f ive percent. Those figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however , the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those s~ills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out ii\ni paragraph one, supra. Nor did it include the LR.SD Biracial Committee in .the process. corrected forthwith and These unintentional omissions will be will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 ( a new last .=.Ec\n::ence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) _A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students .. achievement. , Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated a~d integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include \\ concepts from math and sc.:..er:ce such as velcci ty , vectors, 2.nd kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. achievement. These SEP I s will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this progra m. Spe cia l e f f orts will be made to insure that black and socio-ec0nomical-ly deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for t hose students-who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, speakers for students. Ser.ii nars will also be held and guest to allow s tudents to intera c t with -~i~o~ity and female individu~ls who have careers in science , math , a::--.d f ields r elated to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology. by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be b\nth sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these.colleges for c~llege cred~~ to be given . for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is ~edified t~ include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, contingencies: subject to the following 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1993\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house .both the Aerospace .. , Technology Ma9fet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY,Qur,~ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third ::~o ~=:_cr\n:_1 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY: ______________ _ Christopher Heller JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, P~~ 72201 \\. E'f : _______________ _ Steve Jones Richard Roachell SO ORDERED THIS DAY OF FEBRUARY, H91. SUSAN WEBBER WRIGHI' UNITED STATES DISTRICT JUDGE 14 Little Rock School District February 1, 1991 TO: The Office of Desegregation Monitoring FROM: ~Dr. Ruth Steele, Superintendent SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Techno 1 ogy Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)3743361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL 1-\".2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegragation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by tha court and some of the parties. The parties further stipulate and agree ttat tha Little Reck School District Aerospace Technology Magnet School can only be constructed ~f_,o J cf f,rJf-ye\"-r f:.,,,c/.~\n.+- and operated it the Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit 11A\" is its ,c, ~_, application, in~ amount of Four Million Dollars ($4,000,000.00) /4r '~\"'). -ttJ) al /ttt!f- /f f\n-!'1- ~J, \"and  if the Arkansas Aviation Historical Society contr1butes 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. JHI I 3 1 \"31 l~ : c.lJ By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: Page 19, (paragraph 2 after sentence 1.,. add)  .The 1986 court approved plan . provided the first interdistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools, Page 23, (paragr.aph l delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is thererore deleted from the grant proposal. Page 2 6, (paragraph 1, sentence 2) The phrase \"under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. Page 27. {E\u0026gt;rogram Objective II) The school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 35% White t o 55% Black and 45% White , Page 29. Tha last sentence on the page should read: 11Central' s program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts, Paga 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will hava their remedial and learning needs met prior to the 9th t o 10t h gn .. da tra ns ition into the aerospace program. Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . . Page 59. (paragraph 1, sentence 3) A program or teacher _dQVeloped incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities ror their students, and progralTIInatic exp~ctations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. 2  J~,11 ::! l '91 1 S: c. l Paga 77. (paragraph 21 aentenc0 6) The theme and focus shall parmaate the entire program, Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinei.thatics. Page 91. (paragraph 1 1 sentence 2) Appropriate intensh,e counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program, Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106, (paragraph 2, sentence 3) The District will work with the business community in general and specifically with the aerospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108, (paragraph 1, sentence 2) Adjunct. ~taff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in scienca, math, and fields related to the Aerospace Magnet program. Paga 111. (paragraph 2, sentance 4) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to ba considered in additi on to the per pupil cost which the district expends, which is $2165 on average at non-magnet, non-incentive schools. Page 116, (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P.-l decreasQ in dropout rato ae compared to other high schools such that the number of black students in the graduating class will be equivalent to the percantage of black at-iJ~ents .. enrolled in the program Page 146, (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pine Bluff, This 117 year-old institution has been a major educator of black student\u0026amp; in the fields of high8r education, The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modi!ied above, subject to the contingencies described above, would compliment their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit 11A11 , as modified by this Stipulation and consent order, contingencies: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Program grant, !or which Exhibit \"A\" is its ~~~ F application, in~ amount of Four Million Dollars ($4,000,000.00),z,rflf'/-r tw.,J\nqq3\nand  .t.-- 2. The Arkansas Aviation Historical Society must contribute f /tAS1 ~ A Four Million Five Hundred Thousand Dollars ($,4 1 500 1 000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 ' JRN 31 '91 15 =22 P .6 the Aerospace Museum, I! either of these contingenciQs dogs not happen, the Little Rock School District will have no obligation t~ bui14_th0 school or i~plemant t~e Aerospaca Technology program described in Exhibit \"A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY: ____________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 We~t Third Little Rock, AA 72201 BY: ___________ _ Richard Roachell . \\ . FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Littla Rock, AR 72201 BY: _____________ _ Christopher Heller JACK, LYON \u0026amp;c JONES., __ P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Steve Jones  . IS SO ORDERED this ____ _ day of February, 1991. Susan Webber Wright United states District Judge 5 Knight Intervenor Concerns and Recommendations to the LRSD Aerospace Technology Magnet Grant Application References to Teacher Compensation and Salaries (Pg. 5, 9 , 11 ) Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or work outside the contracted year s hould be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. l. 2 . 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All staffing of teachers and support personnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII  . e. Relevant Provisions ESP Agreement Article XV $~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . .l..'f.'.f~. ~':. ., ,,., ... , ..... . , \" \"' .. .. 111r.1a,,.  '\"'\"\" -~ ............................. ,... ........... ............. . . .. a, o. '- ._.._ -  h\"- II. ..,. .-.-... c. ......... .,...,. ..... ...., , ... . cc1e11  w11a11111, -..-, \" ~ ................. . .o..a.c.... .c.. . ...... \".' .\". ... \"' ,111110   1ttCc.\"\"'  \"\" ..10 a.-..-. .. , .. , ..... Jt 1t, .... . -\"\"' . . ....... 11 1, \"\"' ........... _. ....... ...  .,c:ti.t llll 111.  CT1 JIit   6, .................. , ..... . ........... ,. 1\"\u0026amp;\\.C: .... . . .... \"'  o . .,,., .. T -. e\\CT\"', \"\" .,, c1 1 ,,.. ,..u, .. ,  1r1 41 tt, 40N, A. 1io1t1M f- tTIJII, JI.Ao ...., .,.... .. ..A.,.W ,. l.a. .I.I ,._.._ u~  '\"'- ._.._ ..,o-  \"~\" \"' ... .,,., 11.l\u0026amp;I.I \"'A\u0026amp;  \u0026amp;, .... Clill te11t a..\"-Ca, ,._,.._, :r:axl:) .. -r, :u.J:\u0026gt;..itJ:\u0026gt;o:i  e:. ... .-s.  --c:,.ao.1110, IHIIM~ N'  ~.....xi,,.ncH8 ATTOI011r,s f ....... a ,. .... ,. O:  CIICIAI,, au1L.414 00 wC,aT C,.\"I TIIII, 1,ITTI.C OC:~, ,..11.Afll\"\" 7.IOlie.a FROM: ______________________ _ tttssAGE: ..7. 4\"/S aaa:-7 .L4\"'ae\n, cU. 8/\"IAC ~~ ckC#/7/22? Ttft2$ - a P. l ._.w t'lt1ti,,1-. 11111,, .  ..._ o\"  .... ,., .   .., ... -. ......  1 ... 111 , ... '\"'--  o    .. \\.   Ge111c o, .. ,. . , ..   ._,  , ..... 111,   \"  c .,, ..._ ,. ... .,,..,.... ... w.a. \"eo ...i... ..  \"  , ca-.v1 4. 1t ICllff  r...-''I 111.\"' ~ 1o111c 11, 11'P\\t ~Cllllh1 j ..... , , ............. . 11 A .......  C'# .i , \\ill 1114 .i ..... =  , .,iilll , -.. . ._ ....\".'.*.'. . cwc,,. ...... ,. t4eil\"P   \"'cc .,  ,.  0  -01o. ........... ,.,  111 o\"\"\" to faflltCI C, a ..... .,. 1 o-\" Cc , ,  GM\u0026amp;,f1i,  cC'4 .. \"C1 1  ,o-.ca OAV 1e   .., , \\..ACIII ,\u0026amp;rP11 14. OO  t -- w- ... .__,,  J,  ,, ..   1t1t    U,tCCICIC, I~. . . .... ... \\., 1- ...... TOTAL NO. or PAG!S I 5 T!I! IN10!\\MATION SM~!T PLUS!..:/__ PAG!S cAT!: __2 -/_1 ,....../_ct.,_\n__ IP' 'lOfJ 00 NO'r R.!C!IV% A.LL TR? PAGES - i'Lt.ASE eALt SAClC ASA.P ,01-J7'-20ll 'rP.ANSM!TTING TP.OK: (PLZAS! CillCt.E ONE) ACTOKATIC FAX RAPICOK 200  (501) 376-2147 AC'tOMATIC lA.X lll'ICOK 200 - (!Ol-J766369 'rll.ECOPY OPERATOR: ____________________ _ FOR. OF?IC! USE ONLt: __.. .\nL\n.'. .._I_ 2._~~3.,._ _o_ _____q ~o-----=-=---- ' CI.I ENT Nt\"MB ER) ( MATTER NUMBER} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO, l, ET AL, MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, !T AL, P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION AND CONSENT ORDIR R!OllDING LITTL! ROCI SCHOOL DISTRICT AEBQSPAC! TECHNOLOGY MAGNJJT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated it the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for whieh Exhibit 11A11 is its application, in a total amount of Four Million Oollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,ooo.oo) as its share of tha construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aero\npace Museum. FEB 01 ' 91 l  = 23 P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in tha proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon pa1t and present treatmnt by Little Rock School District, are being and will be well served by tha district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and angrafted upon the Settlement Dgregation Plans ot the parties (\"the Settlement Plans 11 ), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. Th school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. Th district commit that it will maintain this facility on a racially integrated basis into perpetuity. 2 i ! I FEB 01 '91 1 ~ =2  PA The Aerospace Magnet School shall effectively be a joint venture between the school district and th local community Is aerospace industry in certain operational and financing respects. The school distriet, however, shall have full and final authority tor all decisions and conduct of the school including but not limited to its staft, students, program and activities, The local aerospace community referre~ to herein consist of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rook Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the comrni tments aha 11 become, with elaboration, contractual Commitments between these parties an~ the school district to which aftected pupils become third party beneficiaries. A. companies 1. central Flying service 2. Falcon Jet C0rporation 3. Arkansas Moditication Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations wi1i commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities: (b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and support programs for blac-k- pupils at the school, (d) preferential consideration upon graduation for training or apprenticeehip programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (t) broad based racial and gender representation on appropriate advisory and governing boards of each ot th business enterprises. These comrnitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnet School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be ''mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the $!:P's is to allow the progress of each pupil to be measured periodically, It will also assist in determining individual teacher performance 4 I I P.6 for evaluation purposes. 2. The school shall employ a sufficient number ot teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study V and/or entry into college type programs. The only posible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th $EP 1 s to work, demonstrate that they do not have either the capacity or interest tor the required school work. 4, There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in th practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA}, 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance ot the other high schools, It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 : FEB 01 '91 1~ :26 P. 7 job and a period of employment thereafter for the district. 6, The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level of their respective eapaeities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGlll AMENDMENTS Pag 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rook, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page a, During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near IntQrstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architects who are working on these plane have committed to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of blaek students within tiftyfive to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attracting white students !r0m th$ Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and whit students. The district 1 committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, I those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3, {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be ettectively taught to all students so that they will meet the high aohool standards in the areas of Algebrl!, Physical Scienee and l!:arth Science, The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils, Paqe 52 (New paragraph 2) 8 FEB 01 '91 1~:.::s P.10 Th planning process was not succesaful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~roeess. These unintentional omissions will be corrected. forthwith and will not be repeated. The Biracial Conuni ttee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall -- otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have tor maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot studants at the Aerosp~ce Magnet. Page 60 (supplementary language to paragraph two) 9 FEB 01 '91 14 :28 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities tor their students, and prograltll'llatic expectations tor students achievement. Special outreach ettorts shall be made to parents of black and soeio-eeonomieally deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing ataft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Paqe 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. These SEP's will vary according to Appropriate intensive counseling direction to students to insure achievement. assistance and 10 past student will provide that their I ' FEB 01 ' 91 1~ :29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment atter graduation for those students who seek it. Peqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. seminars will also be held to allo\"-1 students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual eost of Magnet components only and is to be considered in addition to the per pupil coet which the 11 FEB 01 '91 14:30 P.13 district expende, which is $2,165 on average at non-magnet, nonincentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high echools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paga 119 (final paragraph) The evaluator(s) will ~ork closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office ot Desegregation Monitor(ing). Paqa ucs (new paragraph three) 12 FEB 01 '91 1  =30 P. 1  There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff, Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned p~rties stipulate and agree that a modification ot the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingenciea described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, al though the parties understand that this program might have a ngative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation plan is modified to include the Aerospace Technology Magnet School deseribed in Exhibit 11A11 , as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,00o,ooo.oo) tor 1991-92 and 1993: and 2, The Arkansas Aviation Historical Society must contribute 13 P.15 at laaet F0ur Million Five Hundred Thousand Dollars ( $ 4,500,000, oo) aa its share ot the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museu~. If either ot these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: __________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 BY,n: _ ... CLL Richard Roachall FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 west Capitol Little Rock, AR 72201 BY: ________ ~---- Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Roek, AR 72201 BY: _____________ _ Steve Jones SO ORDERED THIS r::Jl.:f OF FEB.~, 1991, SUS.Z\\N WEBBER WRIGH!' UNITED STATES DISTRICT JUOOE 14 ..  tu 9 F 11 h pr vi VO U tt ent, hiring d t ti or r ini or ith  nt rpr , ( nd Ort DUCATIO J\\t, 1 ~c icn 1 na ( P's) h ll b d v o~ he d1 triot t a to pro r It will 1'111111n 1\" 111 I a e th r E .. FEB 04 '91 10 :53 .l..'.l.'I.! !':. - ,.,._., . ,,,,,: \" .... .,, .. ,. ..... '\"\", , . . .... .. t ~ tal, _, .. ,. Aa. ~- .. 4 ................ \"\" ... G11.~A. lll1Ct1llll1t A, P\"-- ._._ JC1111 c . ,  i.,, . ... . - .... 1\\11\"\" - .. . ,.ca,c  w     r -1.c111c,  ~. aar.  ..... ,., 4. ,. ..C... .t:., .C \"'-  J .. \u0026amp;.A. .... ., ........ . .i  ... cl'f .,,..,.a \" .......... ,,.1., .... . tiii11. . . ........... \"' \" ~ ................ -~ ., -'-1  111 1a\u0026amp;T1 J  , ,  A, .il.itri II C  AO .a11111, ._A, ..J., .-..1.'-.1 1.1 1itCO , ,-._., ...  ..\n, .. ta141f-, CAf\\..ff,  ._ ti 111, 14'aTON, ..... ,J, ........... \"-~lit lit ..... \" .... 41 ... . 11a1io 1 , .......... , ...... .. 1'1   .. w .. \" \" ._._ tA I, oe11,- \u0026amp;, CAO a. '~ ~Ao .IO  c a,  .,_  ,,,._,., 11,,,1\u0026amp;\u0026amp;\" ............... . c1111 te,o ..,,.,.,.,., ... \"- JI' .a l:rl.\\.T, Z t.D 1cG \u0026amp; 6 c\n:. ... :az .. --o, ... --......,.0~-~ ... ,,.o ... ,.,  ,. ......  ~1  1' C:-c1-. A\\,/11.,a, .... GIi U1' i-rfO~ 1,/TT1,c oc:i1 ....... . .... UIOlJ ... a Tc1,c,.~ IOloJ11iCIII ,3 7 J- 0 I O 0 \u0026lt;.STE VE t~o ~~ - 'K \\ f\".\u0026lt;.o f'iC~C. L( 37\u0026lt;._/- /\"l L/7 3 7 ..5 - I O ?_ 7 3 -7 5 ,_ I q y () P.1 ~ ....... ,. ... , ..  . .... Gell IP I. I 'I, \\,1t1A111   1-- 111, a ..  ...... 4 ,   ..1 .-.1 ,1 4\\ Ir,.  111t  ....... , ..... . .,..,,  C'- .,,-.~,  c~1t.    C.I.T9C te \\.lllC C4-Yt-. ,J, Itri. .-. ,. \"'ce,1.- \u0026lt;1111 ... .._ i.,o-.c .-.. ..\".'.' \", ' ....1...c.\". ... .  ............. 1.e1111 ....    t=i-lt J4MCa   IA4C,    .,.~_.\\II 1c11111.-e1 \"  1.tawt \"... ..~.. c \"\n,., .,1 ...1..  --a ... ,. .. \" ........ .. 4\\11 .. i..,a  11111 c. oc fl  GI, ._Clf ,. --\"' 11c111,,., ~,0111111  c o, .,. , ,.aa ..  c,,.,.,  ac -- 1111h Wt\\.1.1 J, rw w11.1,, 1  C\\i.a .. oc, \" ,    \\.-IA l. \"C~-. WI ~ .. , ... ta ~MO .. ,    ..  TE!.EC:OPY TO FOLLOWING NO: ___ __...,__ __________ ....... ,,, ...... THE '/ IC/ ~ 4:0i1e - e~ a,a //11Mf?t'P~ ~t:!tl\"~.S - ~ ~ Mt) c7JWtt2-. TOTAL NO. Ot PAG!S 3 'l'!!IS IN70RMATION SHEET PLt1S _ PAGES OAT!:: :P::r-\n2.,-\u0026lt;-(-tf / TIME: IP' YOti 00 NO'? UC:!IVE ALL Tm: PAC.!S - PtzASE CALL 8Aa ASA\nS01-31t-201l 'l'RANSMI'I\"rING n.OH: AOTOMATI~ FAX lAiiecM 200  (501) 37~2147 Tll.ECOPY OPERATOR: ___________________ _ FOR. OFFICE C'SE ON'tl =-----------1---------~~~--:-:~~~-- ( CI.IZNT NUMBER) (MA'l'TD NtJM!SER) TO ~IUC\u0026gt;AY l'IU! P. 2 P,12 Th Aeroapaoa Me.gnat Sch0ol sh.11 ettectively be a joint ventu~ betwn the ac:hool diatriot and th ArJcana Aviation Historical soeiety in certain ~perational and tinanoing rpct1. The school diatri~t, however, shall have tull and tinal Uthority tor all deeiaiona and conduct ot th ac:hool including ~ut not limit~ to its tatf, studente, progru and activities, The looal aerospace eommunity consists of those aerospace technical busin enterpri which are located around the Little Rock Regional Airport. lt includes the Little Rock Airport commission, a public enterprise, which operates th Little Rock Regional Airport, Th Littl Rock Airport Commiaaion and the following private aerospace technical businaa entet'l)rises hereby make the commitmnts contained in the atatement ef upport attaehed to thia pag~d tha reaonable interencea which flow t.hrefrom regarding the level and duration of aaid support. A, Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkan Moditic:ation Center 4. Midooaat Aviation s. Air Tranaport ?nternati0nal 6. Little Rock Regienl Airport B. General Commitment (see attachment to this Pge) The court shall be provided aftidavita ot auppert from repreeentatives of the local aeropaca oommunity, not later than Pebruary 19, 19il, Th attidavita of aupport will deacribe each 3 FEB \\Zi..1 '91 10:54 P .3 82104/lHI let 19 FROM JOHN IJ,IJRLK ~R l\"dl, P,03 company' p~esent c~mmitments and tuture voluntary ettorts in th tollowing area 1 (a) specific employment, hiring and promotion commitments for each ct the employers and aftect all futuro employmnt opportunities, (b) suuer training and e111pl0yment opportuniti for the black p~pil who will attend the Aeroapce Magnet Technology school\n(c) yea:- ro~nd mentoring and support programs for black pupils at th eohool, (d) preterential conaideration upon graduation for training or apprenticeahip programs and employment within th nterprit (e) Qreation of racially inclusive, nondiscriminatory work environme.nt# and (t) broad baaed racil and 1ender reprntation on approp~iate advisory and governing ~eard of eaob of the busin enterprises. In th event that it 1a necessary to m0dify these c011Unitments, notice ahall be ~rcvided to the partiea and efforts vill be ~ad to continue the epi~it of theee coll1Xllitmenta. BDUCATION~L %MITIATIV!l8 1. student Educaticn Plan (SZP's) shall be dvlo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School. Th plan ahall be devaloped and then implemented in sudh a way aa to insure that all pupils therein hall be \"mainstreamed\" into regular classes. If additionl, out of claa\" work i  required in order to promote remediation to pupils to meat 0lasar0om work, the diatriot shall otter it a needed at district e:icpen either atter school or on Saturday. A principal objctive of th SZP's i to allow the progress of each pupil to b measured periodically. od~tm,i)1,v~ 1ii:\u0026gt;D1v,D1Jt\u0026gt;,../ -to-.ch.te. Od'_J:',c,el\"\\A.10~,C Teacher's Brown Pilgrim Keith Thompson Moix Comer Ford Moran OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY 1st GRADE RACIAL BALANCE January 22, 1991 Name Total Black White Other 21 14 7 0 20 14 6 0 20 13 7 0 20 14 6 0 23 17 5 1 20 14 6 0 21 14 6 1 21 14 7 0 % Non White 67% 70% 65% 70% 78% 70% 71% 67% ROCKEFELLER ELEMENTARY RACIAL BALANCE BY GRADE January 22, 191 Grade Infants-2 yr olds 3 yr olds 4 yr olds Kindergarten 1st 2nd 3rd 4th 5th 6th SUB TOTAL Infants-1st gr 2nd-6th Total 27 17 58 59 60 32 33 34 36 26 221 161 Black 16 10 34 33 32 25 27 25 27 23 125 127 White 11 7 23 26 25 6 6 8 9 3 92 32 Other 0 0 1 0 3 1 0 1 0 0 4 2 % Non 59% 59% 60% 56% 58% 81% 82% 76% 75% 88% 58% 80% White FOREST HEIGHTS JR. AND HENDERSON JR. CAPACITY \u0026amp; ENROLLMENT FIGURES January 23, 1991 Forest Heights Capacity Enrollment 1-23-91 780 748 96% filled to capacity Henderson Capacity Enrollment 1-23-91 960 893 93% filled to capacity CENTRAL HIGH INTERDISTRICT MAGNET PROGRAM t OF STUDENTS PARTICIPATING AND RACIAL BALANCE t OF STUDENTS PARTICIPATING ON A M-TO-M TRANSFER January 22, 1991 Called Jane O 'Neal, Registrar at Central. She did not have the information. Would be able to provide the number of students in the interdistrict classes but was not sure that would be the total number of students in the magnet program. She was not sure exactly who was in the magnet program and was not sure if anybody at Central could provide that information. Called Gladys Adair, Attendance Secretary at Central. She was not sure if she could get the information. Did not think that information was available from Central. Sue Pederson from Student Assignment had sent her a list of all students at Central on M-to-M transfers, but did not know which of those students participated in the magnet program. Called Sue Pederson, Student Assignment Office, Little Rock School District. Sue was to call back with the information. With the return call on January 23, Sue reported Student Assignment Office did not have the information available and she would have to call Mr. Hickman. Sue was told of the deadline this office was under and that the information was needed. On the morning of January 24, Mr. Hickman's office was called to see if the information was ready. Patty Teach, Mr. Hickman's secretary, said Mr. Hickman was out of the office and had not returned Sue Pederson's call. Ms. Teach did not have the requested information. Sue Pederson called to report in order to provide the requested information the international class rosters would have to be gone through by hand to mark out students that took more than one magnet class. After that was completed, she would be able to identify the Mto- M students and have a count of participants, but it would take a few days. Sue was told a few days would probably be too late for our deadline, but I would call her back after talking with Ann Brown. James Jennings then called to say he understood this office had requested some information and to make sure we understood what would have to be done. I told him that I had talked with Sue and was to call her that afternoon after discussing the situation with Ann Brown. Mr. Jennings said he did not know he was under a court deadline. I told him he was not. This office was the one under a deadline to the court. I told Mr. Jennings I would contact Sue that afternoon after talking with Ann regarding the time line for the requested information. After talking with Ann, I called Sue Pederson on the afternoon of January 24 to tell her a few days would be too late for us to meet the deadline, but the information was valuable and needed to be provided to our office. Sue was not available and was to return my call. On the morning of January 25th I again called the Student Assignment Office and could not get through, therefore, I told Linda Bryant to continue trying to get Sue Pederson and give her the message that a few days was too late for the information to be provided to meet our deadline, but since the requested information was valuable, to please provide it to our office when available. Sue Pederson was contacted with that message. She replied the information was in the process of being collected and would be forwarded to this office. Minutes Aerospace Education Center Campaign Leadership Meeting November 21, 1991 DEC 1 0 1991 The year end meeting of the Campaign Leadership of the Aerospace Education Center was held November 21 at the Statehouse Convention Center. The meeting was scheduled to precede the first National Leadership Institute on Aerospace Magnet Schools, co-hosted by the Federal Aviation Administration and the Little Rock School District. Committee members present were: J. Dan Baker, F. Taylor Brown, Frederick J. Menz, Maj. Gen. James Ryan, Charles M. Taylor, Wayne Bennett, Henry Broach, Marion B. Burton, Edgar K. Riddick and Lucien M. Taillac. Special guests were: Pat Gee - Little Rock School Board Member, Jim Dailey - Vice Mayor of the City of Little Rock, Tom Dalton - Manager of the City of Little Rock, Tony Wood - Deputy Superintendent of the Little Rock School District, Julie Speed - Special Assistant to Congressman Ray Thornton, Phillip Woodruff - Director of Aviation Education for the Federal A via ti on Administration and Aerospace Education Center contributors Philip Jonsson, James Hamlen, Warner Gamer, Ruth Remmel and Emma Hall. The meeting was called to order by Vice Chairman Dick Holbert. Mr. Holbert introduced Lucien M. Taillac, who reported on the fundraising progress to date. The cumulative total is $4,160,047.19 of the campaign's $6.5 million goal. This figure included $2.0 million in public funds - $1.5 million State of Arkansas and $500,000 from the City of Little Rock. A total of $2, 660,047.19 has been pledged from foundation, corporate and personal gifts. The capital campaign of the Aerospace Education Center began in October 1990, and is scheduled to conclude in October 1992. Mr. Taillac recognized the contributors to the Aerospace ,,, Education Center and expressed his deepest appreciation to all that helped the campaign reach 65% of its goal. Mr. Holbert gave special recognition to the City of Little Rock for their recent commitment of $500,000 for site improvements. This gift from the city will assist the Aerospace Education Center leadership in leveraging foundation support outside the state of Arkansas. Julie Speed, Special Assistant to Congressman Ray Thornton, reported on recent legislation passed by Congress that was signed by President Bush on October 28 enabling the FAA to grant funds to four aerospace magnet schools within the United States and 57 workshop programs. This legislation was initiated by Congressman Thornton and Senator Bumpers after former FAA Administrator James Busey delivered the keynote address at the April 12 Aerospace Education Center campaign kick-off luncheon. The FAA has become a national partner in the development of the museum/school facility, and was recently joined by NASA after a November visit to Arkansas by Dr. Eddie Anderson, Director of Elementary and Secondary Education for NASA. Mr. Holbert then introduced Mr. Phillip Woodruff, Director of Aviation Education for the FAA and coordinator of the National Leadership Institute on Aerospace Magnet Schools. He and Tony Wood discussed the itinerary of the Institute and participants, including school representatives from Long Beach, California, Phoenix, Arizona, Louisville, Kentucky, Du Val, Maryland and Atlanta, Georgia. Curriculum consultant Dr. Merv Strickler gave opening remarks at the Institute, followed by a presentation by each of the school districts represented. The keynote address of the Institute was given by Alicia Coro, Director of School Improvement Programs for the U.S. Department of Education. Ms. Coro oversees the $1.5 billion in federal funds that are distributed as grants and various educational assistance programs. Pat Gee, Little Rock School Board Member, gave supportive remarks on behalf of the District to the Aerospace Education Center's leadership, FAA, Department of Education and city and state officials that are working to make the Aerospace Education Center a first for Little Rock and Arkansas. As new business, Cathy Johnson announced that a special luncheon was being planned for February 6, 1992. This luncheon will feature two astronauts, Lt. Col. Donald McMonagle and Dr. Gerald Carr who will give the history and future of the space program. Mr. T. Wendell Butler, National Director of the Young Astronaut Program, and Dr. Eddie Anderson will also be making remarks. Lt. Gov. Jim Guy Tucker will be Master of Ceremonies. Information will be mailed around January 1 for reservations. Mr. Holbert concluded the meeting and invited all to attend the welcoming reception, hosted by the Aerospace Education Center leadership for the National Leadership Institute of Aerospace Magnet Schools. Respectfully submitted Catherine Johnson I ' , 1 '  2 3 4 5 6 7 6 9 10 11 12 13 14 15 16 :7 2.8 19 20 21 22 23 24 25 26 :. 7 2S 29 30 :n 32 33 34 --~,- 36 RESOLUTION NO. 8,602 A RESOLUTION EXPRESSING AN INTENT TO USE ECONOMIC DEVELOPMENT FUNDS TO ENHANCE PROPERTY AT THE AIRPORT TO ATTRACT .AND DEVELOP AN AEROSPACE MUSEUM .AND EDUCATION CENTER. WHEREAS, the City of Little Rock, (*the City*) has maintained an economic development fund so that the City can encourage and promote the creation and maintenance of jobs\nand WHEREAS, economic development of Little Rock is critical to the continued well-being of its citizens through increased job opportunities, and a growing base of revenues to support City activities\nand WHEREAS, cities and states throughout our nation to use funds for economic development to attract and industries and promote the creation and maintenance and continue maintain of jobs\nWHEREAS, the City through its Economic Development Fund made available approximately $3 million to enhance facilities at the Little Rock Airport which helped facilitate the creation of a new facility for Arkansas Aerospace, thereby leading to the creation of more than 300 jobs, which facility was dedicated recently\nand WHEREAS, the continued promotion of the aerospace industry as a key component to growth of the economic base of Little Rock is important to the future of the City\nand WHEREAS, citizens and businesses have joined together to plan for an aerospace museum and the Little Rock Aerospace Technology Magnet School (collectively \"the aerospace center\") as part of the Little Rock Airport area complex\nand WHEREAS, the col!lJllitment and specific participation of the City .to help the formation of this aerospace center is an important factor to urge commitments by other businesses and persons to join in the creation of the aerospace center\nand WHEREAS, the City will benefit and be strengthened by the ability of an aerospace center to enable our citizens to be trained for jobs in the related aerospace industry which is growing in Little Rock. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF DIREC'TORS OF THE CITY OF LITI'LE ROCK, ARKANSAS: . , 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3 5 36 SECTION 1. The City expresses its intent to participate in the effort to create an aerospace center by making available over a period of two years up to $500,000 of its economic development funds to be used for physical improvements to the Little Rock Airport property so as to enhance the operation of the aerospace center. SECTION 2. Examples of possible improvements to the Airport property which would aid the operation of this aerospace center may include street renovations, correction of drainage problems, and the construction of ramp facilities linking the education center to a runway. SECTION 3. The Board of Directors notes that the use cf these economic development funds will enhance the airport property of the City and will promote economic development by assisting the aerospace center and its effort to create an educated and capable work force for the aerospace industry. SECTION 4. The Board of Directors hopes that this commitment of the City will encourage citizens and businesses to join in the effort toward creation of the aerospace center. The Board of Directors also notes that only by continuing quality economic development can cur City thrive and offer the services needed by its citizens, whether police and fire protection er other services. AOOPI'ED: November 5, 1991 ATTEST: APPROVED: s/Robbie Eanoock ROBBIE HANCOCK CITY CLERK APPROVED AS TO FORM: d,~ /L{ . ~ TBoMAs M. CARPEN!J.1.R. CITY A'ITORNEY s/Jirn Dailey JIM DAILEY VICE !1AYOR 0 0 ~ 0 0 $2,000,000 .~... ~ $1,800,000 $1,600,000 $1,400,000 $1,200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 Gifts at: $500,000 Projectetl ltrnrnj Actual E22] Aerospace Education Center Campaign Goal - $6.5 Million December, 1991 (Campaign began on October 1, 1990 - conclusion on October 1, 1992) 0 0 o_ 0 0 co ~ 0 0 0 o\" 0 ll) ~ 0 0 O 0 0 0 0 ll) ll) .... $250,000 $100,000 $50,000 $25,000 $10,000 Cumulative Total for Campaign Private and Local Funding: $2,685,047.19 State Funds: $1,500,000 Total: $4,185,047.19 Less than $10,000 .. r ' ~soc.i.at Feb u r 4 lG s S penntenc ent of the. Litt ~ R c p n much interest 1 the es~eihli h u e to be kno, as the Aerospa e\nF u1\nation Cc o  fl ~ ... 11.ty c\u0026lt;msisting of a museum., 0,1.\notad ano. opo ctt t t \\'  t1on HJ.st~r1cal Society, a a magnet school, ~ ~ ~c~ Schoo Distric~. The ide for the c~, e  ~ s -nc!udeo 1 1 Le 'r1:.1-D1stric~ Des'='.:!: J tior Plan -::md st..ppo -ced by the Sch~cl Bo rd. ~he Board COLrnitted to building tte school 110,:1 ,q he succescf 11 mll l aO\"e lect.i\u0026lt;.,n in pd J , l 990. eal1z1ng that operatl?n of the A r0s ace Scno~1 would b ~ po. 'bi ~ithcut Jn dditional infusion of m ,ay a ,d bel c  in~ hat th- concept of the school wart anted re,v ia bv tne u. s. _part:menr- cf Education's M.qllet School Assistance Program, tte ! 1sttic1~ fi~e1 a grant :~pplii\n.:at.1.,. in D?cer.1ber, 1990, for $4  t~ion to OD,ratc the schoo. Sub\u0026amp;-~uent , a court hea~inq ~as follo db a seria3 o, ~ee~ings with rep~esen~at1vea fo~ he rterver0rs to aka certain th,t their vie~s as a par. 1~ ,' 1.:. w \"'C :t:eprosented in th13 gr n~ .~nolicatic1n. ~9G, the DiRtrict le r.ed that tt, gra t application ~a a Jr~ ved. 21nce then various: .~as have been iis~ussed aq o t~. chool could be funded and oper1ted. In my opinion, the h:\\. ci:iwe to expl.or.e other fu d:l.ng poasibil 'ties sinr::P. t!w it:'on ._f t\n, ! ',itt.le Bock Scho,,l Distrjct re.l!lains w.t\"Htt it. ha\"! n !l ~ oro: th3t we ccn build the school but we cannot opera .e tt s1nce dollacs ~ ich WOJld b, used to a~ so would have to 'e taken rro~ exiqting scnools ana programs. b 1 ... eva Quch discussion~ ne d to be helo with individuals who ve t'.ixpr'c:!S'ed tnti\n:r st'. .i.n this project and whose exper1enc:E\" ,H.j ... nvolve.~ent .,.,u:d be helofu in disc..issing ,arious fuiding opti\n.i-u\n. L culd li~e t0 invite you to b n cartic'pant in these discu~~lons at a lGnc. eon ,el:!t ng t,:-i b'!! helo in n1y oft'L:e on February 12, 1992 12 noon. !f you arf, nable co be present, I invite yoa to send \"F-Ul a re rec\ne1tat \". . Pl a e c l Mr . As i~tant ~t 3 4-2G 2 t confl Pat ,mpuri ro ence i\n,\" ~o wt! attend in your pl ~e l 001-. fr: rward to se 111 lCtt ,,r. rerrua rv , 2  .:,inc, re ... Ru t:h c\n. s e 1 e Suner1r.-.. cnd n of .:c 1001 EXeC\"uti I t r.e1 \u0026lt;new  J ''  I i l I\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 "}],"pages":{"current_page":142,"next_page":143,"prev_page":141,"total_pages":155,"limit_value":12,"offset_value":1692,"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. 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