{"response":{"docs":[{"id":"bcas_bcmss0837_1623","title":"Court filings concerning attorney's fees, Arkansas Department of Education supplement to semiannual report, and project tools","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1996-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["61 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1050","title":"Exhibits: Pulaski County Special School District, monitoring reports","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":["1996-03-12/1996-09-13"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Little Rock (Ark.). Office of Desegregation Monitoring","Court records"],"dcterms_title":["Exhibits: Pulaski County Special School District, monitoring reports"],"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/1050"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit numbers 454-455\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_1602","title":"Court filings concerning attorney's fees, desegregation plan amendments, management tools, and Little Rock School District 1996-97 proposed budget","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1996-03"],"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--Economic aspects","Education--Finance","Education--Evaluation","Educational law and legislation","Educational planning","Little Rock School District","School districts--Arkansas--North Little Rock","Arkansas. Department of Education","School management and organization"],"dcterms_title":["Court filings concerning attorney's fees, desegregation plan amendments, management tools, and Little Rock School District 1996-97 proposed budget"],"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/1602"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["32 pages"],"dlg_subject_personal":["Jones, Stephen W."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_386","title":"Desegregation: ''Little Rock School District 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":["1996-03"],"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 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/386"],"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\nDr. Edward Kelly, superintendent\nLittle Rock School District Desegregation Plan Dr. Edward Kelly, Superintendent March, 1986 LRSD Board of Directors Herb Yarbrough, President Willie D. Bill Hamilton, Vice-president Ruth D. Shepherd, Secretary Robin R. Armstrong Thomas Broughton David E. Cockcroft Fay SouthernI. Introduction II. Racial Equity TABLE OF CONTENTS Page 1 4 A. B. C. D. E. F. Scope ................................................. Student Assignments ...................... Transportation ............................... Implementation ............................... Operating Procedures for Student Assignments ..................................... Staff Assignments ......................... 5 7 10 11 13 15 III. Educational Equity 20 IV. V. VI. I A. B. C. 0. E. F. G. H. I. School Organization and Grade Structure .. 22 The Instructional Program ............................. 22 Special Schools and Programs ................ Equity in the Educational Program .... Co-curricular Activities ...................... Parent Involvement in the Education of Their Children ........................................... Preparing for Change ............................... Staff Development ..................................... Linkages ...................................................... Organizational Equity A. B. C. 0. E. F. Governance ............................................... Administrative Reorganization .......... Job Descriptions for the Reorganized School District ..................................... School-Based Management ..................... Parent Involvement ............................... Monitoring and Evaluation ................. Facilities Financing the Plan A. B. C. D. E. F. G. H. I. J. General Consideration ........ Operating Revenue Reduction Additional Debt Service ... Office of Desegregation ... Transporation ....................... Magnet Schools ..................... Specialty Programs ............. Compensatory Programs ....... Cooperative Programs ......... Facilities ............................ 30 44 49 53 \u0026lt; 54 62 66 \u0026lt; 77 78 80 83 93 98\u0026lt; 101 104 108 109 no 111 111 112 113 113 114 115 ,115 i IVII. Summary 117 VIII. IX. A. B. C. D. E. Racial Equity ........... Educational Equity .. Organizational Equity Facilities ................. Finances ..................... Appendix A. B. C. Program Components: Compensatory Programs K-12 ................................. 118 120 123 126 127 129 130 Program Components: Enrichment Programs ..137 Program Components: Staff Development ....138 Attachment 1 i iTHE LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION'S PLAN FOR ACHIEVING QUALITY DESEGREGATED EDUCATION i 1 iI. INTRODUCTION -1- IThe purpose of this plan is to lay a foundation on which to build a fully desegregated public school system for the city of Little Rock. The plan has been designed with a view to ensuring that that system will be made racially unitary in all respects: governance. teaching, learning. and participation in co-curricular programs\nthat no school facility or program will be left racially identifiable\nthat all students will enjoy equal access to and equal treatment within educational programs\nthat full equality of educational opportunity will be extended to all black students, including the provision of compensatory and other educational support programs designed to both offset and countervail the historic ravages of racial discrimination\nthat burdens of transportation and relocation will be distributed equitably across all households and all school staff\nand that the resulting system will cooperate effectively with the adjacent districts of Pulaski County and North Little Rock to prevent the recurrence of interdistrict effects. In addition to laying a foundation on which to build a system with the above remedial features, this plan has been prepared so as to meet the following operating principles: 1. 2. This plan seeks to go beyond the goal of redistributing students and staff. It is also a plan for achieving educaI tional improvements of benefit to all students but critical for the attainment of the goal of equal educational opportunities for black students. Each school within the system will be affected in generally similar ways\nno school will be exempt or go unchanged. -2-0 . This plan proposes solutions to the challenge of fiscal workability by resolving issues inherent in the transfer of school facilities and attendance areas from the county to the city system and by detailing needed changes in types and amounts of state funding. 4. This plan aims at clarity of understanding for patrons as well as staff and students who should be able to learn from it where pupils will be assigned\nwhat the grade structures, feeder patterns, and subdistricts or areas are 5. to be\nand how the system will change over time. This plan proposes an approach that will stabilize the system wherever possible within the broad purpose of desegregation. -3-II. RACIAL EQUITY -4-I A. SCOPE Desegregation does not simply mean the idea of racial balance in the assignment of students and staff. Desegregation is more fully defined in the Introduction to this plan. Here, the application of that definition to the issue of scope is examined. A public school system is mandated by the state to deliver educational and education-related services to students and patrons residing in the district the system hosts. There- fore, the first aspect of scope in relation to desegregation concerns the formulation of boundaries for the District and any boundaries within the District that affect school facilities and student and staff assignments. This plan is predicated upon the rationale presented in the decision of the Sth Circuit Court of Appeals for bounding the District of the Little Rock public schools so that the District is contiguous at all points with the boundaries of the city of Little Rock. That rationale asserts, and we agree, that the various purposes of intra-district and inter-district relief can be accomplished on this basis\nthat, barring consolidation. boundaries should be changed as minimally as possible on the three standing districts\nand that changing the Little Rock School District boundaries in order to make them coincide with the city's boundaries is consistent with changes that have taken place since 1972. The rationale is explicitly not one of redrawing boundaries so as to maximize the initial racial composition of any one, two, or three of the districts. It is not desirable or necessary to the fashioning of a fully desegregetive remedy to use the tool of boundary drawing so as to allocate black students to the County district and white students to the city. Once the -5- remedial potentialities of county-wide consolidation have beer set aside, the redistributive balancing of residential populations by race cannot then be sequestered for manipulation in and of itself. Finally, by making the Little Rock School District boundaries contiguous with the city, future processes of city annexation will have further consequences for desegregation in themselves, as would efforts to desegregate housing in the county. Within the newly bounded Little Rock School District, we propose to develop a series of two student attendance zones. Both zones will contain roughly the same number of seats and the same number of students, and racial composition of Little Rock School District enrollments in each zone will be roughly comparable with the racial composition of Little Rock School District enrollments districtwide. The rationale for developing and maintaining these zones is to increase the workability of the remedial plan with respect to clustering transportation facilities and routes, reducing the time and distance between staffs, parents, and students within each zone, and improving public accountability for operations, and the effective delivery of educational services. Just as the boundaries of the Little Rock School District may change in the future as the city grows, so the zones may be modified to accommodate \"facility replacements and renovations and changes in housing patterns. This plan addresses the necessity of having equal representation from all segments of the community by using an election procedure which requires election to the Little Rock School District Board of Directors from single member districts. In -6-addition, this plan addresses the need to provide equal access to all staff positions. This plan includes strategies for achieving a ratio of fifty percent black and fifty percent white in all positions. I This plan proposes several ways in which the three districts can cooperate in order to enhance the desegregation of the District as well as improve the quality of education in all three districts. B. STUDENT ASSIGNMENTS The student assignment plan for the reorganized Little Rock School District will be the Controlled Choice Assignment Plan. The basis for this plan is the \"Student Attendance Zone. fl The District has been divided into two student attendance zones which are approximately equal in numbers of students, numbers of buildings and in racial balance. The map on page nine shows the two attendance zones, the number of schools, and the racial makeup of each zone. Using the parameters of racial equity and minimal busing distance, every student will be assigned to a particular build- ing. Each grade and building will reflect the racial balance of that particular grade level within that attendance zone. For example, each elementary school and each grade will reflect as closely as possible a black to white ratio of 64 percent to 36 percent. Each junior high will have a ratio of 54 percent black to 46 percent white student, and each high school will have a ratio of 45 percent black to 55 percent white students. In the District's proposed magnet schools students will be accepted according to specific application and acceptance -7-criteria. An seats shall be assigned based upon request. A specific number of seats in each of the magnet schools will be reserved for those students who live in the immediate neighborhood. The remaining seats will be divided among the three school districts based upon their student racial population in Pulaski County. If one district does not use all the seats reserved for their students, the remaining seats will be divided between the other two districts. If there is an oversubscrip- tion, a lottery will be held to determine which students will be admitted. The ratio between black and white students will be 5C-50 in the magnet schools. After the students are assigned to a particular school, the parents may request reassignment to another school within their attendance zone. This plan proposes a deviation of plus or minus one-eighth of the black student population within any particular school. Therefore, at the elementary level the acceptable range for any particular school will be one-eighth of 64 percent which produces a range of from 56 percent to 72 percent black students. Similar deviations at the junior and senior high schools will be allowed. If the parents request reassignment of their child and if this request will assist in the integration of a particular school or falls within the acceptable range, the request will be honored. All magnet school assignments will be based on the request of parents. Any student new to the District will be assigned to a school through the controlled choice method. Parents new to the District may request as many as three schools to which they would like their children assigned. Assignment will be based on the highest choice that meets the requirements of the plan. -8-\u0026lt;5 I I I o Highway 10 Interstate 30 Zone A 7,770 5,531 13,301 Zone B 7,376 5,653 13,029 STUDENTS____________ Black Other Total t Black 58' 57'.\n15,146 11,184 26,330 58' Number of Schools 25 27 52 c. TRANSPORTATION Transportation will be provided to all students who live more than two miles from the school they will attend. Original assignments will be made on the basis of racial equity and least distance in order to prevent any part of the community from sharing an unfair burden of the busing responsibility. Because of the controlled choice assignment method used to determine where students will attend school, a plan will be developed to have transportation available to all students. Transportation will.be provided for all after-school extracurricular activities. Although it is unlikely that each student will require transportation, we must plan to provide it. Such a contingency will require the District to increase its fleet by 251 buses and add the driving and support personnel to operate a fleet of this size. In addition, a new facility will be required to house. dispatch, and maintain such a fleet. The additional buses will cost approximately $6.3 million if purchased outright. If procured through a lease-purchase arrangement, a down-payment of about $1.6 million will be required plus four annual payments of the same amount. An adequate facility for a fleet of this size will cost about $1.1 million. The additional drivers required will cost around $1.7 million per year, and the support personnel will cost approximately $1.9 million annually. The additional fuel, parts. etc., will total about $1.7 million on a yearly basis. The first-year costs for the fleet will be $12.7 million if the buses are purchased or $8.0 million if the buses are leased. -10-D. IMPLEMENTATION 1. Office of Desegregation The Little Rock School District Office of Desegregation will be responsible for the implementation of the desegregation plan and will be part of the system's central admin- istration. The Office of Desegregation will be managed by a full time Associate Superintendent for Desegregation, who will report directly to the Superintendent and will have direct line responsibility to act on behalf of the Superintendent in all matters pertaining to student and faculty desegre- gation and all other elements of the plan. The Associate Superintendent for Desegregation will have a staff sufficient to ensure the efficient implementa- tion of the plan and will have line authority to delegate administrative responsibilities that bear directly on the effective implementation of the plan. The Office of Desegregation will include the Student Assignment Officers for the District. The Assignment Officers will have sole responsibility to make all final student assignment decisions in the Little Rock School District. Such assignments will be made in strict accor- dance with the pupil assignment policy and operating procedures of the plan and will be subject to periodic review and oversight by the Board of Directors. To ensure the integ- rity of the controlled choice method of assignment, a review process will be established within the Office of Desegregation to review assignments for errors and conformance to appropriate policies and procedures. -11-The Office of Desegregation will have an annual budget sufficient to carry out the duties and responsibilities of the Office in accordance with the requirements of the plan. The budget must include funds for the full time employment of the Associate Superintendent for Desegregation, Student Assignment Officers, and a Parent Coordinator plus three additional staff members and clerical staff. These funds must be part of the annual operating budget of the Little Rock School District. 2. Parent Choices The Office of Desegregation will assist all parents in the process of selecting appropriate schools within the con- straints imposed by this plan. Parents will be actively encouraged to visit schools before making their selections. and the staff of the Office of Desegregation will work directly with each school in the zone to coordinate parent visitations. School visits will be arranged during and after school hours, and parents will have direct access to teachers and principals in all schools. At least two weeks prior to the registration period, each school will conduct parent information meetings in the school. The Office of Desegregation will collect and disseminate information about each school option to all parents and school-age children in each zone. Brochures describing the educational offerings, services, programs, facilities, and teaching methods of each school will be developed. -1?-E. OPERATING PROCEDURES FOR STUDENT ASSIGNMENTS The controlled choice assignment policy is designed to provide maximum choice for parents in selecting the schools their children will attend within the constraints imposed by available space, the requirements of racial desegregation, and the special programmatic needs of the children. It provides stability of assignment for children and, at the same time, a mechanism for adjusting the racial composition of schools, as needed, without unnecessary movement of students. It gives a priority in assign- ment to current residents of the District over late arrivals. 1. Year One Implementation During the first year of implementation, there will be one registration period for parents with school-age chil- dren. All students currently enrolled in the Little Rock School District during the year the plan is implemented will be assigned to a school within their student attendance zone established by this plan. All students enrolled in the system will be given their zone designations and a description of school offerings within their zone along with their school assignment. After parents have been notified of the schools to which their children have been assigned, they will have a period of one month in which to complete an application and rank order their three preferences for other schools within their attendance zones. No stated preference will be guaranteed, and all will be reviewed for their impact upon the student racial composition and enrollment size by grade of the schools in the zone. -13-Parents and students will have the opportunity to inspect other schools in their attendance zones if they wish. At the end of this period, parents will indicate if they wish to request reassignment by completing the appropriate form. Applications for school choices will be provided by the Office of Desegregation in a timely manner. Final school assignments will be made by the Student Assignment Officer following the end of the submission period for the assignment applications. Following the assignment of students currently enrolled in the Little Rock School District, all newly entering students will be assigned to schools under the provisions of the assignment policy. 2. Sibling Preference Parents who have more than one child enrolled in the District will be given preference in having their children 3. assigned to the same school at the appropriate level. Space Available Space available in a particular school will be defined according to the policy in effect concerning school capacity utilization and class size limitation. 4. Special Needs Any student requiring special education will be assigned to an appropriate school. Mainstreamed special needs students will have a preference to remain in the school in which they received special instruction. -14-5. Oversubscription K 1^ L Following the initial student assignments, if more students apply for a specific school than can be accommodated, a lottery will be held to assign the students to a school within the students' attendance zones in accordance with the desegregation plan. 6. Mandatory Assignment In the event that the Assignment Officer cannot accommodate a parent's initial school preference, a student will be assigned to the school which represents the parent's second choice (then third choice) which facilitates desegregation. Parents and students may elect to transfer to a differ- ent school than the one attended the previous year. All I transfer requests will be subject to the controlled choice assignment procedures. F. STAFF ASSIGNMENTS 1. Staff Redistribution The reorganized Little Rock School District should be staffed desegregatively according to two policy guidelines to be followed at all levels of staffing: Black staff will comprise at least one-half of all personnel in each position or job description and for I part-time as well as full-time employees. In any one location, from central office to school buildings, the staff ratios will comply with the order of the Eighth Circuit Court of Appeals, which allows a deviation of one-fourth of the remedial guideline. Therefore, any school building or unit will not have less than 38 percent black staff or more than 62 percent. -15-The one-half standard for staff constitutes a reasonable compromise relating to the 58 percent black and the 42 percent white enrollment of the reorganized Little Rock School District. Also, this variation is based on the student enrollment variation recommended by the Court. This brings the staffing ratio within range of the enrollment ratio. Since the District now has a black certified staff of about 40 percent, a one-half black staff can be attained over a period of five years without terminating or dislocating current staff. The rationale for one-fourth of the remedial policy is based on the variation permitted in the racial composition of the students in the District. For example, the Eighth Circuit Court order suggested that a school district may, where necessary, be permitted to depart from the remedial policy guidelines in school enrollment by over or under-representing blacks or whites by as much as one-fourth of the remedial guideline for either race. Thus, to remedy existing staff inequities as reflected in the racial composition of the enrollment in the District, it is necessary to provide some flexibility. This flexibility is needed even though the Little Rock School District has a teaching staff that is 37.6 percent black and 62.4 percent non-black. Yet, it is also important to set a minimum variation in the racial composition of the staff for each school building or unit. The Little Rock School District will initiate an aggressive recruitment plan to meet staffing needs at all employment levels. The plan will extend recruitment efforts -16-for certified employees to out-of-state colleges and universities. The timetable set to fully implement the staffing remedial policy guideline is five years. When the plan is fully implemented, the Little Rock School District will have increased the number of employees in any one category that amount necessary to bring the percentage of the group to the desired level of black or white employment to have a one to one ratio in all levels of employment throughout the District. Over the five year period, black employees in each staffing category, will increase at least two percent per year. Because of possible demographic changes, the remedial policy guideline will be reviewed before the fifth year of implementation. The following table shows the present staffing ratios as well as the incremental changes planned for the five year period. I .. -17-PROJECTED BLACK EMPLOYMENT PERCENTAGE CHANGES OVER FIVE YEAR PERIOD CATEGORY 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 CERTIFIED TEACHERS 38 41 44 47 49 50 ADMINISTRATORS 41 43 45 47 49 50 *NON CERTIFIED 56 55 54 53 52 50 Although the Black noncertified employees represent 56 percent of that category, some groups will need special attention to achieve the remedial guideline. -18-2. Staff Assignment Plan The success of a school system is dependent to a considerable extent on the collective performance of its staff. In these staff assignments, some care should be considered to provide for building level needs and to achieve remedial guidelines. Thus, it is important that staff be assigned to each school building according to need and with as much concern for success as possible. With this in mind, the staff assignment plan will at the same time be highly responsive to building and District needs and address remedial guidelines established to address staffing equity. The Associate Superintendent for Pupil and Staff Services, using data developed by the Director of Personnel, will formulate, in cooperation with building principals, the staffing needs of each school and identify the prospective personnel available to meet those needs. The Associate Superintendent for Pupil and Staff Services and the Associate Superintendent for Desegregation will review staff assignments to facilities and programs on the basis of desegregative guidelines. The Associate Superintendents will cooperate closely in the work of recruiting black staff for positions at all levels in the District. -19-III. EDUCATIONAL EQUITY -20- BBThe problem to be remedied by school desegregation is not racial injustice in general\nit is racial injustice within the instructional design and service delivery system of public education. This section I of the District's plan describes new programs as well as modifications of existing programs and instructional practices which are necessary for full, equitable desegregation of Little Rock's public schools. While boundary changes, staff reassignments, and student reassignments are important and necessary to the achievement of quality desegregated education, they are in themselves insufficient to attain it. What is essential are excellent educational programs to which all students have equitable access, and sound instructional practices and procedures from which all students in the desegregated Little Rock School District can benefit. This section will propose such programs, along with practices and procedures which support and enhance them, and will thus lay a foundation for ensuring equal treatment, equal learning opportunity, and improved learning outcomes through the curriculum, the design and I organization of instruction, special schools, extracurricular pro- 1] grams, and community-school linkages. The educational equity proposed by the District is a beginning I point of assurance to students, parents, and citizens that the right to an opportunity for a quality education for every student is preserved. Equity within opportunity is one of the cornerstones of a democratic society and must be visible, evident, and operative in the schools of the desegregated school system. -21- A. SCHOOL ORGANIZATION AND GRADE STRUCTURE Schools and school districts can be and are organized many different ways. The predominant patterns of organization for schools tend to be K-8, K-6-3-3, and K-5-3-4. In the Little Rock School District, each school will reflect a common grade structure which in a general way will characterize it as an elementary, a junior high, or a senior high school. Specifically, the common organizational pattern of schools will be K-6, 7-9, 10-12. This pattern is already partially in place in the District. Nine of the twenty-seven elementary schools in the District are K-6 while nine are K-3 and seven are K, 4-6. The remaining two schools, Booker (4-6) and Williams (1-6), do not presently have kindergarten classes but will do so when the desegregation plan is put into place. All of the elementary schools to become part of the Little Rock School District have a grade structure of 1-6. Kindergarten classes will be added to these schools when they are annexed to the Little Rock School District . At the secondary level all but one school are presently organized as 7-9 junior highs and 10-12 senior highs. The only exception is J.A. Fair which is a 7-12 school. It will become a B. senior high school. We believe that a K-6, 7-9, and 10-12 organizational pattern for schools will best meet the needs of the students in the Little Rock School District. THE INSTRUCTIONAL PROGRAM In the Little Rock School District each student will have access to an education appropriate to his or her needs and interests. Each school will provide common and specialized -22-I I II course offerings designed for this purpose, and each school will provide a curriculum which meets or exceeds state standards and regulations. Parents and students will know that their access to educational opportunity is not dependent on where they live or what school they attend but simply on the fact that they live the Little Rock School District. Differentiation in educational offerings, either subtle or obvious, can be odious, inequitable, and lead to large-scale community disgruntlement. It is imperative that equal and fair access to a comprehensive education be guaranteed to each student. To do less would mean that some students would be deprived of a right and an opportunity which should be accessible to all. At the elementary level, this means that all schools will comply with the educational standards of the state of Arkansas and will exceed them in at least two respects: 1) We will act affirma- Lively to eliminate the historically persistent effects of discrimination, and 2) where the Standards recommend 85 percent mastery on state competency tests, the District's standard will be 90 percent. A strong emphasis on mastery of basic skills will provide the foundation for learning in the Little Rock School District elementary program. However, other important areas of learning will also be clearly evident and may provide the basis for program specialization within each school discussed in Section C, pages 30-44. Schools will provide structured, planned learning activities which will enable students to develop healthy self-concepts, to understand and appreciate others, to use their accumulated knowledge to understand and interpret the world, to become self-directed learners, to become responsible, to be -23- creative, and to cope with change. Schools will also reflect the effectiveness characteristics as identified by Ronald R. Edmonds: 1. A pervasive and broadly understood school mission\n2. Monitoring of student achievement as a basis for program evaluation\n3. Teachers who clearly exhibit through their interactions with students the belief that all students can learn\n4. A safe and orderly school climate\nand 5. A principal who is the instructional leader of the school, one who pays particular attention to the quality of learning and teaching in the school. In addition to these five characteristics, a strong parent involvement component will be evident in Little Rock School District elementary schools. Within the standard of equity, there is room for appropriate school-level program specialization. Each school can and should provide specialized course offerings to meet the needs of its students. Special, identifying features of each school will be evident. Each school should be distinctive in its identity as a community of learning for both students and staff. Through its emphasis on mastery of basic skills, the Little Rock School District will continue to seek to remediate skills deficiencies evident in the learning of many minority students. To support its belief that sufficient \"time on task II will enable practically all students to master the basic curriculum, the District will establish reading and math intervention programs in its elementary schools. These compensatory programs will consist of pull-out laboratories, personalized classroom assistance by trained paraprofessionals, and \"extended day\" remedial programs -24-which will provide intensive instruction to students who have not mastered the basic skills. Two points should be made with regard to the District's emphasis on basic skills mastery. First, the term \"basic skills\" should be defined as a broad set of functional skills, not simply the \"3 R's. II Second, total mastery of the basic skills is not necessary as a prerequisite for learning to occur in other areas. Attainment of partial mastery enables the student to pursue other learnings, thus causing learning to occur in a spiraling fashion and providing increased motivation for mastering basic skills. Pursuit of learning in areas other than basic skills enables students to broaden their experience base, to construct meaning from these experiences, and consequently to apply their new insights to ever increasing levels of skills mastery. For students disadvantaged by the segregative effects of a non-unitary school system, this broadening and enriching of the experience base is a necessary prerequisite for learning. Consequently it must be an integral part of the basic instructional design for learning in all elementary schools in the Little Rock School District. One of the most important resources for providing these broadening and enriching experiences for our children will be the school library or media center. In the desegregated school District, a model already developed by Pulaski County Special School District will form the basis for library media services to I I students. This model provides for extension and enrichment of classroom learning through planned instructional units taught by the librarian which are an outgrowth of reading instruction provided by the classroom teacher. -25- In addition to an overall instructional program planned specifically to broaden and enhance learning for disadvantaged children within its elementary program, the District will also provide an early childhood education program to help offset educational deficiencies resulting from vestiges of segregation. The purpose of this program will be to prepare youngsters for school success through the development of basic academic readiness skills as well as interpersonal relations skills. The Early Prevention of School Failure model (now used in kindergarten in both the Little Rock School District and Pulaski County Special School District) will be used as a basis for the development of the pre-kindergarten curriculum. Other programs provided in the Little Rock School District elementary schools will also be structured so as to offset the segregative effects of a non-unitary school system. Black and non-black students will not be disproportionately enrolled in special programs. Black students will not fill special education classes, nor will non-black students fill classes for the gifted. In the Little Rock School District program for gifted and talented students, multiple identification criteria will be used to select students for the program. These criteria will reflect the six principles established by a panel of experts who participated in a U.S. Department of Education-sponsored research project on gifted and talented education\na. Advocacy. Identification should be designed in the best interests of all students. b. Defensibility. Procedures should be based on the best available research and recommendations. c. Equity. Procedures should guarantee that no one is -26-overlooked. The civil rights of students should be protected. Strategies should be outlined for identifying the disadvantaged gifted. d. Plural ism. The broadest defensible definition of 3, L giftedness should be used. e. Comprehensiveness. As many as possible gifted learners should be identified and served. I f. Pragmatism. Whenever possible, procedures should allow for the modification and use of tools and resources on I I, hand. The Little Rock School District presently provides a day j\nI hi care program for school age children which enables working parents to bring their children to school at 7 a.m. and pick them l' up at 5 p.m. The program is funded by parents. This program will be expanded in the desegregated Little Rock School District. Youngsters will have opportunities for enrichment activities, such as music, dance, and art, and will also have opportunities for tutoring, homework supervisions and assistance, and remedial help. While this program is presently supported by parents, the District proposes that a sliding scale\" fee system be estab- lished for parents who are unable to pay the full costs so that no children will be denied access to the kind of remedial learning or enrichment provided by this program. Summer programs for elementary students will also become part of the District's extended year program (referred to in the Appendix as Summer Learning Opportunities). Classes will provide remedial assistance as well as enrichment activities. Special effort will be made to provide remedial assistance to students who are expected to have difficulty achieving 90 percent mastery -27- H I \u0026gt;1on the Arkansas Minimum Skills tests at grades 3, 6, and 8. The \"sliding scale\" fee system v/ill also be utilized here for parents unable to pay full tuition for summer school. The District v/ill also provide extensive services in guidance, counseling, and social work for students. Through a comprehensive program of diagnosis and prescription, the learning needs of students will be carefully identified and addressed. The Appendix beginning on page 130 describes these and other compensatory programs in more detail. A review of the secondary instructional program in the Pulaski County Special School District indicates that the curricula of the two districts are different in some respects. For example, the Little Rock School District foreign language program is more comprehensive than that of the Pulaski County Special School District. In the area of science, each district offers some courses not offered by the other. The Little Rock School District will review the curricula of both districts and, gleaning from the best of each, will develop a comprehensive program that will meet the needs of all students in the desegregated school District. The content and scope of the curriculum will exceed the requirements of the Arkansas Standards. Specialization in educational programs at the secondary level will also be provided, but not at the expense of sound. comprehensive programs of basic instruction. Here, as in the elementary schools, parents and students must be assured that their access to educational opportunity and programs of educational excellence is not dependent on their assignment to a particular school but rather upon the fact that they reside in the Little Rock School District. -28-T An emphasis on basic skills mastery will also pervade the District's secondary schools. At the same time comprehensiveness I, II 'll I. and balance in general education programs will be evident. Further, in order to keep students from being negatively impacted by increased secondary school requirements, programs to compensate for educational deficits and enhance mastery of basic skills will be provided to students. The increase in academic requirements resulting from the t reform movement has caused concern to some educators who believe that the current emphasis on the school's function to transmit knowledge is diminishing its ability to fulfill its human devel- opment function. This is a particular problem for the minority disadvantaged students who all too frequently leave our schools with very little chance for success in life. In the newly organized District special attention will be given to the holistic development of students that is so crucial for successful adulthood. Secondary schools will be designed and staffed so as to enhance learning and its application to life experiences for our young people. In the secondary schools of the Little Rock School District, the following characteristics will be evident: 1. A sense of purpose and mission are evident. Consensus regarding school goals is evident among the staff. A II collective ideology\" pervades the school. 2. Expectations for student learning are clear and chal- lenging in a positive, supportive climate. 3. The curriculum is both balanced and comprehensive so as to address the needs of a diverse student body. -29- i. I i I I J 14. II Common Learnings\" have been developed for all students in the school. C. 5. 6. 7. 8. 9. A periodic review of the curriculum is built into the school's planning cycle. Ongoing programs of school based staff development are evident. A process of curriculum development (i.e., periodic redesign of the curriculum) is evident in each building. Opportunities for participation in extracurricular activities are evident and numerous. The principal is the obvious leader of the school. Comprehensive curricula at both elementary and secondary levels are the best means of ensuring equal distribution of stan- dardized, quality offerings across all schools in the District and providing for the diverse needs and interests of the stu- dents. A quality program for all students in the Little Rock School District will be the result. The annual cost of the compensatory programs discussed in this section is about $24 million dollars or approximately $2400 per student, small recompense for 300 years of victimization. More detailed information about specific compensatory programs is provided in the Appendix. SPECIAL SCHOOLS AND PROGRAMS Within the standard of equity, there is room for appropriate school level program specialization. Each of the District's schools will become communities of learning with distinctive specialized programs to meet the particular needs of its students . In the newly organized Little Rock School District, -30-1 'it specialization will be addressed in two ways: through the creation of a limited number of magnet schools and through school-based specialty programs. 1 1. Magnet Schools 1 I I I In the 1983 study Survey of Magnet Schools: Analyzing a Model for Quality Integrated Education, authors Rolf Blank, Robert A. Dentler, et al., concluded that \"a magnet program can assist with improving urban education and increasing education options and choice.... (and) should be considered strongly as a model for excellence in urban education.\" The authors further stated, \"Magnet programs have also shown positive effects on urban education by reducing community conflict over desegregation and voluntarily desegregating target schools. Districtwide desegregation has been significantly advanced through magnet schools in some districts where they are a part of a larger desegregation plan.\" (This document is the Final Report of a National Study for the U. S. Department of Education, released in September, 1983.) As the centerpiece of its desegregation plan, the Little Rock School District proposes that its three existing magnet schools be continued, with slight modifications, and that five new magnets be added. This section describes the magnet school programs and outlines criteria for enrollment. The Carver Basic Skills School, K-6 At the site presently occupied by Carver Elementary School, a new magnet school facility will be constructed which will accommodate an enrollment of 600 students in grades K-6. The magnet program at Carver II -31- a. 1 I 1 1will be modeled after the program at the Williams Basic Skills Magnet, a highly successful program now in its fourth year of operation. The Carver Basic Skills School will stress traditional instruction in reading, b. writing. grammar. spelling. mathematics, social studies, science, fine arts, and physical education. Attendance, proper behavior, and acceptable dress will be emphasized. The school will accommodate those who work best in a structured environment within self-contained classrooms with strong teacher-directed instruction. Academic competition will be essential to the program. The school will also stress tradi- tional American values such as patriotism, responsibility, pride, and respect for self and others. Homework will be part of the school requirements, and parent participation in school activities will be required. To be eligible for academic promotion and/or continuation at the Carver Basic Skills School, students must master targeted skills and concepts at specified levels, spend required time each night on assigned homework, complete all assignments according to specified time frames and adhere to specific rules and regulations concerning social behavior and dress. The Williams Basic Skills School, K-6 Presently serving 433 students in the Little Rock School District in grades 1-6, Williams will continue to function as a magnet under the new desegregation plan. In order not to disrupt services for students already at Williams, enrollment opportunities for -32-I students in all three Districts will be provided in kindergarten and first grade classes during the first year of reorganization and continued for each subse- quent year until all grade levels are open to students from all three Districts. The addition of a kindergarten class at Williams will be a modification of the existing program. The kindergarten program will stress academic readiness, and youngsters will follow li i 1 hl I I I i I I i c. the same rules and regulations as other students at Williams. Gillam Continuous Progress School For many children the typical grade organization in most schools is not conducive to identifying and rectifying developmental learning problems nor is it i! Ss II\"! 'll 1' I' ,8 I'k I 1 I 1 I I  . I I I 11 i! effective in enabling students to progress rapidly from one learning level to another. The design of the ti\nGillam Continuous Progress School will enable teachers to assess and diagnose individual students' needs and 11 learning styles and to plan and design specifically tailored learning programs for them. Instruction will M' ivl ll I be designed so that children can progress at their own rate and according to their own style. The Mastery Learning Model will form the basis of instruction. Si II ( Students will participate frequently in large and small group activities that require cooperative effort in I\n'I achieving learning goals. Children in the Continuous I'' b h Progress School will experience neither promotion nor nonpromotion. Some students will be able to complete /111 I the seven-year program at Gillam in six years or less\n-33- Iothers may require eight or more. The primary goal, however, will be for students to exit the school with confidence in themselves and belief in their ability to be successful learners. The Continuous Progress Program will be helpful to youngsters whose styles of learning make it difficult for them to achieve at a maximum level in a traditional setting. d. Booker Arts Magnet, K-6 Presently serving 517 students in grades 4-6, the Booker Arts Magnet has also been very effective. Under the District's proposed desegregation plan, Booker will become a K-6 school and will continue as an Arts Magnet. Initiated in 1983, the school provides a program in which the arts are used as a means to teach basic skills as well as to enhance the curriculum. Personal expression through various art forms is encouraged, and students are given opportunities to work in various artistic media such as visual art. music, dance, theater, and crafts. Instructional strategies assist children, through art, to improve their ability to perceive and interpret. Developing performing arts is not a goal of the program, and there are not different entrance criteria required for enrollment. Services provided by certified teachers are augmented by artists-in-residence. Interdisciplinary studies are an integral part of the instructional design of the Booker Arts Magnet. -34-e. Mann Science Magnet School, 7-9 For three years the Mann Science Magnet has functioned f. as a II school within a school\" at Horace Mann Junior High School serving 300 of the school's total enrollment of 915 students. An intensive academic program in science and languages is provided. Students are required to complete two science courses each year. They may complete up to three years of German before going on to high school, and French and Spanish are also taught. Seventh grade students are required to take a course called Study Skills which emphasizes such topics as note-taking, the development of listening skills, test-taking skills, and library research skills. Students are required to complete one major scientific investigation each year culminating in a science fair each spring. Guest lecturers in science are a regular part of the program as are weekend camping events and extended day field trips. Under the Little Rock School District's desegregation plan. the Mann Science Magnet will extend to the entire school and will serve approximately 915 students. East Side Magnet for Visual and Performing Arts, 7-9 In order to continue a program of learning for junior high students who exhibit interest, talent, and ability in the visual and performing arts, a magnet school will be established at the East Side building located at Fourteenth and Scott. The East Side Arts Magnet will provide instruction in vocal and instrumental music. dance, visual arts, drama, and creative writing. -35- i! I) I' JI a II Sit I! I I I I I 1 I 11g. Courses in pottery, photography, ceramics, painting. dance, drawing, sculpture, and printmaking will be taught either at the school or at the nearby Arkansas Arts Center. Artists-in-residence will enrich and expand instruction. Interdisciplinary studies will be a vital part of the instructional design of the school. and the arts will be used as a means for enhancing instruction in basic content areas. Opportunities for youngsters to exhibit their work and to perform will be incorporated into the program. Music, art, and dance lessons for individual students will be taught as part of the Magnet's extended day program. Parkview School of Visual and Performing Arts, 10-12 A comprehensive program of visual and performing arts will be provided for high school students who exhibit interest, talent, and ability in these areas. The curriculum will be designed to develop students' potential as creators and workers within the various art disciplines and supporting vocations. Specialized studies in the arts combined with a solid academic program in basic and advanced curricula will provide excellent preparation for students who wish to pursue training at advanced institutions as well as those who wish to pursue professional careers following high school graduation. The goals for the school are: (1) to nurture inquiring minds in the pursuit of artistic interests\n(2) to provide a comprehensive academic program -36-( emphasizing the arts both as separate courses and as a means for enhancing instruction in other areas\n(3) to instruct students in an atmosphere conducive to the development of creative pursuits and critical thinking\nand (4) to address the relationship of the arts to academic training, vocational opportunities, and personal development. h. Central Senior Classical School, 10-12 At historic Central High School, a magnet program for senior high students will offer rigorous curricula in basic content areas, the humanities, and foreign languages. The school's foreign language department will provide for extensive study in French, Spanish, German, Latin, and Classical Greek. Students who have begun their foreign language study at the junior high level will be able to receive up to six years of instruction in at least two languages. Courses in the humanities will also be provided, as will courses in sociology and philosophy. At Central, academic competition will be stressed. Students will be given opportunities to pursue independent study and scien- ' I tific inquiry and research. Guest lecturers and scholars from the academic community will address students on current issues and events, philosophical issues, and critical social questions. i -37-2. Costs for Magnet Schools To ready the eight buildings for implementation of the respective magnet programs will require one-time expenditures of about $12.7 million for construction, renovation, and outfitting. The annual operating costs for the magnet programs will total about $14.1 million. 3. Enrollment Criteria for Magnet Schools In all magnet schools the racial composition will be fifty percent black and fifty percent non-black. A specific number of the seats in all magnet schools will be reserved for students who live in the shadow (neighborhood) of the school. Students from all three school districts may then apply for the remaining slots in the magnets. The slots allocated for each school district will be based on its student racial population. Selections will be made through a lottery. 4. Specialty Programs In the newly organized District, all schools will meet the needs of their student populations through special programs. Each school will host a distinctive program for its students, while at the same time maintaining a high standard of quality in its basic educational program. These distinctive programs will enhance each school and will be attractive features for parents to consider as they select the schools they would like for their children to attend. Some of the specialty programs are described below: a. Computer Science: Schools with this specialty will have fully equipped computer laboratories for use in -38-basic skills instruction, the development of critical thinking skills, and computer language instruction. b. Law and Government: Law education programs and oppor- tunities for students to participate actively in governmental processes will be the basic elements of this program. c. Outdoor Education: In this program the regular cur- riculum will be enriched and supplemented through H activities in the \"Outdoor Classroom. Students will learn through the discovery method and will develop skills in observation and investigation. Ecological and environmental issues and their relationship to quality of life will be explored as students develop aesthetic appreciation for the wonders of nature. d. World Studies: The study of languages and other 1 cultures and an increase in understanding and appreciation of the people of other cultures will be the basic elements of this specialty program. e. Economic Education: Schools with this program will I (\noffer students comprehensive instruction in economic education and finance through teacher-developed. I I interdisciplinary units of study, careers. Junior Achievement, Project Business, and Applied Economics. f. Community-Based Learning: Through this program stu- dents will study careers and serve \"internships\" in local businesses, industries, and service agencies. Community service projects will be a part of this program and a number of service hours will be required of students each year. -39-g. High-Tech Program: This program will offer senior high students a laboratory program with a \"high tech\" flavor. The goals will be to develop student compe- tence in scientific and technical applications, skill in the use of standard laboratory techniques, familiarity with the instrumentation of science, and skill in the use of the scientific method to investigate h. selected problems. Vocational-Technical Career Preparation Program: Students will receive intensive training in vocational courses through enrollment at Metropolitan and in their home schools. Intensive skill development will be stressed and career guidance will be provided. Speech, Drama, and Writing Center: Focusing on \"commu- nications arts,\" schools with this program will provide opportunities for students to write, speak, and per- form. A \"Speakers and Writers\" program will provide for presentation and critique of student work. Writers-in-Residence will assist students in the composing process and critique their work. j- Music and Art Center: This program will give students i. opportunities to explore their interests and develop their talents in music and art. Opportunities for individual music and art lessons will be provided for students in this program. k. Physical Development Center: This program will give students opportunities to develop skill in physical activities and creative movement. Various lifetime sports such as golf, archery, swimming, tennis, and -40-riflery will be available to students. Individual ,1' competition and individual achievement will be stressed. I 5. 6. Mass Media\nIntensive training will be provided for aspiring print and broadcast journalists through this specialty program. Classes will include television. film production, journalism, and photography. These are descriptions of specialty programs which will be provided as a way to provide choices to parents in the selection of their child's school. Other specialty programs will be added in response to identified needs of the community, and these programs can be modified as necessary to serve more effectively the students and parents of the Little Rock School District. Costs for Specialty Programs This array of program enhancements will require an annual expenditure of approximately $2.1 million dollars over and above the regular operating costs of the schools in which they are sited. Metropolitan Vocational-Technical Education Center Since 1965, Metropolitan has served students in central Arkansas as an area vocational-technical education center. For most of those years it has been underenrolled. The District has not taken advantage of the exceptional educational opportunities or met the exceptional needs presented by the diversified and expanding economy of the area. For instance, local planning data revealed projected labor demands for 735 workers in health occupations in 1983, yet only 3C students completed the very small health occupations -41- J i! i j. I I 1. t I ( I I I t  u1 course at Metropolitan Vocational-Technical School. The Little Rock-Pulaski County area is also a major transportation center for both rail and river transport\na center of government\na legal and financial center\na military center\nand, potentially, a high-technology center. Present vocational/career offerings at Metropolitan and area high schools do not adequately prepare students to enter these fields. Such lack of career training opportunities in the public schools is harmful for all students, as well as for the regional economy, but it is particularly damaging for black students, who typically suffer from grave inequities in employment opportunities. To correct this inequity, the District wi 11 establish highly specialized a vocational/technical school at its existing Metropolitan Vocational/Technical Education Center. High demand specialty vocational/technical programs will be concentrated at Metropolitan, supported by an academic curriculum for these specialty programs at Hall High School. The Metropolitan-Hall program will comprise the District's \"high tech\" specialty program. Such courses as Computer Programming, Computer Technology, Word Processing, Computer Aided Drafting, Computer Graphics, Printing Technology, and Electronics are among those which will be offered at Metropolitan. Although the Metropolitan-Hall program will become the District's high tech\" program, enrollment will not be limited to Hall students. Metropolitan's designation by the state as an area center means that it must serve students M from its geographic area. Under the District's new -42-E 1 7. desegregation plan an \"extended day\" program will enhance the accessibility of Metropolitan to students. Students from high schools throughout the District will be able to enroll in these courses. A pilot \"extended day\" program was initiated in January, 1986, with over 125 students choosing to take courses at Metropolitan from 3:00 to 5:00 p,m. each day. These students are coming from all three of the District's high schools. In sum. Metropolitan will become a center that attracts students of both races to high-interest vocational/technical programs. The District's comprehensive high schools should maintain vocational courses traditionally in keeping with a comprehensive curriculum. These courses will be withdrawn from Metropolitan to avoid excessive duplication of services and leave Metropolitan free to concentrate exclusively on highly specialized offerings. Program Specialization and the Issue of Equity The programs described here do not preclude spe- cialization in course offerings within schools or even between schools. However, differentiation in quality between schools (or specialization/differentiation in offerings that is extreme) is precluded. Equity suggests that parents and students can see the possibility of obtaining an education of equal quality in any of the schools within the District. It cannot be emphasized too strongly that each school in the District must afford its student the same level of opportunity for growth and development as any other school in the District, regardless of where it is -43- I I 1 I li I 1'. I I 1 I- I I I ID. located, which students populate it, and which programs characterize it. EQUITY IN THE EDUCATIONAL PROGRAM There are certain key areas of the educational program in which inequities are especially prone to occur unless care is taken to avoid and correct them. These in essence involve special challenges in balancing common and specialized offerings so that each student has access to education appropriate to meet his or her needs and interests. These will include grouping students for instruction\ncurricular focus\ndistribution of school staff and resources\ntesting practices\nstudent promotion policies\nand compensatory instruction and support for students having academic difficulty. Unless care is taken, these areas can become sources of grave inequity for black students. For instance, grouping practices can be used -- wittingly or unwittingly -- to re-segregate black students within schools and even to isolate them within racially mixed classrooms. Testing practices are often used to \"prove\" that such treatment is pedagogically necessary, while promotion policies compound the inequity by creating revolving doors for minorities out of desirable academic programs and services. Similarly, the curric- ular focus for black students may be \"different\" (e.g., less challenging and comprehensive) than for non-blacks, and compensa- tory/support services for students in academic difficulty -- who are often disproportionately black -- may be severely inadequate. The latter area is of special importance, for it is prima facie inequitable to fail to provide necessary remediation and support to students who have been socially and educationally deprived as a consequence of segregative practices, past or present. -44-The District's plan for a desegregated school district specifically addresses each of these areas of special programmatic concerns at elementary, junior high, and senior high levels. Issues and methods of ensuring equity are discussed below for each of these three school levels. I I I 1. Elementary (K-6): Students in the elementary grades will be grouped for instruction using techniques that will be flexible yet sound to ensure that instructional needs are met and that the goals of desegregation are facilitated. The core curriculum will be sufficiently narrow to allow the maximum amount of time necessary for instruction in reading. I.. 'p I k 1 language arts, math, and social studies in the primary grades. Science, music, and art will be added in the I I I I intermediate grades. All schools will be staffed based upon a predetermined teacher-pupil ratio which will meet or exceed the Arkansas state Standards. Each school will receive funds for supplies, equipment, and textbooks based upon a formula that will provide an equitable foundation across the Little Rock School District. Proficiency testing to measure academic progress and predetermined levels of mastery will be implemented in grades 3 and 6, consistent with the state Standards which call for this procedure. An established policy and regu- lations will be used to govern and to guide decisions for promotion. Social promotions will be discouraged. Support services will be provided to students in need of additional time to master instructional objectives. A telephone hotline and homework centers will operate after school and in the District's extended day program. -45- 'I I 1 ( I I I2. Federal and state dollars provided for compensatory education will be used to supplement the local efforts to fund education. The major priority will continue to be the improvement of reading and math skills in the elementary grades. Inservice training will continue, to the end of reducing and ultimately eliminating the need to pull participating youngsters out of established classrooms for remediation. A student record system will be utilized. The system will have the capability of generating data by child, by class, by school, by race, and by sex. Levels of student mastery from proficiency test results, as well as inventories on reading and math conducted by independent audi- tors, will complement the system. Such a system permits the principal, superintendent, and board an cppcrtunitj' to be informed regarding the major effect of the instructional program. All schools will be expected to be effective learning environments for all students. Each school will be expected to ensure that 90 percent of its regular students meet the required level of mastery in all subjects. Junior High (7-9): Two levels of instruction will be provided in the junior high school--regular for students who need to meet the expectations for grade-level performance. and honors for students who have evidenced success above the minimum-performance expectations. Heterogeneous grouping will be the primary practice of organizing students for learning. The curricular foci will be: language arts. social studies, math, science, physical education, health -46-i J education, practical arts, music, art, and career orien- tation. [ hl In the junior high school, the students' compe- tencies in these subject areas will be solidified. Also, i'J the setting will provide students an opportunity to experience the diversity and complexity of formal education. is 1 I Testing will be conducted for diagnostic purposes and measurement of academic achievement. At each grade level. j all students will be tested using a locally developed criterion-referenced test. The results of this test will I used be to diagnose instructional needs of students and to build prescriptions for learning. Consistent with state Standards, another test to be developed by the state Department of Education will be used to measure achievement in grade 8 in order to help assess readiness for promotion to grade 9. Students who do not achieve a passing score will not be promoted to grade 9. As a strategem to maintain and improve school holding power, 10-20 percent of seventh grade students who show early signs of possible failure will be identified for participation in a specially designed guidance project. All students will have access to the homework hotline, homework centers, summer school, and tutors to assist them in meeting the academic requirements of the District. Special educa- I) I\" r i tion and related services will be available as the need is determined. All schools will be expected to be effective learning I i I 1 I I environments for all students. Each school will be expected to ensure that 90 percent of its students will meet the required level of mastery in all subjects. -d7_ 1,3. Senior High (10-12): The experiences in the senior high schools will be organized to build upon those provided at the elementary and junior high school levels. Focus and sense of purpose will be pervasive characteristics of the climate. Two levels of instruction will provided: regular and honors. These will not be academic tracks to which any student is destined to stay for his/her entire school experience but rather beginning placements that best match the instructional needs that have been determined by observation, classroom performance, and standardized tests. Further, it is not necessary for a student whose placement is honors English or honors math to enroll in all honors courses as would be required in an academic tracking system. Under our method students who demonstrate a high level of ability in one subject but less ability in another will be able to enroll in courses appropriate for their needs. Schools will develop goals and plans for closing gaps in academic performance between races of students. A monitoring system will be established to audit the implementation of these goals and plans to determine their effectiveness . Parents will be involved in a substantive manner in the planning of student schedules and helping to determine the scope and depth of their academic pursuits. Periodic conferences will be held. Computer-generated reports regarding attendance, behavior, and academic performance will be provided. Specialized guidance activities and peer tutoring will be used in an effort to hold the students in school and to help them succeed. -48-The 90 percent standard for achievement will also be implemented at the high school level. Also, the 10-20 percent of a school's student body showing signs of failure will be identified and will participate in special projects designed to prevent them from dropping out or being \"pushed out\" of school. Academic standards will be the major criterion for par- ticipation in extra- and co-curricular activities. A reasonable but challenging standard that is inclusive will be used. To graduate, each student will successfully earn at least 20 units of credit. E. CO-CURRICULAR ACTIVITIES Co-curricular activities in schools have taken on an importance nearly equal to that of the academic curriculum. Prior to this century, little attention was given to student activities. but today parents and students expect their school to provide a broad-based, co-curricular program. According to the American College Testing Survey of 1977, II The single most common characteristic among successful people is that they were involved in student activities at school.\" Organized student activities are a vital component of the student's training and preparation for participation in a democratic form of government. Co-curricular activities include: student government. student publications, drama, music, academic and service clubs. sports, intramurals, cheerleading, school assemblies, and other special-interest groups. The student body, local community. faculty, and administration would determine the need for these and other activities, but they are provided to meet the multiple -49-needs and interests students bring to school and expect to have met. The primary goal of a co-curricular program should be to involve all students. Exclusion of any student or group of students from these activities could diminish their zest for school and block the possibility of having some of their impor- I tant needs and interests met. Moreover, since these clubs and organizations tend to function as small-scale democracies, those excluded would lose the opportunity of being inculcated with the fundamental norms and values of the larger society. To highlight the importance of co-curricular activities in the growth and development of young people, a composite of the objectives of such programs shows they are generally designed to help them: 0 Learn how to use constructively whatever unique talents and skills they may have\n0 Develop new vocational and recreational interests and skills\n0 Develop a more positive attitude toward the value of avocational and recreational activities\n0 Increase knowledge and skill in functioning as a leader and/or member of a group\n0 Develop a more positive attitude toward school through participation based on free choice. Problems of major proportions have developed in desegregating school districts because co-curricular activities remained the exclusive preserve of white students although student reassignment procedures desegregated the student population in other ways. In most of these instances, school officials have -50-T contended that there was no segregative intent on their part, and that traditional election or selection procedures rendered the results. There certainly is no equity, however, in results that exclude students who qualify for participation but cannot join in because of traditional procedures they had no part in establish- 'I ing. Procedures must be established which ensure that each student has a fair and equitable opportunity to engage in co-curricular activities. Color blindness cannot be an option. Such an option usually speaks to oper elections, but such would be folly and would greatly disadvantage most -- if not all -- minority students because of their low percentage of participation in relationship to majority students. Initially, procedures for participation in co-curricular activities must be designed to guarantee proportional involvement i\n I of minority students. Race, thus, becomes a criterion for membership in clubs and organizations just as it is for student assignment in the schools and the reorganization of the District. The same equity imperative prevails here. It is consistent with the whole desegregation reorganization process. Operationally, this means a set of procedures which reserves slots for minority student participants in proportion to their membership in the school. For example, if in a given school 40 percent of the student population is black, then 40 percent of the band would be black. The same would be true of all clubs and organizations connected with the school. Unclaimed slots, if I I I I I 1 1 1 I I I 1 any, would at a designated time be released and made available to the general student body. Over time, there could be a gradual relaxation of the II reserve slot\" rule as students and staff -51- Jmembers become fully acquainted and the school demonstrates it has the ability to establish and foster equity in its co-curricular program. Not all co-curricular groups should be expected to yield racially balanced student members under this remedial policy. The aim of the policy is not racial balance\nit is to remedy at all points the effects of racially biased opportunities for program participation. Some groups will evolve very different mixes based on year-to-year variations in interests and abil- ities. Others have participation criteria that are based solely on objective criteria of a technical or academic nature. Each school must operate the bulk of its co-curricular activities in a way that gives extra encouragement to black students, however, until such time as programmatic conditions have been truly co-equalized. We expect this will take the average school about three years to accomplish. One of the barriers to participation in co-curricular activities has to do with lack of access to transportation after school hours. To overcome this barrier, after-school transportation will be provided for students on an as-needed basis to ensure that all students can participate in extracurricular programs. In this area so vital to student life and conduct, the school has an affirmative duty to make certain that each student has an opportunity for full participation. Where students are reluctant, they should be encouraged. Where students are fearful, they should have their doubts removed. Where students feel unwanted, they should be made to feel welcome. Nothing can replace the affirmative efforts of faculty and administrators in -52- T I I I IF. assuring that each student becomes an integral part of the school and its activities. PARENT INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN It is clear from the research that the learning resources in the homes of students can significantly affect their achievement in school. Parent encouragement and support of students are also significantly related to student motivation and achievement. Further, parents can have a large impact on student learning through providing direct assistance in the instructional process at home. The need to develop programs to involve parents in the education of their children is particularly important in the Little Rock School District where large numbers of students are not only disadvantaged but also come from homes where many parents have themselves been educated in a racially dual system. Research findings also indicate that home-based reinforcement programs and the direct involvement of parents in their children's education result in more effective compensatory educational programs. Consequently, the Little Rock School District will implement several strategies to increase parental involvement in schools and in home-supported educational activities for children. Among these will be staff development programs which will assist teachers, counselors, and administrators in eliciting support and involvement from parents and in providing them with strategies and guidance for working with their children at home. In addition, home-based reinforcement programs for students with chronic academic or behavioral problems will be established. Parents will be provided training to help their children cope with -53- Jdifficulties at school and to reinforce behavioral expectations and academic learning at home. 6. PREPARING FOR THE CHANGE The full desegregation of the Little Rock School District will require careful planning and preparation for change in three critical program areas if it is to succeed: 0 Reviewing and revising curriculum to include 0 0 multi-ethnic components\nEstablishing equality of educational opportunity with equity in educational outcomes\nand Designing and implementing appropriate staff develop- ment. These areas are often neglected in desegregation planning (and implementation). Such neglect seriously weakens the entire desegregation effort and contributes to the disenchantment and disaffection of parents, teachers, students, and administrators of all racial groups involved. Therefore, we include as part of this plan the equity standard of careful preparation for change in each of three areas as discussed below. 1 A Curriculum for Multi-Ethnic Inclusiveness What happens or does not happen after students are assigned and arrive makes the difference between legal and operational desegregation. Two critical elements in whether operational desegregation is achieved in schools are the curriculum and the readiness of teachers for desegregation. Teachers are an integral part of the curriculum. They breathe life into the paradigms, theories, and concepts which comprise the printed curriculum. Their knowledge -54-about cultural and ethnic diversity is a prerequisite to their instructional effectiveness and responsiveness to cultural differences in desegregated classrooms. Respect and appreciation for cultural differences derive from understanding, and real understanding is based upon valid information about the cultural patterns, values, habits, and experiences of different ethnic groups. The United States and Little Rock are multi-ethnic. multi-cultural, and multi-racial, and the curriculum components of the schools will reflect this diversity. Several approaches can be taken to reach this goal. Some have suggested that modifications be made in the instructional program which follow these guidelines: a. Review present curriculum materials and replace mate- rial that does not respond to the perspectives of minorities. b. Evaluate curriculum materials to determine that material relating to minority and majority groups is presented in a manner that is integrated from a logical, conceptual, and societal point of view. Specific units on the desegregation of the Little Rock School District will be developed and incorporated into the social studies curriculum for junior and senior high students. These units will address the history of desegregation in this community, the reason for the design of the current plan, and its significance to students everywhere. c. Review potential multi-ethnic curriculum materials to identify cultural assumptions, biases, and stereotypes. -55-J d. Create and take advantage of opportunities for instruc- tional projects that involve minority and majority students working together in situations that deal openli' with race and that reinforce equal status and mutual respect. Others have suggested that teachers should be helped to develop repertoires for diversified multi-ethnic teaching examples. Examples, anecdotes, analogies, and vignettes can be used to increase educational relevance by relating academic abstractions to daily living. Teachers whose instructional examples are comprised of anecdotal illustrations from many different ethnic experiences are effective advocates of cultural pluralism. They are living examples of culturally pluralistic functioning. We assert that the curriculum in the desegregated school District must not be mono-cultural. The racial end ethnic make-up of the District should influence the multi-cultural, multi-ethnic, and multi-racial components which are integral parts of the curriculum in all the schools. 2. Equity in Educational Outcomes A recent report. Taking Education's Pulse, which reflects the results of the 13th annual Gallup Poll of the public's attitudes toward the public schools, indicated that only 60 percent of blacks (as opposed to 82 percent of whites) feel that they are given equal educational opportunities . It appears that equity in education is chimerical in the perception of 40 percent of the black population. -56-Research demonstrates that equality of educational opportunity with equity in educational outcomes does not just happen. Planning and program construction, with equity as a goal, must precede the possibility of achieving equal- ity of educational opportunity. IJ I Racial discrimination clearly persists in any school -- even one which claims to be desegregated -- where black students are suspended or expelled more frequently 11 ,1 than non-blacks\nwhere teachers become divided racially and conflict rather than cooperate with one another\nwhere 90 percent or more of the students assigned to special education or basic skills classes are black\nwhere ability grouping or tracking results in racial isolation\nwhere black student withdrawal rates exceed the average\nor where black students are not encouraged to take advantage of college or job-market opportunities. All or some of these indications of continuing racism crop up whenever planning. implementation, and monitoring are deficient. We are concerned with school outcomes which show that a full measure of equity is accorded all students who attend the desegregated schools in the Little Rock School District. ' i' ,1 !  1 1' The following eight principles shall serve as the guideposts to help these schools and this District ensure that equity outcomes are both possible and probable. The principles are\nStudents are assured that they are able to aspire to every adult role in the community and that no restrictions according to race obtain in these roles. -57- Ji a. I I ? I I I h I 5I 3. b. c. d. e. f. g. h. Students are taught by teachers who have been trained to teach in integrated schools. Teachers are dedicated to the principle of integrated education and regard service in integrated schools as a career and not a stepping-stone to mono-racial schools. Every child in the school is given access to his/her full measure of the instructional resources of the school. Racial fairness fully obtains in grading and disci-pline. Co-curricular activities affirmatively involve many children and youth at every level\nrace or ethnicity are never factors which preclude this involvement. There is open and easy access to the services of the guidance program. Students are guaranteed the right to an education in an atmosphere free of debilitating rhetoric and publicity. Cooperative Programs Cooperation among the three districts has occurred informally for many years. The opportunity now presented to participate in recognized cooperative ventures can only strengthen each district's ability to provide an equitable. effective educational program for its students. The Little Rock School District proposes that a formal structure for cooperative program development and the delivery of services be established and that the Magnet Review Committee mandated by the Eighth Circuit Court be established as part of this comprehensive, cooperative effort. -58- a. The LRSD-PCSSD-NLRSD Educational Cooperative In order to prevent the recurrence of interdistrict segregative effects within the three districts of Pulaski County, the Little Rock School District proposes the establishment of an educational cooperative modeled after the fifteen other regional coopera- tives funded by the state. The state has funded fifteen regional educational cooperatives to provide services to local districts within identified geographic areas. Staff development, distribution of audiovisual resources, \"teacher center\" activities, and purchasing are among the services provided by the cooperatives. The Little Rock School District proposes that a cooperative be established for the three districts in Pulaski County in order that cooperative ventures can be explored. An Interdistrict Planning Committee, v/ith representatives from each district. wi 11 comprise the Board for the LRSD-PCSSD-NLRSD Cooperative. The Little Rock School District proposes that within the structure of the Cooperative, the three districts pursue the establishment of a single millage rate in Pulaski County and the joint development of proposals for special grant or project funds. Through Metroplan, common purchasing already exists. However, the District is eager to explore joint bidding procedures, to search for other ways to make joint purchasing procedures more efficient, and to explore the coordination of millage campaigns, marketing of revenue -59-I bonds, and comirion audit and accounting procedures. The District also proposes that joint operation of transportation and food services and personnel recruitment be seriously explored by the Cooperative Board. In order to facilitate interdistrict transfers, it will be necessary for the three districts to develop similar grade structures, grading, attendance, and discipline policies. These issues can also be addressed through the Cooperative Board. b. The Magnet Review Committee (1) Composition: The District proposes that the Magnet Review Committee reflect so far as possible the composition of the magnets themselves with regard to race and sex. Assuming that the race and sex composition of the magnets is fifty percent male and fifty percent female, as well as fifty percent black and fifty percent non-black. the appointments to the Magnet Review Committee should be as follows: Little Reck Black/Female Pulaski County Non-black/Male North Little Rock Black/Male Arkansas Department Nor-black/Female of Education Black/Male In this way both race and sex considerations are equitably considered in the composition of the Magnet Review Committee. -60-(2) Term of Office: It is proposed that the members draw for terms of two or three years and that three of the five members serve three year terms and two of the members serve two year terms. (3) Appointment: The governing Boards of the three districts and the state Department should appoint the members of the Magnet Review Committee, subject to the approval of the District Court. (4) Duties: The Magnet Review Committee's duties are described as selecting and recommending location of magnets to the district court and \"administering\" them, i.e., providing general oversight as to their effectiveness and recommending changes in location or program to the local districts and to the Court. In keeping with the Order of the Court the Committee will serve in an advisory capacity to the District Court, advising the Court as to the placement, design, program. and enrollment of magnet schools. Such advice will be the result of careful data gathering and hearings to ascertain community opinion. (5) Rules: The Committee will follow accepted parliamentary procedures in its deliberations. In the case of a three to two decision in issues to be presented to the Court, the two dissenting members shall write opinions explaining wherein they differ from the majority. -61-H. STAFF DEVELOPMENT We have alluded to the need for staff preparation for desegregation in a previous section. When teachers and administrators are assigned or reassigned to schools with heterogeneous rather then homogeneous student bodies, they are sometimes perplexed and do not know how to interact appropriately with their new students and colleagues. There are even times when teachers and administrators are infected with prejudice and racism, and these twin evils make them major problems in desegregated school settings because they are unable to interact. respond, and participate in a positive way with black students and colleagues. Evidence can be gleaned from desegregated school districts that desegregation is a workable and manageable change process if the staff is well prepared for it. \"Staff\" is interpreted to mean all of the employees of the school district, including administrators, teachers, bus drivers, cafeteria workers, custo- dians, security workers, etc. Written and verbal reports from desegregated school districts such as Louisville, Kentucky\nWilmington, Delaware\nDayton and Columbus, Ohio\nNashville, Tennessee\nIndianapolis, Indiana\nand Milwaukee, Wisconsin, all confirm the crucial need to help school employees: 0 recognize the nature of the change taking place\n0 0 understand what new expectations are being placed upon them\ndevelop the skills and perspectives they need to function effectively in the new setting\nand 0 know that they have an affirmative duty to assure that all their behavior supports, rather than subverts, the -62-u desegregation process. A caveat burden rests on the shoulders of adult personnel, not students. Staff development in the Little Rock School District cannot be effective if it is designed to be a one-shot effort. To be effective, it must be carefully planned and continued over a period of time. It must address the varying stages of development and the individual needs and concerns of adult learners. With this in mind, we think that staff development activities should be comprised of three critical components\n1) a local focus\n2) concrete, goal-directed, on-going training\nand 3) on-site or adaptive planning with regular, frequent staff meetings. All school employees should be involved in staff development activities. They should have -- in addition to the three compo- nents above -- three distinct phases: 1) pre-desegregation activities\n2) transition-period activities\nand 3) sustained or continuing activities. Using one school as an example, the three-phase approach to staff development might take place as follows: 1. Pre-desegregation Activities Teachers should be given a thorough orientation to the total desegregation plan by the principal. In staffs newly formed in annexed schools, this orientation will be critical as a fundamental part of establishing the II culture\" and mission of the school. In magnet schools a. extensive staff training will be necessary to enable teachers and administrators to function at optimum effectiveness. -63-b. Mandatory workshops should be implemented to assess and deal with attitudes and more effective interactions with colleagues and students. c. The principal should mobilize resources for (a) group interaction and (b) orientation programs for staff, students, and parents. 2. d. e. f. g- The principal should meet with all staff persons and explain the implications of the desegregation plan for each job and person. The principal acts as a point of contact so that teachers have an immediate response to questions or can be referred to appropriate sources of information. The principal should attend workshops and participate in professional growth activities which will deal with communications, educational innovations, program implementation, and interpersonal relationships. Some of these will be provided through the District's Program for Effective Building Leadership (PEBL) which consists of preservice and inservice training for school administrators. The principal should maintain personal contact with staff, students, and community. Transition Period Activities a. The principal should establish ad hoc committees to: (a) assist with communication\n(b) deal with rumors\n(c) develop plans for crisis situations\nand (d) identify and solve problems. b. Mandatory workshops from pre-desegregation activities will be continued through PEBL and other District -64-c. 3. inservice programs to re-define immediate problems, ideas, and solutions. Teachers will receive training in such areas as learn- ing styles, implementing cooperative learning, effective instructional strategies in heterogeneous classrooms, implementing a multi-cultural curriculum. classroom management, and assertive discipline. Sustained or Continuing Activities e. Provision must be made for regular, mandatory orien- tation programs for new employees. b. Continuous staff development activities must be carried out related to: (a) instructional strategies and materials\n(b) learning styles\n(c) multi-cultural education\n(d) student-teacher relations\n(e) schoolparent relations\n(f) classroom management\nand (g) identified needs and problems. c. Committees made up of staff, students, and parents must be formed to continue to direct the efforts of the school toward successful, quality, integrated educa- tion, i.e.. continuous, on-the-spot professional d. e. growth. Provisions must be made for continuous development of activities to: (a) maintain or improve relationships with peers and staff\n(b) develop leadership\n(c) identify problems and seek assistance\nand (d) develop pride in self and school. Teachers will be required to enroll in a specified number of \"continuing education\" courses each year so that they can remain familiar with current trends and -65-issues as they affect teaching performance in a desegregated school setting. Design of such a program of staff development cannot wait. Rather, design and planning for this program must be one of the first agenda items for planning the implementation phase of desegregation. will be created. Therefore, a Staff Development Task Force This task force shall be given the mandate and resources to plan a comprehensive, districtwide program, and its activities should have preeminence and visibility so that all may understand that staff development is crucial to the success of this desegregation plan. I. LINKAGES 1. Community Linkages The reorganized Little Rock School District will maintain in some cases and develop in others many strong linkages with the non-school institutions and agencies of the city, the county, the state, and the nation. In the reorganized District, these linkages will be intensified. Stronger and better partnerships between the new school system, the metropolitan-area community, and the state will build public confidence, cooperation, parent participation. and faith in desegregation. The resulting assistance in improving the quality of public instruction will work to equalize access to improved opportunities for students. This section provides a revised inventory of those linkages. Unification of linkage activities will be part of the mandate of the Board and administration. -66-a. College Linkages There are two four-year institutions of higher education in Pulaski County that provide necessary support to public elementary and secondary education. One is Philander Smith College, a traditionally black institution, and the other is the University of Arkansas at Little Rock, the University of Arkansas System's metropolitan campus. Through the years. cooperation has occurred in program development and implementation with these institutions. These insti- tutions will be asked to provide assistance in desegregation workshops in the area of human relations skills and instructional strategies. The Pulaski County Special School District and the North Little Rock School District will be invited to participate in these programs and activities. 0 In-service Training: The faculties of both 0 institutions have cooperated in training efforts impacting the District, including the Program for Effective Teaching. The reorganized District will move to formalize and structure these relationships so that all affected institutions will receive maximum benefits from resources fostering instructional improvement, better human relations. and greater parent participation. Advanced Degrees: The University offers advanced degrees in education. The University's adminis- tration and the administration of the reorganized District will implement a cooperative arrangement -67-so that the University Programs will address fully the instructional needs of a highly desegregated urban school district. b. Cultural Linkages After District reorganization, the Arts in Education Advisory Council must be expanded to include a more diverse membership. The membership will be expanded to provide representation from the Pulaski County Special School District and the North Little Rock School District. The identified charge will be revised to widen responsibility for programs and services currently provided. Examples of these ser- vices include the Arkansas Arts Center and its subsidiary Children's Theatre, the Arkansas Opera Theatre, and the Arkansas Symphony. All appropriate schools. 2. including those in the Pulaski County Special School District and the North Little Rock School District, will be beneficiaries of this expanded cultural link- age. These cooperative programs will also enhance desegregation and parent participation. Commercial and Industrial Linkages As a result of being located in the commercial center of the state, the District has capitalized on linkages with businesses, industries, and trade organizations. Some of those relationships and plans for extending them are as follows: Partners in Education: The Little Rock School District presently has a program in which businesses or organizations establish a helping relationship with specific -68- 00 schools. This program will be expanded to ensure that all schools in the reorganized District will have a partner. Also, through collaboration with the Pulaski County Special School District, the North Little Rock School District, and the Little Rock Chamber of Commerce, an interdistrict approach to school/community partnerships will be developed to strengthen the relationship between the three districts and the Greater Little Rock community. Chamber of Commerce: The Greater Little Rock Chamber of Commerce presently includes the cities of Little Rock and North Little Rock. Also, the Chamber's Education Committee, Board, and membership assist and cooperate with the three districts in activities ranging from millage campaigns and special studies to daily, general promotion of the school systems in their industrial development activities. The Chamber has even formed a partnership with the Area Vocational-Technical School. After the new District is established, efforts will be directed at expanding the relationship. 0 Vocational Education Advisory Committee: Membership will be extended to include representatives from businesses throughout the county, and the charge will be revised to county-wide responsibility for what is now a series of three separate efforts. 3. Governmental Linkages As the largest metropolitan center in Arkansas, Pulaski County's governmental structure contains a number of -69-intergovernmental relationships that are essential to orderly delivery of goods and services. This intergovernmental cooperation cuts across all agencies. including state, county, and city. Illustrative examples of governmental cooperation, with recommendations for extending them, are as follows\na. Law-Related Education: The Little Rock School District has implemented this program and, as a result, there exists a cooperative interchange between the criminal justice system in the Little Rock area and the District. A means for systematically utilizing the resources of the justice system will be cooperatively developed with the Pulaski County Special School District and the North Little Rock School District. b. The City of Little Rock: In order for the District to be effective, it is necessary for a number of cooperative arrangements to evolve between the city and the District. follow. Significant examples of these arrangements All of the District's schools participate in the Little Rock Police Department's Crime Prevention Program\nthere is cooperation with the city's planning department in a number of instances (for example, new school construction)\nthe employment of school crossing guards is a final example of city-district cooperation. With the advent of the reorganized District, all efforts will be made to develop a Tri-Governmental Council (Little Rock, North Little Rock, and Pulaski County) to deal with city government issues affecting schools in the Little Rock School District, the North -70-Little Rock School District, and the Pulaski County Special School District. c. Metroplan: This organization, supported financially by an aggregate of local governments, offers a variety of services, including planning projections and population data. Also, Metroplan provides an opportunity for the Little Rock School District, the Pulaski County Special School District, and the North Little Rock School District to work together in planning sites for new schools and potential school use of Central Arkansas Transit System (CAT). 4. Miscellaneous Linkages Many of the community linkages which are available to the District and that are essential to its excellence cannot be placed easily into any of the previous linkage categories. Therefore, the \"Miscellaneous II category is included. Cooperation is very easy in some cases because, by mandate. districts are required to have them\na case in point is the Chapter 1 Parent Advisory Council. Where there is an absence of legal requirement to maintain a linkage (e.g Friends of KLRE), it is strongly recommended that the new District take administrative steps to keep them operable. A representative listing of \"Miscellaneous Linkages\" follows: a. Rockefeller Foundation: Currently, the District submits funding applications to the Foundation on an ongoing basis. Previously, the Foundation funded part of the operations of the Little Rock District's educational television channel, Channel 19. The channel has been an important source of information to the -71-1 community concerning desegregation-related issues. The Foundation has also funded a special proposal to provide inservice training of principals in all three districts, which will further focus on school-based management in a desegregated school system. b. Arkansas Community Foundation: The Little Rock District recently initiated its own educational fund as part of this Foundation. The funds generated from this account will be used to enhance the newly organized District's educational program. With the continued decrease of public funds, it is even more important for districts to seek external financial resources. This foundation will be asked to extend its Board to include representation from the Pulaski County Special School District and the North Little Rock School. c. Transportation Advisory Council: The Council is a standing committee appointed by the Board. It advises the administration and the Board on matters pertaining to all aspects of the District's transportation program. For example, it might recommend to the Board the addition of new transportation routes. Since several schools in the Little Rock School District will have unique programs which will be shared with the Pulaski County Special School District and the North Little Rock School District, the Transportation Advisory Council will be expanded to provide representation from the other two districts. Thus, this cooperative body will deal with many transportation matters unique to desegregation. -72-K. d. Biracial Advisory Committee: This is a committee mandated by the Court under the Clark decree for the express purpose of monitoring the District's desegregation plan. It advises the administration, the Board, and the Court as to the District's compliance with the Court-ordered desegregation plan. Biracial Committees in the three districts may share monitoring and evaluation information in order to more effectively assess desegregation efforts in all three school districts. e. United May of Pulaski County: Currently, all three districts in Pulaski County participate and benefit from membership in the United Way. Each district uses funds derived from United Way for clothing and school supplies for needy students. It is anticipated that. in the new District, participation in the United Way would be increased and continue to serve indigent students. f. Chapter 1 Parent Advisory Council: The Chapter 1 program is a compensatory education program. Pres- ently, cooperation is evident among the three districts. For instance, there is a tri-district PAC Council in which parents from the Little Rock School District, Pulaski County Special School District and the North Little Rock School District come together annually to identify strategies to enhance learning g. opportunities for educationally disadvantaged children. Arkansas Parents: Parents in Learning Experiences (APPLE): The state program for promoting the -73- involvement of parents in education will be used as a means to increase cooperation among the Little Rock School District, Pulaski County Special School District and the North Little Rock School District in their efforts to augment parent participation in their children's education. Through the assistance of the APPLE coordinator, the three districts will meet for APPLE training sessions. h. Volunteers in Public Schools (VIPS): The VIPS program is an essential part of the present District. Its primary purpose is to augment the educational programs of the District with community volunteers. In Little Rock the program is entitled VIPS. It will be of utmost importance in the reorganized District to expan d the volunteer program. The practice of cooperation which presently exists between the three school districts' school volunteer programs will be continued. Adult/Community Education Advisory Council: An advi- sory council is now involved in advising the District regarding adult and community education. The Council will be expanded. Cooperation will continue to exist in all three districts, i.e., graduation exercises. workshops, inservice, etc. j. District PTA-Council: The District maintains a council i. made up of representatives from the school-based PTA's. It is generally concerned with the overall educational program of the District. k. Friends of KLRE: The Little Rock District operates KLRE, its own radio station. The \"Friends of KLRE\" act -74-as an advisory council to assist with the various aspects of the station's operation. Some effort will be made to have representation on this council from the Pulaski County Special School District and the North Little Rock School District. This group's membership and the station's mission will be broadened to reflect the reorganized Little Rock School District . 1. Special Education Advisory Council: The District maintains a council involved with the various aspects of the District's Special Education Department and provides advice to the administration and Board regarding matters relating to the eleven handicapping con- ditions of special education students. Participation on this council will be extended to the Pulaski County Special School District and the North Little Rock School District to focus on special education concerns throughout the county. m. Athletic Booster Clubs: These clubs are in the senior high schools of the District\nthey provide much needed support for the high school athletic clubs. These will be maintained. n. Guidance Advisory Council: In order to provide ex- ternal and community advice to the guidance program, the Little Rock District recently established the Guidance Advisory Council. Representation on this council will be extended to a counselor in the Pulaski County Special School District and the North Little Rock School District. -75- i0, The Cid state House: Curriculum materials and educa- tional activities are currently offered to students and teachers in the District. These services will be maintained. P. The Association for the Study of Afro-American Life and History: The Little Rock branch offers programs, displays, and curricular materials\nit also sponsors II Black History Month\" in the schools. The Association can expand to assist the Little Rock School District, the Pulaski County Special School District, and the North Little Rock School District with curriculum materials tc provide a common theme on Black History for all public schools in Pulaski County. -76-Eii IV. ORGANIZATIONAL EQUITY -n- fA. GOVERNANCE This Court approved during the consolidation hearings a plan for governance. Those philosophical underpinnings were based on good election planning, certain statutory mandates, requirements of the Fifteenth Amendment, and careful efforts to make certain that black voting strength in the Little Rock School District is not diluted. The opinion of the Eighth Circuit made no criticisms of this plan for governance. This plan has merely changed the proposed District lines to conform with the boundaries of the reorganized District. 1. The Board of Directors The Little Rock School District Board of Directors will consist of seven members. The number seven is chosen 2. because the general rule of both regulatory and legislative planning prefers odd numbers to prevent split and tie votes. The Board members will be chosen from single-member districts. Boundaries of the Single Member Districts The boundaries of the districts will be drawn to conform with the following guidelines: a. Each district will be as equal in numbers as is practi- cable to guarantee the principle of \"one man one vote\" mandated by the Fifteenth Amendment of the United States Constitution. b. Each district will be a contiguous territory and will be as compact as is practicable. c. The boundaries of each district will use identifiable -78-d. e. boundaries such as streets, rivers and streams, roads and other identifiable practicable. When it is possible to ra i 1 - rights of way, whenever use other jurisdictional boundaries, they will be used. This requirement is used in election planning to simplify public under- standing and identify with a particular voting district. Whenever possible, traditional neighborhoods will be kept intact. The boundaries must be drawn to ensure no dilution of minority voting strength. The districts as drawn will be presented at the June 16, 1986, hearing. -Implementation of Plan for Governanre Present Board positions will be available when their term of office has expired. In order to be elected to the Board of Directors, a candidate must live in the District from which he/she is seeking election. Only one Board member may be elected from any one district\nthus when the term of a present Board member expires, that position will be filled by an individual from one of the newly formed districts from which no other Board member resides. To ensure success, this plan must be implemented ninety days prior to the next regular school Board election. This ninety days is required to conform to the forty-five day filing requirement statute. The additional time is necessary because significant structural changes are proposed. This extra time allow for the identificatic requirement is also necessary to on of precinct and polling places -79- iK. and other administrative duties performed by the Election Commission. 4. Annexations Land annexations to the city of Little Rock will become territory of the Little Rock School District immediately when the annexation is effected. The county assessor will make the required changes on the tax books. The students in the areas annexed to the Little Rock School District will be reassigned under the Little Rock School District desegregation plan no later than July 1 of the following school year. The Pulaski County Election Commission shall, upon notification by the Little Rock School District, revise the boundary lines of the Little Rock School District. Such notification shall be required not later than ninety days prior to the annual school election. 5. Census Check In order to maintain the Fifteenth Amendment requirements, the boundaries will be examined in 1992 and every ten years thereafter. The adjustments made by the Little Rock School District Board of Directors of Education must be approved by the County Board of Directors of Education as required by Arkansas statute. B. ADMINISTRATIVE REORGANIZATION Administrative, certificated, and all other personnel will be deployed across all locations and in ways that will facilitate both the racial and educational equity aims basic to District reorganization. -80-This section of our plan proposes an organizational struc- ture for the reorganized District as a whole, brief job description for all positions. It also provides a The Chart on the following page shows a general organizational structure for the reorganized Little Rock School District. -81-Community LRSD Administrative School Board Organization Legal Counsel Superintendent Assistant to the Superintendent lor Planning, Research, Evaluation, and Pupil Accounting Director ol Public Inlormation Associate Superintendent lor Desegregation I 30 Associate Superintendent lor Support Services Associate Superintendent lor Curriculum Associate Superintendent for Pupil and Staff Services Associate Superintendent for School Operations I Administrative Assistant Director-Financial Services Director-Data Processing Director-Plant Services Facilities Coordinator Supvr.-Custodians Salety and Security Officer Director-Transportation Director-Purchasing Administrative Assistant Director-Adult Education Dlrecctor-lnstructlonal Resource Ctr. Director-Vocational Education Supvr.-Voc. Ed. Director-Athletics and PE Director-Special Education Supvrs.-Sp. Ed. Director-Personnel Director-Federal Programs CoordInator-PAC Director-Volunteers In Public Schools Director-Pupil Services Psychological Examiners CoordInator-CARE Director-Staff Development Directors . School Improvement Principals I Warehouse Manager Curriculum Specialists Director-Food Services Supvrs.-Food Services Warehouse ManagerD. JOB DESCRIPTIONS FOR REORGANIZED SCHOni DISTRICT 1. Office of the Superintendent The Superintendent of Schools will serve as the chief executive officer of the reorganized Little Rock School District and will lead the District in accordance with the school laws of Arkansas and the policies of its Board. Reporting to the Superintendent are: the Central Office Associate Superintendents\nthe Assistant to the Superintendent for Planning, Research, Evaluation, and Pupil Account- 2. 3. mg\nthe Associate Superintendent for Desegregation\nand the Director of Public Information. Assistant to the Superintendent Evaluation, and Pupil Accounting for Planring, Research, The Assistant to the Superintendent for Planning, Research, Evaluation, the work of and Pupil Accounting will coordinate program monitoring, statistical administrative audits and specialists will In addition services, and analyses. assist in this work. to the above Assistant to the Superintendent figures, make student enrollment A team of evaluation responsibilities, the wi 11 monitor enrollment projections, file enrollment reports with the District and coordinate the management of with the state, and student records. Director of Public Information The Director of Public Information, answering to the Superintendent, informed about school District will keep the employees and the public activities, inform the Superintendent concerning issues of current review and analysis by the press and the public, supervise the -83-4. 5. development of programs for educational radio and television, and stimulate good communication within the Little Rock School District and with the public. Associate Superintendent for Desegregation The Associate Superintendent for Desegregation will be charged with the implementation of all aspects of this plan except the portion concerning governance and the electoral districts and processes. He or she will be the officer in charge of the Office of Desegregation, which will include student assignment, staff assignment, transportation planning and review, monitoring and evaluation for the District, financial review, and forward planning. While the Associate Superintendent for Desegregation will not have operating authority outside the sectors of student and staff assignment, monitoring, and forward planning for desegregation. this officer will be given full access to all data on any aspect of the system other than governance and will have author!ty to make written requests for changes in central office or building policies and practices which give evidence of impeding implementation of the spirit as well as the letter of the plan. Associate Superintendent for Support Services The Associate Superintendent for Support Services will supervise the following areas: financial services, data processing, school facilities and plant services, maintenance, transportation, purchasing, and food service. The Associate Superintendent will also serve as the Chief Negotiator for the Board of Directors of the Little Rock School District. -84-B 6. Wnistrative Assistant to the Associate Superintendent for Support Services The Administrative Assistant to the Associate Superintendent for Support Services will provide assistance and support to the Associate Superintendent to facilitate leadership in development, implementation, and monitoring of 7. support services for the Little Rock School District. Director of Financial Services 8. The Director of Financial Services receipt, disbursement. investment, and will supervise accounting for District funds. Financial reporting and monitoring of revenues, receipts, and expenditures are also the sibilities of the Director Director of Data Processing of Financial Services. respon- The Director of Data Processino ,in supervise all activ- 9. ities related to data for the District. analysis. systems and data-processing activities The Department handles epplicatiors, design, development, and evaluation of installation. maintenance. computer services. The planning, coordination, and scheduling of computer-related services for instructional and administrative functions sibilities of this department. Director of Plant Services The Director of Plant Services will are also respon- supervise construction and renovation activities and buildings and projects for school facilities, prepare building and capital-improvement plans and projects, and approve and coordinate plans and specifications completed by f i rms. contracted The Director will also be responsible for keeping -85-K 10. 11. 12. buildings and grounds comfortable, safe, and attractive for students, staff, and the community. This includes handling requests for repairs and maintenance and supervising the building engineers and custodial staff. will supervise the Security Officer. Safety and Security Officer The Director also The Safety and Security Officer will work in Plant Services. This person will develop and interpret safety regulations and coordinate emergency school closings and disaster plans. He/she will also develop safety training programs, supervise security personnel assigned to schools and buses, and serve as a liaison with other agencies concerned with various safety regulations. Director of Transportation The Director of Transportation will administer a districtwide transportation system which provides eligible students with safe and efficient transportation. The Director will supervise a staff of supervisors, dispatchers. mechanics, and drivers. Director of Purchasing The Director of Purchasing will receive and process requisitions, develop and examine specifications, solicit bids, handle the bidding process, recommend bid purchases to the Associate Superintendent, and dispose of items no longer used by the District. In addition the Director of Purchasing will be in charge of the Property Accounting function and operate the District's supply center and intradistrict mail system. -86-13. Director of Food Services The Director of Food Services will provide nutritional and financially sound food service to all schools. The Department will plan menus, develop instructional material s 14. to highlight ethnic-food celebrations and nutritional information, and will operate school cafeterias, central kitchen centers, and satellite lunch Associate Superintendent for Curricu1 programs. urn The Associate Superintendent for Curriculum wi 11 be responsible for instructional planring, curriculum develop- ment. instructional resources and technical assistance for educational programs in grades K-12, and the administration of federal, state, and private grants and programs related to curriculum and instruction. The Associate Superintendent 15. will supervise the following individuals: Director of Adult Education, Director of Vocational Education, Director of Athletics and Physical Education, Director of Special Education, the Director of the Instructional Resource Center (IRC), and Curriculum Specialists. ^HListrative Assistant to the Associate Superintendent for Curriculum The Administrative Assistant to the Associate Superintendent for Curriculum will provide assistance and support to the Associate Superintendent so that he/she can provide leadership in development. implementation, and monitoring of educational programs and services for the Little Rock School District. -87-16. Director of Adult Education The Director of Adult Education will be responsible for the administration of adult education programs. The Director also will work closely with the Associate Superintendent for Curriculum in planning programs to meet the needs of adults in the community. 17. Director of Vocational Education The Director of Vocational Education will be responsible for the administration of vocational programs. The Director also will work closely with the Associate Superintendent for Curriculum in planning, developing, and implementing instructional programs in vocational-technical education. 18. Director of Special Education The Director of Special Education will be responsible for the administration of programs supported with federal and state funds to meet the needs of special education students. The Director also will work closely with the Associate Superintendent for Curriculum in planning the curriculum to meet the needs of special education students. The Director will supervise the Special Education Supervisors. 19. Director of The Instructional Resource Center The Director of the Instructional Resource Center will be responsible for the programs of the Instructional Resource Center which serves as the District's II Teacher Center. II This center will provide professional growth activities. inservice meetings. instructional support activities, and the development and dissemination of -88-20. curriculum materials for teachers and students. Director will also be responsible for hel kind of The ping to provide the instruction and learning environment that will enable students in the District to master the reading skills appropriate to their ages and grade levels, supervises the Reading Specialists. The Director Director of Athletics and Physical Education The Director of Athletics and Physical Education will be responsible for the administration of the athletic, physical education and health programs in the secondary schools. The Director will also work closely with the 21. Associate Superintendent for Curriculum in planning the curriculum and physical education program. Curriculum Specialists The Curriculum Specialists of English, Foreign Language, Reading, Science, Math, Computer Services, Media, Social Studies, Music, and Art will report to the Associate Superintendent for Curriculum and provide assistance to the principals and teachers in developing, implementing, and evaluating the District's instructional programs in their specific areas of concentra\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_1132","title":"Little Rock School District, school board meeting minutes and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1996-02-29/1996-07-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","School board members","School boards","School management and organization","Meetings"],"dcterms_title":["Little Rock School District, school board meeting minutes and correspondence"],"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/1132"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT February 29, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am enclosing minutes ofLRSD Board of Directors meetings held on December 7 and December 21, 199 5, and January 4 and January 11, 1996. Please let me know if you have any questions, or ifl can provide additional information. Sincerely, ~ Beverly J. Griffin, Executive Assistant to the Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 11, 1996 The Board of Directors of the Little Rock School District met in a special session on January 11, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: I. Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 5:45 p.m. The roll call revealed the presence of all Board members. The teacher ex-officio representative on the Board, Ms. Shirley Thomas from Western Hills Elementary School, and student ex-officio member of the Board, Justin Smith, from Hall High School, were also present. SPECIAL BOARD MEETING January 11, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of conducting the following items of business: 1. Toyota Foundation Tapestry Program Grant Application 2. Community Mobilization Grant Application 3. Desegregation Committee 4. Student Hearings \nnI. ACTION AGENDA Toyota Foundation Tapestry Program Grant Application Carver Magnet Elementary School is applying for a grant from the Toyota Foundation for $9,944, to improve science instruction through the use of computer technology. Dr. Williams recommended Board approval of this application. Mr. Riggs made a motion to approve the superintendent's recommendation. Ms. Gee seconded the motion and it carried unanimously. Community Mobilization Grant The Arkansas Department of Health, Bureau of Alcohol and Drug Abuse Prevention is offering grant awards up to $20,000 for violence prevention and reduction of illegal use of alcohol, tobacco and other drugs. The District, in partnership with the City of Little Rock alert centers, would use these funds to train community leaders and develop programs to meet their goals. The superintendent recommended approval of the grant application. Ms. Gee made a motion to accept the superintendent's recommendation, seconded by Ms. Strickland. The motion was accepted unanimously. Desegregation Committee Ms. Pondexter asked for the Board to approve formation of a committee of citizens to further study the desegregation plan. She asked for Board members to submit names of community members who would provide meaningful input. The committee is to consist of approximately 30 members and would include all parties, including ODM, Joshua and Knight Intervenors, and District administrators. Names of selected committee members will be provided to the Board for approval by Ms. Pondexter. SPECIAL BOARD MEETING January 11, 1996 Page 3 Mr. Riggs made a motion to approve formation of the desegregation committee. Dr. Daugherty seconded the motion and it carried unanimously. Motion to Suspend the Rules Ms. Magness made a motion to suspend the rules to consider an item that was not a part of the agenda. Mr. Riggs seconded the motion and it carried unanimously. Ms. Magness made a motion to officially sanction the Financial Advisory Committee of the District. This committee was formed during the Strategic Planning process and has continued to function in an advisory capacity. Ms. Gee seconded the motion and it carried unanimously. The Board took a brief recess and reconvened at 6:00 p.m. Mr. Riggs made a motion to move into executive session for the purpose of conducting student hearings, Dr. Daugherty seconded the motion and it passed unanimously. STUDENT HEARINGS Larry Robertson, student hearing officer, was present to provide information regarding students who were recommended for expulsion from the District. Each of these students is appealing their expulsion and asking for reinstatement. Robert Blacksher was recommended for expulsion from J.A. Fair for possession of a weapon. The knife was found during an all-school scan. Robert indicated that the knife belonged to his cousin, and he did not intend to bring it to school. He apologized to the Board for his actions and promised not to be any other trouble to school officials. Dr. Williams recommended reinstatement on strict probation. Mr. Riggs made a motion to uphold the superintendent's recommendation. Dr. Daugherty seconded the motion and it carried unanimously. Pedro Smith was recommended for expulsion from Cloverdale Jr. High for possession of brass knuckles. School administrators indicated that continued behavior problems and threats of violence would pose a problem in the school environment, if Pedro was allowed to return to Cloverdale. It was recommended by the Superintendent that Pedro be placed at the Alternative Learning Center. Dr. Mitchell moved to uphold Dr. Williams' recommendation. The motion was seconded by Dr. Daugherty and it passed unanimously. SPECIAL BOARD MEETING January 11, 1996 Page 4 Jason Hampton, 12th grade student from J.A. Fair, was recommended for expulsion for possession of a weapon. A security officer found a pocket knife in Jason's pocket, attached to his key ring, while searching a group of students who were caught smoking on campus. Jason admitted that the knife was his, but reported that he did not consider it a weapon and had no intention of using it to harm anyone. Dr. Williams-recommended reinstatement on probation for the remainder of the school year. Dr. Mitchell made a motion to accept the superintendent's recommendation and Dr. Daugherty seconded the motion. It carried unanimously. The Board returned from executive session and reported that the Board had accepted the superintendent's recommendation on three student disciplinary hearings. ADJOURNMENT Mr. Riggs made a motion to adjourn, seconded by Dr. Mitchell. The meeting adjourned at 6:35 p.m. APPROVED= 1 ,e2s- re:, I Sue Strickland, Secretary Whereas, the Strategic Planning Committee for the Little Rock School District has recommended that Action Planning Team 9 be commissioned to serve as the initial committee of a budget development advisory committee\nand Whereas, the Superintendent of the Little Rock School District has recommended that members of the Board of Directors join this committee to develop a budget for the 1996-97 school year\nand Whereas, current policy of the Little Rock School Board states that \"Once the budget has been prepared by the administration, the Board will hold budget hearings, at which time the Board members will discuss the proposed budget and invite questions and discussions relative to the budget items\"\nand Whereas, the Little Rock School District promotes community involvement in decisions that affect its patrons\nNOW, THEREFORE BE IT RESOLVED, that the Board of Directors of the Little Rock School District hereby commissions Action Planning Team 9, and other individuals who may volunteer to serve as budget advisors, to form the Advisory Committee for Financial Stability, and to join them in conducting a series of public hearings as the 1996-97 Fiscal Year Budget is developed. Adopted this 11th day of January, 1996. ~J Sue Strick.land, Secretary UTILE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET UTILE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 4, 1996 The Board of Directors of the Little Rock School District met in a special session on January 4, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas . . iMEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 6:35 p.m. The roll call revealed the presence of all Board members. SPECIAL BOARD MEETING January 4, 1996 Page 2 II. PURPOSE OF THE MEETING The agenda for the meeting included the following items. 1. Dress Code at the ALC 2. Review of the Laidlaw Contract 3. Student Hearings 4. Personnel Discussion III. ACTION AGENDA Alternative Learning Center Dress Code Action on implementing a dress code for students at the ALC was tabled at the regular meeting of December 21, 1995. Dr. Daugherty made a motion to remove this item from the table for the Board's consideration. Mr. Riggs seconded the motion and it passed 7-0. Dr. Dau_gherty moved for adoption of a uniform dress code for students at the ALC. Mr. Riggs seconded the motion and it carried 5-2, with Ms. Magness and Dr. Mitchell casting \"no\" votes. Review of the Laidlaw Contract Jerry Malone, District attorney, presented information regarding a review of the Laidlaw contract. Attorney Jim Clark collaborated with Mr. Malone in the contract review, but was not present at the meeting. The issue of the review was to determine whether or not the District is contractually liable to pay taxes on new buses purchased by Laidlaw. Mr. Clark's opinion was that the District is not contractually obligated to make those payments. The Board agreed by consensus that District administrators would continue to work with the attorneys to negotiate this aspect of the contract. The Board moved to executive session at 6:46 p.m., for the purpose of conducting student hearings on a motion by Mr. Riggs, seconded by Dr. Daugherty. The motion carried unanimously. SPECIAL BOARD MEETING January 4, 1996 Page 3 STUDENT HEARINGS Larry Robertson, student hearing officer was present to provide information regarding students who were recommended for expulsion from the District. Ira Mullins was charged with possession of a weapon at J.A. Fair High School. Ira admitted that the knife was in his coat pocket, he stated that he had not brought it to school intentionally, and he apologized to the Board for the incident. Dr. Williams recommended reinstatement under strict probation and asked that Ira receive conflict resolution counseling and tutoring in academic subjects. Mr. Riggs made a motion to accept the superintendent's recommendation. Ms. Magness seconded the motion and it carried 7-0. The second student hearing was scheduled to begin at 7:30 p.m. and the student had not yet arrived. Therefore, the Board moved to executive session for the personnel discussion portion of the agenda. After the personnel executive session, student hearings resumed at 7:30 p.m. Freddie Ezikiel was charged with possession of a weapon at Forest Heights Jr. High  School. The building principal reported that Freddie was a constant disruption to the learning process at Forest Heights and suggested that an alternative learning environment would be more appropriate for Freddie. Dr. Williams recommended placement at the ALC or another alternative learning environment. Larry Robertson agreed to work with Freddie's guardian in finding appropriate placement. Mr. Riggs made a motion to accept the recommendation, seconded by Dr. Mitchell. The motion passed unanimously. EXECUTIVE SESSION Mr. Riggs made a motion to move into executive session, seconded by Ms. Magness, and approved unanimously. for the purpose of conducting a personnel discussion. The Board returned at 7:25 p.m. Ms. Pondexter reported that no action was taken in executive session. Mr. Riggs made a motion to authorize the Board President to correspond with the Superintendent by letter. The motion was seconded by Ms. Magness and passed 6-1, with Dr. Mitchell abstaining from the vote. SPECIAL BOARD MEETING January 4, 1996 Page 4 Student hearings were resumed on a motion by Mr. Riggs to move back to executive session, seconded by Ms. Magness and carried by a unanimous vote. ADJOURNMENT Ms. Magness made a motion to adjourn, seconded by Mr. Riggs. The meeting adjourned at 7:50 p.m. Li a Ponexter,Presden APPROVED: / ~5-'1(, LIITLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LIITLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING December 21, 1995 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on December 21, 1995, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs, IV MEMBERS ABSENT: None ALSO PRESENT: I. Dr. Henry P. Williams, Superintendent of Schools Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER The Vice-President, Ms. Gee, called the meeting to order at 6:06 p.m. The roll call revealed the presence of five Board members. Dr. Daugherty and Ms. Pondexter arrived at 6:12 p.m. The ex-officio teacher, Ms. Mary Lawson, from Watson Elementary School, and ex-officio student, Angie Staley, from J.A. Fair High School were also present. REGULAR BOARD MEETING December 21, 1995 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of November 16, 1995, and from special meetings of November 7, 1995, and December 4, 1995, were presented for Board approval. Dr. Mitchell moved for approval of the minutes, Mr. Riggs seconded the motion and it passed S-0. III. PRESENTATIONS: A. SUPERINTENDENT Dr. Williams presented a superintendent's citation to Brandi Romandia, who is a sixth grade student at Bale Elementary. Ms. Romandia recently won the Arkansas Grand Prix in wheelchair racing competition. Jodie Carter and McClellan High School staff members were present to accept recognition from the Superintendent and Board. McClellan Business/Communications Magnet High School received the 1995 National Programs of Excellence in Business Education Award as the top business education school in the nation. Phyllis Smith and Tony Hunnicutt recently attended a conference in Denver where they received a plaque and a $1,000 cash award for further development of the business program at McClellan. Other McClellan staff members who were present for this recognition included Angela McCallie, Shirley Hodges, Audrey Smith, Jeri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. Dick Picard teaches at Parkview Arts and Sciences Magnet School. He was not present at the meeting, but was awarded a superintendent's citation for his development of LabNet, which connects teachers across the U.S. through the Internet. Dana Duncan was present to accept a superintendent's citation in recognition of her selection as the 1996 Teacher of the Year. Ms. Duncan has been a classroom teacher for 46 years and is currently assigned to Romine Interdistrict Elementary School. In conclusion, the teacher ex-officio, Ms. Mary Lawson of Watson Elementary School, and the student ex-officio, Angie Staley, senior from J.A. Fair were awarded superintendent's citations for their month of service on the Board. REGULAR BOARD MEETING December 21, 1995 Page 3 B. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. Mary Williams and Leta Jo Anthony representing the Leadership Roundtable, partnering with Henderson Health Sciences Magnet School, represented by Principal James Washington. Stephanie Adams, Betty Boyd, Cindy Outlaw, and Faye Albert, representing Target Stores in their new partnership with Henderson Health Science Magnet School, represented by James Washington. Mrs. Gee made a motion to accept the new partnerships, seconded by Ms. Strickland. The motion carried unanimously. C. CITIZENS COMMITTEES Mr. Jim Dailey, Mayor of the City of Little Rock, offe.red comments of support for the Board and administration. He commended the District for exceptional course offerings, one-of-a-kind programs, and the number of national merit semifinalists produced by the LRSD. He expressed pride in the students of our district and specifically recognized Jerome Strickland, senior at Parkview Magnet High School, and the students at Woodruff Elementary for the successful conflict resolution program. The city education task force has committed their energy to designing community goals to bring central Little Rock schools together. He commended the Board and the Superintendent for the work that went into the Strategic Planning process and indicated that he would highlight a District school each month in his monthly message to the city. Mayor Dailey reminded the Board of the \"Power of Unity\" in the community and he urged the Board to work together to better the school system and the central Arkansas community. He invited Board members to attend the State of the City address at City Hall on January 2, 1996, at 10:00 a.m. D. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring No report. REGULAR BOARD MEETING December 21, 1995 Page 4 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4. Knight Intervenors No report. S. PTA Council No report. E. BOARD MEMBERS Ms. Magness, wearing a Woodruff Elementary School t-shirt, reported that she had recently attended a PTA meeting at Woodruff, and invited the public to attend a town hall meeting at Woodruff on January 9, 1996. Ms. Magness had attended town hall meetings for discussion of the facilities study held at Pulaski Heights, Jefferson, and Wakefield Elementary Schools. She expressed appreciation to the community for their support and to the citizens who requested the special meeting held on December 7. She apologized for not being able to attend that meeting. Ms. Magness asked Board members to pledge to work cooperatively with each other and with the superintendent to make the District the best it can be. Ms. Strickland reported on visits to Mabelvale and Otter Creek Elementary Schools. She thanked the Mabelvale community for welcoming her to their school and for the gift basket that was presented to her at their meeting. Ms. Pondexter attended a program at Terry Elementary School and had attended facilities meetings at Mitchell and Mabelvale. She thanked the Chamber of Commerce for inviting the Board and administrators to their luncheon. REGULAR BOARD MEETING December 21, 1995 Page 5 IV. :REMARKS FROM CITIZENS Robert \"Say\" McIntosh asked for volunteers to sign up to work at his annual Christmas Party. He made comments regarding the media not covering the good news about kids and he urged parents to get involved in the schools. Hafeeza Majeed reported that she had participated in the Strategic Planning process and expressed support for the ideas that were expressed in the special meeting of December 7. She questioned the intent of the participants of that meeting regarding the needs and concerns of the African American community. She asked for the African American community to voice their concerns regarding the needs of black children. Stephanie Johnson, former LRSD Board member, complimented the Mayor for his commitment to the LRSD. She expressed concerns related to the Future Little Rock process and the city's support for the McClellan Community School. She asked for continued support for the 1/2 cent sales tax, as those funds provide prevention and intervention programs for the youth of the city. William Fields spoke on behalf of the McClellan Community Education program and asked for the Board to support the budget of the McClellan Community School program. Janice Wilson the PTA President at Woodruff Elementary presented a roster of names in support of Dr. Williams and expressed support for his leadership abilities. Phyllis Haynes representing the Capitol View-Stift Station Neighborhood Association, detailed several reasons for keeping Woodruff open: 1) the successful conflict management program at Woodruff\n2) the strong partnership that exists between Woodruff school and the community\nand 3) belief in the preservation of older neighborhoods. Joe Meehan, representing the Woodruff Community Development Corporation, detailed the work of this organization. They are working to revitalize and stabilize the Woodruff neighborhood by working to purchase and restore older homes for resale to lower income families. He asked for the Board to consider allowing this inner-city school to remain open as a vital part of the community. Louis Leslie distributed copies of a letter to the Board in support of keeping Woodruff open. REGULAR BOARD MEETING December 21, 1995 Page 6 J.C. Smith asked for the Board to review insurance coverage provided by Laidlaw Transportation Service. His son was on a school bus that was involved in an accident. Laidlaw provided him with all of the details and claim forms needed to file a claim, but their carrier Crawford and Company, was very slow in responding to his questions. Donna Massey, representing the New Party, expressed concerns with views presented by the business leader/speakers at the special meeting of December 7. She asked for more participation from the low income community when the concerns addressed by the business community are discussed further. Kathy Wells spoke regarding the improvement of the financial condition of the District and made several suggestions to facilitate this task. V. ACTION AGENDA A. Lease Agreement: Watershed Human and Community Development Agency The Watershed Agency has leased the old Gilliam Elementary School for the past six years. The superintendent recommended Board approval to extend the lease for another year. Ms. Gee moved to approve extension of the lease, seconded by Ms. Magness. The motion carried unanimously. B. Mini-Grant Submissions The Board was asked to approve submission of several mini-grants. The grants submitted include: Washington Magnet Elementary, $600 from the Winthrop Rockefeller Foundation to develop technology curriculum\nWatson Elementary, $1,000 from the Arkansas Department of Education for a student recognition program\nGeyer Springs Elementary, $400 from the Weyerhaeuser Foundation for an ecology program\nand Jefferson Elementary, $400 from the Weyerhaeuser Foundation to prepare students for science and math careers. Ms. Magness made a motion to approve submission of the mini-grants. The motion was seconded by Mr. Riggs, and passed unanimously. C. Forest Park Grant Application The Forest Park staff is preparing a $24,000 grant application to the Sturgis Charitable and Educational Trust for a program to utilize educational technology to raise achievement scores and reduce racial disparity. The Board was asked to REGULAR BOARD MEETING December 21, 1995 Page 7 approve the submission of this grant. Ms. Gee made a motion to approve the grant submission, Mr. Riggs seconded the motion and it carried 7-0. D. Establishment of a Dress Code at the Alternative Learning Center Dr. Daugherty requested establishment of a dress code for ALC students. Dr. Williams asked for the Board to delay formal action until the ALC staff has completed the established process for implementation of a dress code. Dr. Daugherty spoke in favor of approving the dress code immediately. Mr. Riggs made a motion to table action until the January Board meeting, seconded by Dr. Mitchell. The motion carried 6-1 with Dr. Daugherty casting the \"no\" vote. E. Negotiations with Laidlaw Ms. Pondexter relinquished the Chair to Ms. Gee for the purpose of making a motion to authorize District attorneys to review the Laidlaw contract to determine if any additional \"hidden\" costs, such as the sales tax for new buses, are a part of the District's obligation under the current contract. The attorneys are to return to the Board with a report at the agenda meeting in January. Dr. Daugherty seconded the motion and it passed unanimously. F. Donations of Property The Board was asked to approve acceptance of donations to the District. Ms. Strickland made a motion to accept the items, Dr. Mitchell seconded the motion and it passed 7-0. Donated items are listed in the following chart. SCHOOL/DEPARTMENT DONATIONS ITEM DONOR Meadowcliff Elementary Meadowcliff Elementary Mabelvale Jr. High $250.00 cash $25.00 cash Zoom Fax Modem/ External/Cables Rushing \u0026amp; Mason Equipment Company Wal-Mart Stores Wal-Mart/Geyer Springs REGULAR BOARD MEETING December 21, 1995 Page 8 \\SCHOOL/DEPARTMENT Booker Arts Magnet McClellan Business/ Communications Teachers of Tomorrow McClellan Business/ Communications Teachers of Tomorrow McClellan Business/ Communications Teachers of Tomorrow F. Personnel Changes ITEM 20 International Strings Violins $100 cash $100 cash $50.00 cash DONOR Booker Arts Magnet Student Council Sidney Moncrief Pontiac Dealership Twin City Bank/Geyer Springs Boatmen's National Bank The Superintendent recommended acceptance of the personnel changes printed in the agenda. Ms. Strickland moved for approval of the personnel changes, seconded by Mr. Riggs, and the motion carried unanimously. G. Financial Reports Financial reports for the period ending November 1995 were printed in the agenda for the Board's review and approval. Mr. Riggs moved for acceptance of the financial reports. Ms. Magness seconded the motion and it carried 6-1, with Ms. Gee casting the \"no\" vote. VI. REPORT AGENDA A. Desegregation Update The monthly Desegregation Update was printed in the agenda. The Board posed no questions regarding this report. REGULAR BOARD MEETING December 21, 1995 Page 9 B. Budget Update Ms. Pondexter asked that Board members review their calendars and be prepared to schedule a budget worksession early in January. Fred Smith was present to answer questions and provide information requested by Board members. Mr. Smith had distributed information previously requested by Board members, including reports on 1) the bidding process for purchasing computers\n2) a status report on ServiceMaster supplies and equipment purchases, and a report on implementation of the contract with ServiceMaster\n3) a SeiviceMaster Financial Analysis report. C. Inclusion Program Dr. Patty Kohler, Director of the Division of Exceptional Children, presented a report to the Board on the District's Inclusion Program. D. Implementation of the Strategic Plan Linda Young, New Futures Liaison, presented an update to the Board on implementation of the Five-Year Strategic Plan. E. Discussion: Prevention of School Closings Dr. Daugherty requested discussion regarding fostering collaboration with the city of Little Rock in an effort to prevent school closings. Dr. Williams reported that District administrators continue to meet with city officials and suggested that this would be a topic for the next joint meeting with the city Board of Directors. VII. AUDIENCE WITH INDMDUALS OR GROUPS None. The Board moved to executive session for the purpose of conducting student hearings after a brief recess. REGULAR BOARD MEETING December 21, 1995 Page 10 VIII. DISCIPLINARY STUDENT HEARINGS: Larry Robertson, student hearing officer, provided information regarding students who had received expulsion recommendations but had not requested a hearing before the Board. Those students are as follows: Corey Eubanks, Central High School Barbara Miller, Forest Heights Vick Norman, McClellan Pedro Smith, Cloverdale Jr. High Nicholas Thompson, J. A. Fair Tyjuan Townsend, McClellan The Superintendent recommended upholding the schools' expulsion recommendations for these students. In addition, the Board was asked to uphold the expulsion of Cardrick Flowers, who was schedulep to appeal his expulsion before the Board but did not attend the meeting. Cardrick had been charged with inciting to riot at McClellan High School on October 13, 1995. Mr. Riggs moved to accept Dr. Williams' recommendation, seconded by Ms. Strickland. The motion carried 7-0. Freddie Ezikiel was also scheduled to appear before the Board, but did not attend. He had contacted Mr. Robertson to notify him of transportation difficulties. Freddie was recommended for expulsion from Forest Heights for possession of a weapon. He will be allowed to reschedule his hearing before the Board. Darrecus Robinson had been expelled from Parkview in September for possession of a firearm. His previous Board hearing resulted in an expulsion for the first semester with provisions for reinstatement second semester. Dr. Mitchell made a motion to reinstate Darrecus to Parkview, on strict probation for the remainder of the school year. Mr. Riggs seconded the motion and it carried 6-1, with Ms. Magness casting the \"no\" vote. REGULAR BOARD MEETING December 21, 1995 Page 11 ADJOURNMENT Mr. Riggs made a motion to adjourn at 8:25 p.m., seconded by Dr. Mitchell and carried unanimously. dwWi~ Linda Pondexter, President APPROVED: /  J.-5-r '- kc!LtJc1~1 Sue Strickland, Seretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING December 7, 1995 The Board of Directors of the Little Rock School District met in a special session on December 7, 1995, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Dr. Michael Daugherty Dr. Katherine Mitchell Mr. John Riggs MEMBERS ABSENT: Ms. Sue Strickland Ms. Judy Magness ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Linda Pondexter, Board President, called the meeting to order at 5:35 p.m. The roll call revealed the presence of five Board members. The teacher ex-officio member of the Board, Ms. Mary Lawson from Watson Elementary School, was also present. SPECIAL BOARD MEETING December 7, 1995 Page 2 II. PURPOSE OF THE MEETING The meeting was called at the request of citizens who presented a petition bearing signatures of over 500 members of the community. Other business to be considered included approval of grant requests, a report on the District's test results, and student disciplinary hearings. III. ACTION AGENDA Grant Approval: Staff Development Grant The Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching has offered the opportunity to apply for a grant of $95,000 over a five-year period\nUALR has agreed to contribute the required 20% matching funds. The Board was asked to approve administration's application for these grant funds. Mr. Riggs moved for approval of the grant application, Dr. Daugherty seconded the motion and it carried by a 5-0 vote. Grant Approval: Capital Improvement Grant The Board was asked to approve the application for Adult Education Capital Improvement funds in the amount of $169,000. These funds are available through the Arkansas Department of Education Vocational and Technical Education Division, and are to be used to renovate and repair the adult education facility at 1401 Scott Street. Dr. Mitchell moved for approval of the grant application, Dr. Daugherty seconded the motion, and it passed 5-0. Reports: LRSD Needs Assessment and Stanford Achievement Test Results Dr. Edwin Jackson, Director of Planning, Research and Evaluation, previously provided the needs assessment and fall test results for the Board's review. He provided a brief overview of the needs assessment and a summary of the District's fall test results. He was asked to be prepared to provide additional information at the regular meeting in December. There was discussion among the members of the Board regarding the creation of additional alternative schools. Dr. Daugherty suggested developing a partnership with the city for more alternative classrooms. Dr. Mitchell suggested that the Board come to agreement on the type of alternative educational setting needed for elementary school students. She suggested that more staff development for the SPECIAL BOARD MEETING December 7, 1995 Page 3 current teaching staff would be more appropriate than establishing more alternative classroom space. Ms. Pondexter agreed with Dr. Mitchell and suggested that this should be the subject of further discussion. COMMUNITY PRESENTATION The special meeting, requested by a petition from the community, began at 6: 10 p.m. Mr. Jim Hathaway served as moderator and reported that the meeting was called for the purpose of showing the community's support for public education in Little Rock, to renew a commitment to the District, and to express appreciation for the role of Board members. The presentation was to address several issues, including the financial stability of the District, the stability of the administration, the desegregation case and achievement of unitary status, public perception of the District, and how the District's problems impact economic development in Little Rock. Steve Shults, who served on the Strategic Planning Committee for financial stability, commented on the financial condition of the District as it relates to the decline in student enrollment. He reported that the most urgent task facing the District is stopping the decline in student enrollment and attracting families back to the District. He asked for the Board and administration to improve cooperation and communication, especialJy in regard to the upcoming budget decisions. He asked the Board to recognize the progress Dr. Williams' administration had made in the areas of financial stabililty and accountability. Mr. Shults stated concerns regarding the special Board meeting that was called on October 31, 1995\nthe public was not allowed an opportunity to make comments, or have input before or during that meeting. The public perception of that action generated a climate of instability that sent a message of \"too little cooperation among the Board members and the community, and between the Board and administration.\" He asked Board members to foster genuine cooperation between and among each other\nto begin to focus on providing the best education possible for the students\nto put aside personality differences, personal agendas, and power plays\nand to use their own best judgement when making decisions that affect the children. He asked the Board to implement measures to stop declining enrollment in the District, to focus on the budgeting process, to communicate and cooperate with each other and the administration, to focus on the children and not on special interest groups, and to extend the superintendent's contract as a means of increasing the public perception of stability in the District. SPECIAL BOARD MEETING December 7, 1995 Page 4 Leta Jo Anthony, president of Leadership Roundtable, stated that she frequently participates in educational, political, and economic development issues and their impact on the African-American community. Those interests are the reason she is concerned about the plight of the students of the LRSD, and she repeatedly asked \"What About the Children?\" She expressed concern about the leadership demonstrated by the Board: \"the displaced egos, the personal agendas, and the group agendas that distract from the mission of quality education for the children.\" Ms. Anthony commented on true integration of the District beginning with the Board. Curriculum and programs can be developed to address the needs of all the children but without the leadership of the Board, a quality education cannot be achieved. Baker Kurrus co-chaired the Strategic Planning team which studied the Desegregation Plan. He provided a historic overview of the development of the Plan and the settlement agreement of 1989. The original intent of the Plan was to promote desegregation and financial stability and neither of these objectives are being achieved. Public schools are not being built in the growth areas of the city (Fulbright was completed in 1982)\nprivate schools are being built and are experiencing rapid growth in enrollment. To rebuild and reinvigorate public support of the schools, community members must begin to accept each other as persons committed to public education regardless of race\nto become allies instead of enemies, committed to a common goal. Mr. Kurras stated perceived realities: 1) People will not send their children across the city for the purpose of desegregating the schools, even for enhanced programs, if they have a choice. 2) Once these students have been removed from the public school system they will not choose to return. 3) Incentive schools are not fair to anyone, especially to black children. Double funding was to provide compensatory education for minority children and to attract white families back into the public schools. Double funding has had no effect on improving the education of the children and several area schools now have the same characteristics as Incentive Schools. 4) A one-race District will never be desegregated. Middle class families are leaving Little Rock for Bryant, Benton, Conway, and other communities and private schools are growing in record numbers. In order to prevent further resegregation of our city, Mr. Kurrus stated that schools will have to be built in growth areas in order to provide public educational opportunities for children who live in these areas and for all children in the city. He stressed that the petitioners who requested this meeting are supporters of the District who are willing to work to make improvements in the schools and in the community. SPECIAL BOARD MEETING December 7, 1995 Page 5 He called on the Board and all parties involved to tackle the problems facing the District with level-headed, diplomatic efforts. Ben Smith attended on behalf of Parents for Public Schools, and serves as one of the founding members of this organization. This group was formed to support and strengthen public schools in Little Rock. Members are committed to restoring and sustaining productive parental involvement and community-wide support for public education. They view public education as an important part of society and an essential part of democracy. Cooperation and collaboration are critical elements to sustaining the public school system. When considering the racial and class lines of our city, it is evident that we have more in common than we have differences. Parents for Public Schools believe that it is the responsibility of all parents to hold educators accountable for meeting the needs of children and preparing them for responsible citizenship. Persistence and preservation of the public schools as a building block of the local community will secure a competitive place in a global society. Mr. Smith stated that there is a negative perception in the community of public education in Little Rock. He asked the Board to join with Parents for Public Schools to address and repair the negative image of the schoo} district. Jim Argue, State Representative, reported on Act 915 of 1995, at the invitation of Parents for Public Schools. Act 915 was intended to prevent fiscal or academic crises in the education of students. The Act, to be finalized in March, will define \"fiscal distress.\" Phase 1 districts will be required to develop and file an improvement plan to address problem areas\nPhase 2 districts will receive directives on policies and management practices and will be required to implement those directives\ndistricts who fail to meet guidelines would be classified as Phase 3 districts. Under Phase 3, the Arkansas Department of Education would have the authority to remove the superintendent and administrators, disband the Board of Directors, elect a new Board, hire new administrative personnel, and possibly annex the district to an adjoining district. The rational for this process is based on the fact that the responsibility for educating the students is ultimately the State's. He asked the Board to chart a course to address the concerns and needs of the students, tax payers, teachers, plaintiffs and the federal court. He expressed confidence in the knowlege that citizens want to see progress, and that local control and initiative are better than having another external influence. The quality of the education is the most important factor. SPECIAL BOARD MEETING December 7, 1995 Page 6 Rett Tucker, representing the Little Rock Chamber of Commerce, announced that the Chamber will focus their full attention in meeting the challenges of the LRSD during 1996. They plan to work toward financial and administrative stability in the District in order to facilitate growth and prosperity for the city. He invited all Board members to attend the Chamber of Commerce annual meeting next Tuesday in the Clinton Ballroom of the Excelsior Hotel. John Steuri, chief executive officer of Alltel Information Services, represented Fifty for the Future. This group has reviewed the financial aspects of the LRSD and they believe that the District is headed for bankruptcy. He offered full support of the business community to help the Board and District to avoid this action. Mr. Steuri voiced his support for Superintendent Williams and named the superintendents who have served since 1982 (Kelly, Jones, Cannon, Steele, Bernd, Matthis). The perception of instability, financial and administrative, has contributed to the declining tax base and white flight. He stated that Dr. Williams has not been allowed to do his job by the Board's micromanagement and he suggested that the Board has not honored the commitments of the Board that hired Dr. Williams. Mr. Steuri asked Board members, Dr. Williams, District staff, ODM, and others to work m~re actively with the business community to get the District moving forward. In closing, Jim Hathaway summarized the presentation and asked Board members to put individual interests aside, and to focus on the children in Little Rock. STUDENT HEARINGS Larry Robertson, student hearing officer was present to provide information regarding students who were recommended for expulsion from the District. Allen Poole from McClellan, and Alana Tullos from Central, had accepted their expulsion recommendations and did not appeal to the Board for reinstatement. Mr. Riggs made a motion to uphold the recommendations for expulsion of these two students. Ms. Gee seconded the motion, and it carried unanimously. Several students who had previously appealed suspensions/expulsions were reinstated by the Board on strict probation and were present as a requirement of their probationary return to school. SPECIAL BOARD MEETING December 7, 1995 Page 7 The students were: Justin Caple, McClellan Jeff Hicks, Cloverdale Jr. High Antwon Williams, Henderson Jermaine Ingram, Forest Heights The Board reviewed attendance, academic, and citizenship reports provided by Mr. Robertson and building principals. Each of these students had violated at least a part of their probation requirements and were advised that this was their last opportunity to remain in school. The Superintendent recommended allowing the students to remain in school with the understanding that if any other disciplinary sanctions are required, they will be expelled from the District. Dr. Daugherty moved to accept the superintendent's recommendation and Dr. Mitchell seconded the motion. The motion carried 4-1, with Mr. Riggs casting the \"no\" vote. Erica Harris had been recommended for expulsion from Southwest Jr. High School for possession of a weapon on 11-09-95. Erica was represented by Joy Springer. Erica stated that she had taken the knife to school the previous day as protection from some neighborhood youth. Erica's mother reported that she had been depressed since the recent death of her father and had been receiving counseling to deal with depression and anger. Superintendent Williams recommended Erica be reinstated on strict probation\nthe Board asked that continued counseling be included as a part of the probationary requirement. Ms. Gee moved to accept the recommendation of reinstatement, Dr. Mitchell seconded the motion, and it carried 5-0. Carlton Logan was recommended for expulsion on 11-13-95 from McClellan Community High School for possession of a razor blade. Carlton had threatened to \"cut up\" a female student. He apologized for his actions and asked the Board to give him a second chance. Mr. Carter, McClellan principal, offered to contribute to the counseling and supervision of Carlton. Dr. Williams recommended reinstatement, on strict probation, with continuance of counseling at the Healthy Family/Step-Up Centers. Dr. Daugherty moved to accept the administration's recommendation and Dr. Mitchell seconded the motion. The motion failed 4-1, with Dr. Mitchell casting the \"yes\" vote. Mr. Riggs made a replacement motion to expel Carlton. Ms. Gee seconded the motion. After discussion with the building principal Ms. Gee withdrew her second and the motion died. SPECIAL BOARD MEETING December 7, 1995 Page 8 Dr. Daugherty made a motion to reconsider the superintendent's previous recommendation. Ms. Gee seconded the motion, and it carried 4-1, with Mr. Riggs casting the \"no\" vote. Dr. Daugherty moved to accept the Superintendent's recommendation to reinstate Carlton. Dr. Mitchell seconded the motion and it carried 4-1, with Mr. Riggs casting the \"no\" vote. Grant Brewer, 7th grade student from Dunbar, was charged with possession of a weapon on 11-29-95. Grant had inadvertently brought a pocket knife to school after using it at a weekend camping trip. He had not used the knife in a threatening or harmful manner. Some other students took the knife from Grant and turned it in to the teacher. The Superintendent recommended Grant be reinstated on strict probation. Mr. Riggs moved to accept Dr. Williams' recommendation, seconded by Dr. Mitchell. The motion carried 5-0. Dominique Givens was charged with possession of a weapon at Wilson Elementary School\nhe is a six year old kindergarten student. Dominique admitted taking the knife to school, but not with the intention of hurting anyone. Dr. Williams recommended reinstatement Mr. Riggs moved to accept the Superintendent's recommendation. The motion was seconded by Dr. Mitchell and it carried 5-0. ADJOURNMENT Mr. Riggs made a motion to adjourn, seconded by Dr. Mitchell. The meeting adjourned at 10:05 p.m. qi~~~ _ _,Lrida Pondexter, Presitle APPROVED: / -d 5- t (o LITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT April 8, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am enclosing minutes of LRSD Board of Directors meetings held on January 25, February 8, February 15, February 22, and March 5, 1996. Please let me know if you have any questions, or if I can provide additional information. Enclosures HPW/adg Sincerely, ~~ Henry r/ Williams, Superintendent 810 West Markham Street  Little Rocle. Arkansas 72201  (501) 324-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING January 25, 1996 (Edited - changes appear in Bold Italics) APR 10 1996 Office Of D e~ gn ~ion A' r IOln!J The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on January 25, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Mr. John Riggs, IV ALSO PRESENT: I. Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 6:08 p.m. The roll call revealed the presence of four Board members. Dr. Daugherty and Dr. Mitchell arrived at approximately 6: 15 p.m. The ex-officio teacher, Ms. Shirley Thomas, from Western Hills Elementary School, and ex-officio student, Andy McMillan, from Hall High School were also present. REGULAR BOARD MEETING January 25, 1996 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of December 21, 1995, and from special meetings of December 7, 1995, January 4, 1996, and January 11, 1996, were presented for Board approval. Ms. Gee moved for approval of the minutes, Ms. Magness seconded the motion and it passed 4-0. III. PRESENTATIONS: A. SUPERINTENDENT B. Dr. Williams presented superintendent's citations to John Ingram and Larry Vanderpool, who are Plant Services Department employees. These gentlemen were working at McDermott Elementary School when they heard an explosion. They located a fire in a container of chemicals in a storage room and quickly extinguished the fire, minimizing damage to the building. Jessica Bumgardner and Morgan Miller, students from Washington Magnet Elementary School were present to accept recognition from the Superintendent for winning a poster contest sponsored by the Junior League of Little Rock. This contest, Rainbows and Ribbons, is intended to increase AIDS/HIV awareness in the elementary schools. The teacher ex-officio, Ms. Shirley Thomas, from Western Hills Elementary School, and the student ex-officio, Andy McMillan, from Hall High School were awarded superintendent's citations for their month of service on the Board. In conclusion, Dr. Williams presented certificates to Board Members who have completed required training by the Arkansas School Boards Association. Ms. Strickland and Dr. Daugherty were recognized for completing a required six hours of inservice training\nMs. Pondexter has completed 15 hours of training and has been named an Honor Board Member. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. REGULAR BOARD MEETING January 25, 1996 Page 3 Mr. George Pree representing the Black Eyed Pea Restaurants, partnering with Brady Elementary School, represented by Principal Ada Keown. Mr. George Pree representing the Black Eyed Pea Restaurants, partnering with Chicot Elementary School, represented by Principal Otis Preslar and Ida Pettus. Fred Smith, Harold Bailey, Monroe Washington, and John Ruffins, representing Pi Omicron Chapter of Omega Psi Phi Fraternity in their new partnership with Mitchell Incentive School, represented by Ken Milton. Taibi Kahler, representing Kahler Communications in partnership with Southwest Junior High School, represented by Mr. Johnny Neeley, Principal. Debbie Milam, Susan Leslie, Phyllis Haynes, Ellie Lipke and Teresa Knight, representing the Capitol View/Stift Station Neighborhood Association in partnership with Woodruff Elementary School, represented by Pat Higginbotham, principal. Mrs. Gee made a motion to accept the new partnerships, seconded by Ms. Strickland. The motion carried unanimously. C. CITIZENS COMMITTEES None. D. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring Melissa Gulden reported that the ODM third annual racial balance monitoring report would be ready for distribution within the next week. This report is based on October I enrollment data received from the three districts. 2. Classroom Teachers Association Frank Martin asked the Board to consider peaceful and rational means to resolve the differences that exist among all the parties involved in the District and he asked all parties to commit their energies to rebuilding the REGULAR BOARD MEETING January 25, 1996 Page 4 educational system. The CTA is planning to bring in a team of experts to help heal the wounds by focusing on cooperation and collaboration. Community leaders will be invited to participate in the workshops to build confidence in the educational system in Little Rock. 3. Joshua Intervenors John Walker expressed appreciation to the CTA for taking the initiative to begin the joint effort discussed by Mr. Martin. He also commended the Board for agreeing to establish the committee for review of the issues surrounding the Desegregation Plan. He expressed concerns about recommendations made to the Board that he feels would undermine the collaborative efforts for improving policy. He used as an example the Financial Advisory Committee, and stated that this committee was not fully representative of the community. He expressed doubt regarding the validity of the Facilities Study and asked the Board not to take any action regarding the findings of the study without more representative participation from the community. 4. Knight Intervenors No report. 5. PTA Council No report. E. BOARD MEMBERS Dr. Mitchell attended the DARE graduation program at Mabelvale Elementary School. She commended the building administration and the sixth grade teachers for the inspirational program and the work that they are doing to prevent drug/alcohol abuse. Dr. Daugherty challenged the community to spend some time volunteering in the public schools. Ms. Strickland announced a community meeting on February 5, 1996 at 7:00 p.m. in the Otter Creek Clubhouse, for the purpose of discussing concerns of the community. Dr. Williams and Principal Jim Fullerton have been invited to respond to questions regarding the future of Mabelvale Junior High School. REGULAR BOARD MEETING January 25, 1996 Page 5 Ms. Pondexter announced the appointment of Cora McHenry and Bill Bowen as cocbainnen of the committee established by the Board to review the desegregation plan. Ms. Pondexter selected these individuals for their expertise in education, business and labor. Ms. Pondexter asked the Board to suspend the rules to ratify this appointment. Suspension of the Rules Ms. Magness made a motion to suspend the rules to allow action on the appointment recommended by Ms. Pondexter, Dr. Daugherty seconded the motion, and it carried unanimously. Ms. Gee made a motion to accept the appointment of Ms. Cora McHenry and Mr. Bill Bowen as co-chairmen of the committee. Ms. Strickland seconded the motion and the vote was unanimous. IV. REMARKS FROM CITIZENS Robert \"Say\" McIntosh addressed the Board asking parents to take responsibility for their own children to insure that the children grow up knowing right from wrong. He was critical of Fifty for the Future and the presentation made at the special Board meeting last month. Rev. Daniel Bowman expressed concern about the future of the children in our community and asked for more community and Board support for the Superintendent. Kenny Fisher is a maintenance employee who expressed concerns about the inservice programs that are being conducted by ServiceMaster. V. ACTION AGENDA A. Elementary Fine Arts Textbook Adoption The Board was asked to approve the adoption of Elementary Fine Arts Textbooks. The committee selected Share the Music (K-6 )\nDiscover Art (K) and Adventures in Art (1-6). This adoption covers the period from 1996 - 2002. Ms. Gee made a motion to accept the recommendation of the committee\nDr. Daugherty seconded the motion, and it carried unanimously. REGULAR BOARD MEETING January 25, 1996 Page 6 I B. Grant Application: Busch Gardens Environmental Awards Program Carver Magnet School staff asked for the Board's authorization to apply for grant funding from Busch Gardens in the amount of $2,500 to partner with Umoja Studios in developing a garden and conservation program. Dr. Williams recommended approval of the application. Ms. Strickland made a motion to approve submission of the grant, seconded by Ms. Gee. The motion carried unanimously. C. Grant Applications The District grantwriter has prepared four grants for submission. The Superintendent recommended the Board's approval of the grants. Ms. Gee made a motion to accept Dr. Williams' recommendation. Ms. Strickland seconded the motion and it carried 6-0. SCHOOL I PROGRAM/SPONSOR I AMOUNT I Bale Elem. Tapestry Program/Toyota Foundation $ 3,287 Forest Park Elem. Artist in Residence/ Arkansas Arts 6,000 Council Carver Magnet Artist In Residence/ Arkansas Arts 5,000 Council Central High Prevention Services/ Bureau of Alcohol 20,000 and Drug Abuse Prevention/ Ark. Dept. of Health D. Adult Education Direct and Equitable Proposal Dr. Williams recommended approval of the annual submission of the application for Direct and Equitable funding from the Arkansas Department of Education for operating the Adult Education Program. This application requests $42,417.32 and allows the District to serve educationally disadvantaged adults. Ms. Gee moved to accept the recommendation, Ms. Strickland seconded the motion, and it carried by a 6-0 vote. E. Franklin Elementary School Sewer Easement The City of Little Rock requested a right-of-way easement agreement to allow for construction of a sewer line on the Franklin Elementary School property. The Superintendent recommended approval of the request. Ms. Strickland moved for REGULAR BOARD MEETING January 25, 1996 Page 7 acceptance of the Superintendent's recommendation. Ms. Gee seconded the motion and it passed 6-0. F. KLRE/KUAR Separation and Lease Agreements The District terminated its participation with UALR in the operation of KLRE/KUAR on June 30, 1995. The FCC requires a separation agreement before UALR can change the license to sole ownership. This agreement would also allow UALR to continue to lease the property at 7701 Scott Hamilton, owned by the District, for operation of the radio stations. Ms. Gee made a motion to approve the Separation and Lease Agreements. Dr. Daugherty seconded the motion and it carried unanimously. G. Proposal to Operate an Evening High School The District received $222,134 this school year from the Arkansas Department of Education to enhance alternative education programs. The proposal requests $166,440 of this funding for operation of an Evening High School Program for students in grades 10-12 beginning in February 1996. A business case was presented for the Board's review and the Superintendent requested approval. Dr. Mitchell made a motion to accept the proposal, seconded by Ms. Magness. The :iotion carried 5-1, with Dr. Daugherty casting the \"no\" vote. H. Security Guard Recognition District security personnel have petitioned for recognition as an employee group for the purpose of negotiations. The LRCTA presented the petition in compliance with Board policy \"HD.\" The administration recommends recognition for purposes of negotiations. Ms. Magness moved to approve the recommendation of administration. Dr. Mitchell seconded the motion, and it was unanimously accepted. I. Joshua Attorney's Fee Request Dr. Daugherty requested placement of this item on the agenda and made a motion for District attorneys to enter into negotiations with John Walker to settle the requested fee petition prior to January 31. Ms. Pondexter seconded the motion for the purpose of debate. A settlement proposal was submitted by Mr. Walker to District attorney, Mr. Chris Heller. Mr. Heller was present to answer questions of the Board and to make a recommendation for Board consideration. A copy of the proposal and Mr. Heller's recommendations are attached to these minutes. Mr. Heller indicated that he would - REGULAR BOARD MEETING January 25, 1996 Page 8 prefer to work through the court and would request an extension of the January 31 deadline. Dr. Daugherty amended the motion to instruct District attorneys to enter into negotiations with Joshua on settlement of the fee request and to return a recommendation for settlement within a reasonable time (30 days). Ms. Pondexter agreed to the amended motion and it carried unanimously. J. Acceptance of Offer: Westside Junior High School (Suspension of the Rules) Ms. Magness made a motion to suspend the rules for consideration of the offer on Westside Junior High School. Dr. Daugherty seconded the motion and it carried 6- !!- Volunteers of America have made an offer to purchase Westside Junior High School for $100,000.00. The Board was asked to approve and accept the offer. Ms. Magness made a motion to accept the offer, Ms. Strickland seconded the motion, and it carried unanimously. K. Donations The Board was asked to approve acceptance of donations to the District. Ms. Strickland made a motion to accept the items, Dr. Mitchell seconded the motion and it passed 6-0. Donated items are listed in the following chart. DONATIONS SCHOOUDEPARTMENT ITEM DONOR Otter Creek Elementary $500.00 cash Otter Creek Women's Association Instructional Technology Six IBM PC's Baptist Health Systems Romine Elementary Math/Science Association of Black Software Engineers of Arkansas Pupil Services/Drug Abuse Monitors/keyboards Complete Health, Inc. Prevention Program and hard drives Birmingham, AL King Elementary DTK Computer Mr. \u0026amp; Mrs. David Gunnel System McClellan Community School $500.00 Cash Ark. Coalition for Diversity in Education, UAPB REGULAR BOARD MEETING January 25, 1996 Page 9 L. Personnel Changes The Superintendent recommended acceptance of the personnel changes printed in the agenda. Ms. Magness moved for approval of the personnel changes, seconded by Ms. Strickland, and the motion carried unanimously. M. Financial Reports Financial reports for the period ending December 1995 were not available for printing in the agenda due to recent problems with the District's computer system. December financial reports will be presented to the Board at the February Board meeting. VI. REPORT AGENDA A. Desegregation Update The monthly Desegregation Update was printed in the agenda. The Board posed no questions regarding this report. B. Budget Update There was no formal budget report. A budget worksession will be scheduled within the next few weeks for review of budget information that was provided previously. Ms. Pondexter reported that she would appoint a committee (Dr. Daugherty, Ms. Strickland, and Mr. Riggs) to work on the Superintendent's Incentives as a part of the budgeting process. C. Middle School Update Members of the Middle School Steering Committee, Annie Abrams, Patrick Mahaffey, Terry Hughett and John Burnette made a brief presentation to the Board. The committee recommended implementation of a districtwide restructuring of the grade configuration, i.e., elementary schools (pre-kindergarten through grade 5), middle schools (grades 6, 7, and 8) and high schools (grades 9-12). Complete implementation is recommended after a two year transition period to be effective in the 1998-99 school year. REGULAR BOARD MEETING January 25, 1996 Page 10 D. Report: Community Based Conflict Management Training Grant Award The Community Revitalization Project office at the University of Arkansas at Little Rock has notified the District that a grant in the amount of $40,000 has been approved. Ms. Elston was present at the meeting to answer questions and provide additional information. E. Report: ADA Update Doug Eaton was present to answer questions regarding the District's compliance with the Americans with Disabilities Act. A report was printed in the Board agenda. F. Report Facility Study Implementation Planning Committee Doug Eaton provided a report to the Board regarding the work of the Facility Study Implementation Planning Committee. A brief report was published in the agenda. G. Report: Implementation of Uniform Policy for ALC Students Vic Anderson provided an update on tbe status of implementation of the ALC uniform policy. A smvey of parents and students has been conducted and the Board has acted to implement the dress code. Dr. Williams expressed concerns about how the uniforms would be paid for, as some parents have related that they cannot afford to buy school uniforms in the middle of the school year. Dr. Daugherty will work with Dr. Anderson to work out the remaining details. H. Discussion: Funding for Televising Special Board and Agenda Meetings There was some discussion regarding establishing partnerships with the business community to pay for televising special Board meetings and agenda meetings. It was suggested that the District could generate revenue for this purpose by offering sponsorships. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. The Board moved to executive session for the purpose of conducting student hearings on a motion by Ms. Magness. Dr. Daugherty seconded the motion and it carried 6-0. The Board took a brief recess at 8:05 p.m. and reconvened at 8:20 p.m. REGULAR BOARD MEETING January 25, 1996 Page 11 VIII. DISCIPLINARY STUDENT HEARi GS: Larry Robertson, student hearing officer, provided information regarding eight students who had received expulsion recommendations and had requested an appeal hearing before the Board. Each of the students were found to be in possession of a weapon and were recommended for expulsion as required by Arkansas law. Mary Mann, 7 year old student from Terry Elementary, was found to have a small pocket knife in her purse. Students on the playground reported to a supervision aide that they had seen the knife. Maiy stated that she had not brought the knife to school with the intention of harming anyone. Kenyatta Price, 6 year old student from Wilson Elementary, brought a pocket knife to school in her purse. Kenyatta stated that her 4 year old brother had put it in her purse. Dr. Williams recommended reinstatement for both Mary Mann and Kenyatta Price. Ms. Gee made a motion to accept the Superintendent's recommendation, seconded by Ms. Strickland and it carried unanimously. Natarsha Martin, Henderson Junior High School 7th grade student, was found with a pair of scissors. Natarsha had previous discipline problems at Henderson and the school requested an alternative placement. Dr. Williams recommended Natarsha be placed at the Alternative Leaming Center for the remainder of this school year. Ms. Strickland made a motion to accept the Superintendent's recommendation. Dr. Daugherty seconded the motion, and it carried 6-0. James Williams, Henderson Junior High 8th grader, was found with a razor blade in his coat pocket during a security scan. James reported that he was not aware that the razor blade was in his pocket and that another student had been wearing his coat. School personnel did not object to reinstatement at Henderson. The Superintendent recommended reinstatement under strict probation for the remainder of the school year. Dr. Daugherty moved to accept Dr. Williams' recommendation. Dr. Mitchell seconded the motion and it carried 6-0. REGULAR BOARD MEETING January 25, 1996 Page 12 Davion Parker is a 7th grade student at Pulaski Heights Junior High. Davion was found with a razor blade in his back pants pocket. He stated that he found the razor blade, still in its' wrapper on the playground. He did not bring the blade to school, but had picked it up with intention of turning it in. Dr. Williams recommended reinstatement Ms. Gee moved to accept the superintendent's recommendation, seconded by Dr. Daugherty. The motion passed unanimously. Nakesha Hunt attends Metropolitan Vocational Technical School for one class each day. She attends Central High School for all core courses and is a senior. Nakesha had several razor blades in her purse that were found during a random scan. She reported that she bad not intended to bring the blades to school and had no intention of using them as a weapon. The Superintendent recommended reinstatement and Ms. Magness made a motion to accept that recommendation. Dr. Daugherty seconded the motion and it carried 6-0. Leonard Jenkins is a 9th grade student at Pulaski Heights Junior High School. During a morning bus scan, Leonard was found to be in possession of a small pocket knife. School administrators had no objection to Leonard being reinstated, as he had not previously been a discipline problem. Dr. Williams recommended reinstatement on strict probation for the remainder of the school ye~lf. Dr. Daugherty moved to accept the Superintendent's recommendation. The motion was seconded by Ms. Magness and carried unanimously. Tracy Scott, Mabelvale Junior High School 8th grader, was charged with possession of a razor blade. It was found in her jacket pocket after she was involved in a disagreement with another student. The Board voted to accept the Superintendent's recommendation to place Tracy at the ALC with the condition that she receive counseling. Dr. Mitchell made the motion, Ms. Magness seconded, and it was approved by a 6-0 vote. The Board voted unanimously to return from executive session at 9:35 p.m. on a motion by Ms. Strickland, seconded by Ms. Gee. Ms. Magness made a motion to accept the Superintendent's recommendations in the matter of the eight students whose appeals were heard. Ms. Strickland seconded the motion and it carried 6-0. REGULAR BOARD MEETING January 25, 1996 Page 13 The Board moved into executive session for the purpose of conducting an employee hearing at 9:40 p.m. The employee, Ms. Betty Forbes, was represented by Mr. John Walker\nMr. Jerry Malone represented the District. There was discussion regarding whether the matter of Ms. Forbes transfer was, in fact, a grievabie issue and whether the Superintendent has the right to reassign noncertified staff. Mr. Malone stated that the Superintendent has a contractual right to reassign employees under his supervision. Since there is no applicable law or Board policy preventing Ms. Forbes' reassignment, he asked the Board to deny the request for a grievance hearing. Brady Gadberry advised the Board on District policy GDPDA which provides regulations for the employee grievance process. Ms. Magness made a motion that the Board follow its' own policy and procedures and vote to end the matter at this point and find that it is a non-grievable matter according to District policy\nDr. Mitchell seconded the motion. After discussion, Dr. Mitchell asked Mr. Malone to make a recommendation for the Board's consideration. He suggested that the Board go on record that Ms. Forbes is to retain the title of Staff Assistant, that her pay will not be affected by her reassignment, that the reassignment was not based on any performance issue and there would, therefore, not be anything negative placed in Ms. Forbes' personnel records. Ms. Magness amended the motion to include recommendations stated by Attorney Malone. Dr. Mitchel] seconded the motion\nthe amendment to the motion failed 4-2, with Ms. Magness and Dr. Mitchell casting the \"yes\" votes. On the main motion, that the issue is a non-grievable matter, the motion failed 4-2, with Ms. Magness and Dr. Mitchell casting \"yes\" votes. (Ms. Magness and Dr. Mitchell left the meeting at 10:50 p.m.) Ms. Pondexter asked that the evidence be presented and that Ms. Forbes be allowed to testify on her own behalf. Mr. Leon Modeste and Ms. Beverly Griffin were called as witnesses by Mr. Walker\nDr. Williams declined to be questioned. Mr. Walker asked the Board to declare that Ms. Forbes was wrongfully removed\nthat she is entitled to be reinstated\nand that in the event the administration changes Ms. Forbes would be entitled to the first vacancy that occurs in that office. In the meantime, she is to be treated as she would have been had she been maintained in that position and that her position would be secure. REGULAR BOARD MEETING January 25, 1996 Page 14 Dr. Daugherty asked for the terms to be more clearly defined and Ms. Pondexter restated the recommendations for settlement of the matter before the Board: Ms. Forbes will maintain the title of \"Staff Assistant\" and will be maintained on the AN salary schedule\nMs. Forbes will receive any salary increases to which she would be entitled on the AN salary schedule\nthere will be nothing negative placed in Ms. Forbes personnel file\nand she will be considered eligible to return to her former assignment if there is a vacancy in that office and if a change in the current administration occurs. Ms. Strickland moved for approval of the recommendations as stated by Ms. Pondexter. Ms. Gee seconded the motion, and it carried 4-0. Ms. Pondexter asked the Superintendent to review the space distribution in the office of federal programs and see if there is a way to make all of the personnel in that office more comfortable in their work environment. The Board returned from executive session at 12:55 a.m. ADJOURNMENT Ms. Gee made a motion to adjourn at 12:58 a.m., seconded by Dr. Daughetty and carried unanimously. ~t4~ LinPor{dexter, Presint APPROVED: ~-d~-1\u0026amp; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING February 8, 1996 --  C ~p 101996 0fflw er Dt:st:Qmgation Monitoring The Board of Directors of the Little Rock School District met in a special session on February 8, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas, immediately following the regularly scheduled agenda meeting. MEMBERS PRESENT: Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness MEMBERS ABSENT: Ms. Linda Pondexter Mr. John Riggs, IV Dr. Katherine Mitchell ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Pat Gee, Vice President, called the meeting to order at 6:00 p.m. The roll call revealed the presence of four Board members. Teacher ex-officio, Mary Jane Weindorf from Williams Magnet School, and Brandy Marks, student ex-officio from McClellan High School were also present. SPECIAL BOARD MEETING February 8, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following items: 1) Grant Approval: Apple - Partners in Education Program 2) Grant Approval: Central High School Staff Development 3) Student Hearings III. ACTION AGENDA Grant Approval: Apple - Partners in Education Program The Apple Computer Corporation has offered grant funding to support technology usage through a partnership between Franklin Incentive Elementary School and the University of Arkansas at Little Rock. Dr. Williams asked to approve the application for these funds. Ms. Magness made a motion to accept Dr. Williams' recommendation. Dr. Daugherty seconded the motion, and it carried 4-0. Grant Approval: Central High Staff Development Central High School developed a proposal to be submitted to the City of Little Rock Education Commission for grant funding in the amount of $62,150 for staff development to improve student performance in math and science. Dr. Williams recommended the Board approve the application. Dr. Daugherty made a motion to approve the recommendation, seconded by Ms. Magness. The motion was approved 4-0. Ms. Magness made a motion for the Board to move into an executive session to consider student disciplinary appeals hearings. Dr. Daugherty seconded the motion and it carried 4-0. The Board took a brief recess and reconvened for the purpose of holding the hearings at 6:30 p.m. Student Hearings Larry Robertson, student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession and are appealing their expulsion and asking the Board for reinstatement. SPECIAL BOARD MEETING February 8, 1996 Page 3 Brian Whitmire is a 7th grade student from Cloverdale Junior High School. He was found with a knife during a random security scan. The principal requested an alternative placement for Brian and indicated that she would prefer not to have Brian reinstated to Cloverdale. Dr. Williams recommended placement at the ALC for the remainder of the school year. Dr. Daugherty moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion and it carried 4-0. Terrance Bland, Central High School 11th grader, was found in possession of a metal tube that contained a 2 1/2\" knife, during a random security scan. Terrance reported that he had not taken the knife to school intentionally, and that he had forgotten that it was in his bookbag. Mr. Whitehorn indicated that the administration would not object to Terrance being reinstated since he had not previously caused any disruptions to the school environment. Dr. Williams recommended reinstatement to Central under strict probationary terms. Ms. Magness moved to accept the reinstatement Ms. Gee seconded the motion and it carried 4-0. Antonio Penny is a senior who attends Metropolitan and Central High Schools. He was found to be in possession of a razor during a random scan at Metro. Antonio stated that he used the razor blade as a tool in his work as a DJ. He stated that he forgot that it was in his pocket and that he did not intend to bring it to school. Dr. Williams recommended reinstatement on strict probation. Dr. Daugherty made a motion to accept the Superintendent's recommendation, seconded by Ms. Strickland. The motion carried unanimously. Issac Williams was found to have a knife in his coat pocket at Henderson Jr. High School. Issac admitted that he brought the knife to school to defend himself. The school administrators asked that Issac be provided an alternative placement. Dr. Williams recommended Issac be placed at the ALC. Ms. Magness moved to accept the recommendation of the administration. Dr. Daugherty seconded the motion and it carried 4-0. The Board returned from executive session at 7:25 p.m. Ms. Magness made a motion to accept the Superintendent's recommendations for the four students whose appeals were heard. Dr. Daugherty seconded the motion and it carried 4-0. -4 ' I y SPECIAL BOARD MEETING February 8, 1996 Page 4 ADJOURNMENT The special meeting was adjourned by Ms. Gee at 7:26 p.m. without a formal motion. APPROVED: }.-J.d.-C/l ~a\"' C Se Strickland, Secretary  UTILE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET UTILE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING February 15, 1996 APR 1 0 199 The Board of Directors of the Little Rock School District met in a special session on February 15, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell Mr. John Riggs, IV . MEMBERS ABSENT: None ALSO PRESENT: Dr. Henry Williams, Superintendent Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes CALL TO ORDER Ms. Pondexter, Board President, called the meeting to order at 5:43 p.m. There was no roll call, as the President stipulated the presence of a quorum. Mr. Riggs arrived at 5:45 p.m. and Dr. Daugherty arrived at 5:55 p.m. SPECIAL BOARD MEETING February 15, 1996 Page 2 II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following business: 1) Student Hearings 2) Contingency Plan 3) Budget Worksession Ms. Gee made a motion to move the Board into executive session for the purpose of conducting student hearings. Ms. Strickland seconded the motion and it carried unanimously. III. ACTION AGENDA Student Hearings Dr. Linda Watson, was present to provide background information regarding students who were recommended for expulsion from the District. Eacn of these students were expelled for weapons possession and are appealing their expulsion and asking the Board for reinstatement. Kasey Coleman is a 9 year old 4th grade student from Terry Elementary School, who was found to be in possession of a Swiss army knife. Kasey had shown the knife to two other students, but had not attempted to use it in a harmful manner. The principal had no objection to reinstatement. Dr. Williams recommended reinstatement on strict probation for the remainder of the school year. Ms. Gee moved to accept the reinstatement recommendation, seconded by Ms. Magness. The motion carried 5-0. Andre Alexander, Dunbar Jr. High School 9th grader, was found in possession of a knife. Andre indicated to the security officer that he did not know that the knife was in his coat pocket. Dr. Williams recommended placement at the ALC under strict probationary terms. Dr. Mitchell moved to accept the recommendation. Dr. Daugherty seconded the motion and it carried 6-1, with Ms. Gee casting the \"no\" vote. SPECIAL BOARD MEETING February 15, 1996 Page 3 Tomonica Jenkins is a 10th grade student at Central High School. She was found with a kitchen knife in her book bag during a random scan. Tomonica stated that she bad used the knife to peel an apple on her way to school and had no intention of using the knife as a weapon. The assistant principal had no objection to reinstatement and indicated that she had no previous discipline problems with Tomonica. Dr. Williams recommended reinstatement. Mr. Riggs made a motion to accept the Superintendent's recommendation, seconded by Ms. Magness and the motion carried unanimously. Christopher Perkins was found to have a knife in his coat sleeve at Cloverdale Jr. High School. The school administrators asked that Christopher be provided an alternative placement and felt that returning him to Cloverdale would be disruptive to the learning environment. Dr. Williams recommended Christopher be placed in the Step One Program at the Pulaski County Juvenile Justice Center. Mr. Riggs moved to accept the recommendation of the administration. Ms. Magness seconded the motion and it carried 6-1, with Dr. Daugherty abstaining. Rawleigh Ralls, 11th grade student from Central High School, was charged with possession of a pocket knife. Rawleigh had entered the LRSD January 10, 1996, from a public !ichool outside the State. The pocket knife was on his key chain and he was not aware that it would be considered a weapon. Rawleigh was represented by Attorney David H. Williams. The school administration had no objection to reinstatement at Central. The Superintendent recommended the Board allow Rawleigh to return to school. Mr. Riggs made a motion to accept the recommendation. Dr. Mitchell seconded the motion and it passed 7-0. The Board returned from executive session at 6:30 p.m. Mr. Riggs made a motion to accept the Superintendent's recommendations on five student appeals. Ms. Magness seconded the motion and it carried 7-0. The Board took a brief recess and returned at 6:45 p.m. Contingency Plan Ms. Pondexter asked for the Board to approve the establishment of a committee that would work to review candidates for the Superintendent's position in case there is a vacancy. The committee would advise the Board and recommendations of the committee would be brought to the Board for approval. Ms. Gee made a motion to approve formation of the committee. Ms. Strickland seconded the motion and it carried 5-2, with Ms. Magness and Dr. Mitchell casting the \"no\" votes. SPECIAL BOARD MEETING February 15, 1996 Page 4 Budget Worksession The Board reviewed preliminary budget data provided by Fred Smith and a brief review of the business cases was conducted. ADJOURNMENT The special meeting was adjourned 8:15 p.m. without a formal motion. APPROVED: J. cJ..J -1\u0026amp; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING February 22, 1996 APR 1 0 1996 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on February 22, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Mr. John Riggs, IV MEMBERS ABSENT: Dr. Katherine Mitchell ALSO PRESENT: Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 6:04 p.m. The roll call revealed the presence of five Board members. Dr. Daugherty arrived at 6:15 p.m. Neither of the ex-officio representatives to the Board were present at the meeting. REGULAR BOARD MEETING February 22, 1996 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of January 25, 1996, and from special meetings of February 8, 1996 and February 15, 1996 were presented for Board approval. Ms. Magness requested an editorial addition to the minutes of January 25, 1996, regarding a recommendation made by the Middle School Committee. Mr. Riggs moved for approval of the minutes with the suggested editorial change. Ms. Strickland seconded the motion and it passed 5-0. III. PRESENTATIONS: Resolution Mrs. Cristina Parsons, widow of Floyd W. Parsons was present to accept a resolution honoring Mr. Parsons for bis many years of service to the students of the Little Rock School District A copy of that resolution is attached to these minutes. A. SUPERINTENDENT Dr. Williams presented a superintendent's citation to Mr. Kirby Shofner, who has been selected by the National Association of Geoscience Teachers as the Arkansas Earth Science Teacher of the Year for 1994-95. Mr. Shofner teaches biology and geology at Central High School. B. PARTNERSHIPS The Superintendent recognized new partnerships between the community and LRSD schools. Partnership certificates were presented to each of these individuals. Mr. Charlie Cook and Mr. Ken Quimby representing The Aerospace Education Center, partnering with Mann Magnet Jr. High School, represented by Principal Marian Lacey. Mr. Dale Wood representing the American Federation of Musicians, Local 266, partnering with Pulaski Heights Jr. High School, represented by Principal Mona Briggs and Duane Barbour. Ms. Janis Hardin, representing Kentucky Fried Chicken in their new partnership with Pulaski Heights Jr. High School, represented by Principal Mona Briggs and Duane Barbour. REGULAR BOARD MEETING February 22, 1996 Page 3 Barbara Williams, representing Curtis Woods Insurance Agency in partnership with Wakefield Elementary School, represented by Ms. Levanna Wilson, Principal. Wayne Eatmon, representing Dominos Pizza in partnership with Williams Magnet Elementary School, represented by Ms. Mary Menking, Principal. Ms. Magness made a motion to accept the new partnerships, seconded by Ms. Gee. The motion carried unanimously. Dr. Williams asked for the Board to approve reordering the agenda for a special presentation by the PTA Council. The Board members had no objection and Karen Greenlea, Assistant Principal at Romine, made the presentations. The following students were honored for participation in a contest sponsored by the PTA Council in recognition of American Education Week. Art Contest (Primary): 1st Place Sarasijhaa K. Desikan 2nd Place Sarah Digby 3rd Place Shaina Harvey Honorable Mention Ozella Bryant Essay Contest (Intermediate): 1st Place Jasmine Desai 2nd Place Mindy Clark 3rd Place Sara Beth Wyatt Honorable Mention Terra Holman Essay Contest (Junior High): 1st Place 2nd Place 3rd Place Christopher Harris Drew McClure Christopher Brannon Essay Contest (Senior High): 1st Place 2nd Place 3rd Place Amy Frank Angel Shelton Shameka Brown Carver Magnet Western Hills Geyer Springs Geyer Springs Booker Magnet Terry Jefferson Bale Mann Mann Mann McClellan McClellan Hall REGULAR BOARD MEETING February 22, 1996 Page 4 C. CITIZENS COMMITTEES Tina Gatson, representing the Committee to Rebuild Chicot made a brief presentation at the request of Ms. Gee. Plans are being made for moving into the new Chicot facility the first week of March. Parents, students, and teachers will assist in the move. Ms. Gatson reported that Mr. Eaton had been cooperative in responding to concerns of the committee regarding updating the security system. A grand opening celebration is planned for April 13, 1996, and Board members will receive invitations tc attend. D. 1. SPECIAL PRESENTATIONS Office of Desegregation Monitoring Melissa Guldin repmted that the ODM staff will begin meeting with Incentive School principals regarding the monitoring process. They hope to complete the visits by the end of March or the first of April. 2. Classroom Teachers Association Frank Martin spoke on behalf of the Districts1custodians and asked the Board to terminate the contract with ServiceMaster. He noted problems concerning schedule changes, addition of duties and responsibilities, female custodians working night shifts, and a contention that job assignments are impossible to complete. 3. Joshua Intervenors John Walker expressed appreciation to the Board for appointing a committee to review the Desegregation Plan and its overall effectiveness in meeting the needs of the children and the community. He expressed agreement with Frank Martin's comments concerning the custodial employees and complaints regarding the ServiceMaster contract. He also stated that there are serious problems in some District schools in interaction between the school staffs and minority students. These negative experiences are causing Black students to dislike school resulting in higher drop out rates and school failure. 4. Knight Intervenors No report. 5. PTA Council No report. The presentation of PTA awards was reordered to an earlier time in the agenda. REGULAR BOARD MEETING February 22, 1996 Page 5 E. BOARD MEMBERS No reports. IV. REMARKS FROM CITIZENS Mike Thomas, civics teacher at Forest Heights Junior High School, addressed concerns regarding disciplinary problems in his school and provided a copy of a report that had been printed in the newspaper which indicated a number of students had been recommended for expulsion but were allowed to return to school. He asked the Board to consider providing an atmosphere of safety in the schools. Robert \"Say\" McIntosh discussed problems with black-on-black crime and the general lack of concern in the community for the well-being of the children. Nathan Dendy, retired agent for union local 630, stated that he was speaking on behalf of organized labor and expressed concern regarding the ServiceMaster contract. Willie Givens exp,ressed dissatisfaction in his experience with ServiceMaster. His greatest concern was with having custodians working alone at night. Barbara Hobbs, custodian at Cloverdale Elementary school, asked the Board for assistance. Her schedule had been changed without consideration for her wishes and she did not feel the changes allowed her enough time to complete her daily assignment. Reginald Henderson, custodian at Washington Magnet School, indicated that the staffing changes in his building eliminated some necessary positions. He feels that he is unable to keep the building clean with the schedule and staff changes made by ServiceMaster. Nancy Dedmon, custodian at Cloverdale Elementary, discussed changes that had been made in her schedule and asked the Board to consider the safety of the custodial employees. Annette Jones, custodian at Pulaski Heights Elementary, expressed dissatisfaction with the changes in her schedule and indicated that she had been reassigned to part time. REGULAR BOARD MEETING February 22, 1996 Page 6 Brenda Henderson, custodian at Pulaski Heights Junior High, was rescheduled to work 3:00 p.m. to midnight. She asked the Board to reconsider their decision to contract with ServiceMaster. Josephine Thornton is the head custodian at Franklin Incentive School. She discussed duties other than custodial responsibilities that are a part of her job and asked the Board to consider the employees. Two unidentified female speakers addressed concerns regarding problems at Forest Heights Junior High and asked the Board to see what can be done to insure the safety of the children. V. ACTION AGENDA A. 1996-97 Student Calendar The student calendar for the 1996-97 school year was presented for the Board's approval. The LRSD and Pulaski County calendars are identical\nthe North Little Rock School District calendar is slightly different. Representatives of the three districts met during development of the calendars and attempted to make them as similar as possible. Dr. Williams asked the Board to approve the recommended student calendar. Ms. Gee moved for approval of the calendar, Dr. Daugherty seconded the motion, and it carried 6-0. B. Southwest Junior High School Our Club/Pre-charging Court Program Mr. James H. Carter, director of the Office of Juvenile Services, developed a proposal for operating \"Our Club\" at Southwest Junior High School. The program will provide services for children and families living in the 72204 zip code area. Those services will include tutoring, life skills classes, support group counseling, and recreational activities outside the regular school day. Pulaski County Juvenile Services, the Pulaski County Prosecuting Attorney's office, and the City of Little Rock have collaborated in funding the program. The District's costs will be limited to utilities and custodial services (approximately $3,394). The Superintendent recommended approval of the proposal. Dr. Daugherty made a motion to accept the recommendation, Ms. Magness seconded the motion, and it carried unanimously. REGULAR BOARD MEETING February 22, 1996 Page 7 I C. Expanded Program Equipment Grants The Vocational Education Division of the District has prepared a grant proposal to purchase additional equipment for Mann Magnet Jr. High School ($54,600)\nand home economics equipment ($41,460) for Forest Heights and Pulaski Heights Jr. High Schools. Dr. Williams asked for the Board's approval to submit the application which is due to the Arkansas Department of Education on March 1, 1996. Mr. Riggs made a motion to approve the submission. Dr. Daugherty seconded the motion and it carried 6-0. D. Grant Submissions The Board was asked to approve grant submissions as listed in the following chart. Ms. Strickland moved for approval, Ms. Gee seconded the motion, and it carried 6-0. SCHOOL I PROGRAM/SPONSOR 1MOUNT I Carver Magnet Elementary School Environmental Matching Grant $1,000. Program/Entergy Corporation Rockefeller Incentive School O1oir Performance and Music Appreciation 1,000. Program/Ark. Humanities Council ALC/Cloverdale/Forest Prevention Services Program-substance abuse 20,000. Heights/Pulaski Heights/ and violence/Ark. Department of Health Mabelvale/Southwest E. Pulaski Heights Elementary Computer Lab Upgrade Pulaski Heights Elementary School requested the Board's approval to use their Title I allocation ($55,000) to upgrade the Academic Support computer labs. Mr. Riggs spoke in support of the proposal, but suggested that the District consider placing more computers in the individual classrooms instead of having students move into labs for computer time. Ms. Magness also spoke in favor of the proposal and asked the administration to keep in mind the technology recommendations of the Strategic Planning Committee when computer purchases are required. The Superintendent recommend~ the Board's approval of the proposal. Ms. Magness made a motion to accept the-7superintendent's recommendation, Ms. Gee seconded the motion, and it carried 6-0'. REGULAR BOARD MEETING February 22, 1996 Page 8 F. Lease Option Telesite Services: Brady Elementary The Superintendent asked the Board to pull this item for consideration at a later date. District attorneys are continuing to work on the lease agreement and will bring the item for Board approval when terms of the contract are fully negotiated. G. Disposition of Old Forest Heights Junior High School The old portion of Forest Heights Junior High School was to be demolished in 1990\nin 1992 the Board decided to wait before tearing down the building in hopes that the Adult Education Center could move from the old Eastside Junior High School location. The FI-IJH buildings have deteriorated to the point that they would not be suitable for relocation. Dr. Williams recommended that the Board vote to proceed with the demolition. Ms. Magness made a motion to accept the Superintendent's recommendation. Mr. Riggs seconded the motion and it carried 6-0. Mr. Riggs asked that the community and the Forest Heights PTA have input in the decisions made regarding use of the space that will remain when the building is torn down. Mr. Eaton was asked to provide a brief report at the March 14, agenda meeting. H. District Hiring and Purchasing Freeze Board President Pondexter requested adoption of a Resolution implementing a spending and hiring freeze for the District. A copy of that Resolution is attached as a part of these minutes. Ms. Gee made a motion to adopt the Resolution, seconded by Dr. Daugherty and carried unanimously. I. Desegregation Committee Appointments Ms. Pondexter provided Board members with the names of recommended appointments to the Desegregation Committee. She indicated that an effort was made to balance the committee by race, gender, and school board election zone. The Board approved the co-chairmen, Cora D. McHenry and Bill Bowen, at a special meeting on January 11, 1996. Recommended committee members are: Alfred Angulo, Chris Baber, Ann Brown, Irma Hunter Brown, Eleanor Coleman, Danny Dillard, Panky Fells, Frank Martin, Estelle Matthis, C. E. McAdoo, Patricia McGraw, Betty Mitchell, Thelma Phillips, Win Rockefeller, Alice Rowe, Frank Smith, and Teresa Young. REGULAR BOARD MEETING February 22, 1996 Page 9 Ms. Pondexter reported that she had asked for the committee to provide their recommendations to the Board within sixty (60) days. Dr. Daugherty moved to accept the committee members as recommended by Ms. Pondexter. Ms. Strickland seconded the motion, and it carried unanimously. J. Donations The Board was asked to approve acceptance of donations to the District. Ms. Gee made a motion to accept the items, Dr. Daugherty seconded the motion and it passed 6-0. Donated items are listed in the following chart. SCHOOL/DEPARTMENT DONATIONS ITEM DONOR M. L. King Magnet Elementary Metropolitan TV Production Program Chicot Elementary (Special Education Programs) Chicot Elementary (For use by Emily Golden) K. Personnel Changes $500.00 cash $500.00 cash Apple IIGS Computer System Apple MacIntosh Performa Computer System Anonymous Anonymous Kimberly Golden Margaret P. Golden The Superintendent recommended acceptance of the personnel changes printed in the agenda. Mr. Riggs moved for approval of the personnel changes, seconded by Ms. Magness, and the motion carried unanimously. L. Financial Reports The financial reports for December 1995, and January 1996, were provided for the Board's review and approval. Dr. Daugherty moved to accept the financial reports, Mr. Riggs seconded the motion, and it carried unanimously. The Board took a brief recess at 7:48 p.m. and reconvened at 8:10 p.m. REGULAR BOARD MEETING February 22, 1996 Page 10 Suspension of the Rules Ms. Strickland made a motion to suspend the rules for consideration of an action item which was not on the agenda. Mr. Riggs seconded the motion and it carried 6-0. Ms. Strickland moved to suspend the Facilities Implementation Committee and to form a committee to study the declining enrollment of the District. Dr. Daugherty seconded the motion. Ms. Gee asked to amend the motion to include suspension of 1he Middle School Steering Committee until the middle school concept and the study on declining enrollment is complete. Ms. Magness questioned the reason for suspending the middle school committee since implementation was not to take place for two years. Part of the committee's work was to study the overalJ impact of middle school implementation, including on M-M transfers. Mr. Riggs also expressed concern for terminating these two committees and suggested that the people who seive on these committees be available to serve as a resource to the newly formed desegregation committee. He suggested that the scope of the facilities committee be expanded to include options other than just the issue of school closings. Ms. Strickland disagreed with his suggestions. The Board approved amending the main motion to include suspension of the middle school steering committee by a vote of 4-2. On the main motion, as amended, the Board again voted 4-2 in favor of the motion, with Ms. Magness and Mr. Riggs casting the \"no\" votes. VI. REPORT AGENDA A. Desegregation Update The Desegregation Update was printed m the agenda and the Board had no questions regarding the report. B. Budget Update Fred Smith asked the Board to consider scheduling a budget worksession for the purpose of making budgetary decisions which will be submitted to the court in midMarch. Ms. Pondexter asked administration to poll Board members for a common date and to schedule a meeting for this purpose. REGULAR BOARD MEETING February 22, 1996 Page 11 C. Transportation Update: Laidlaw Ed Streeter and Mike Jones provided an update on Laidlaw operations. A copy of his report was distributed for the Board's review. Mr. Streeter reported that new computer software had been installed and Laidlaw will begin routing students next school year. Routing was done this school year by the District's transportation department staff. D. Report: Feasibility of Contracting Information and Financial Services The Board has requested research into the possibility of saving money by contracting out infonnation and financial services. This research is being conducted and a report will be provided to the Board when it is complete. E. Update: Consultant Fees A report on usage of consultants was requested by Ms. Gee. The report was printed in the agenda. F. ServiceMaster Report Fred Smith answered questions from Board members regarding the criteria used to determine whether ServiceMaster is fulfilling the terms of the contract. Ms. Pondexter was concerned with contract paragraph 6.6 and with the \"energy management\" section of the contract. Mr. Smith assured the Board that the contract requirements were being monitored. He will be meeting with ServiceMaster supervisors to determine if problems regarding scheduling and safety can be discussed and solved. Ms. Pondexter asked for a full discussion of the issues regarding ServiceMaster be held at the March agenda meeting. G. Standardized Dress Code for the ALC Vic Anderson provided a brief update for the Board regarding implementation of the ALC Dress Code. It was hoped that the effective date would be March 1, however students are being given additional time for purchase of uniforms and disciplinary sanctions regarding violation of the dress code will not take effect until March 25. Ms. Magness questioned a part of the dress code that would require the faculty and staff to also abide by the dress code. Dr. Williams asked for the Board to consider provisions for smocks or cover-garments for those students who cannot afford to purchase the uniforms. REGULAR BOARD MEETING February 22, 1996 Page 12 Suspension of the Rules Dr. Daugherty moved to suspend the rules in order to consider an item not on the agenda. Ms. Magness seconded the motion and it carried 6-0. Dr. Daugherty made a motion to budget an appropriate amount of funds to supplement implementation of the dress code for students who cannot afford to purchase the uniforms. Ms. Strickland seconded the motion and it carried unanimously. H. Computer Technology/Franklin Incentive School Lucy Lyon provided a report for the Board's review detailing the cost involved in updating the computer lab at Franklin Incentive School. Dr. Daugherty had additional questions regarding the report and will meet with Ms. Lyon for clarification. I. Change to AP Grading Scale, 1995-96 School Year Dr. Anderson provided a report in response to a request from Board Member Gee. There were no additional questions regarding the report. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. DISCIPLINARY STUDENT HEARINGS: Linda Watson, interim student hearing officer, provided information regarding Monte Gentry who was recommended for expulsion from McClellan High School. Monte had been involved in a gang-related altercation on January 16, 1996. He did not appear before the Board for reinstatement. Administration recommended expulsion for the remainder of the school year. Mr. Riggs made a motion to accept the recommendation, seconded by Ms. Strickland. The motion carried 6-0. REGULAR BOARD MEETING February 22, 1996 Page 13 ADJOURNMENT Mr. Riggs made a motion to adjourn at 8:55 p.m. Ms. Magness seconded the motion and it and carried unanimously. ~CLJ-ci:SLcuJ\n Sue Strickland, Secretary ~t,mdndimrllll Whereas, Floyd W. Parsons served as Superintendent of the Little Rock School District for 11 years\nand Whereas, Mr. Parsons worked to unify the diverse communities of the school district through his administrative talents, intellect., and use of humor\nand Whereas, Mr. Parsons demonstrated through his words and deeds his commitment to education\nand Whereas, Mr. Parsons was respected by students, staff, community residents and school board members\nand Whereas, the Board of Directors of the Little Rock School District recognizes and honors the valuable contributions Mr. Parsons made to the children of our city\nand Whereas, Mr. Parsons' contributions will long be remembered by members of this community, NOW, THERFORE BE IT RESOLVED, that the Board of Directors of the Little Rock School District pays tribute to the life of Mr. Floyd W. Parsons by recognizing his valuable leadership to this district. Adopted this 22nd day of February, 1996. ct!t~-'~ {\na Ponct6ter, Presiaent RESOLUTION WHEREAS, the Board of Directors of the Little Rock School District recognizes its fiduciary responsibility\nand WHEREAS, the Board of Directors recognizes the critical financial situation the District faces in the development of a balanced budget for the 1996-97 school year\nand WHEREAS, the Board of Directors recognizes the importance of the ending fund balance of the 1995-96 school year to the budgeting process for the 1996-97 school year\nTHEREFORE BE IT RESOLVED, the Board of Directors supports the Superintendent of Schools in putting into place a freeze on all non-salary expenditures from fund 02 (operations and maintenance) except for those purchases necessary for the implementation of the desegregation plan, for materials and supplies essential for the operation of the District for the remainder of the year, or for emergencies\nBE IT FURTHER RESOLVED, the Board of Directors supports the Snperintendent of Schools in implementing a hiring freeze for all replacement hiring except that which would take place due to attrition, resignation, inability to serve, or for safety and security positions which are necessary for the safe, orderly, and efficient operation of the District. ADOPTED this 22nd day of February, 1996. BOARD OF DIRECTORS LITTLE ROCK SCHOOL DISTRICT President let. Board ~/ l. o k oeo-,__Q LitteRoc School District Board Secretary April 25. 1996 Little Rock School District Of-TICE OF COMML\n'.'JC.-\\TIONS 810 \\\\'est .\\larkham Street Li1tk Rock. AR 7:!201 , 501 ) 324-2020  FAX (50 l l 324-~0.:.1 ~IEDL.\\ ADVISORY For more information: Zeornee' Herts. 324-2020 Change Made to LRSD Board Meeting Agenda The agend:1 ror the Little Rock School District Board or'Directors meeting has been revised to include ::m item pertaining to the rehuilding or St~phens Elementary School. Board member John Riggs haci\n:,reviously requested rhat che item be includ-:d on tonight's agenda, however it was i1ladverrently omitted. The item will be an action agenda item. The monrh iy ~oard meeting will beg1n at 6:00 p.m. in the LRSD board room located at S1 0 \\\\i. :'vfarkham. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING March 5, 1996 C APR 1 0 199i 1  ot De 1ega.,on fvfon,wnng The Board of Directors of the Little Rock School District met in a special session on March 5, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Pat Gee Ms. Sue Strickland Dr. Michael Daughtery Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Ms. Linda Pondexter Mr. John Riggs, IV Dr. Michael Daughtery ALSO PRESENT: Dr. Henry Williams, Superintendent Ms. Diane Edwards, Recorder of Minutes I. CALL TO ORDER Pat Gee, Vice President, called the meeting to order at 6:08 p.m. At roll call presence were four Board members. Dr. Daughtery arrived at approximately 6:45 p.m. and Ms. Pondexter at approximately 7:35 p.m. II. PURPOSE OF THE MEETING The meeting was called for the purpose of considering the following items: 1) Budget worksession 2) Student Hearings However, when the meeting was called to order the Board notified the public that there would only be two Board members present after the Student Hearings to attend the Budget Worksession, therefore the Board was postponing the Budget Worksession until such a time as a quorum could be present. Student Hearings Dr. Linda Watson, interim student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession, physical assault or sexual miscondut and are appealing their expulsion and asking the Board for reinstatement. Brandi Palmer is a 10th grade student from Metropolitan Vo-Tech. She was found with a knife during a full school scan. The principal requested that Brandi be returned to school on probation. Dr. Williams recommended reinstatement to Metropolitan Vo-Tech. Dr. Mitchell moved to accept the Superintendent's recommendation. Ms. Judy Magness seconded the motion and it carried 4-0. Karen Baker is a 9th grade student from Mann Magnet Junior High School. Karen transferred to the District from North Carolina in October, 1995 and enrolled in Forest Heights Jr. High School and since has been accepted into Mann Magnet Jr. High. During a full security scan karen was found to have a red Swiss-type army knife in her backpack. When questioned Karen stated this knife is for her job to open boxes. This was later verified by her employer. Karen and her mother stated in an administrative hearing on March 4, 1996 that they had not received a copy of the LRSD Secondary Student Rights and Responsibilities Handbook nor signed the contract page. Ms. Marian Lacey, principal indicated that she would have no objections to Karen's reinstatement to Mann Magnet. Dr. Williams recommended reinstatement to Mann under strict probationary terms. Dr. Mitchell moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion and it carried 4-0. At approximately 6:27 p.m. the Board went out of executive session and into regular session. At this time Linda Watson, interim Student Hearing Officer, made the recommendation for 14 students to be expelled for the remainder of the school year due to various offenses of LRSD Rules and Regulations (see attached list). Dr. Williams supported Dr. Watson's recommendation. Ms. Magness seconded the motion. The motion carried 4-0. Ms. Gee asked if there was anything being done by the District to curtail Gang violence in our children. Dr. Victor Anderson was asked by Dr. Williams to respond to this question. Dr. Anderson advised that there are support groups at individual schools, couselors at the schools and other organizations in the city that are trying to help with this ever growing problem of gang violence. Ms. Gee asked if the Board could make it mandatory that if a student is expelled for gang violence that he/she seek help through one of these organizations before they are admitted back into school. Dr. Williams stated that as a District we would be over stepping our bounds. That as a District we could suggest that they be counseled but could not enforce mandatory counseling in this area. Ms. Magness stated that there is a program such as the D.A.R.E. program at our elementary schools that is being administered in the Blytheville School Districts and that maybe we should check into that. Dr. Williams reported that the District's Social Studies Department had stated that maps and globes were out-dated and did not have countries that are in our news today. Marie McNeal, Social Studies Supervisor, had put together a packet for the Board of surveys from each school regarding the number of current maps and globes and also a cost analysis from three different vendors (see attached). These purchases will be in excess of $55,000 but are needed by the Distri9t. Dr. Williams recommended that the Board approve monies to purchase the needed maps and globes. The motion was made to accept the Superintendent's recommendation by Ms. Magness, and seconded by Dr. Mitchell. The motion carried 4-0. Mr. Fred Smith asked if the Board could decide tonight on the S.O.S. Business Case that had previously been brought before it. This Business Case is a savings for the District and needs immediate attention. Ms. Magness made the motion to approve the S.O.S. Business Case and Dr. Mitchell seconded the motion. The motion carried 4-0. The Board also decided that they would vote on additional Business Cases at the March 14th Agenda Meeting. The Board went back into Executive Session at 6:27 p.m. Kenneth Price is a 9th grade student from Forest Heights Jr. High School. Kenneth was accused of sexually harassing a female student during third period class. After investigations by the Student Hearing Officer, Mr. Collier the assistant principal, and the office of Safety and Security, Kenneth was recommended for long-term suspension. An appeal hearing with Dr. Victor Anderson, Assistant Superintendent of Secondary Schools was held on February 29, 1996. Again, the recommendation was upheld. After the Board went into executive session they returned with the Superintendent making a recommendation for Kenneth to be assigned to the Alternative Learning Center for the remainder of the school year under strict probationary terms. Kenneth will be able to reapply for regular school in the fall as long as he abides by his probationary terms and then his record will be esponged of the charge. Ms. Magness moved to accept the Superintendent's recommendation. Dr. Mitchell seconded the motion and it carried 6-0. The Board returned from executive session at 7:45 p.m. Ms. Magness made a motion to accept the Superintendent's recommendations for the three students whose appeals were heard. Dr. Mitchell seconded the motion and it carried 6-0. ADJOURNMENT Ms. Gee made a motion to adjourn at 7:39 p.m. Dr. Daugherty seconded the motion and it carried unanimously. ~~() Suerickand,Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING March 14, 1996 (Edited - changes appear in Bold Italics) The Board of Directors of the Little Rock School District held a special Board meeting at 5:00 p.m. on March 14, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Patricia Gee Ms. Sue Strickland Dr. Michael Daugherty Ms. Judy Magness Dr. Katherine Mitchell MEMBERS ABSENT: Mr. John Riggs, IV. ALSO PRESENT: Dr. Henry P. Williams, Superintendent of Schools Dr. Russell Mayo, Associate Superintendent Ms. Diane Edwards, Recorder of Minutes I. CALL TO ORDER Board President, Ms. Pondexter, called the meeting to order at 5:09 p.m. Ms. Willingham, teacher ex-officio representative to the Board, was present at the Board meeting. The student ex-officio representative was not present. At 5:10 p.m. Ms. Pondexter called for the Board to go into Executive Session for Student Hearings. Student Hearings Dr. Linda Watson, interim student hearing officer, was present to provide background information regarding students who were recommended for expulsion from the District. Each of these students were expelled for weapons possession and/or physical assault and are appealing their expulsion and asking the Board for reinstatement. SPECIAL BOARD MEETING March 14, 1996 Page 2 Andrea Moore is a 10th grade student from Hall High School. She was found with a double-edged razor during an all school scan. The principal requested that Andrea be returned to school on probation. Dr. Williams recommended reinstatement to Hall High School. Dr. Mitchell moved to accept the Superintendent's recommendation. Dr. Michael Daugherty seconded the motion and it carried 6-0. Mitchell Younts is a 10th grade student from Hall High School. Mitchell was seen coming onto campus from the vicinity of Hall Drive by the campus security officer. As the officer approached Mitchell she smelled cigarette smoke. After Mitchell was directed to empty his pockets a single blade razor was found wrapped in paper inside his wallet. Ms. Gayle Bradford, principal indicated that she would have no objections to Mitchell's reinstatement to Hall High. Dr. Williams recommended reinstatement to Hall under strict probationary terms. Ms. Gee moved to accept the Superintendent's recommendation. Ms. Magness seconded the motion and it carried 6-0. Shamika Hudson an 8th grade student from the Alternative Learning Center is charged with Physical Assault on a Staff member. This is the second time that Shamika has not been present at a set hearing date. Dr. Williams recommended to uphold the expulsion recommendation made by Dr. Marshaleck, principal of the Alternative Learning Center. Ms. Gee moved to accept the Superintendent's recommendation. Dr. Michael Daugherty seconded the motion and it carried 6-0. At approximately 5:26 p.m. the Board went out of executive session and into regular session. At this time Ms. Magness made the motion to accept the Superintendent's recommendation for these students. Dr. Daughtery seconded the motion. The motion carried 6-0. A. Report: Old Forest Heights Junior High School Building Doug Eaton presented to the Board the timeline for the asbestos removal and demolition of buildings one (1) and seven (7) on the east campus. (See attached) On or about June 1 the demolition will begin. The estimated completion time for demolition, regrading and resodding of site is thirty (30) days. The entire project should be completed by July 1, 1996. Mr. Eaton also stated that Duane Benage, Principal of Forest Heights Junior High School is making initial contact with community groups and PTA to solicit recommendations and assistance with regard to area beautification once the buildings have been removed. B. S.O.S. Business Case This business case was voted on at the 03/05/96 meeting\nhowever, it was not an open meeting so the vote had to be made again. Ms. Magness made a motion to accept the business case and Dr. Daugherty seconded the motion. Motion carried 6-0. SPECIAL BOARD MEETING March 14, 1996 Page 3 C. Rebuilding Stephens School Ms. Pondexter called that rules be suspended to allow patrons from ACORN representing rebuilding Stephens School address the Board. A number of patrons were present at this meeting to voice their concerns that the Stephens school was not being rebuild. Ms. Zebralon Dukes, of Acorn, was the spokesperson for the group. Ms. Dukes said the group had many concerns as to why the school had not been rebuild when we have the money. Dr. Williams stated that we have part of the money but not all that is needed to rebuild. Dr. Daugherty stated that a tax increase was suppose to give us part of the money to rebuild but we had not received the money from the state. Dr. Daugherty stated that in a conversation with the city that he understood the city was waiting on the District.Ms. Magness stated that the Judge had questioned rebuilding facilities study that was done. Dr. Williams remarked that the Judge wanted to know if we could use a 700 seat elementary school. Dr. Williams recommended that we petition the court regarding the rebuilding of the Stephens school. Dr. Daugherty moved to accept the Superintendent's recommendation. Ms. Strickland seconded the motion. Motion carried 6-0. Ms. Magness made a motion to amend the Superintendent's recommendation to include the legal opinion from the Court and the financial impact report regarding Stephens school. Dr. Daugherty seconded the motion. Motion carried 6-0. At 5:41 p.m. the Board took a short break. At 5:45 p.m. the Board resumed. D. ServiceMaster Richard Grant with ServiceMaster made a presentation concerning ServiceMaster's work the District to date. Attached is a copy of his presentation. After this presentation Mr. Grant was open for questions from the Board. Dr. Daugherty questioned 3.2, 3.28 of the Contract between LRSD and ServiceMaster. This section of the contract states that there will be no change in work hours or work condition. Dr. Daugherty stated that changing an employee from working at one school for eight hours a day to an employee working at two schools four hours each per day and changing an employee from a day shift to a night shift is changing an employees work hours and conditions and this is in violation of ServiceMaster's contract. At this time four LRSD employees spoke in opposition of ServiceMaster. Barbara Hobbs from Cloverdale Elementary stated she had been working by herself since March 6, she has spoken with Harrison Fairfax of Plant Services but no one else will speak with her. Safety and not being able to keep her building clean is a great concern of Ms. Hobbs. Next Willie Givens of Central stated there are \"too many chiefs and not enough indians\". The custodial staff has been reduced at Central to five employees. There is no way that five employees can keep Central clean inside and out. Everyone is on a schedule that is so tight it doesn't allow for variations that happen in a school. Ms. Betty Mitchell with the CTA stated her concern was that 12 month employees had been changed to 9.25 month, 8 hour employees had been SPECIAL BOARD MEETING March 14, 1996 Page 4 changed to 4 hour, daytime workers had been changed to night workers. All of this had been done with no consideration to the employee's situation. Kenny Fisher of Cloverdale Jr. High stated that this is counter-productive to change to ServiceMaster in mid-school year and the fact that it is impossible for one custodian to thoroughly clean a building with 82,000 sq. ft. Ms. Gee said that she would publicly like to thank Mr. Fisher for everything he had done for her son while he was a student at Cloverdale Jr. High. Mr. Fisher had been more than a custodian, he was mentor, teacher, counselor and friend and she appreciated all that he had done. Dr. Mitchell asked why had custodians been cut? Who is responsible for getting subs in the buildings? Who has ultimate authority? When after hours activities are taking place is overtime paid to the custodians? At this Dr. Daugherty made a motion that LRSD restore all service employees to their former positions except those affected by pay increases or dismissed by due process. This was seconded by Ms. Gee. Ms. Magness questioned the Board's authority as they are a policy making unit and not administrative. Ms. Magness encouraged the Board to wait until we check our legal position. Dr. Daugherty then called for the question. Roll was called: Motion carried 4-2. Ms. Pondexter - Yes Ms. Gee - Yes Ms. Strickland Dr. Daugherty Ms. Magness Dr. Mitchell - Yes - Yes - No - Abstained The Board then recessed at 6:45 p.m. The meeting was called back to order at 7:00 p.m. E. Approval of 1996-97 Proposed Budget Ernie Davis on the Advisory Committee for Financial Stability presented the Committee's recommendations to the Board for consideration. See attached. Dr. Daugherty asked if the reduction in full-time staff members reflected this in administration staff as well as teachers? Ernie Davis stated that it did. Mr. Ernie Davis stated that the committee felt the Board should study the proposed budget in detail in order to determine where expenditures could be reduced while still delivering a high-quality level of service to all students. He also stated that the entire committee or members of the committee would be in agreement to meet with the Board and/or staff members to assist in revising the budget if the Board so desired. Ms. Pondexter said she felt that was an appropriate thing and a consensus was made for the Board to meet with th~ committee on Monday, March 18, 1996, 5:30 p.m. in the LRSD Board Room. SPECIAL BOARD MEETING March 14, 1996 Page 5 ADJOURNMENT Ms. Magness made a motion to adjourn at 7:11 p.m. Dr. Daugherty seconded the motion and it carried unanimously. APPROVED: 5  o23 -C/(, ~ ==[) SuStriclclarrd, ~ry LIITLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LIITLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING March 28, 1996 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m. on March 28, 1996, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The President, Ms. Linda Pondexter, presided. MEMBERS PRESENT: Ms. Linda Pondexter Ms. Sue Strickland Ms. Patricia Gee Dr. Michael Daugherty Ms. Judy Magness\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\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_732","title":"Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume I, exhibit 1","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":["1996-02-23"],"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","Education--Evaluation","Education--Finance"],"dcterms_title":["Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume I, exhibit 1"],"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/732"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"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\nVOLUME I RECEIVED Feb 1996 LITTLE ROCK SCHOOL DISTRICT Office of Desegregation Monitoring, 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT February 23, 1996 EXHIBIT 1 I VOLUME I LITTLE ROCK SCHOOL DISTRICT 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT February 23, 1996 t EXHIBIT 1SEQUENCE # PAGE # Preface 1 Mission 3 Goals 4 TABLE OF CONTENTS SEQUENCE  SCHOOL OPERATIONS CLUSTER (BUFF) PAGE H 09A,l - 18,3 District Financial Summary 5 Definitions 6 Organization of the Report 9 Cluster Budget Documents 11 09A 09B 10 II 12 13 14 15 16 17 18 School Operations (Principals) School Operations (Central Off. Adm.) Extracurricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School Unassigned Testing Assistance - Disadvantaged Job Fair 09A, 1-102 09B, 1-59 10,1-20 11,1-3 12,1-65 13,1-5 14,1-8 15,1-9 17,1-4 18,1-3 CURRICULUM CLUSTER (PINK) 01,1 - 08,19 SCHOOL SUPPORT CLUSTER (BLUE) 20,1 - 35,3 01 02 03 04 05 06 07 08 HIPPY 4 Year Old Program/City Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Curriculum Special Education Gifted Education Federal Programs Vocational Education 01,1-7 02,1-8 03,1-12 04,1-24 05,1-46 06,1-8 07,1-7 08,1-19 19 20 21 22 23 24 25 26 27 28 29 30 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Unassigned Minority Teacher Recruitment Educational Equity Monitoring Commitment to Diesegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA 20,1-15 21,1-12 22,1-7 23,1-4 24,1-18 26,1-7 27,1-3 28,1-4 29,1-8 30,1-9 ISEQUENCE tt PAGE It SEQUENCE U PAGE tt 31 32 33 34 35 36 Unassigned Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Unassigned 33,1-4 34,1-9 35,1-3 RECRUITMENT CLUSTER (PURPLE) 37,1 - 39,10 37 38 39 40 Parent Involvement - Recruitment VIPS - Recruitment Public Relations Unassigned 37,1-23 38,1-14 39,1-10 INCENTIVE SCHQQLS CLUSTER (YELLQW) 41,1 - 72,13 56 57 58 59 60 61 62 63 64 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 Qffice of Incentive Schools Writing to Read Science Labs Unassigned Foreign Language Program Unassigned Extended Day/Week Field Trips Unassigned Tranportation Unassigned Unassigned Instructional Aides Extended Year Recognition Program 41,1-10 42,1-2 43,1-4 45,1-2 47,1-10 48,1-6 50,1-2 53,1-4 54,1-4 55,1-3 Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends/lnservice Qther Incentive Schools Academic Programs  Peer Tutors/Retired Teacher Mentors  Themes  Kindergarten ~ Reading Across the Curriculum  Qral Expression Across Curriculum  Learning Styles Inventory  Semi-Departmental  Instructional Tech  Study/Test-Taking  Parent Home Study  Computer Managed Instruction ~ Student Education Plans  Specialized Programs  Incentive Programs  Homework  Criterion-Referenced Test  Heterogeneous Grouping  Effective Schools  African/American History 56,1-2 57,1-13 61,1-11 62,1-21 63,1-2 64,1-23 iiSEQUENCE tt PAGE tt SEQUENCE # PAGE tt 65 Social Skills  Family Folklore  Positive Imaging  Interpersonal Skills  Rites of Passage  Mentoring Program 65,1-5 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness  Study Skills  Home/Neighborhood Meet  Wellness Program 71,1-16 66 Special Activities - Peer Tutoring Program  Academic Reinforcement Clubs - Special Interest Clubs 66,1-6 72 73 74 School Policies and Procedures - Qther Unassigned Unassigned 72,1-13 67 68 69 L-atin Enrichment Program Unassigned Career Skills Development 67,1-8 69,1-2 70 Incentive Schools Qperations  Support Services 70,1-5  Community Access/Field Trip  Community Involvement  Special Skills Program  Special Training  Parental Involvement  Learning Time Schedule  Home/School Community  Extracurricular Program  Attendance and Behavior  Subject Related Extracurriculum iii STUDENT CHQICES/QPTIQNS CLUSTER (GREEN) 75,1 - 82,3 75 76 77 78 79 80 81 82 Student Choices/Options Unassigned Unassigned Unassigned Unassigned Qriginal Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) QRGANIZATIQNAL CHART 75,1-2 80,1-8 82,1-3PREFACE The mission statement and goals for the Little Rock School District are the guidelines for all decision making. The Program Budget Document provides additional direction for quality, interim and summative decision-making for the district. The Program Budget Document is a monitoring instrument used by the Little Rock School District to assist with the planning and budgeting process. The PBD provides an overview of all district programs. This reporting method allows the district to monitor the performance and expenditures of each program and take corrective measures throughout the year rather than at the end of the year. The 1995-96 Second Quarter Status Report Program Budget Document for Desegregation Plan Program.s list achievements and expenditures occurring during the second quarter (October 1, 1995 - December 31, 1996). Several reporting practices should be noted as follows: The second quarters report consist of two volumes for desegregation program reporting: Volume I (Seq #s 1-18) and Volume 11 (Seq^s 19-82). 09A is the designated sequence number for reporting achievements by Principals, and 09B is the number relative to achievements of Central Office Administrators. Desegregation Monitoring Audits are conducted annually resulting in the inclusion of additional desegregation obligations in the Program Budget Document. The first desegregation audit was completed during the fourth quarter of the 1993-94 fiscal year. This years audit will be conducted according to schedule. All court orders, hearing transcripts, monitoring reports and stipulation.s will be reviewed. As a result of the ongoing audits and the refinement process some obligations and/or strategies have been deleted from the following programs: Four Year Old, Multicultural Curriculum, Library/Media, Educational Equity Monitoring, Commitment to Desegregation Leadership, VIPS Recruiting, Public Relations, Office of Incentive Schools, Incentive Schools Staffing, Office of Incentive School Academic Activities, Counseling and Social Work, School Policy and Procedures, Student Choices \u0026amp; Options, Office of Desegregation/Student Assignment, School Operations 9A, Tri-District Summer School, Facilities, Parent Involvement, Original Magnets, HIPPY and M-to-M Magnets. Programs that have been removed because all of their objectives and strategies were dropped from the PHD include: Bidding Practices, Rockefeller Early Childhood, Romine Interdistrict School, Computer Loan Program, Computer Lab Program, King Interdistrict School and Contingencies. 1 I IThe Second Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 2LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 31. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure fipancial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for ail students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 4 ILittle Rock School District Quarterly Desegregation Expenses Page 1 of 2 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 17 18 19 22 24 25 26 27 28 29 32 33 34 35 49 51 52 53 54 Program Name HIPPY 4-YEAR OLD PROGRAM STUDENT HEARING OFFICER OFFICE OF DESEGREGATION EXTRA CURRICULAR PARTICIPATION TEACHER RECRUITER STAFF DEVELOPMENT ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS_________ ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS SPECIAL EDUCATION @ WASHINGTON D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS KING INTERDISTRICT SCHOOL EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN SCHOOL SUSPENSION JOB FAIR TESTING ASSISTANCE LIBRARY SERVICES PARENT RECRUITING VIPS RECRUITING COMMITMENT TO DESEGREGATION CONTINGENCY FUND OFFICE OF INCENTIVE SCHOOLS WRITING TO READ SCIENCE LABS COMPUTER LABS Budget 95-96 233,228.63 2,082,112.79 94,826.02 500,451.75 82,400.00 53,469.17 448,983.75 1,592,924.90 123,668.60 183,900.00 4,336,650.00 56,846.12 717,087.08 359,648.82 1,510,533.27 478,054.39 6,800.00 67,151.00 40,000.00 773,598.00 929.00 4,307.00 409,808.64 34,000.00 36,943.36 5,000.00 0.00 0.00 0.00 0.00 0.00 FTE's 20.50 88.00 2.00 13.00 0.00 1.00 7.00 75.60 5.00 0.00 0.00 1.00 5.00 7.40 58.50 6.00 0.00 0.00 0.00 23.10 0.00 0.00 16.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 ' YTD Expense 78,299.62 767,177.07 46,869.30 239,971.62 63,281.52 25,795.57 167,428.93 528,248.55 34,702.81 23,992.75 1,546,290.00 22,588.13 645,731.62 137,490.35 529,520.43 314,553.74 0.00 53,029.12 0.00 266,783.26 644.42 325.90 144,786.04 8,109.40 12,184.07 0.00 0.00 0.00 0.00 0.00 0.00 1st Quarter 23,352.90 204,721.39 23,067.57 117,897.77 0.00 13,165.13 78,332.41 132,025.63 11,354.76 2,278.62 0.00 8,944.07 601,721.26 28,464.69 151,406.29 161,918.28 0.00 53,029.12 0.00 87,680.06 0.00 0.00 32,881.28 298.48 2,945.76 0.00 0.00 0.00 0.00 0.00 0.00 2nd Quarter 54,946.72 562,455.68 23,801.73 122,073.85 63,281.52 12,630.44 89,096.52 396,222.92 23,348.05 21,714.13 1,546,290.00 13,644.06 44,010.36 109,025.66 378,114.14 152,635.46 0.00 0.00 0.00 179,103.20 644.42 325.90 111,904.76 7,810.92 9,238.31 ________0.00 ________0.00 ________0.00 ________0.00 ________0^00_ 0.00 3rd Quarter 4th Quarter % Budget Spent 33.57% 36.85% 49.43% 47.95% 76.80% 48.24% 37.29% 33.16% 28.02% 13.05% 35.66% 39.74% 90.05% 38.23% 35.06% 65.80% 0.00% 78.97% 0.00% 34.49% 69.37% 7.57% 35.33% 23.85% 32.98% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 5 ILittle Rock School District Quarterly Desegregation Expenses Page 2 of 2 Program Code 56 57 59 61 64 65 66 72 73 74 75 _________Program Name__________ COMPUTER LOAN PROGRAM__________ EXTENDED DAY______________________ FIELD TRIPS ___________________ TRANSPORTATION (ADD'LI____________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR_____________________ INCENTIVE/RECOGNITION_____________ RECOMMENDED STAFFING____________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE_______ OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL _______________________ Budget 95-96 _________0.00 440,719.00 31,500.00 __________0.00 313,763.93 38,678.00 6,893.00 581,135.13 27,696.00 27,176.00 36,663.00 15,737,746.35 FTEs 0.00 0.00 0.00 0.00 28.00 0.00 0.00 19.34 0.00 0.00 0.00 378.44 YTD Expense 0.00 122,492.23 6,966.63 __________0.00 126,754.98 38,942.04 311.12 190,104.56 353.61 1,714.02 4,308.16 6,149,751.57 1st Quarter 0.00 9,751.30 1,305.42 0.00 31,176.71 38,942.04 0.00 51,226.85 0.00 0.00 0.00 1,867,887.79 2nd Quarter 0.00 112,740.93 5,661.21 0.00 95,578.27 0.00 311.12 138,877.71 353.61 1,714.02 4,308.16 4,281,863.78 3rd Quarter 4th Quarter % Budget Spent 0.00% 27.79% 22.12% 0.00% 40.40% 100.68% 4.51% 32.71% 1.28% 6.31% 11.75% 39.08% BDEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence # (Seq. #): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 7Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. 1 page references wiii direciiy die u.,e of the following desegregation documents\nL(LR) - LRSD DesegregatiorJ PJ\": = Settlement Agreement\nC(CO)= Court Orders\nT (HT) = Hearing Transcripts\nP(CP) = Court Pleadings\nM(MR) Monitoring 113-20 for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference\nSpecific plan and page references will directly cite one Interdistrict Desegregation Plan\nS  Reports. The format should be L23 or Plan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation the specific desegregation document and page upon which this objective or strategy has been found should be lusted. If the objective or stra gy . desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/94). strategy was completed. For consistency, all dates should be entered in the following format: Completion Date. This is the actual date a particular objective or ...... ------ . .. -------, entered MM/DD/YY, (09/30/95). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 8 1 IORGANIZATION OF THE REPORT This section provides guiding information about the text of the Second Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Pages in the text are numbered using Arabic numerals. Pages are consecutively numbered at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Program areas are numbered according to their sequence number followed by the page number within that program (e.g., 02,5 refers to page 5 of the program with a sequence number of 02). Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which was inserted verbatim in the third quarter report of FY 93-94 as a result of the desegregation audit. 12/09/93 MR *. Denotes additional desegregation obligations language which was inserted as a result of the 1994-95 desegregation audit. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six separating color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). The School Operations program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A, and the sequence number for reporting by Central Office Administrators is 09B. For the first reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" 9Organization of the Report (continued) column are 07/01/95 and 06/30/96, respectively. These inclusionary dates represent the boundaries for the first quarter. The generic dates of 07/01/95 and 06/30/96 are used to uniform and conform reporting in the School Operations program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement. As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary, junior high, and senior high. Incentive Schools. The Incentive Schools cluster provides program reporting information for the following schools: Franklin, Garland, Rockefeller, Mitchell and Rightsell. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. in CLUSTER BUDGET DOCUMENTS JI I I I UiCurriculum Cluster * * *  * * HIPPY 4-Year Old Program/City Wide Early Childhood Education Program Academic Support Program Multicultural Curriculum Special Education Gifted Programs Federal Programs Vocational EducationLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq if: 01 Page: Revision Date: Febniary 13, 1996 1 Program Name: HIPPY (Home Instruction Program For Preschool Youngsters) Program Code: UI Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Description: HIPPY is a home based dcvelopmcnul program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother In preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and while students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rwk area. HIPPY serves primarily economical and educational disadvantaged families. District Goal Support: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal: To prepare economically disadvantaged children to enter kinderganen with the necessary skills to be successful\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan References: Page L 5. C I4. 15. 16 1 FY Program Budget: $233,228.63 1st Qtr Expend: $23,352.90 3rd Qtr Expend: FTE 22.0 YTD Expenditures: $78,299.62 2nd Qtr Expend: $54,946.72 4th Qtr Expend: Related Function Codes: ] 01, 1Program Seq #: 01 Program Name: HIPPY Program Code: 01 Program Coal: Plan Reference Page Number L14 LI4 LRSD f Y 95 96 PROGRAM BUDGET DOCUMENT Primary Leader: Sterling Ingram Secondary Leader: Page: 2 Revision Date: Marian Shead February 13. 1996 To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1 To promote the HIPPY program 2. To select HIPPY aides 3. Initial training of aides and suff 07/01/95 06/30/96 Staff Mailed letters (Documentation of PSA) 1.1 To compose and mail Public Service Anrtouncement for local radio stations and Channels 14 and 16 \u0026amp; distribute flyers A. Distributed flyers to Watershed Community Development B. Mailed PSA to LRSD Communication Depanment C. Distributed flyers to day care centers, health department, and local businesses D. Had information booth at University Mall 2.1 Interview and select ten (10) Home Visitors A. Interview and select Home Visitors B. Printed and mailed flyers to area churches C. Ran classified ad in two local newspapers 01, 2 08/01/95 08/21/95 08\\01\\95 08/16/95 07/01/95 08/19/95 07/01/95 08/29/95 09/11/95 08/06/95 08/01/95 08/21/95 08/01/95 09/29/95 06/30/96 08/19/95 06/30/96 06/30/96 09/11/95 09/13/95 Staff Staff Staff Staff Suff Suff Suff Coordinators Suff Suff Pay the bill (requisition paid) IPage: 3 Program Seq #: 01 Revision Date: February 13. 1996 Program Name\nHIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: Tn prepare economically disadvantaged children to enter kinderganen with the necessary skills to be success: and lo improve the educational outcomes of students, particularly black students as ii relates to the achievement disparity between black and while students. LI4 LI4 1.14 L14 LI4 L14 L14 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. To enroll families into program. 6. Tn determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. 9. Tn familiarize aides of the HIPPY implementation in LRSD. 10. Obtain malerial for program 11. Tn orientate enrolled families tn the HIPPY program. 3.1 Arrange logistics with Stale Regional Office for the initial training 4.1 Conduct home interview and enroll families into program. 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator 7.1 Identify families to be served by each aide 8.1 Print curriculum material. 9.1 Conduct IWO (2) day workshop 01, 3 07/01/95 07/01/95 08/28/95 09/11/95 07/01/95 07/01/95 07/01/95 07/01/95 09/13/95 07/01/95 07/01/95 06/30/96 06/30/96 08/29/95 09/11/95 06/30/96 06/30/96 06/30/96 06/30/96 09/14/95 06/30/96 06/30/96 Supervisor Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators C\u0026lt;K\u0026gt;rdinators Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Pay the hill (Documeniaiion of family enrollment) As.signmeni of families tn aides Families enrolled in program (documeniaiion of parent nrientalion)Page: 4 Program Seq \u0026lt;: UI Revision Date: February 13. 1996 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kitxJerganen with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. L15 Plan RefereiKe Page Number Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 13. To schedule implementation of HIPPY curriculum. 11.1 Conduct orientation meeting. A. Secured space for orientation (Adult Education Auditorium from Paulette Manin. Adult Education director B. C. D Invited LRSD Personnel to Orientation Prepared program agenda for orientation Orientation conducted 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. 13.1 To schedule aides weekly home visits 13.2 To schedule area group meetings  print flyers 13.3 To schedule weekly Inservice Training for aides 01, 4 09/25/95 09/11/95 09/19/95 09/22/95 09/25/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 09/25/95 09/11/95 09/19/95 09/22/95 09/25/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Staff Staff Staff Staff Coordinators Coordinators Supervi.sor CoordinatorsPage: 5 Program Seq f: 01 Revision Date: February 13, 1996 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader\nMarian Shead Program Goat\nTo prepare economically disadvantaged children to enter kinderganen with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. LIS Plan Reference Page Niunber Objectives Strategies 13.4 Schedule aides first teaching (with own child). Beginning Date 07/01/95 Completion Date 06/30/96 Responsibility Evaluation Criteria 14. To provide parents with information that will assist them with their children. 07/01/95 06/30/96 Supervisor CcKirdinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials. 07/01/95 06/30/96 Supervisor Coordinators 14.2 Include enrichments for parents at monthly Group Meetings 07/01/95 06/30/96 LIS 16. To determine program success 09/01/94 06/30/96 Completion of survey Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will he conducted on the HIPPY participants as they enter and exit the kindergarten. A standardized achievement test will be given to each child al the end of the third grade level. 1.6 16.1 Conduct survey of parents - print materials 07/01/95 06/30/96 16.2 Telephone survey conducted 12/04/95 12/08/95 Supervisor Coordinators Coordinators 01, 5 IPage: 6 Program Seq #: 01 Revision Date: February 13. 1996 Program Name: HIPPY Program Code: 01 Primary leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success: and to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. 1.16 L16 LI6 Plan ReferetKe Page Number L16 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 19. Provide parents with information to be successful with their children 20. Build the aides/childrens self esteem. 21. Graduation of HIPPY children and aides reception 23. Staff in place. 19.1 Obtain a site and speaker and schedule a lecture for parents 19.2 Hold Parent Appreciation/Mnlivational Program 20.1 Activities throughout program year with involvement for children: i.e. fall carnival, holiday party, black history program, talent show, parent appreciation.group meetings, graduation \u0026amp; recognition ceremony 21.1 Staff will organize A. B C. 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/% 06/30/96 06/30/96 Nutrition Fair Fall Carnival Holiday Party 23.1 To begin implementation of HIPPY program. 10/24/95 10/30/95 12/19/95 07/01/95 07/01/95 10/24/95 10/30/95 12/19/95 06/30/96 06/30/96 Supervisor Staff Staff Coordinator Staff Staff Staff Coordinator Consultant fee paid Staff began implementation of program LI6 24. Maintain regular staff. 07/01/95 06/30/96 Supervistrr To assist in the implementation of program 01, 6Page: 7 Program Seq #: 01 Revision Date: February 13. 1996 Program Name: HIPPY Program Code: Oi Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kinderganen with the necessary skills to be success: and to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. LI6 L6 L6 Plan Reference Page Number Objectives 25. To assist in traveling expense. 26. The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. 27. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-eoine implementation of the HIPPY Program, Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 24.1 Secretary 07/01/95 07/01/95 06/30/96 06/30/96 Aides Pay stipend 25.1 Aides made home visit. 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 01, 7Program Seq 02 Program Name: Program Code: Program Description: District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTI) Expenditures: LRSD FY 95 96 PROGRAM BUDGET DOCUMENT Four-Year OW Progratn/City-Wide Early Childhood Program 02 Primary Leader: Sterling Ingram Secondary Leader: Pal Price Page: I Revision Dale: February 13. 1996 The purpose of the program is to meet the growing needs of disadvantaged smdents and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elenientaty schools. The program provides experietKes for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that arc difficult to desegregate. Tire District's preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock-.Schtwl District Effective the 1990-91 school year, this nxxJel will he an integral part of the effort to improve the academic achievement A long-range (four-year-old) plan will address demographic, instructional, and structural needs. LRSD will continue to of minority and ecorromicallv disadvantaged children and to attract white students to the schools. use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. L8 Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparitie.s in achievement. Goal \u0026lt;2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal *5  Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of scIkwI activities and operations. The District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old clas.ses and approved by the Court {720 seats). L7. LIO. L17. 18. 19 1 $2,082,112.79 $767,177.07 1st Qtr Expend: 2nd Qtr Expend: $204,721.39 $562,455.68 3rd Qlr Expend: 4lh Qtr Expend: PTE 20.50 I Related FutKtion Codes: 02, 1 1Protram Seq 02 Program Name: Four-Year Old Program Program Code\nProgram Goal: Plan Reference Page Number LI7 L17 LI7 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Sterling Ingram To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvanuged studenu\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies 2. Recruit teachers and aides as needed. 2.1 Interview interested teachers and aides as needed. A. Teachers and aides hired for every classroom. Secondary Leader: Beginning Date 07/01/95 07/01/95 07/01/95 Completion Dale 06/30/96 06/30/96 08/18/95 Pace: 2 Revision Date: February 13. 1996 Pat Price Responsibility Supervisors, Human Resources Director, Principals Supervisors, Human Resources Director, PritKipals Evaluation Criteria 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.) LI7 L17 L17 Lt7 3. Obtain curriculum materials, supplies, and furniture as needed. 4 Train teachers and aides in the implementation of E.C.E. curriculum.) 5 Familiarize parents with Four-Year Old Program. 07/01/95 06/30/96 (Purchasing Dept. Supervisors) 3. (Confirmation of purchase orders.) 3.1 Complete aiKl send orders to verxJurs. A. Materials, supplies and equipment available in classrooms. 4.1 Conduct orientation and inservices. A. B C. 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 09/22/95 06/30/96 Principals training Teachers training Instructional Aides training 02, 2 07/01/95 07/01/95 07/01/95 07/01/95 60% 60% 60% 06/30/96 Principals Supervisors Supv/Staff Dev Supv/Staff Dev Classroom teachers 3.1 Materials available 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 5. (Documentation of meetings and evaluations.)r Page: 3 Program Seq *: 02 Revision Date: Febniaty 13. 1996 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. lu unjuniKiii HU ---------------- , (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Referertce Page Number 1.17 LI7 LIE Lt 8 Objectives 6. Evaluate effectiveness of Four-Year Old Program. Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.1 Conduct parent orientation meeting and parent conference. A. Parent orientation 5.2 Include four-year old children in Master Schedule students receive services of counselors, music teachers. schtMjl nurses, librarians, physical education and art teachers. A. Master schedule reflects services children received. 5.3 Ensure key experiences occurring in the classroom. A. Fourty-five classroom visitations 02, 3 07/01/95 06/30/96 Classroom teachers 5.1 Number of parents attending Parent/Tcacher Conferences 07/01/95 07/01/95 07/01/95 07/01/95 08/16/95 07/01/95 50% 06/30/96 09/30/95 06/30/96 60% 06/30/96 Principals Principals ClassrtHtm Teachers Supervisors (Principals Classroom Teachers Supervisors Planning. Research, and Evaluation, Assoc. Supt.) 5.2 Master schedules 5.3 Curriculum checklist 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress of children who did and did not panicipate in the program.)  (Standardize achievement tests will be given to each child at the end \u0026lt;f the third grade level. These tests will pnivide data indicating the success of the Early Childhood Program as an intervention strategy.) I JPage: 4 Program Seq #: 02 Revision Date: February 13. 19% Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secoiwiary Leader: Pat Price Program Goal: To implement (he Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number LIR LIR LIR Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.1 Administer appropriate evaluation to four-year- olds. 6.1 (Maintaining portfolio assessments on four-year- olds.) A. Portfolio began on all children 6.2 Analyze student assessment test data and prepare report for LRSD Board of Directors. A. Analyzed student assessment data 6.3 Utilize results for program improvement. A. Results of assessment \u0026amp; parent surveys were utilized to make program improvements. 07/01/95 07/01/95 08/21/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/% 50% 06/30/% 10/01/95 06/30/% 60% Classroom teachers (Classroom teachers) Assoc Supt Supervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6.1 Evaluation results 6.1 (Documentation of portfolios recording the work which children do and what they know.) 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 7 Support the continued work of the LRSD Early Chtidhotxl Task Force as a valuable avenue for parent, teacher, and community input. 07/01/95 06/30/% 7.1 Conduct monthly Task Force meetings A. Task Force formed and meetings scheduled 02, 4 07/01/95 07/01/95 06/30/% 50% IProgram Seq fl: 02 Program Name: Program Code: Program (\u0026gt;oal: Plan Reference Page Number L19 1.19 LRSD t Y 95-96 PROGRAM BUDGET DOCUMENT Four-Year Old Program Primary Leader: Sterling Ingram Secondary Leader: Page: Revision Date: Fcbniary 13. 1996 Pal Price To combine the effons of the LRSD, P.C.S S.D., N.L.R.S.D.. Head Start and other entities to provide quality early childhocxt experiences to as many disadvantaged students in the city (tf Little Rock. Objectives Strategies Beginning Date Completion Date Respoasibility Evaluation Criteria 2. To develop a plan for planning a city-wide early childluMKl program. 1.4 To receive a letter of support from each agency desiring to participate. 2.1 To establish planning procedures and identify key committees and chairpersons needed for the planning process. 2.2 To identify appropriate additional representatives from each participating agency for each committee. 2.3 To delineate the goals to be addressed and the tasks lo be accomplished by each committee, including appropriate timelines lo be met. 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Key representatives from each agency Key representatives from each agency Key representatives from each agency Key representatives from each agency Key representatives from each agency File record letters Structured plan for planning on file. Record of committee members Record of committee members 1.19 L19 1.19 3. To initiate the planning for the implcmcnlalinn of a city wide early childhorxi program. 3.1 To conduct periodic meetings to review progress of each committee. 3.2 To identify resources needed by identified by each committee, including monetary. 02, 5 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Minutes of meetings Identification of committeePage: 6 Program Seq if: 02 Revision Date: Pehruary 13, 1996 Program Name: Four-Year Old Program Program Code: Primary leader: - Sterling Ingram Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D., P.C.S.S.D.. N.L.R.S.D.. Head Start and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. LI9 L19 Plan Reference Page Number L7 (N) LIO (N) LIO(N) LIO (N) Objectives Strategies Beginning Dale Completion Dale RespoiLsibility Evaluation Criteria 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement. 3.4 To submit the final draft for approval to all participant Boards of Directors (where applicable). 07/01/95 07/01/95 06/30/96 06/30/96 Assoc Supi for Educational Programs Ass\u0026lt;k Supi for Educational Programs Submission of first draft Draft submitted to Board I. (To collaborate with HIPPY. P.C.S.S.C., N.L.R.S.D.. Head Start, and other entities in order to fulfill the districi's expectations for a quality Early ChikthiMKl Education Program.) (N) I. I (To establish a schedule of regular meetings of repre.sentatives of the various entities.) (N) 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.KN) A. Group met to discuss individual program needs and if resources could be shared. 1.3 (To plan joint inservices for administrators, teachers and instructional assisunts.MN) 02, 6 07/01/95 07/01/95 07/01/95 07/01/95 10/01/95 06/30/96 10/23/95 06/30/96 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) l.l (Schedule and minutes of all meetings) 1.2 (Rosler of participants and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices)Page: 7 Program Seq 02 Revision Dale: Febnjary 13. 1996 Program Name: FiHjr-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To c(mbine the efforts of the L.R S.D.. P.C.S.S.D.. N.L.R.S.D.. Head Stan and other entities to provide quality early childhtMxl experiences to as many disadvantaged students in the city of Little Rock. Plan Reference Page Number L10{N) Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria A. Planning for joint inservices for administrators, teachers and instructional aides. 1.4 (To plan joint parent involvement activities.)(N) A. Planning for joint parent involvement activities. 07/01/95 07/01/95 07/01/95 50% 06/30/96 50% LIO (N1 Lil 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) A. Referrals will be made between agencies 1,6 A representative fmm the Little Rock School Distrwt Student Assignment Office will meet each year with parents from both programs to review the kinderganen assignment prtKess, The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. A. Parent recniiter coordinators from the student assignment office did presentations for various groups. 02, 7 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 07/29/9.1 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.4 (Rosler \u0026lt;f participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) I IPage: R Program 5eq H\". Revision Date: February 13. 1996 Program Name: Four-Year Old Program Program Code: Primary Mader: . Sterling Ingram Secorulary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D., P.C.S.S.D.. N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. Lil Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.7 Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early 7/01/95 6/30/96 childhcHtd programs. Ihcse students will be identified in the Little R\u0026lt;Kk School District mainframe computer system according to their respective programs. A. List received from city of Little Rock. 07/01/95 50% 02, 8 1.7 At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion- reference tests. EPSF screening, or any other acadentic measures that are available and applicable. The ennties will review these results on an annual basis, prior to the Iteginning of the following schtM\u0026gt;l year, and make programmatic changes, individually and collectively, as needed. Tliese students will he ct\u0026gt;mpared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhwxl programs.Program Seq 03 Program Name: Academic Support Program Program Code: 10 Program Description: District Goal Support: Program Goal: Plan References: Program Budget: YTD Expenditures\nRelated Function Codes: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Henry Williams Secondary Leader: Page: t Revision Date: Adams/Parker/Glasgow will be Academic Support Programs. All school programs February 13. 1^96 will be located at each school she. except Metropolitan Nam. and Lrm.llun of Academic Support Programs  Tire name of all district rem^ia.ion pmgrams ,,en,s in gradL one Ihrough twelve in the areas of reading, language arts and .Vocalional-Technical Educalion Center. Purpose - The purpose of the Academic Support Pr g P provWcd by certified reading specialists. English and malhemalics teachers in Ihe regular malhemalics. The pnigram reinfomes and enhances Ihe academy achievement inf individual schools for providing acccicralcd reading/languagc arts and malhemalics learning adflitinnal classes, and labs. Scope and Content - The Academic Support Program o ty f __ m ifUmifted students thmugh additional classes, smaller class sizes. variety of options to the individual schools for classrooms, addilional '''8\"\" Miet services lo identified sludents Ihniugh sizes, eaperiences for studenis identified ihrough a process using mulliple crileria The P8m is p^rtld^nls^Beneficiaries - Target sludents are initially idenlified from the sludenl populaliim scoring in ihe orTn-class assistance .1 Ihe secomlaiy level arul in-class re^i^^Tm used lo seleci sludenis from Ihe eligible populalion lo panicipale in Ihe Academic Support is characterized by providing cither direct or indirect services to the secondary level and in-class assistance or limited pull-out al or in-ciass assisiaoce me - -------  . annual studenl assessmani Mulliple criteria, including snidenl grades, teacher tecomtnendalions. !. and student records arc used to select students Program. (1) Implement integrated educational programs (2) Develop and maintain a suff that is well-trained and motivated. (3) Solkil and secure initially identified from the student population scoring in the that will ensure Ihal all sludents grow academically, socially and emotionally with emphasis on basic and academic ennchmenl while closing disparities in achievement. financial and other resources that are necessary to fully suppon our schools, including our desegregation plan OtlllVH Jkusriv. ........w..-. ------- g- 11 J . students, staff and Ihe community as a valued resource upon which our community can draw as we prepare for Ihe 21 st Century. (6) Ensure that equity occurs in all phases of school activities and operations. The goal of Ihe Academic Suppori Program is In provide equimhle language arts and malhemalics learning eaperiences assistance needed to reduce the learning disparity. LP 1-20 $1,592,924.90 1st Qtr Expend: $132,025.63 $528,248.55 2nd Qtr Expend: $396,222.92 03, 1 \u0026lt;alued eoniribuior to society and view cultural diversity among for all students in the mainstream setting by supporting them with the in.siructional and technical 3rd Qlr Expend: 4th Qtr Expend: FTE75-M)LRSD 1 Y 95 96 PROGRAM BUDGEl DOCDMI-NT Page: 2 IVogram Seq H: 03 Revision Dale: Fehruary 13. 1996 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal if the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date ResporLSibility Evaluation Criteria March 19. 1993 Revised Academic Support Program P I p4.l3 I. To identify and serve students who are al*risk in bnguagc arts and mathematics. 07/01/95 06/30/96 Local school teams I - (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford R cutoff score and multiple criteria) to identify targeted students.) 1.1 Explain the Academic Support Program options to local school administrators. A. Language Arts Pius and Math Plus and traditional in-class support. 1.2 Provide an overview of how all the individual Academic Support Programs will be coordiruted for continuity of services to children and efficient use of resources. All schools will implement the Board-approved uniform curriculum. 03, 2 07/01/95 07/31/95 07/01/95 06/30/96 09/29/95 06/30/96 Associate Supt. for Curriculum Associate Supt. for Curriculum, Director of Federal Programs, Curriculum Supervisors l.l (Schedule of meeting.) 1.2 (Observation reports and staff development activities records are on file.) I I I IProgram Seq \u0026lt;: 03 Page: 3 Program Name: Acadcmk Suppun Program Revision Dale: February 13. 1996 Program Code: fVimary Leader: Program Goal: Henry Williams Secondary Leader: Adams/Parkcr/Glasgow assistance needed lo reduce the learning disparity. in the mainstreamed setting by supporting them with the instructional and technical Plan Reference Page Number p7.10 p 13 Objectives Strategies The established critical attributes of the Academic Suppon Program will be evident in each school. The revised curriculum (K-12) has been sequentially developed and the objectives have been correlated to the skills in Arkansas Minimum Performance Test. Stanford Achicventent Test-Eighth Edition, and existing computer-assisted instructional software. -To provide for continuous improvement of teachers, records will be maintained on staff development activities. New staff members will be targeted for appropriate staff development activities as well as participation in the district's \"New Teacher Initiative.\" A. Principals' Meeting B. Title I Specialists Meeting 1.3 Select the local schools appropriate Academic Support Program. (Indirect/direct/extended services) 03, 3 Beginning Date 07/17/95 08/15/95 07/01/95 Completion Date Responsibility Evaluation Criteria 08/04/95 08/15/95 06/30/96 Local school administrators 1.3 (Selection on file al buildinglevel and in office of Director of Federal Programs.)Page: 4 Program Seq 03 Revision Date: Program Name: February 13. 1996 Program Code: Program Goal: Plan Reference Page Number P 11.13 p 12.13 P 12.13 Hl Academic Suppon Program Primary trader: Henry Williams Secondary Leader: Adams/Parker/Glasgow The goal of ihe Academic Suppon Program is lo provide equilabic language ans and malhemaiics learning experiences for all snidenls in the mainsireamcd selling by supponing Ihem wilh ihe instiuclional and technical faa r^rliai'A lh\u0026gt; laa^mma rlienanh* assistance needed to reduce the learning disparity. Objectives Strategies 1.4 Identify students selected for participation in each program by school/grade level. A. Students identified and selected. 1.5 Select staff (identify by position) responsible for delivering Academic Support Program. A. Staff selected for 1995-96 school year. 1.6 Schedule Ihe academic teams staff. A. Schedules on file at Office of Federal Programs B. Schedules posted in classroom 03, 4 Beginning Date 07/01/95 07/01/95 07/01/95 08/01/95 07/01/95 08/22/95 08/22/95 Completion Date 06/30/96 11/15/95 06/30/96 09/29/95 06/30/96 11/15/95 11/15/95 oa. Responsibility Local school teams Principal Principal Evaluation Criteria 1.4 (Print-out of eligible students i.s provided lo local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.5 (Staff assignments are determined at the building level and assignments filed al the Office of Federal Programs.) 1.6 (Schedules are developed listing team's contact time, number of students served, and other variables associated with the teams responsibilities.) * anteProgram Seq #: 03 Page\nRevision Date: Program Name: Academic Suppon Program February 13. 1996 Program Code: Primary Mader: Henry Williams Secondary Mader: Program Goal: Adams/Parker/Glasgow pB assistance needed to reduce (he learning disparity. 'X .hen. wi,h ,he ,ns,n,c..al and technical Plan RefererKe Page Number Objectives Strategies 1.7 Implement selected school options at local level. A. Program options implemented p 7,8.20 P I p 14 Begiruiing Date 08/21/95 07/01/95 Completion Date 06/30/96 06/30/96 Responsibility Principal and staFT Evaluation Criteria 1.7 (Schedules of targeted students reflect implementation of the selected schiml opiion(s).) 2. To prescribe a personalized intervention plan for eligible students. 2. (To prescribe a personal education plan for targeted students.) 1.8 Utilize resources invested In PAL remediation approach by reallocating staff positions, computer hardware, software programs, and other equipment and materials toward the new approach to remediation. 2.1 Cluster schools and develop a staff development schedule for curriculum clusters. 03, 5 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 (Principal, Coordinator of Media Services. Director of Federal Programs, and Curriculum Supervisors) Principal and staff Directors of Staff DeveloiMnent and Reading: Supervisors of Language Arts and Malhema(ic.s 1.8 (Technology Departmcn(.s inventory and schedules of staffing reflect reallocations of resources,) 2. (Personal education plans of targeted students reflect implementation of the selected school opttonfs).) 2.1 (Staff development schedule on file.)Page: 6 Program Seq #: 03 Revision Date: February 13. 1996 Program Name: Academic Support Pmgram Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistatKe needed to reduce the learning disparity. p 14 Plan Reference Page Number Objectives Strategies 2.2 Begin training staff responsible for delivering each Academic Support Program. A. Workshops  Principal's meeting -Principal's meeting Title I Specialist Inservice -Title I Specialist Inservice -Preschool Secorxlary Math Teachers -Math Plus Inservice -Math Plus Inservice Secondary Math Council -7(h Grade Math Teachers' Inservice -Principals' Meeting 03, 6 Beginning Date 07/01/95 08/04/95 08/15/95 09/11/95 08/14/95 09/19/95 09/20/95 09/12/95 12/06/95 01/04/96 Completion Date 06/30/96 08/04/95 08/15/95 09/11/95 08/14/95 09/19/95 09/20/95 09/12/95 12/06/95 01/04/96 Responsibility Directors of Staff Development and Reading: Supervisors of Language Arts, Mathematics and IRC Specialists, Director of Federal Programs Evaluation Criteria 2.2 (Staff training for participants will include program adminisiralion (student selection pr\u0026lt;Kess. recordkeeping, progress reports) instructional strategies, parental involvement, and others.) BlF Page: 7 Program Seq #\n03 Revision Date: Febniary 13, 1996 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader\nAdams/Parker/Glasgow Program Goat\nThe goal of Ihe Acadeniie Suppon Program is to provide equitable language mt and malhemaiics learning experiences for all studenis in the mainstreamed selling by supponing Ihem wilh Ihe insliuclional and technical acciclanf-* ll\\ raaallie-* ika laaawhiveal at.aeaaaix. Jit C assistance needed to reduce the learning disparity. p 14 Plan Reference Page Number Objectives Strategies 2.3 Monitor the imi^ementation of above. A. On site visits made to elementary and secondary schools by staff 2.3 (Monitor (he implementation of the Academic Support Program options. These programs may vary from year-to-year.) 2.4 Morulor instruction and learning in Academic Support Program settings on a regular basis and observe to determine: Teachers involving students in a variety of classroom activities that address learning styles and cultural diversity. 03, 7 Beginning Dale 07/01/95 08/22/95 07/01/95 Completion Date 06/30/96 50% 06/30/96 Responsibility Principals, district* wide staff development team, and computer specialists Principals Evaluation Criteria 2.3 (.School visits/ohscrvaiions are made to provide feedback (oral/wniien) to trained staff.) Teacher observations and evaluations on record.Page: 8 Program Seq #: 03 Revision Date: February 13. 1996 Program Name: Academic Suppon Program Program Code: Primary leader: Henry Williams Secondary Leader: Adams/Parkcr/Glasgow Program Goal: The goal of the Academic Support Pnigram is lo provide equitable language arts and mathematics learning experiences for all students in the mainstreamed selling by supporting them with the instructional and technical assistance needed lo reduce the learning disparity. Plan ReferaiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Crileria p 7.9,10.19 Teachers selecting methods and strategies that capitalize on students' interests and experiences. Teachers demonstrating creativity and resourcefulness in delivering instruction. -Teachers utilizing effective classroom strategies, such as tutors, small-group instruction, and extended dayZweek programs, to maintain Ihe gains studenis have made. Teachers interacting with students In a caring manner. Teachers recording of students data Ihal shows increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). 03, 8Program Seq #: 03 Page: 9 Program Name: Academic Support Program Revision Date: February 13. 1996 Program Code: Program Goal\nPrimary Leader: Henry Williams '\"T   \"'a.hema.ics learning assisrarKe rKcaeu leamine di^naniv Secondary Leader\nAdams/Parker/Clasgow assistance needed to reduce the learning disparity. experiences for all students in the mainstreamed setting by supporting them with the instructional and technical Plan Reference Page Number p7J5 p7.IO.I5 Objectives Strategies 2.5 Provide technical assistance and maintenance workshops as needed in (he above staff development areas. A. Technical assistance has been provided elemenury and secondary schools. to Title I Specialists Inservice Title I Specialists Inservice -Fint Grade Teachers Inservice Title I Instructional Specialists Inservice -Title I Education Materials Fair Title I Instructional Specialists Inservice Title I Instniciional Specialists Inservice 2.6 Schedule .school based meeling.s to assess program effectiveness. 03, 9 Beginning Date 07/01/95 08/22/95 09/11/95 09/19/95 10/09/95 10/12/95 10/16/95 11/14/95 12/12/95 07/01/95 Completion Dale Responsibility Evaluation Criteria 06/30/96 50% 09/11/95 09/19/95 10/26/95 10/12/95 10/16/95 11/14/95 12/12/95 06/30/96 Principals, district- Hide staff development team, and computer specialists, Office of Fed. Programs (Principals, districtwide staff development team, curriculum supervisors. IRC specialists) Principal 2.4 (Requests for technical assistance are dticumenied and evaluated. Feedback related to improvement or change is recorded.) 2.5 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.)Program Seq #: 03 Page: IO Program Name: Revision Date: Program Code: Program Goal: Plan RefcrerKC Page Number p 10,15 Academic Support Program Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Febniary 13. 1996 assistance needed to reduce the learning disparity. Objectives 3. To reduce or eliminate pull-out academic support programs. Strategies 3.1 Collect appropriate data for end of school program evaluation, including pre and post standardized lest scores, studenl grades and attendance, samples of student work, and parent/teacher/student recommendalioas. 3.2 Analyze Ihe above data lo evaluate program effectiveness in meeting its particular programmatic goals and objectives of remediating studenl achievement and contributing to the overall reduction of dbparity between black and while students. 03, 10 Beginning Dale 07/01/95 07/01/95 --^reamed s=,dg by supp.,n,g ,b=m wi,h ,he and .echnica, Completion Dale Respoasibility Evaluation Criteria 06/30/96 06/30/96 Principal and staff\nDir. of Federal Programs Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors, and Principals, Office of Fed. Program.s 3.1 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations lo provide tndividual/group/scbooi progres.s are maintained for continuous studenl and program pmgress.) 3.2 Academic Support Programs will be successfully operating in all district schools as evidenced by\n-Increased studenl achievement, improvement on standardized test .scores. Increased numbers of student.s moving to the next quartile. Increased number of students moving above the 50th percentile.Page: II Program Seq 03 Revision Dale: February 13, 1996 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: AdamsZParkerZGlasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and malhemalics learning experiences for all students in the mainstreamed selling by supporting them with Ihe instructional and technical assistance needed to reduce the learning disparity. p 15 p5 Plan RcferfrKe Page Number P 1.20 P9 Objectives 4. To provide parents the knowledge and skills needed lo promote the educalion of Iheir children al home arKl al school. Strategies 3.3 Identify modification for Ihe Academic Suppori Program for 1995-96. A. Math Plus initiated in regular math, pre-algebra. algebra 3.4 Support and extend learning opportunities for students by making available lo targeted students before-school, al lunch, after-school, and periodic extended weeks computer lab instruction. 03, 11 Begirming Date 07Z0IZ95 07/01/95 07/01/95 07/01/95 Completion Date 06/30/96 75% 06/30/96 06/30/96 Responsibility Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors, Principals and Office of Federal Programs Director of Federal Programs, Principals (Principal and staff. Director of Federal Programs. Curriculum .Supervisors) Evaluation Criteria 3.3 (The 1995-96 school year will reflect nuHlincations.) 3.4 (Schedules will reflect additional instructional services.) 4. Parental involvement will show an increase in the numbers of parents attending parent conferences and parent training se.ssions and visiting schools.PaRe: 12 ProRram Seq *: 03 Revision Date: Febniary 13. 1996 Program Name: Academic Support Program Program Code: Primary Leader\nHenry Williams Secondary Leader\nAdams/Parker/Glasgow Program Goal: The goal of the Academic Suppon Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instnictional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies 4.1 Assist parents in obtaining the knowledge and skills needed lo promote the education of their children at home and at school through: -providing timely information regarding students' achievement and behavior. -involving them in informative and effective conferences concerning their childs education. -involving parents as partners in their childs educational process. A. Provided parent/teacher support at schixils\nconducted parent meetings B. Parent Involvement meetings with Key Facilitators and/or Executive Council C. Tide 1 Pareni Kick-Off (200) 03, 12 Beginning Date 07/01/95 07/05/95 07/12/95 09/16/95 Completion Date 06/30/96 50% 50% 09/16/95 Responsibility (Principal and staff. Director of Federal Programs. Curriculum Supervisors) Evaluation Criteria 4.1 (Records of parental involvement activities on file.)Program Seq 4': 04 Program Name: Muhicuttural Curriculum Program Code: 12 Primary Leader: Program Description: District Goal .Support: Program Goal: Plan RefereiKes: FV Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 95-96 PRCXjRAM BUDGET DOCUMENT Sterling Ingram Secorxlary Leader: Marie McNeal Page: 1 Revision Dale: Febniary 13. 19\u0026lt;)6 in the Litlle Rock School Oislricl (6) The program is further designed to reduce the disparity trhiant tedx^isMts 7beat^weTeine 'blac tkh ^ancdo mwph^itnee mstsu dZenttis' rin dac aind'eihmei'cM puelrtifcourmltuanmcle sC uarnrdic tuhleu mlo wP roregprraemse, nmtautilotincultural curriculum guides wtll be used in all schools Teachers will receive extensive and ongoing staff development in the ,\"z X5 - - - the cultural, academic and social needs of all children. (1,3.6) To supplement existing instructional materials focusing on greatest by activities outlined in the Multicultural Curriculum Program. 4 Students will be provided opportunities to develop better self-esteem. , 5 Studenis will have oupurruumcr lo examine ihe inislic. musical, scicnufic. literary. UKial and pulilical accomplishmenls of many elhnic groups Goal No. I. Implement integrated educational programs achievement. that will ensure that all students grow academically, socially and emotionally with emphasis on Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. basic skills and academic enrichment while closing disparities in ____ __ iiain a \u0026gt;uin uiai i wt.ii-iiiaiw.w .......... ... . .  Gtwl No 4 Solicit and secure financial and Other resources that are necessary to fully support our schools, including our desegregation plan. Sia! No' 3. The Linle Rock School Board, administration, suff. and studenis will demonsirale in their day lo day behavior ihal they accept eac^ndividua a valued resource upon which our community and nation can draw as we prepare for tlie 21st century. valued contributor to society and view cultural diversity among students, staff and the community as Tn ensure educalmnal equhy In Ihe elementary .nd secondary curriculum and program areas. (Applies to entire document ea^^to3 4/  To collaborate with the PCSSD and the NLRSD lo promote multicultural activities and curriculum development. (Applies only lo page 76, ob|ectives I, Z, 3, 4.) L66 - 80 $123,868.60 $34,702.81 1st Qtr Expend: Znd Qtr Expend: $11,354.76 $23,348.05 04. 1 3rd Qlr Expend: 4lh Qtr Expend: FTE 5 Program Seq #: (H Program Name: Muhicultural Curriculum Program Code: 12 Program Goal: Plan RefereiKe Page Number L66 I. 66 L 66 LRSD PY 95-96 PROGRAM BUDGET DOCUMENT Primary leader\nSterling Ingram Secondary Leader: Page: 2 Revuion Dale: Marie McNeal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2, 3, 4.) To collah\u0026lt;raic with Ihe PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives I. 2. 3. 4.) Objectives Strategies Beginning Dale Completion Dale Responsibility Fehruary 13. 1996 Evaluation Criteria 1. To provide teacher learning opportunities through formal course training 1.1 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Original obligation completed. Learning opportunities disseminated as received. 1.2 Receive and advertise course offerings to al) certified staff, including opportunities for luilion reimbursement and/or salary credit A. Original obligation completed. Learning opportunities disseminated as received. 04, 2 (07/01/95) (07/01/95) 07/01/95 (07/01/95) 07/01/95 (06/30/96) (06/30/96) 50% (06/30/96) 50% (Director of Staff Development. Subject Area Supervisors. Principals) Assoc Su(H.-Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Devcittpmeni) (Supervisor of SiKial Studies) Assoc Supt * Educ Programs Office of Human Resources I. (Multicultural strategies will be implemented in schools as assessed by administration during cla.ssroom observations and teacher conferences) 1.1 List of college offering.s 1.1 (The number of teachers who have received multicultural training will increase.) 1.2 Copy of information providedPage: 3 Program Seq 04 Revision Date: Febniary 13, 1996 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Maric McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies lo entire document except for page 76. objectives 1, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. ob|ectives 1, 2, 3, 4.) L 66 Plan Reference Page Number L66 L 66 L66 L66 L66 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Crileria 1.3 Identify participants in summer and fall courses A. Original obligation completed Participants in all courses submit iranscripts/salary credit to appropriate departments. (07/01/95) 07/01/95 (06/30/96) 50% Employees (Director of Human Resources) 1.3 Copy of academic course completion on file in Personnel office (Office of Human Resources) 2. To develop a district-wide multicultural audio/visual resource catalogue 2. (To maintain district-wide muliiculniral audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculum 2.2 Purchase additional audio/visual materials from the 19S8-89 budget A. Audio/visual materials purchased. 2.3 Identify and catalogue other resources for multicultural audio/visual materials, i.e., AR Dept of Educalion, LR Public Library. AR Library Commission 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for Ihe LRSD 04, 3 (07/01/95) (07/01/95) (07/01/95) 09/21/95 (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) 09/21/95 (06/30/96) (06/30/96) (Subject area supervisors) .Supv of Media Services (Subject area supervisors) Supv of Media Services (Subject area supervisors, principals) Supv of Media Services Superv of Media Services 2. (Multicultural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition material 2.2 (Materials ordered, received, and catalogued for distrihulion/use) 2.3 2.4 2.4 Completed catalogue Distribution of catalogue (Multicultural materials will be checked out by schools)Page: 4 Program Seq *: 04 RevLsion Date: February 13. 1996 Program Name: Muliicuhural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) T( collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2, 3, 4.) L66 L 67 L67 L67 L67 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.5 Place initial supplemental order for multicultural audio/visual materials from (he 1989* 90 budget (07/01/95) (06/30/96) Media Specialists 2.5 Requisition! submitted 2.5 (Materials are available for check-oui/use) 3. To plan and implement the Instructional Materials Fair (Mullkultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the community) 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specinc dates, lime, place and format-to be held as a component of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Tri-District meeting held to plan Multicultural Materials Fair. Fair date set for October 26. 1995. 3.2 Identify national and local vendors of multicultural instructional materials 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) A. Date Established - October 26, 1995. 04, 4 (07/01/95) (07/01/95) 07/13/95 07/01/95 (07/01/95) (07/01/95) 07/13/95 07/01/95 (06/30/96) (06/30/96) 07/13/95 09/30/95 (06/30/96) (06/30/96) 07/13/95 09/30/95 (Assoc Supt for Educational Programs) (Supv of Media Services) Assoc Supt for Educational Programs (Supv of Media Services) Assoc Supt for Educational Programs Executive Staff Assoc Supt for Educational Programs 3. (Multicultural materials will be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Implementation Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Completion of mailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar)Page: 5 Program Seq It: 04 Revision Date: February 13. 1996 Program Name: Muhicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure edue,.i,l equi.y in Ihe elementary and secondary eurrieulum and program areas. lApplies lo emire doeumen. ej^ for page 76 obiecrives 1. 2. 3 4.) To collaborale wilh Ihe PCSSD and Ihe NLRSD lo promole rauhkullural aclivilies and curriculum developmenl. (Applies only lo page 76, ob|eclives I, 2, ,_^l L 67 Plan RefereiKe Page Number L67 L 67 L67 L 68 L68 L68 Objectives Strategies Beginning Dale Completion Date Respoasibility Evaluation Criteria 3.4 Confirm Fair paKkipants 3.5 Acquaint principals and central office staff wilh plaas and Fair relationship lo desegregation efforts A. Fair date listed on LRSD calendar. 3.6 Conduct media campaign for Fair lo staff and parents 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) A. Multicultural Fair hosted by PCSSD on October 26. 1995 4.1 Revise Board policy for textbook adoption 4.2 Identify an ad hoc committee lo review criteria presently being used in LRSD and other districts for textbook adoptions (10 members) 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on Ihe approved Arkansas State Department of Education's textbook list are free of sex/race bias) 04, 5 07/01/95 (07/01/95) 07/13/95 (07/01/95) (07-01-95) 10/26/95 (07/01/95) (07/01/95) (07/01/95) 06/30/96 (06/30/96) 07/28/95 (06/30/96) (6/30/96) 10/26/95 (06/30/96) (06/30/96) (06/30/96) Supv of Media Services Assoc Supt for Deseg and .Schools Supv of Media Services, Dir of Communicatioas Assoc .Supt of FLducational Programs working with committee Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Arkansas State Dept, of Education) 3.4 3.4 3.5 3.5 Confirmation (List of panicipating vendors) Staff agenda (Staff can relate Fair lo the District's desegregation efforts) 3.6 Publicity 3.6 (Fair is advertised tn the public) 3.7 3.7 4.1 4.2 Validate Fair participation (Materials ordered/purchased) Approved criteria Roster of committee members 4.3 5khedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias)Page: 6 Program Seq #: 04 Revision Date: February 13. 1996 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educatK\u0026gt;nal equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multiculiural activities and curriculum development. (Applies only to page 76, obtectives I, 2, 3, 4.) L 68 1. 68 L68 Plan ReTeretKe Page Number L68 L 69 L 69 L69 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Crileria 4.4 Submit revised policy and criteria to the Board of Directors for flrst reading 4.5 Adopt policy on textbooks 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" 4.7 Select artd recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) Superintendent Assoc Supt for Ed ProBS LRSD Board of Directors Assoc Supt for Educational Programs (Curriculum Supervisors) Assoc Supt for Educational IVograms (Curriculum Specialists) 4.4 4.5 4.6 4.6 Board agenda Board agenda Monitoring (Textbook.s are free of sex/race stereotypes) 4.7 Board approval 4.7 (Crileria checklist was used for textbook selection) 5. To develop and implement a multicultural curriculum for pre*kindergar1en Ihrough grade 6 5. (To implement the LRSD curriculum. K*6. which is multicultural) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas lo be iiKluded in a multicultural curriculum 5.2 Identify and retain Ihe services of a national expert in multicultural curriculum development (lead consultant for Iwo (2) year contract). 04, 6 (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (Principals. Teachers. Asst. Supts.. Curriculum Supervisors) Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5. (Improvement in studenl performance and assessment of attitude regarding learning) 5.1 Transcript or suggestions 5.2 Contractual commitment for Ihe 1988*89 school year (Dr. James A. Bank.s was used)Page: 7 Program Seq #: (M Revision Date: February 13. 1W6 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educaiittnal equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 69 L 69 L 69 L69 L 70 Plan Reference Page Number Objectives Strategies Beginning Dale Completion Dale Responsibility Evaluation Criteria 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development limeline for the year, including a checklist for task completion 5.4 Develop expectations for members participating on multicultural curriculum committee 5.5 Identify curriculum committee members artd contract for services: 8 - Health/Science 5 * Musk 14 - Reading/Language Arts 3 - Art 4 - Social Studies Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculum areas revised were\nReading. Language Arts. Social Studies. Math, and Science) 5.6 Obtain multicultural curriculum units from models used in other cities 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development 04, 7 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) i^ad Consultant Assoc Supt for Educational Programs Lead Coasullant Assoc Supt for Educ Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs 5.3 Timeline/checklist (Timeline included in this document 5.5 - 5.17) 5.4 Expectations 5.4 (Contractual agreements with curriculum writers) 5.5 Identification of committee members 5.6 Copies of multicultural materials distributed to committee members 5.7 List of expectatioTLSProgram Seq #: (M Program Name\nMulticultural Curriculum Page: 8 Revision Date: February 13, 1996 Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in (he elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2, 3. 4.) To collab(ratc with the PCSSD and the NLRSD lo promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2, 3, 4.) L 70 L70 L70 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L70 L70 5.8 Secure the services of six (6) local resource consultants to serve on Ihe district wide curriculum development committee 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to irKlude (a) understanding the rationale, (rends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum A. Preschool scierKe inservice included a component about multicultural contributors in science. 5.10 Conduct task completion monitoring as identified in timeline 5.11 Operatiorulize (he curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members) 5.12 Review and edit the comprehensive guides in each content area at each grade level 04, 8 (07/01/95) (07/01/95) 08/21/95 (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) 08/22/95 (06/30/96) (06/30/96) (06/30/96) Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) Div of Educational Programs (Asmx: Supi for Educational Programs) Assoc Supt for Educational Programs Assoc Supt for Educational Programs 5.8 Contract services of consultants 5.9 Participants written evaluation 5.9 (Original inservice completed\nongoing inservice will be diKumented and evaluated by panicipants) 5.10 Implementation of monitoring instrument 5.11 Agenda of each meeting 5.12 Implementation of guides IProgram Seq #: (M Program Name: Muliiculrural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Page: 9 Revision Dale: Marie McNeal February 13. 1996 Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1. 2. 3, 4.) To collabcjraie with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, ohieciives 1, 2, 3, 4.) L 70 L 70 L70 Plan Reference Page Number Objectives Strategies 5.13 Type and print all guides 5.14 Conduct inservice for all elementary principals and teachers A. Inservice in multicultural science curriculum at principals' institute. B. Inservice in multicultural science curriculum at preschool conference for teachers. C. Early release day inservice in December was used for hands-on science and math manipulatives training for teachers. 5.15 Involve principals and teachers in ordering multicultural materials fnim local building budgets: Beginning Date (07/01/95) (07/01/95) 07/18/95 08/21/95 12/06/95 (07/01/95) Completion Date (06/30/96) (06/30/96) 07/18/95 08/22/95 12/06/95 (06/30/96) Responsibility Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) Evaluation Criteria 5.13 5.1.3 5.14 5.14 5.14 Guide.s completed (Guide.s delivered to .schools) Agenda (Curriculum implementation) (Inservice on revised curriculum is ongoing) Assoc Supt for Educational Prog Elem Teachers Principals Principals 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in al) schools) A. Assisted a committee of Righisell teachers in examining social studies materials to consider for purchase. 11/09/95 11/27/95 04, 9Program Seq #: 04 Program Name: Multicultural Curriculum Page: 10 Revision I\u0026gt;ale: Fcbniary 13. 1996 Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas, (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and (he NLRSD to promote mullicultural activities and curriculum development. (Applies only to page 76, obiectives I, 2, 3, 4.) L 70 L 70 L72 L74 L74 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.16 Extend iruervice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, art, and music) A. Elementary cluster meetings held on revised curriculum. 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum (07/01/95) 12/06/95 (07/01/95) (06/30/96) 12/(H/95 (06/30/96) Assoc Supt for Educational Programs Division of Educational Programs 6. To develop and implement a multicultural curriculum for grades 7-12 (To implement the revised curriculum 7-12. which is multicultural) 6.16 Involve principals and teachers in ordering multicultural materials from local building budgets: 6.17 Monitor (he use of curriculum guides 04, 10 (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (Principals. Teachers. Asst. Supts., Subject Area Supervisors) Assoc Supt for Educational Programs IVincipals Area Supervisors 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.16 Materials purchased 6.16 (Instnictional materials representing diverse groups will be present in all secondary schtmls) 6.17 Schedule/Documentation 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning)Program Seq 9'. (M Page: II Program Name: Multicultural Curriculum Revision Dale\nFebniary 13. 1996 Program Code: 12 Primary Leader: Program Coal: Sterling Ingram L75 L75 L76 L 76 To ensure educational equity in the elementary and secondary curriculum and To collaborate with the PCSSD and the NLRSD Secondary Leader\nMarie McNeal program areas. (Applies to entire document except for page 76. objectives I, 2. 3. 4.) _ I  * i*i ^0^1. /u, lev*IIVCV I . X. J. IO promott muhiculninil aclivilies and curriculum deveinpmcni. (Applies only lo page 76. oMcclives I. 2. 3. 4 ) Plan Reference Page Number Objectives Strategies A. Curriculum Directors. Supervisors. Coordinators, and Specialists monitor teachers implementation of the curriculum guide. 6.18 Extend inservice Ihrough scheduled district level regular council meetings (reading, English, social studies, science, art, and music for Ihe secondary level) 6.19 Host three (3) educalion meetings for parents of secondary children to provide an overview of Ihe comprehensive mullicuHural curriculum Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/95 (07/01/95) (07/01/95) 50% (06/30/96) (06/30/96) I. To provide staff development in Ihe area of multicultural educalion l.I Jointly negotiate for consultants to provide inservice for Ihe districts 1.1 (Conduct staff development in the area of multicultural educalion) 04, 11 07/01/95 (07/01/95) (06/30/96) (06/30/96) Assoc Supt and Staff for Educational Programs A.SSOC. Supt. for Educational Programs (Content Area Supervisor. Principals) (Director of Staff Development, Subject Area Supervisors. Principals) LRSD Assoc. Supt for Educ Program.s (Director of Staff Development) 6.18 Agenda of meetings, roster of participants 6.18 Addilional inservice will occur through minicourses and council meetings during 1993-94) 6.19 Program and rosier of participant:\n1. (Multicultural strategies will be implemented in schools as assessed by adminisiraiion during classroom observations and teacher conferences) I. (Academic achievement of studenis will improve as evidenced by report cards and standardized tests) 1.1 l.I 1.1 Contractual agreement (Roster of panicipants) (Multicultural strategies will be implemented in LRSD classnioms as determined by classroom observations and teacher conference.\n)Page: i2 Program Seq f\n(M Revision Dale\nFebruary 13. 1996 Program Name: Muhkultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elcmcnury and secondary curriculum and program areas, (Applies to entire document except for page 76. objectives 1, 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multiculniral activities and curriculum development. (Applies only to page 76. objectives I. 2. 3. 4.) L 76 L 76 L 76 Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 2. To provide access lo and information about multicultural materials to teachers, parents, community 3. To provide information to staff members on Ihe availability of graduate course work in multicultural education (07/01/95) (06/30/96) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSD  Coor of Instructional Materials) 2. (Teachers, parents, community will have the opportunity tn attend Multicultural Materials Fair) 2.1 Share responsibility for Multicultural Materials Fair to be held annually A. Tri-District meeting held to plan Multiculniral Materials Fair. Fair date set for October 26, 1995. B. Multiculniral Materials Fair hosted by PCSSD on October 26. 1995. 04, 12 (07/01/95) 07/13/95 10/26/95 (07/01/95) (06/30/96) 07/13/95 10/26/9.5 10/26/95 PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Program.s Supv of Media Serv NLRSD - Coor of Instructional Materials (Director of Staff Development. Subject Area Supervisors, Principals) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD. NLRSD and PCSSD) 3. (Multiculniral strategies will he implemented in schools as assessed by administration during classroom observations and teacher conferences)Page: 13 Program Seq 04 Revision Dale: February 13. 1996 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader\nMarie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, obiecitves 1, 2, 3, 4.) L 76 L 76 Plan Reference Page Number Objectives Strategies Beginning Dale Completion Dale Responsibility Evaluation Criteria 3.1 Write letters lo institutions of higher education in Ihe area concerning Ihe need for such courses 3.1 Promote such courses to Ihe staffs of each school district 3.2 (Duplication of number) (07/01/95) (07/01/95) (06/30/96) (06/30/96) L 76 4. To investigate Ihe possibilities of cooperating on strategies lo acquaint staff and communities with mullkullural education (07/01/95) (06/30/96) 04, 13 PCSSD - Coor of Instructional Materials LRSD  Assoc Supt for Educational Programs NLRSD - Coor of Instructional Materials PCSSD Coord of Multicultural NLRSD Coord of Instructional Materials (LRSD Director of Staff Developmenl. Supervisor of Social Studies) (PCSSD Coor of  Multiculniral LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 3.1 Letters on file 3.1 (The number of teachers enrolled in muhicultural courses will increase) 3.1 Promotional instruments file 3.2 (Duplication of number) 3.2 (The number of teachers enrolled in multicultural courses will increase) 4. (Multicultural education strategics will he used in I.RSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of community discussion/confercnces. feedback from debriellng of multicultural education)Page: 14 Program Seq f: (M Revision Date\nFebruary 15. 1996 Program Name: Multicultural Curriculum Program Code: 12 Primary leader\nSterling Ingram Secondary Leader\nMarie McNeal Program Goal: To ensure educational equity in the elemenury and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3. 4.) To collaixvratc with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, obiectives 1.2, 3, 4.) L 76 L 77 L 77 Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria I. To enhance educational equity in instructional methodology and teacher/student interaction 4.1 Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the three districts 4.1 (Plan, schedule, advertise and implement strategies) A. Meeting held November 21 with PCSSD. LRSD. ADE. and ODEM representatives to discuss a state wide multicultural conference and to discuss activities to promote multicultural education among the three districts. 1.1 Research and share effective instructional strategies at regularly scheduled council and program area meetings A. Research/effective instructional strategies shared/demonstrated at preschool/cluster/council meetings in all content areas. 04, 14 (07/01/95) 11/21/95 (07/01/95) (07/01/95) 07/01/95 (06/30/96) 50% (06/30/96) (06/30/96) 50% PCSSD Coor of Multicultural LRSD Assoc. Supt for Educational Programs NLRSD Coord of lastruclional Materials (Director of Communications. Director of Staff Development) (Curriculum Supervisors. Curriculum Specialists. Principals) Content Area Supervisors 4.1 Minutes of meeting 4,1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classniom/school observation and conference) 1. (increase in student achievement) l.l Documentation within the Division of Educational Programs 1.1 (Assessment of implementation of instnictional strategies through classroom observations and teacher conferences) IProgram Seq #: (M Page: 15 Program Name: Multiculiural Curriculum Revision Date: February H. l\u0026gt;96 Program Code: 12 Primary Leader: Sterling Ingram Program Goal: To ensure educational equity in Secondary Leader: Marie McNeal L 77 L 77 L 77 L 77 To collaborate with the PCSSD and the NLRSD to Ihe elememaiy and secondary curriculum and program areas. (Applies lo entire document except for page 76. objectives 1.2,3. 4 ) and Ihe NLRSD lo promole mullicullural aclivilies and curriculum development (Applies only lo page 76. ubieclives I. 2. 3. 4 1 Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 1.2 Purchase science supplies for teachers lo facilitate the hands-on science approach A. A box of science equipment and supplies was sent to each elementary school. B. Hands-on supplies were purchased for all junior high schools. C. Science crusade equipment purchased for 12 participants 1.3 Purchase math manipulative for teachers lo facilitate hands-on math instruction A. Math manipulatives and supplies were provided for Math Plus teachers. B. Math manipulatives purchased for math crusade panicipants. 1.4 Purchase sets of trade books for teachers lo facilitate Ihe emphasis on lileralure and Ihe wholenc.s.s of language approach A. Tradebooks purchased 1.5 Provide inservice for using malerials identified in 1.2. 1.3. 1.4 A. Pnividcd 47 Inservices to assist teachers in use of matenals 04, 15 (07/01/95) (06/30/96) Supvs of Specific Content Areas 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms) 09/01/95 09/15/95 12/01/95 12/01/95 (07/01/95) 09/19/95 12/19/95 (07/01/95) 07/01/95 07/01/95 07/01/95 12/20/95 12/20/95 (06/30/96) 09/20/95 12/20/95 (06/30/96) 50% 06/30/96 50% Supvs of Specific Content Areas Supvs of Specific- Content Areas Supervisors of Specific Areas (Curriculum Specialists. Principals) 1.3 Materials purchased 1-3 (Manipulative arc used in District math classrooms) 1.4 Materials purchased 1.4 (Whole language is used in District classrooms) 1.5 Documentation of participants 1.5 (Desired instructional strategics arc being implenjenied in District classrooms as assessed through classroom observations and teacher conferences)Program Seq if: (M Program Name: Muhicultural Curriculum Program Code: 12 Primary Leader: . Sierling Ingram Secortdary Leader: Program Goal: Plan Reference Page Number L 77 L77 L 78 L 78 Page: 16 Revision Dale: Marie McNeal Tn ensure educational equity in the elemenury and secondary curriculum and program areas. (Applies to entire dtKumeni except for page 76, objectives 1. 2, 3. 4.) To collaborate with the PCSSD and the NLRSD lo pmmuie muliiculiural activities and curriculum development. (Applies only lo page 76, ohiectives 1. 2, 3, 4.) Objectives Strategies Beginning Dale Completion Date Responsibility February 13. 1996 Evaluation Criteria B. Inservice provided for elementary and secondary science and math teache'rs during the December early release day. 1.6 Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plaits, and teacher que.stionnaire.s as the basis for decision making. (Resource: LRSD Resource Staff Development Guide) A. Visitation report forms are provided lo principals after classroom observations. The comments can be used by principals to identify needs for staff development. 1.7 Submit Ihe inservice needs lo Ihe Staff Development Department 1.8 Schedule teachers as identified for the appropriate inservice A. District wide workshops have been planned. B. Eight (8) workshops conducted to improve delivery of instruction. 1.9 Monitor (he leachers use of effective instruclional and classroom management strategies 04, 16 12/06/95 (07/01/95) 09/01/95 (07/01/95) (07/01/95) 07/01/95 08/09/95 07/01/95 12/06/95 (06/30/%) 50% (06/30/96) (06/30/96) 33% 50% 06/30/96 Principals, Teachers, and Content Area Supervisors Principals Staff Development Department Supervisors of specific area.s (Principals) 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans. HP's, reflect identified needs of teachers) 1.7 Staff development documentation (Needs identified in school improvement plans) 1.8 Staff development documentation 1.8 (Inservice will he provided that addresses the needs of teachers as identified in the school improvement plan) 1.9 (Assessment of implementation of strategies through classriKim observations and teacher conferences) J iih h wProgram Seq *: 04 Page: 17 Program Name: Muliicullural Curriculum Revuion Date: February 13, 1996 Program Code: 12 Primary l\u0026gt;eader: . Sterling Ingram Program Goal: To ensure educational equity in the elementary and secondary curriculum and Secondary Leader: Marie McNeal L 7 L 78 L78 L78 To collaborate with the PCSSD and the NLRSD to program areas. (Applies to entire dtKument except for page 76, objectives 1. 2. 3. 4.) promole muliicullural aclivilies and curriculum developmenl. (Applies only lo page 76. iibieclives I. 2, 3. 41 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Re.spoiLsibility Evaluation Criteria A. Classroom visitations by curriculum staff are ongoing. 07/01/95 50% 2. To incorporate multicultural materials into the instructional program.s 2.1 Review and assess appropriate multicultural materials A. Minorities in science videodisc from optical data was previewed. 2.2 Identify and suggest muhicultural material lo be purchased at local school level by content and grade A. List of new multicultural materials sent to each librarian. B. Social Studies multicultural materials identified for all schools. 2.3 Schedule workshops on use of materials (where appropriate) 04, 17 (07/01/95) (07/01/95) 06/11/95 (07/01/95) 11/09/95 08/14/95 (07/01/95) (06/30/96) (06/30/96) 06/15/95 (06/30/96) 11/09/95 75% (06/30/96) (Supervisors of Specific Areas, Curriculum Specialists. Principals) Supervisors of specific areas (Curriculum Specialists. Principals) Supervisors of specific area.s (Curriculum Specialists. Principals) Supervisors of specific areas (Curriculum Specialists, Principals) 2- (Observe implementaiinn of materials at teacher conferences and during classnKim visits) 2.1 (Multicultural materials used in District classninms) 2.2 (Titles/description of materials forwarded to .schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms)Page: 18 Program Seq if: 04 Revision Date: February 13, 1996 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, obiectives I, 2, 3, 4.) L 78 L78 L78 L 78 L 78 Plan Reference Page Number Objectives Strategies A. Workshop demonstrations on use of Social Smdies multiculniral materials scheduled and conducted at cluster and council meetings. 2.4 Monitor the use of appropriate multicultural materials Beginning Date Completion Date Responsibility Evaluation Criteria 10/03/95 (07/01/95) 75% (06/30/96) Supervisors of specific areas (Curriculum Specialists. Principals) 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) 3. To implement organizational practices that will enhance educational equity 3.1 Provide teachers with training for effective in- class grouping 3.2 Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops 3.3 Review placement criteria for enrichment/ honors and advaiKed placement classes A. AP Committee is reviewing placement criteria. B. A committee completed work and prepared report containing programmatic recommendations for implemenution beginning in 1995-96 school year. 04, 18 (07/01/95) (07/01/95) (07/01/95) (07/01/95) 07/01/95 07/01/95 (06/30/96) (06/30/96) (06/30/96) (06/30/96) 12/01/95 12/01/95 (Assoc. Supt.. Assist. Supt., Principals. Teachers) Supervisors of specific areas Supervisors of specific areas Assoc Supt of Educational Programs (3. Educational programs in LRSD have equitable participation and success by all students) 3.1 (Grxiuping practices arc equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) 3..3 (Placement practices in LRSD classriKims will increase participation of black smdents in GT/Honors/AP classes) IC. .Page: 19 Program Seq #: 04 Revision Date: February 13, 1996 Program Name: Multkiiliural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the clemenury and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural aclivilies and curriculum development, (Applies only to page 76, objectives 1, 2, 3, 4.) L 78 L 79 L 79 L79 L 79 L79 Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 4. To ensure increased educational equity Ihrough inservice training 5. To ensure equity in Ihe selection and use of textbooks 3.4 Provide suppon to prirKipals in monitoring (he distribution of students-in higher level courses to assess gender and race equity A. AP Program monitoring and reporting form developed and distributed to secondary principals. B Building plans for increasing the enrollment of minorities in AP and other higher level courses developed by senior high principals. 4.1 Refer lo activities outlined in items 1.2 - 1.4 above 4.1 (Purchase science supplies, math manipulative, (radebooks) A. Math manipulatives and science supplies ordered and supplied to schools. 5.1 Inventory and assess current textbooks for multicultural preseiKe 5.2 Identify Ihe deficiencies existing in current textbooks 04, 19 (07/01/95) 07/01/95 07/01/95 (07/01/95) (07/01/95) 10/01/95 (07/01/95) (07/01/95) (07/01/95) (06/30/95) 11/10/95 12/01/95 (06/30/96) (06/30/96) 12/20/95 (06/30/96) (06/30/96) (06/30/96) Assoc and Asst Supts Supervisor of specific areas (Assoc Supt of Curr,. Subject Area Supervisors. Teachers, Principals) Supervisor of specific areas (Curriculum supervisors. Teachers) 3.4 (Classroom observation of siudeni enrollment and enrollment reports to central office will reflect equitable disiribulion of gender and race) 4. (Educational programs in LRSD have equitable participation and success by all studenis) 4.1 (Updated multicultural materials in schools) 4.1 (Fnrollment/impiemcn- tation of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors Is used to seleci textbooks) 5.1 (Crileria checklist for textbook selection) 5.2 (Deficiencies are identified)Page: 20 Program Seq #: 04 Revision Dale: February 13. 1996 Program Name: Muhicultural Curriculum Program Code: 12 l^imary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in (he elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1.2.3. 4.) To cttllaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2, 3, 4.) L 79 Plan ReferetKe Page Number L79 L79 L 79 L 79 L79 Objectives Strategies Beginning Date Completion Date Respomibility Evaluation Criteria 6. To achieve equity in (he implemen(a(ion of special activides S.3 Select and purcha.se resource materials to replace or supplement areas of deficiency 5.4 Provide (raining for use of supplemental materiab A. Training in the use of manipulaiives in math and hands-on scieiKc provided through crusades and inservice training 5.5 Monitor teacher implementation of Ihe use of multicultural texts/materials in the curricula 5.6 Develop a checklbl for selection of new textbooks during the adoption cycle lo facilitate (he selection of a (ext that b free of gender, race, and ethnic stereotypes 6.1 Ensure (hat student participation in special events b multicultural and that the quality of participation b equitable 04. 20 (07/01/95) (07/01/95) 07/01/95 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) 50% (06/30/96) (06/30/96) (06/30/96) (06/30/96) (Curriculum supervisors) (Media specialists) (Principals) (Curriculum supervisors) Principals and Content Area Supervisors Content Area Supervisors (Assoc. Supt- for Educational Programs) (Assoc. Supt., Assisi. Supt.. Principals. Teachers. Content Area Supervisors) Principals and Teachers 5.3 (Curriculum re.source guides are used to provide updates) 5.4 (Training is provided during cluster meetings, building meetings, minicourses and/or council meetings) 5.5 Schedule/Documentation 5.5 (Assess implementation through classroom observation) 5.5 (Improvement in student achievement) 5.6 Textbook checklist 5.6 (Textbook checklist implemented to ensure bias-free textbooks) 6. (Increased representation of black students in activities currently under- represented) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) I BKProgram Srq #: (M Page: 21 Program Name\nMuliicullural Curriculum Revision Dale: February 13. 1W6 Program Code: 12 Primary Leader: Program Goal: Sterling Ingram L 80 L 80 L80 L80 L 80 L80 L 80 Plan RefereiKe Page Number To ensure educational equity in the elementary and secondary curriculum and To collaborate with the PCSSD and the NLRSD Secondary Leader\nMarie McNeal program areas. (Applies to entire document except for page 76. objectives 1 2 3 4 ) IO promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2.*3.*4.) Objectives Strategies Begirming Date Completion Dale Respoasibility Evaluation Criteria 7. To ensure the maintenance of challenging and relevant course offerings 6.2 Develop guides for each course area that are muliicullural in conlenl and that facililalc equity in methodology 6.3 Monitor Ihe use or Ihe curriculum guide A. Classroom visitation by curriculum staff ongoing. are 7.1 Review research and recommended practices for each contenl/program area A. Research and practices shared by curriculum suff are ongoing. B, Draft Science Standards and State Science Framework were used in revising the science curriculum and providing inservice for teachers. 7.2 Assess the LRSD course conlenl lo identify needs for changes 7.3 Submit recommendation and rationale for new courses lo Ihe Assoc Supt for Ed Prog any (07/01/95) (07/01/95) 07/01/95 (07/01/95) (07/01/95) 07/01/95 07/01/95 (07/01/95) (07/01/95) (06/30/96) (06/30/96) 50% (06/30/96) (06/30/96) 50% 10/02/95 (06/30/96) (06/30/96) 7.4 Develop curriculum guides for approved courses (07/01/95) (06/30/96) 04. 21 Supervisor of specific area (Principals. Subject Area Supervisors) (Assik. Supt. for Curr.. Subject Area Supervisors) (Curriculum supervisors) (Curriculum supervisors) (Curriculum supervisors) (Curriculum supervisors) 6.2 (Implementation of revised curriculum guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level) 7.1 (Documentation of research and practices reviewed) 7.2 (Documented comparis\u0026lt;n with state, national curriculum standards) 7.3 (Documentation of recommendation and rationale submitted) 7.4 (Implementatiun of guides) IPage: 22 Program Seq #: 04 Revision Date: Febniary 13, 1996 Program Name: Mullicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L 80 L80 L80 L 80 L80 L64 L64 Plan Reference Page Number Objectives Strategies Beginning Dale Completion Dale Responsibilily Evaluation Criteria 7.5 Provide inservice for staff on implementation of courses 7,5 (Conduct suff development on implemenution of new courses) 7.6 Conduct workshops to appropriate staff on new course offerings 7.7 Monitor implemenlation of the courses, including equity in assignment of students 7.8 Review placement criteria for enriched/ honors and advanced placement courses A. AP Committee is reviewing placement criteria. B. A committee completed and prepared report containing programmatic recommendations for implemenution beginning in 1995-96 school year. 7.9 Monitor enrollment in courses Io ensure equity in assignment/participalion of students 7.10 (Monitor) staffing 7.11 A speaker's bureau will be developed to promote a better undersunding of multicultural education in the schools and throughout the community. 04, 22 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 (06/30/96) 06/30/96 (06/30/96) (06/30/96) (06/30/96) 12/01/95 11/10/95 06/30/96 06/30/96 06/30/96 Content Area Supervisors Content Area Supervisors Principals (Curriculum supervisors) Assoc Supt for Educational Prog Assoc Supt for Ed Prog \u0026amp; Principals 7.5 7.6 7.7 Documentation of inservice Documentation of workshop (Moniior/implemeniaiion through classroom observations and teacher conferences) 7.8 Replacement criteria reviewed 7.8 (Participation of black students in GT/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex) 7.11 Parents and community will articulate a positive and knowledgeable understanding of multiculnjral education.Program Seq (M Page: 23 Program Name\nMulticultural Curriculum Revision Date: Program Code: Febniary 13. 1996 12 Program Goal: Primary Leader: Tn ensure edpca.innal equity in ,he elemeniary and secondaiy curriculum To collaborate with the PCSSD and the----------- Sterling Ingram Secondary Leader: I 7 NLRSD to promote multicultural pmgram areas. (Applies i entire documeni etcepl for page 76 nbieciives I aclivilies and curnculum developmenl, (Applies only Marie McNeal 2. 3. 4.) -to page 76. objectives I. 2. 3. 4 ) Plan Reference Page Number Objectives Strategies A. Original obligation completed. Articulation thmugh PTA and Parent-Teacher conferences allows Beginning Date Completion Dale Responsibility Evaluation Criteria 07/01/95 50% g o A committee with at least one representative from -------- .pivaviimim llOin ah parry tn the desegregation case will be established\no review the curriculum reouirements and programs for the three Pulaski County school districts The committee will recommend any curriculum or program changes necessary to facilitate and/or enhn^\u0026gt; ------ the nwivement of smdents among the districts in Pulaski IQ 0 Develop and submti to the Board of Directors  y a. \u0026gt;.cvciop ano sunmil to the Board of Directors for a^twm a definition and policy regarding multicultural education that pntvides a rationale and clearly defined H 0 Initiate a procedure to field-test new curriculum *' *2^ developed, providing an opixirTunitv to as It ^uale Ihe proaram sirentdis and weaknesses print in district wide usage. ---------- the community to develop an ongoing and beoer understanding of Mullicullural Education. 9.1 (Meetings with parties from all three county disiricis will meet and discuss curriculum/program offerings and make recommendations where applicable.) Pulaski 9.2 Recommended curriculum changes will be reviewed and submitted to appropriate administrative department level for appropriate action 10.1 Align state and district approved learner outcome gtials with all district curriculum gurfes submttied Board approval. for 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Deputy Supt. Deputy Supt. Curriculum Supervisors Ark. Stale Dept, of Ed.. Deputy Supt., I Curriculum Supervisors 04, 23 9.1 Implementation of curriculum changes 10.1 District multicultural curriculum reOects learner rationale and goals. outcomeProgram Seq #: 04 Page: 24 Program Name: Revision Date: Multicultural Curriculum Fchniary 13, 1996 Program Code\n12 Primary Leader: Sterling Ingram Program Goal\nSecondary Leader: To ensure eduolional equity in Ihe elemenury and secondary curriculum and program areas. (Applies lo enliie document except for page 76. objectives 1 2 3 4 ) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only lo page 76. objectives I. Z.'s. 4 ) Marie McNeal Plan RefererKe Page Number Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 11.1 Field testing of new curriculum designed and evaluated by ASDE 07/01/95 06/30/96 11.1 Implementation and revisions of field tested curriculum. 11.1 (ASDE provides guidelines and structure for the development and piloting of iww curriculum.) 07/01/95 06/30/96 A. StKial Studies framework currently being piloted by ADE. 07/01/95 12/15/95 04, 24 (I LRSD FY 94 95 PROGRAM BUDGET DOCUMENT Program Seq f: 05 Page: 1 RevUion Date: February 13. 1996 Program Name: Special Education Program Code: Primary Leader: Brady Gadberry Secondary Leader: Dr. Patty Kohler Program Description: purpose Special educalion is specially designed inslniclion, al noi cosi lo paienis. lo meel Ibe unique needs of sludenis wilh disaWliries. This includes insiruclion conducled in ^e classri,. in ho^ials and determined eligible for special education services  ........ _ ____ e___ ...I.......*.,* D.WWl/'KVA4ntc/ll\u0026gt;n^Flf'lf* accordance wilh each child's Individual Educalion Program (lEP). A sludcnl is adverse effecl on educalional perfotmance and Ihe District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expenditures: cRelated FuiKlion Codes: corresponding need for special education services. have been identified as having disabilities defined by the IDEA. A full continuum is provided which includes multiples options for placement. jum of services IS provKiea wnicn inciuues iiiuiiipics upuviia iwi Panicinants/bencficiaries Students served through special education services r------------ . . During the lTO-93 school year. 8.13% of Ihe district s ptipulalion or 2,026 studenis received special education services (Dec. I. 1992 count). academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in Goal 1  Implemenl inlegraled educalional programs Ihal will ensure ihal ah sludenis grow Board L'minisini'ion slaff. and sludenis will demonslrale in Iheir day lo day behavior Ihal Ihey achievemenl Coal 2 . Develop and mainlain a slaff Ihal is well-lrained a^ molivaled. Goal  - our communily and nalion can draw as we prepare for Ihe accept each individual as a valued contributor to society and view cultural diversity among students, staff and the , 1 G al 45 M ..wvl awrlwrls/ r'tinr3ft(P fhdt 1% rflfwIllCIVe *'* 2 l ,7cenmni Goar Solicil and secure financial aixl olher resmirces dial are necessary lo fully suppon our schools, including our desegregalion plan Goal *5--------------------------------------------- learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. lyie goal of Ihe special educalion program is lo reduce ihe dispaiale number of minorily sludenis enrolled lo reOecI Ihe Dislricl racial composilion and lo be compamble lo slaleZnalional slalislics in provision of free appropriate public education to students with disabilities. UI 13 - 123 $56,846.12 $22,588.13 1st Qtr Expend: 2iid Qtr Expend: $8,944.07 $13,644.06 05, 1 3rd Qtr Expend: 4th Qtr Expend: - Provide a safe and orderly climate that is conducive to FTE 1 Program Seq 05 Program Name: Special Education Program Code: 15 Program Goal: Plan Reference Page Number L 113  114 L 114 LRSD TY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Brady Gadberry Secondary Leader: Page: 2 Revision Date: Dr. Patty Kohler February 13. IQ^^b To ensure equity in representation of black males in special education through compreheasive staff development. (To reduce the disparate number of minority students enrolled in special education to reflect the District racial composition and to be comparable to state/national statistics in provision of EAPE to students with disabilities.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide Inservice that focuses on teacher behavior toward a disproportion of minority students especially black males in special education. (A minimum of 80 percent of the Districis staff will utilize strategies derived from the District's staff development program that will assist black males in improving academic and social skills.) Participate in a tn-district assessment committee with a planned agerxia and stated direction, 1.2 Identify teachers with high referral rates of bbek males to special education. A. Special Education classrolls due B. Enrollment data compiled C. Adjustments made regarding teacher placement D. December 1 childcount data gathered artd compiled E. Inservice conducted for schools with highest referral rates 05, 2 07/01/95 07/01/95 09/15/95 09/15/95 09/15/95 12/01/95 12/06/95 06/30/96 06/30/96 09/15/95 09/30/95 09/30/95 12/15/95 12/06/95 Director, Div. of Exceptional Children\nSupv/Coor. of Spec. Ed. Principals 1. ( List of inservice topics, personnel Involved, and dales, survey results re: inservice effectiveness will reflect increased implementation of appropriate strategies, data re\nlearning center effectiveness will reflect increase in successful placement in less restrictive settings. 80% of the District's staff will utilize strategies derived from the Districi's staff development program that will assist black males in impntving academic and social skills.) 1.2 (Data compiled yearly, re: over representation will reflect decrease in over representation in targeted schools) IProgram Seq \u0026lt;: 05 Page: 3 Program Name: Special Education Revision Date: February 13. 1996 Program Code: IS Program Goal: Primary Leader: To ensure equity in representation of black males ii Brady Gadbcrry DUrid racial comporidon aj \"X d'labiWte','\" Secondary Leader: Dr. Patty 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_747","title":"Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume II, exhibit 1","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":["1996-02-23"],"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","Education--Evaluation","Education--Finance"],"dcterms_title":["Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume II, exhibit 1"],"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/747"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"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\nVOLUME II LITTLE ROCK SCHOOL DISTRICT 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT February 23, 1996 I EXHIBIT 1VOLUME II LITTLE ROCK SCHOOL DISTRICT 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Eebruary 23, 1996 EXHIBIT 1 I School Support Cluster * * * * * * * * * * * * Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Minority Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Facilities Guidance/Counseling Program Leadership Employment PracticesLRSD TY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 20 Page: 1 Revision Date: Fehniary 13. 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader\nNancy Acre Program Description: The Office of Desegregation is charged with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to schools. The capacities of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade: Maximum Number of Snidents Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 25 First-Third 23 25 Fourth-Sixth 25 28 The overall racial composition of the elementary area schools 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^o_mpo.sition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSD students will attend Interdistrict Schools. District Goal Support: Ensure that equity occurs in all phases of school activiKes and operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan References: L 139 1 FY Program Budget: $500,451.75 1st Qtr Expend: $117,897.77 3rd Qtr Expend: FTE 13.0 YTD Expenditures: $239,971.62 2nd Qtr Expend: $122,073.85 4th Qtr Expend\nI Related Function Codes: ] 20, 1Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Program Goal: Plan Reference Page Number L 139 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies Page: 2 Revision Date: February 13. 1996 Secondary Leader\nNancy Acre (1.0 To implement magnet school assignments) (2.0 To implement interdistrict school assignments) Beginning Date 07/01/95 Completion Date 06/30/96 Responsibility Assoc. Supt for Desegregation Evaluation Criteria 1 0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 1.1 Magnet Schools - The assignment process to (original) magnet schools wilt not change under this Plan. A. Assignments are being made per the plan. 1.2 Monitor Student Assignment and enrollment at Magnet Schools. A. Magnet school seats are monitored and filled on a daily basis. 6 Waiting lists are monitored daily to fill vacancies- 2.1 Interdistrict Schools * LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Six interdistrict schools have been established as of oe/01/94 20, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 50% 50% 06/30/96 06/30/96 Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt. for Desegregation 2 0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data IPage: 3 Program Seq #: 20 Revision Date: February 13. 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (3.0 To implement elementary area school assignments). The total capacity of the elementary area schools is 9.678. 07/01/95 06/30/96 Assoc. Supt for Desegregation 3 0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Students are assigned to the elementary area schools by attendance zones. 3.2 The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students Io elementary area schools may increase the percentage of white students at these schools, but no school shall have a racial composition of greater that 60 percent white A. The racial balances are monitored daily. 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered) A. Grandfathered students are monitored. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. 20, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 98% 06/30/96 98% 06/30/96 50% 06/30/96 Assoc. Supt. for Desegregation Assoc Supt. for Desegregation Assoc. Supt for Desegregation Assoc. Supt. for Desegregation 3.1 Enrollment Data 3.3 Student requests to remain in area schools are granted. 3 4 Attendance zone students are assigned based on available seats.Page: 4 Program Seq #: 20 Revision Date: February 13. 1996 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr C Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 139 L 148 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Students have been assigned and notified. 3.5 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. A. Students are reassigned 3.6 The elementary school zones will provide a feeder pattern for elementary students going to junior high school students going to high school. A. Feeder patterns are established. This strategy completed in 1992 3.7 Students in elementary area school zones wilt be given the option to select an incentive school A. Options are available for selection to incentive schools. Completion date of 1992 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 98% 06/30/96 98% 06/30/96 06/30/96 Assoc. Supt. for Desegregation Assoc Supt. for Desegregation Assoc Supt for Desegregation 3 5 Students are reassigned in accordance with Deseg Plan. 3.6 A feeder pattern is established for the organizational levels 3 7 Options were granted in accordance to assignment plan (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,558. 07/01/95 06/30/96 Assoc. Supt for Desegregation 4 0 Incentive School Assignments are made in accordance with the Desegregation Plan requirements 4.1 Each incentive school wilt have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Attendance zones established in 1992 20, 4 07/01/95 06/30/96 Assoc. Supt for Desegregation 4.1 School zone mapsPage: 5 Program Seq #: 20 Revision Date: February 13, 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To impiement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number CO 194 CO 194 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4 2 Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). A. Students are notified of options. 4.3 After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. A. Students are assigned and notified. 4.4 All incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations. A. Transfers were allowed as available. 4.5 In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats. A. Seats were reserved until judge released them. 4 6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 20, 5 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 90% 06/30/96 98% 06/30/96 50% 06/30/96 09/01/95 06/30/96 Assoc Supt for Desegregation Assoc. Supt for Desegregation Assoc. Supt.for Desegregation Assoc Supt for Desegregation 4 3 Enrollment data\nschool zone maps 4 4 Enrollment data 4 5 Reserved seats are available by race for pre* kindergarten and kindergarten students I I 1Page: 6 Program Seq #: 20 Revision Date: February 13. 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Assignments are monitored closely. 07/01/95 50% 4,7 There may be more than 20 students per classroom, however, there will be an aide in each class and possible a second teacher in those classes. 07/01/95 06/30/96 A. Classrooms are monitored. 07/01/95 50% 4.8 Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive programs or student achievement. 07/01/95 06/30/96 A. Assignments are monitored. 07/01/95 50% 4.9 Student assignment process must be the result of carefully coordinated decision-making. The incentive school staffs and the LRSD departments responsible for desegregation, student recruitment and assignment, and planning and evaluation must assess the short-and longterm academic and social impact of any anticipated student reassignments. 07/01/95 06/30/96 CO 194 A. Assessments are made and studied carefully. 4.10 The district must be able to demonstrate that the investment has paid the expected dividends for children, if not, changes must be made quickly before children are lost along with the settlement money. A. Studies are being carried out. 07/01/95 07/01/95 07/01/95 50% 06/30/96 50% 20. 67 Page: Program Seq *: 20 Revision Date\nFebruary 13. 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader\nDr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal\nTo implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 140 (5.0 To implement Desegregation Transfers) 4 11 When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. The district is bound to keep its pledge to double fund each incentive school for six years or as long as the school maintains an enrollment above 60% black District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation lawsuit. Ensure that a portion of the incentive school ffjnding fulfills the plan's commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities.\" A. The incentive schools are being closely studied and monitored. 5.1 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 25 percent below the districtwide percentage of blacks in grades 7\u0026gt;12. The minimum and maximum black percentages constitute the desegregation requirement (for acceptable range) for a desegregation transfer. The desegregation requirements in secondary schools is that all schools will remain within a range of 12 1/2 percent above to 25 percent below the districtwide percentage of black students at each organizational level (i e.. high school and junior high school). A Assignments are made according to the plan. 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 50% Assoc Supt for Desegregation 5 1 Racial composition of student enrollments are within acceptable ranges. 20, 7Program Seq #: 20 Page: 6 Revision Date: February 13, 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 140 L 140 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (6 0 To implement Sibling Transfers) 5.2 Elementary students may transfer to an incentive school only if such a transfer enhances desegregation at the incentive school. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. A. Desegregation transfers meet acceptable guidelines 5.3 A student may make two desegregation transfers at each organizational level (primary, intermediate, 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. A. Transfers are monitored. 5 4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). A Desegregation transfers were granted as determined to be appropriate. 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A Transportation is provided for desegregation transfers using current routes. 20, 8 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 50% 06/30/96 90% 06/30/96 95% Assoc. Supt for Desegregation Assoc Supt. for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation 5 2 Transfers reflect an improvement in racial balance 5.3 Desegregation transfer reports reflect appropriate utilization by students 5 4 Desegregation transfer reports reflect appropriate use by students. 5 5 Maintain records of number of students transported using desegregation transfers I IPage: 9 Program Seq #: 20 Revision Date: February 13, 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader\nDr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.1 Sibling transfers do not apply to magnet schools. (NOTE\nSiblings are brothers/sisters. or half-brothers/sisters, residing at the same address with brothers/sisters, or half-brothers/sisters. who are enrolled in the LRSD ) A Magnet assignments follow approved guidelines. 6.2 A student entering the LRSD 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 A. Transfers are monitored. 6.3 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. A. Transfers are monitored. 6.4 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. A. Transfers are monitored. 20, 9 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 50% 06/30/96 50% 06/30/96 50% Assoc Supt- for Desegregation Assoc. Supt. for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation 6.1 Publish/distribute procedures regarding sibling transfers. 6.2 Publish/distribute procedures regarding sibling transfers 6 3 Student transfers reflect acceptance/ rejection of transfer options. 6 4 Documentation of sibling transfers meet desegregation requirements I iProgram Seq #\n20 Page: 10 Program Name: Office of Desegregation/Student Assignment Revision Date\nFebruary 13, 1996 Program Code: 06 Primary Leader\nDr. C. Russell Mayo Program Goal\nTo implement a student assignment process that is consistent with the approved Desegregation Plan Secondary Leader: Nancy Acre Plan Reference Page Number L 141 Objectives (7 To implement Transfer of Children of Employees Assignments) Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.5 Sibling transfer applicants must have a sibling currently enrolled in LRSD Sibling transfers will be granted only to siblings of grandfathered students A. All transfers are monitored. 7.1 LRSD employees may enroll their children at the schools where they work. A. Transfers are made as requested by employees. 7,2 This provision is not intended to authorize interdistrict transfers {transfers to NLRSD or PCSSD) other than those authorized by the court- approved desegregation plan. A Rule is observed. 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. A. Transfers are monitored. 7 4 LRSD is not obligated to provide transportation. A. Rule is applied 20, 10 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 06/30/96 90% 06/30/96 50% 06/30/96 50% 06/30/96 50% Assoc Supt. for Desegregation Assoc. Supt for Desegregation Assoc Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation 6.5 Sibling transfer requirements are in accordance with established requirements. 7 1 Employees' children are enrolled in schools requested in accordance with established requirements. 7 2 All interdislrict transfers are court approved 7 3 Student transfers are consistent with capacities and desegregation requirements 7.4 Transportation is provided by patrons of employeesProgram Seq #: 20 Page: 11 Program Name: Office of Desegregation/Student Assignment Revision Date: February 13. 1996 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Secondary Leader: Nancy Acre Plan Plan Reference Page Number L 141-142 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (8 To implement the Reassignment Process) 7.5 This provision does not apply to magnet schools. A Rule is observed. 7 6 The order of preference for assigning the children of employees is listed below\n7.6.1 First preference\nattendance zone students with siblings 7,6.2 Second preference\nattendance zone students without siblings 7.6.3 Third preference\nchildren of employees 7 6 4 Fourth preference\ndesegregation transfers 7.6.5 Fifth preference- M-to-M transfers 7.6.6 Sixth preference\nAct 609, Act 624. and legal transfers. A. Above guidelines are followed. 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 50% 06/30/96 20, Il Assoc Supt. for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc. Supt for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt. for Desegregation Asso. Supt for Desegregation Assoc Supt for Desegregation 7.6 Documentation of assignments 8 0 The assignment process is consistent with the desegregation requirementsProgram Seq \n20 Page: 12 Program Name: Program Code: Office of Desegregation/Student Assignment 06 Primary Leader: Revision Date\nFebruary 13. 1996 Program Goal: Dr. C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Secondary Leader: Nancy Acre Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.1 Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a building cannot be installed, the student will be reassigrred 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 students 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. A. Waiting lists are established 8.2 The minimum black percentage for each elementary area school is 40 percent 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 assigned to a school in a contiguous feeder zone. A. Alternate assignments comply with desegregation guidelines. 20, 12 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 95% 06/30/96 95% Assoc. Supt for Desegregation Assoc Supt for Desegregation 8 1 Portables are installed in accordance with Deseg Plan 8 2 Rosters reflect student assignment percentages are within acceptable racial balance IPage: 13 Program Seq #\n20 Revision Date: February 13, 1996 Program Name: Office of Desegregation/Sludent Assignment Program Code: 06 Primary Leader: Or. C Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 142 Objectives (9 To establish effective and efficient student assignment procedures) Strategies Beginning Date 07/01/95 Completion Date 06/30/96 Responsibility Evaluation Criteria Assoc Supt for Desegregation 9 0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools (data entry tasks decentralized 1992-93 school year)\nprocess interdistrict M-to-M transfers and magnet assignments\nreassign students because of over-crowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts (transferred to recruitment program)\nprocess desegregation transfer: assign all early childhood and incentive school students: and process all special transfers (Act 609, Act 624. etc ). A. Assignments are monitored daily. B Appeals Committee reviews and acts on appeals submitted to them. 9.2 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. A. Schools may enroll students in attendance zone. 20, 13 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 50% 06/30/96 90% Assoc Supt for Desegregation Assoc Supt for Desegregation 9.1 The student assignment process will be effective in assigning students and process special transfers to assist with racial balance. A Enrollment Data B Roster of committee members Agendas from meetings. 9.2 Each area school will have the ability to assign students within their attendance zone.Program Seq *: 20 Page: 14 Revision Date\nProgram Name: Office of Desegregation/Student Assignment February 13, 1996 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To imptemenl a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (10 To monitor all aspects of the Desegregation Plan) 9 3 The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students Changes will be made as needed to include new deadlines and to improve the implementation of the court-approved student assignment plan. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. A. Handbook is updated as needed 10.1 Review Program Budget Documents to identify potential problems A. P6D is reviewed. 10.2 Conduct site visits as necessary A. Site visits are conducted. 20, 14 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 06/30/96 50% 06/30/96 50% Assoc Supt for Desegregation Assoc. Supt for Desegregation Assoc Supt for Desegregation. Desegregation Facilitator Assoc Supt for Desegregation, Desegregation Facilitator 9 3 Revised Student Assignment Handbook is published and distributed 10 0 Identification of implementation and effectiveness problems as evidence by the Program Budget Document 10 1 Budget Documents are reviewed and problems are listed 10.2 Site visits are documentedPage: 15 Program Seq #: 20 Revision Date: February 13, 1996 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader\nDr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number CO 166 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.3 Develop and implement improvement plans as needed. A. Improvement plans are being studied. 10 4 Monitor implementation of improvement plans. A. Simple plans are being monitored. 10 18 Before the court will consider approving the construction project at J. A. Fair High School, the LRSD must account for the 1,270 square feet difference between the 3,450 square feet of the old space and the 2,180 of new space and specify the exact number of new classrooms that will result from the construction, A. So noted. 20, 15 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 50% 06/30/96 50% Assoc Supt for Desegregation, Desegregation Facilitator Assoc Supt. for Desegregation. Desegregation Facilitator 10 3 Improvement Plans are developed and implemented. 10 4 Scheduled observations of Improvement Plans are documented I iLRSD FY 95-96 PRCXjRAM BUDGET DOCUMENT Program Seq #: 21 Page: 1 Program Name: Staff Development Revision Date: February 13. 1996 Program Code: 09 Primary Leader: Sterling Ingram Program Description: Secondary Leader: District Goal Support: Program Goal: The Staff Development Depanment was established to promote the implementation of the desegregation plan through Lucy Lyons activities that will result in improved academic achievement. Inservice opp(rtunities designed to SiXi..'\"''\"\" \" academically, aocially and emo.ionally wid, emphas.a on basic skills and academic emichmen, while closing dispari,ies in Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate behavior and human undersunding of multicultural diversity. Goal No. 5. Provide a safe and orderly climate that is conducive to learning for all students. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. relations skills that value people as human beings and that are consistent with an appreciation and The Staff Development Department will provide activities that will promote the implementation of the desegregation plan resulting in improved academic achievement. In suppon of the goal of providing ongoing staff development and information to parents relative to student success. LRSD will a regular basis and to keep all suff abreast of developments in their field of endeavor. pursue the following objectives by the following means: Update skills of all distnet staff on Plan References: L 126-128 I FY Program Budget: $448,983.75 1st Qtr Expend: $78,332.41 3rd Qtr Expend: YTD Expenditures: $167,428.93 2nd Qtr Expend: $89,096.52 4th Qtr Expend: Related Function Codes: 21, 1Program Seq 21 Program Name: Staff Development Program Code: 09 Program Goal: Plan Reference Page Number L 126 L 126 L126 LRSD FY 95-96 PROGRAM BUDGET DCKUMENT Primary Leader: Sterling Ingram Secondary Leader: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: Lucy Lyons Responsibility February 13. 1996 Evaluation Criteria 1. To provide staff development inservice to improve race relations and equity 1.1 Continue to articulate vision/mission of LRSD to community 1.2 Schedule and implement workshops and activities related to improving race relations for the following groups: a. Board of Directors b. District Administrators c. Certified Staff d. District Support Staff 21, 2 (07/01/95) Fall 1988 (07/01/95) 1988-89 School Year (07/01/95) (06/30/96) Ongoing (06/30/96) Ongoing (06/30/96) (Superintendent. Staff Development. Central Office Staff) Superintendent (Central Office. Director of Communications) Deseg. Asst. Center (DAC) and Central Office Staff (Staff Development Department. Principals) 1.0 10 1.0 1.1 i.l i.l 1.2 1.2 1.2 1.2 (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under-represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity) Public participation Dissemination of material (Increase in number of students returning to public school) (School District's required Annual Report to Community will include mission/goals for LRSD) Roster of participants (Increased minority suff representation in areas needed) (Increased representation of minority students in programs currently under-represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity)I Program Seq #: 21 Page: 3 Program Name: Staff Development Revision Date\nFebruary 13. 1996 Program Code: 09 Program Goal\nPrimary Leader: To provide si a FT developmenl Io improve race relalions and eqiiilv (To nrnviilp cuaff Ha.,.*1............ ...... 1 / Sterling Ingram Secondary Leader: Lucy Lyons Plan Reference Page Number L126 L126 L 126 L 126  -r- fc.aiiviu oiiu equity. provide staff developmenl aetivities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) 2. Objectives Strategies Beginning Date Completion Date Responsibility evaluation Criteria 1.3 1.3 1.4 Provide inservice on cooperative learning strategies in a heterogeneous classroom Plan and implement an evening symposium for the community on \"Community Involvement in a Desegregated School Setting\" (Item cttmpleted In April and August, 1988. and is not recurring) Monitor implementation of above strategies 2.1 Inservice teachers and admliustration on cooperative learning based on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) A. B C. Cooperative Learning  Mabelvale Elementary Cooperative Learning  Forest Heights Jr. High District Cooperative Learning 21, 3 Fall 1988 Fall 1988 (07/01/95) (07/01/95) July 1991 (07/01/95) 10/17/95 11/02/95 12/21/95 Fall 1988 Ongoing (06/30/96) (06/30/96) Ongoing (06/30/96) 10/17/95 11/02/95 12/21/95 DAC Consultant Assoc Supt for educational Prog (.Superintendent. District Biraclal Ccmimittee) (Staff Development Department, Content Area Supervisors) Staff Dev Dept Content Area Supvs 1.3 1.3 1.4 14 1.4 2.0 2.0 Roster of participants (Symposium was held in April and August. 1988) Meetings held (Attendance at public meetings) (District-wide Biracial Monitoring Report will reflect improvement in minority representation in all areas needed) (Increased involvement in group activities in the classroom) (Improved classroom climate and srK'ial interactions among all students) 2.1 Training model 2.1 (Increased involvement in group activities in the classrmrm) 2.1 (Improved classroom climate and social interaction.s among all students)Page\n4 Program Seq #: 21 Revision Date: Febniary 13. IQ96 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary leader: Lucy Lyons Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L126 L 126 L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.2 Monitor teachers' use of cooperative learning strategies (07/01/95) (06/30/96) PriiKipal (Staff Development Department, Content Area Supervisors) 2.2 2.2 2.2 2.2 Classroom observation and documentation (Random observation of classrooms where teachers have been (rained) (Random survey of ciMtperative learning participants regarding effects of implementation in (heir class riKims) (Principal will observe ciMiperative learning strategies during routine classriMtm visitations) 3.0 Provide inservice on additional strategies to improve instruction in desegregated school setting (To improve instruction through the use of effective teaching strategies in the school setting) (07/01/95) (06/30/96) (Staff Development. Ctmtent Area Supervisors) 3.0 (Increase in achievement of students of teachers in identified programs) 3.1 Provide inservice opporturtities on\na. Effective Schools Model PET b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management e. (and/or other appropriate inservice opportunities) A. Classroom Management  J.A. Fair B. Learning Styles - Meadowcliff C. Classroom Management 21, 4 July 1991 (07/01/95) 08/15/95 11/01/95 10/03/95 Ongoing (06/30/96) 08/15/95 11/01/95 12/04/95 Staff Dev Dept (Content Area Supervisors) 3.1 3.1 Roster of participants Workshop evaluations (Number of participants from a cross-section of district staff involved in the identified programs)r Program Seq #: 21 Page: h-ogram Name: Staff Development Revision Dale: Program Code: February 13. 1996 09 Program Goal: Primary Leader: To provide .claff developmenl to improve race relation., and equit,. Sterling Ingram Secondary Leader: L 127 L127 (To provide staff development I-ucy Lyons aclivilies Ihal will promole ihe implcmenuiiun of the desegregaiion plan resuliing in improved academic achievement.) Plan Reference Page Number Objectives Strategies 3.2 Send selected staff Io profeMional develonmen, C^ccinnc in\n.. . \" sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. A. Time Management B. C. D Beginning Dale 07/01/95 10/19/95 Complelion Dale Responsibility Evaluation Criteria 06/30/96 Stress Management 10/19/95 4.0 Provide inservice on \"EfTective Implementation of (he LRSD Discipline Management System' National Staff Development - Chicago Gang Awareness - Baptist Medical Center E. Gang Awareness - Baptist Medical Center 3.3 Provide district-wide development program of staff 4.1 Continue Io involve counselors, principals, assistant principals, and teachers in disciplitw manaoAmAnt _____.... management in a desegregated school setting 21, 5 11/07/95 12/11/95 10/30/95 11/30/95 07/01/95 (07/01/95) July 1991 (07/01/95) 11/07/95 12/13/95 10/30/95 11/30/95 06/30/96 (06/30/96) Ongoing (06/30/96) (Director of Pupil Personnel) Director of Pupil Services (Pupil Services Depanment. Principals, Counselors) 4.0 (Decrea.se in the number of students who receive disciplinary sanctions) 4.0 (Decrease in the dispmponionate number of minority students who receive disciplinary sanctions) 4.1 4.1 4.1 Roster of participants (Building Level Discipline Management Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities HandhiMik)Program Seq #: 21 Page: 6 Revision Date: Program Name: Staff Development February 13. 1996 Program Code: W Primary Leader\nSterling Ingram Secondary Leader: Program Goal: Lucy Lyons Plan Reference Page Number L127 L 127 L 127 To provide staff development to improve race relations and equity. (To provide siaff development aclivilies Ihal will promoie ihc implemenution of the desegregalion plan resulling in improved academic achievemeni.) Objectives Strategies Begiruiing Date Completion Date Responsibility Evaluation Crilei*ia 4.2 Monitor use of discipline management system Fall 1988 (07/01/95) Ongoing (06/30/96) Principals Counselors School Teams 4.2 4.2 4.2 4.2 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than one type of instructional grouping (To provide academic support teachers with strategies for planning and delivering more than one type of instructional grouping) Documentation ((Quarterly Behavior Management Reports) (Building level biracial committee reports wilt be used Io monitor artd/or adjust discipline plans) (District-wide Biracial Committee) (07/01/95) (06/30/96) (Assoc. Superintendent, Academic Support Supervisors. Content Area Supervisors. Staff Development) 5.0 5,0 5.0 (Increase in achievement for all students in Academic Support Programs) (Decrease in achievemeni gap in representative population) (Decrease in number of students requiring academic support services) 5.1 Continue to investigate and research sources of strategies, models and activities of successful small and large group iastructional practices within heterogenous classes Fall 1988 (07/01/95) Ongoing (06/30/96) Assoc Supt for Educational Prog (Staff Development Department. Content Area Supervisors. Academic Support Supervisors) 5.1 5.1 Identification of sources (Pnivide staff with information from current research monthly) 21, 6Page: 7 Revision Date: February 13. 1996 Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary l^eader: Lucy Lyons Program Goal: Plan Reference Page Number L127 L 127 Objectives 6.0 Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth Strategies Beginning Date Completion Date Resporuihilily Evaluation Criteria 5.2 Conduct workshop to address the following: a. grouping theory and strategies b. demonstration of strategies for varied instruction A. Principals* Institute B. Nuts and Bolls C. District-wide Staff Development 21, 7 Fall 1988 (07/01/95) (07/01/95) 07/17/95 07/21/95 Fall 1988 (06/30/96) (06/30/96) 07/18/95 08/04/95 33% Supervisor of Math and English (Content Area Supervisors. Staff Development Department) (Asst. Superintendent. Planning. Research and Evaluation, Staff Development. Content Area Supervisors) S.2 5.2 5.2 5.2 5.2 6.0 6.0 Written evaluation by participants (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of Students requiring academic support services) (Principal will observe through classroom observations and teacher conferences) (IiKrease in achievement for all students) (Decrease in achievement gap in representative population) IPage: 8 Program Seq it'. 21 Revision Date: February 13. 1996 Program Name: Staff Development Program Code: (W Primary leader\nSterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staff developmenl Io improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 127 L127 L127 Objectives Strategies Beginning Date Completion Dale RespoiLsibility Evaluation Criteria 6.1 6.2 6.3 Continue Io provide inservice for principals on methods for developing their school improvement plan Continue to assist principals in revising school improvement plans through the analysis of disaggregated data Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and interpersonal relations for program implementation in a desegregated setting 6.4 To provide special assistance for teachers as requested. 21, 8 Fall 1988 (07/01/95) July 1991 (07/01/95) 1991 School Year (07/01/95) 07/01/95 Ongoing (06/30/96) Ongoing (06/30/96) Ongoing (06/30/96) 06/30/96 Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) Assoc and As.st Supts Stair Dev Dept Content Area Supervisors Principals 6.1 6,1 6.1 6.2 6.2 6.2 6.3 6.3 6.3 Comprehensive and accurate product (Number of workshops in Integrating the Curriculum. Literature-based Instruction. Auiheniic Assessment and/or other relevant methodologies) (Better .school improvement plans are submitted) Completed plans (Provide written feedback and opportunities for sharing 'What Works\" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) Workshop agendas and evaluatioiu (A computer based compilation of individual cmployees/school-wide staff developmenl activities will be available) (Student achievement will increase\ndisparity gap in representative population will decrea.se)Page: 9 Revision Date: February 13, IW6 Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: T. provide s.a,t deveiopmen. . improve r^e ~siog ,0 improved academic acKievemen, , (To provide staff development activities that Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 128 L128 L128 L128 7.0 Form tri-district committee for collaborative procedures July 1. 1991 (07/01/95) Ongoing (06/30/96) (Directors of Staff Development from LRSD. PCSSD, and NI.RSD) 7.0 7.0 Ongoing analysis (Tri-district workshops will be held) I 7.1 A. B. C. Establish tri-districl committee Tri-district-PCSSD Tri-district-NLR Tri-district-LR D. Tri-district-NLR E. Tri-district-PCSSD 7.2 Meet four limes per year, two times each semester. The committee function.s will be to identify and implement staff development strategies that will assist the districts in fuirdling expectations of ''maintaining quality\" desegregated school districts. 7.3 Plan any activities appropriate for collaboration, e.g., community meetings, etc. July 1. 1991 09/13/95 09/19/95 10/24/95 11/21/95 12/19/95 (07/01/95) 07/01/95 (07/01/95) Ongoing 09/13/95 09/19/95 10/24/95 11/21/95 12/19/95 (06/30/96) 06/30/96 (06/30/96) A. Tri-districi Classroom Management Grant 09/22/95 09/22/95 21, 9 (Directors of Staff Development from LRSD. PCSSD. and NLRSD) (Directors of Staff Development from LRSD. PCSSD. and NLRSD) (Directors of Staff Development from LRSD. PCSSD. and NLRSD) 7.1 7 1 Ongoing analysis (Tri district committee was formed in August. 1991) 7.2 (Record of meetings and collaborative nature of areas addressed) 7,3 (DiKumcntation of number of activities among the three districts)Page: 10 Program Seq it*: 21 RevL\u0026lt;\nion Date: February 13. 1996 Program Name: Staff Development Program Code: 09 Primary Leader: . Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 128 L124 L124 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.0 Provide staff development component for effective staff development in desegregated school setting 8.1 Establish staff development component a. Staff Developmenl Dept Personnel b. Staff Development Office c. Staff Development Catalogue/Calendar A. Staff Development Professional Library Catalog issued B. Staff Development calendar issued monthly 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black and educationally-advantaged students. 8.3 The Little Rock School District will hire a five- member staff development team for this purpose. 21, 10 (07/01/95) July 1991 July 1991 July 1991 (07/01/95) 07/01/95 07/01/95 07/01/95 07/01/95 (06/30/96) Ongoing Ongoing Ongoing 10/07/94 07/21/95 50% 06/30/96 06/30/96 (Board of Directors. Superintendent Director of Staff Development) Board of Directors/Supt Human Resources Dir of Staff Dev 8.0 8.1 8.1a (Gather and analyze data from schmil district participants on the effectiveness of the staff development activities designed to address their specific needs) Implementation of Staff Developmenl Dept Employment of Director, four specialists and one secretary (Implementation of Staff Developmenl Department in July. 1991) 8.1b Office is operational 8.1b (Office was established in July. 1991 8.1c Distribution of catalogue/ calendar 8.1c (Staff Developmenl Catalogue/Calendar distributed annuallyPage: II Program Seq ft'. 21 Revision Dale: Program Name: Staff Development Febniary 13. 1996 Program Code: Primary Leader: Sterling Ingram Secondary Leader: Program Goal: Lucy Lyons Plan Reference Page Number L124 LI 24 LI24 L124 L124 LI24 L124 LI24 To provide staff development to improve race relations and equity. (To provide staff development activities (hat will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.4 The Little Rock Schttol District Staff Development Department will be responsible for implementing the staff development services. 8.5 The staff development goals and programs currently used by the District, such as TLSA, PET and others, will be continued, but a far more creative and comprehensive saff development pnigram suiable for the needs of all employees and volunteers will he implemented. A. Classroom Management  J.A. Fair 8.6 The districts will cooperate in designing a fresh and extended approach to staff development- Included itLthe planning will be community resource persons and all district personnel responsible for delivering training to staff, arxl to parent, volunteer, or student committees or groups. 8.7 Staff development will based upon certain basic principles of human behavior, learning process and change dynamics. 8.8 The diverse training needs of staff at all employment levels will be met. 8,9 The District will establish resource hanks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 8, IQ Computer daa bases will be used to record each employee's saff development history. 8.11 Carefully planned 'training of trainers* events will he actively used to expand in-house training expertise. 21, 11 07/01/95 07/01/95 08/15/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 08/15/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Program Goal: Plan Reference Page Number LI25 L125 L125 I Page: 12 Revision Date: February 13. 1996 Secondary Leader: Lucy Lyons To provide staff developmenl to improve race relations and equity. (To provide slaff developmenl acliviiies dial will promnie the implemenlation of die desegregalinn plan resulling in improved academic achievemenl.) Objectives Strategies Begiiuiing Date Completion Date Responsibility Evaluation Criteria A. District-wide Trainer of Trainers session 8.12 Interdistrict training activities will be frequently offered for groups of employees and volunteers. 8.13 The District will deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program, 8.14 Certain areas of training and staff development will be specially emphasized: utilization of volunteer resources, preparation of substitute teachers and aids, and training for parents. A. Stress Management - Food Service Employees 21, 12 10/31/95 07/01/95 07/01/95 07/01/95 12/07/95 33% 06/30/96 06/30/96 06/30/96 12/07/95Program Seq 22 Program Name: Library/Media Program Code: 32 Primary Leader: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: 1 Revision Dale: February 13. 1996 Dr. Henry Williams Secondary Leader: Lucy Lyon Program Description: District Goal Support: Each child in the Little Rock School District should be given access to his/her full measure of the instructional resources. Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning styles of swdents in different instructional groups. Because students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian, they will be able to approach learning in a variety of ways, thus accommodating their individual styles and also providing for the additional time on tosk or enrichment that many students need in order to internalize the material initially presented. .The District's plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed tn better support District goals and student needs with regard to learning styles, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning styles of students In different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian. The Little Rock School District's library/media program will fulfill its potential as an essential contributor to the District's successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. Goal #1  Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained artd motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: The district will provide each student with library/mcdia services in accordance with the essential role outlined in the district's Desegregation Plan. I Plan References: L 106. L 107. L 109. L 110 1 FY Program Budget: $409,808.64 1st Qtr Expend: $32,881.28 3rd Qtr Expend: FTE 16 YTD Expenditures: $144,786.04 2nd Qtr Expend: $111,904.76 4ih Qtr Expend: Related Function Codes: 3 22, 1Program Seq 22 Program Name: Libra ry/Media Program Code: 32 Program Goal: Plan Reference Page Number L109 L106 Ll()9 L109 LI09 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Henry Williams Secondary Leader: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Objectives Strategies Beginning Date Completion Date Page\n2 Revision Date\nFebruary 13. 1996 Lucy Lyon Re.sponsihili(y Evaluation Criteria 1. Implement (he district's proposed new elementary library/media program. 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all students.) 1.4 Order equipment and materials necessary including AV software. (Determine/purchase core materials needed for each elementary school.) 1.7 Conduct inservice and curriculum development for classes for librarians, principals, and teachers. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. 1.8 Process new material including cataloging. 1.10 Schedule films\\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of I6mm film is outdated.) 22, 2 (07/01/95) (07/01/95) 07/01/95 07/01/95 (07/01/95) (06/30/96) (06/30/96) 06/30/96 06/30/96 (06/30/96) (Ctmrdinaior of Library Services. Principals. Librarians) Supv of Irut Tech, Coor of Lib Services. (Librarians) Consultant, Supv of Inst Tech, Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech (Coor Lib Serv) 1. Comparison of survey results 1988-1993 will show increased use. 1. Comparison of data collected monthly will show\nStudent visits will increase.  Volume of books checked out will increase. Independent research by students will be documented to show use.  Number of classes/groups scheduled by teachers will be documented to show use. 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.7 (Agendas and memos) (Agendas arul memos on file in Dept, of Instructional Technology.) i.8 Completion memo 1.10 Schedule (Videos correlated to curriculum will be used in each school.)Program Seq #: 22 Page: 3 Program Name: Libra ry/Mcdia Revision Date: Febniary 13. 1996 Program Code: 32 Primary Leader: Program Goat: . Dr. Henry Williams LI 10 LI 10 LI 10 LIO9 The district will provide each student with library/media Secondary Leader: services in accordance with (he essential role outlined in the districi's Desegregation Plan Lucy Lyon Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibilily Rvaluation Criteria A. Videos are scheduled daily and were current on 12/31/95 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. A. Full-time librarians and clerks staffed based on Little Rock School District formula. 1.12 Develop a maintenance proposal which assures prompt and efficienl repair of all AV equipment independent of (he time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) A. First quaner repair record: 132 AV machines and IS computers B. Second quarter repair record: 110 AV machines. 14 computers. 15 IRC repairs 1.13 Notify teachers via librarians of the fall schedule (films/videos). (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is outdated.) 1.14 Supply films/videos per schedule. A. Videos supplied on weekly basis 22, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 10/01/95 07/01/95 07/01/95 09/01/95 50% 06/30/96 09/30/95 06/30/96 09/30/95 12/31/95 06/30/96 06/30/96 50% Dir of Human Serv, Supv of Inst Tech, Coor Lib Serv, Principals Supv of Inst Tech (Coor Lib Serv) Supv of last Tech (Coor Lib Serv) Supv of Inst Tech (CK)r Lib Serv) 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will he staffed according to LRSD formula, based on enrollment.) 1.12 Copy of proposal Ninety percent of equipment .sent in will be repaired within a week. 1.13 File copy (Videos correlated tn the curriculum will be used in each school.) 1.14 Weekly delivery (Videos correlated to curriculum will show 1Page: 4 Program Seq #: 22 Revision Date: February 13, 1996 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon Program Goal\nThe district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number LI 10 L106 L107 LI 07 L107 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. (To extend and enrich the basic skills in ways that meet students varied teaming styles and promote life long learning.) 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required 1.17 Conduct inservice for librarians and library clerks. A. Inservice conducted for librarians and library clerks 2.5 Library media specialists will plan with classroom teachers for materials needed for classrtwm units. A. LMS/Teachers planned for materials during period of August-November as follows: elementary = 13,885\nsecondary = 5,584 2.6 Library media specialists will plan with classroom building staff for at least one school -wide reading motivation activity each year. A. Reading motivation activities held from August- November: elementary = 137\nsecondary = 27 2-7. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction, 22, 4 Sept. 5, I9R9 (07/01/95) 07/01/95 08/10/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 Nov. I, 1989 (06/30/96) 06/30/96 50% 06/30/96 11/30/95 06/30/96 11/30/95 06/30/96 Supv or Inst Tech Coor of Lib Serv Librarians Principals, Librarians Principals. Librarians Principals, Librarians Principals. Librarians 1.15 Copy of plan (Copy of plan on file in Department of Instructional Technology.) Agenda.s (Quarterly data will reflect an increase in library use.) 2. (As a result of increased planning and instruction by LM Specialist, test scores will increase on nomi and criterion-referenced tests.) 2.1 (Improved planning with teachers will increase student tests scores.) 2.2 (More books will be checked out in each sch\u0026lt;x)l.) 2.3 (Improved planning with teachers will result in higher achievement for students.)Program Seq #: 22 Page: 5 Program Name: Libra ry/Media Revision Dale: February 13. 1996 Program Code: 32 Program Goal: Primary Leader: LI07 133 . 133 The district will provide each student with library/media Dr. Henry Williams services in accordance with the essential role outlined in Secondary Leader: the district's Desegregation Plan Lucy Lyon Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 1. The selection of materials/resources to support (he curriculum in desegrega(ed school districts is miilli-dislricl goal of Iht library media a programs. 2. The inservice training library media staff members to desegregated school districts is a multi- district goal of the library media programs. A. LMS/Teachers planned for instruction during period August-November as follows: elementaiy  5100\nsecondary  1333 Library media specialists will instruct students in Literary skills and reference/studv skills. A. LMS instruction for period August-November\nelementary  114.306\nsecondary = 62.035 I.l Continue hosting Multi-District. Multicultural Resource Sharing Fair. In the future, (he fair site will ro(a(e among the three dLslricIs. A. Tri-district meeting held to discuss fair B. Tri-Disirici Multicultural Fair held on October 26,1995 at Clinton Elementary, sponsored by Pulaski County Special School District L2 Begin hosting Multi-District Resource Sharing Fair with book and AV materials, vendors. site among the three districts. rotating the 2.1 Plan to host multi-district inservice meetings such as (he one sponsored by (he Pulaski Coun(y Educational Service Cooperative in April of 1988 explain the new national guidelines for school library media program planning. Io A. Planning meeting held for tri-district inservice 2.2 Plan to host inservice (raining for multi-district library media specialists using district employees. 22, 5 07/01/95 07/01/95 07/01/95 Annually 07/13/95 10/26/95 07/01/95 Ongoing 07/13/95 07/01/95 11/30/95 06/30/96 11/30/95 Ongoing 07/13/95 10/26/95 06/30/96 Ongoing 07/13/95 Ongoing Principals. Librarians Library Media Director or responsible person (including NRLSD) Library Media Directors or responsible person (including NLRSD) 2.4 (Abacus assessment will show mastery of refcrcnce/smdy skills.) Resources will be selected, purcha.scd. and utilized by teachers and students as they teach the curriculum of the desegregated school districts. Inservice training will develop skills for library medial specialists who work in desegregated school districtsPage: 6 Program Seq #: 22 Revision Date: February 13, 1996 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon Ih-ngram Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district s Desegregation Plan 134 134 134 Plan Reference Page Number L108 Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 3. Utilization of television technology in desegregated school districts is a multi-district goal of the library media programs. 4. Recruitment of minority Library Media Specialists in desegregated school districts Is a multi- district goal of library media programs. 5. Multi-district communication for library media program administrators is a goal for the programs. 7, Library media specialist will annually evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be considered for purchase. 3.1 Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basis skills, etc. 4.1 Contact teachers training institutions/recruit teachers for training programs in library media certification. A. Contacts made to UCA concerning minority fellowship 5.1 Copy memos relating staff development opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Tri-districi sharing meeting held 22, 6 07/01/95 Ongoing 12/12/95 Oitgoing 07/01/95 07/01/95 07/13/95 To be established Ongoing 12/12/95 Ongoing 06/30/96 06/30/96 07/13/95 Library Media Directors or responsible person Library Media Directors or responsible perstin (including NLRSD Library Media Directors or responsible person (ifKluding NLRSD) Students will gain practical vocational experience in running a television studio\nstudents will henerit from instniciional units provided over cable system or recorded for later classroom use Hiring and placement of minority media specialists will occur Better communication will be achievedProgram Seq #: Program Name: 22 Page: 7 Program Code: Program Goal: Man Reference Page Number LI 08 L108 Libra ry/Media Revision Date: 32 February 13. 1996 The dtstncl will provide each snidenl wiih library/media Primary Leader: Dr, Henry Williams services in accordance with the essential role Secondary Leader: outlined in the district s Desegregation Plan Lucy Lyon Objectives Strategies Beginning Date g- Recommendations for multicultural will be shared with all recommended for materiab irifKipab and librarians and -gore purchase for all sctw ^TTra I WZ-M school year .III be used to establish baseline data for determining progress. IO. fJndertalte a comnarallye study of lihr.~ resources among the incentive scho^ -wcniive scnoois as well as other schoob of comparable size to bring_atw..H Darilv nt hnMInn... !. . . . -  parity of holdings through policy. an equitable rchasing H.. Modify building space to Increnst lihri... canarifiM a ii xw . . ' capacities al Mitchell and Garland shelves of ouldaled and .eU-.om moleri.lsrA, Purge the J----------- ------------------- Iimicrms. At Mttcheu. books most frequently used by the four- year old program, kinderearten. and first grades' could he permanently placed In the lndl.ld,..i------ nlncrcAnn.. .a classrooms since those graden arc aU housed In structures that are detached from the ------------ building. Completion Date Responsibility 8 1 Send list of recommendations for multicultural materials to principals and librarians A. List of multicultural schools materials sent oi elementary 22, 7 Evaluation Criteria 07/01/95 11/09/95 07/01/95 07/01/95 07/01/95 06/30/96 11/09/95 06/30/96 06/30/96 06/30/96 1LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 23 Page: I Revision Date: January 22. 1996 Program Name: Computerized Transportation Routing System Program Code\n24 Primary Leader: Fred Smith Secondary Leader: Mary Jane Cheatham Program Description: Transportation system provides the means for students to have access to various school options and educational programs, as well as extracurricular activities. The Disirki will continue to use its automated routing system to make efficient use of district resources in providing transportation to those students eligible for transportation. Snidenis shall be provided transportation in order to attend their assigned schools and its programs and activities. District Goal Support: Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Plan References: L227 ] FY Program Budget: $6,800.00 1st Qtr Expend: $0.00 3rd Qtr Expend: FTE 0 \\'TD Expenditures: $0.00 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes: 23, 1Program Seq #: 23 Program Name: Computerized Transportation Routing System Program Code: 24 Program Goai: Plan Reference Page Number L227 L227 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Fred Smith To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Objectives Strategies Page: 2 Revision Date: January 22. 1996 Secondary Leader: Mary Jane Cheatham Beginning Date Completion Date Responsibility Evaluation Criteria 10 The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.1 In 1990-91 the District reduced its number of runs from three to two. 1.2 LRSD has made progress in the utilization of the ECOTRAN MAPNET System.,.1988-89 school opening. 1.3 There is extensive work to be done In updating the geographic files, table with the LRSD database. 1 4 School attendance areas and updated walk zones r\u0026gt;eed to be encoded into map files. 1.0 Determine resource requirements necessary to support programs and procure them Provide transportation support as required. A. Resource requirements identified in 1994-95 and ordered. Buses (26) received in September 1995 for immediate use. B. Contract with Laidlaw Transit identified need for 39 additionai buses for 1995-96 school year. Buses (39) provided by Laidlaw to start the school year. 1.1 Procure resources necessary to support two run system and implement two run system. A. The number of routes are limited by the number of buses available to insure a two run system. 1.2 Student and geographic data loaded in system, and personnel trained and proficient in computerizing routing. A. Item completed 6/90 and is not recurring. 1.3 A cooperative effort between Transportation Department. LR City Engineers, Student Assignment, and ECOTRANS staff will help to ensure that software reflects accurate geographic information. A. All new streets are added to the map. As new streets are added the map is updated. 1.4 School attendance areas not initiated Walk zones encoded into map for maximum bus utilization. A. Walk zones are reviewed and updated. 23, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 09/18/95 08/21/95 06/30/96 08/21/95 06/30/96 06/30/96 93% 06/30/96 85% Director of Transportation Director of Transportation Director of Transportation . Director of Transportation. Director of Information Services Director of Transportation 1.0 Adequate service provided in support of programs Determined by dividing number requested by number provided 1.1 All buses assigned only two routes. 12 Students effectively and efficiently routed to facilitate a smooth school opening 1968-89 1 3 Significant reduction in street address errors introduced by poor/inadequate data entry 14 No student required to exceed four block/six block walkPage: 3 Program Seq 0: 23 Revision Date: January 22. 1996 Program Name: Computerized Transportation Routing System Program Code\n24 Primary Leader: Fred Smith Secondary Leader: Mary Jane Cheatham Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Plan Reference Page Number L227 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 (Transportation Safety Policies need to be reviewed and updated properly. Changes will be incorporated from Applicable Board Policies and Administrative Directives). 1.5 A comprehensive review of all LRSD policies germane to transportation must be performed and recommendations/changes reduced to writing and incorporated into applicable documents. A. A review of all school board policies, department practices and procedures is conducted. Changes in any policies will be recommended to to the school board. 07/01/95 07/01/95 06/30/96 10% Director of Transportation 1.5 Published policies on student behavior/safety on LRSD buses Published policies for drivers/driver aides to assist in communicating the district's position on transportation safety procedures Frequent meetings to address safety issues and concerns. Attendance verified through sign-in sheets. Review of supervisor's monitoring report. 1.6 (Assignment promotion population region tables need to be created to ensure proper student assignment). 1.7 All school attendance areas will be encoded into the geographic tables. Corresponding walk zones will be generated for schools, alt transportation policies will be reviewed and updated. 1.6 Information downloaded from mainframe on media format compatible with HP Vectra. A. Initial download from Data Processing completed. 1.7 Walk zones established in accordance with district policy and software criteria selection. 23, 3 07/01/95 06/30/96 07/01/95 07/01/95 08/01/95 06/30/96 Director of Transportation 16 Routes generated based upon current assignment information 1.7 Two mile list published and distributed to school staff Add transportation policies and procedures.Program Seq #: 23 Page: 4 Revision Date: Program Name: January 22, 1996 Program Code: Computerized Transportation Routing System 24 Program Goal: To provide safe, efficienl. and reliable transportation for the Primary Leader: Fred Smrth students of the Little Rock School District, Secondary Leader: Mary Jane Cheatham Plan Reference Page Number Objectives Strategies 16 An entire new stop network will be generated to Improve efficiency and most economically utilize District resources. Beginning Date Completion Date Responsibility Evaluation Criteria 1-8 Transportation staff will update and revise all routes based upon census data provided by Information Services. A. Additional census information is included when it is available to the Transportation Department. 23, 4 07/01/95 08/21/95 06/30/96 50% Director of Transportation 1.8 Written request for student data forwarded Census incremental initiated by routing supervisor Research system error listing to within 5%. Completion of first day routes prior to registrationLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Progrim Seq 24 PRe: 1 Revision Date: February 20.1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Reason Program Description: To provide the resources (Hardware, Software. Training. Programming. Computer Operations, and Hardware and Software Support) necessary to collect, store and report information on LRSD students. Information Services will provide the computer resources necessary to collect, store, and report student information in a timely and accurate manner. School and central office-based staff, parents, and students will benefit from accurate up-to-date information on students. District Goal Support: To implement integrated educational programs to ensure that all students will grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal\nTo provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan References: L129.LI30 FY Program Budget: $717,087.08 1st Qtr Expend: $601,721.29 3rd Qtr Expend: FTES YTD Expenditures: $645,731.62 2nd Qtr Expend: $44,010.36 4th Qtr Expend: Related Function Codes: ] 24, 1Program Seq #: 24 Program Name: Data Processing Program Code: 17 Program Goal: Plan Reference Page Number L 129/130 L 129 L 129 LRSD FY 95-96 PROGRAM BUDGET DCXZUMENT Primary Leader\nDr. Henry Williams Secondary leader: P.gt: 2 Revision Date: David Beason Febniary 20.1996 required by outside interests To proyide'to^^'^'^'S \"\" required to support school and central office based functions To provide all Objectives I. Data Processing (Information Services Department) will provide the necessary support for all school and central oflicc-based functions. l.I necessary information Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/95 06a0/96 Director of Information Services l A (Administration has received all required reports for the school year) Prggams will be developed and implemented relative to the following areas: I C {(Quality reports are being delivered on lime). 07/01/95 06a0/96 (Collect, Store, and Report) Dropout Statistics (Io include the ability to generate data by race, gender, grade on a school by school as well as District-wide basis). Provided Assistant Superintendent with report showing students dropped from schools without knowledge. Resolved two(2) problems and/or request for changes and adjustments related to Dropout Statistics not listed below. Provided PRE with report on Retained Student Counts by Race. Gender, Grade. School, and 24,2 07/01/95 06a0/96 Director of Information Services 07/31/95 10/01/95 10/03/95 10/26/95 12/31/95 10rt)5/95 l.D (Complaints arc rw longer being received about information not being available). l.I (Reports are available which accurately report dropout statistics).Pige: 2 Program Seq #: 24 Revision Date: February 20,1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Coal: To provide the programs and data bases necessary to collect and store all pertinent student information To provide all necessary reports required to support school and central ofTice based functions To provide all necessary information required by outside interests. To provide tinKly response to ail requests for information. Plan Reference Page Number Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria Teacher. Produced report showing assigned students who have drop from LRSD. 12/04/95 12A\u0026gt;4/95 Provided PRE with second report on Retained Student Count Summary. 12/06/95 12A)7/95 Provided McClellan with report showing students that go to Metro but are not enrolled. 12/12/95 12/12/95 Provided Metro with report showing students at Hall but not in school. 12/12/95 12/12/95 Produced report showing withdrawal date as membership day on Attendance report. 12/18/95 12/18/95 1.2 (Score, Collect, Store, and Report) Test Scores (Io include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districl'Wide). Produced Generic Test Score Report for PHJH. Resolved six (6) problems and/or request for changes and adjustments related to Test Scores not included in list below. Produced Stanford 8 graphs by district, grade and school. Produce Stanford 8 Report for Dunbar Magnet. Rolled Metro grades over to all High Schools. 24, 3 07/01/95 09/15/95 1051/95 10/04/95 105055 105355 0650/96 10/06/95 1251/95 10/06/95 10/2055 105355 Director of Information Services 1.2 (All test results are stored in the computer and arc reflected in pertinent reports).Program Seq 0: 24 PB\u0026lt;: 2 Program Name: Data Processing Revision Dale: February 20.1996 Program Code: 17 Program Goal: To provide the programs and data bases Primary Leader: Dr. Henry Williams necessary to collect and store all pertinent student information. Secondary Leader: David Reason J - -------------' aiiusiorc ail pertinent Studer required by outside interests. To provide timely response to all requests fm information. Toprovtde.11 csao-repcre,requiredmsupporesclumibaqfuncliom Topmn allifm,a,iii Plan Reference Page Number Objectives Strategies Beginning Date Complelion Date Responsibility Evaluation Criteria L129 Setup 'O' for AP courses to equal zero O' as requested by Associate Superintendent. 10/30/95 10/30/95 1.3 (Collect, Store, and Report) Student Achievement IBed achievement data by race, gender, grade, subject, Resolved seven (7) problems and/or request for changes and adjustments related to Student Achievement Data not included in list below. Upload first quarter grades for seven (7) schools Provided copy of SUMMAS reports for all secondary schools to Labor Relations. Printed report cards for all secondary schools. Provided Pupil Services with report showing Historical ................ Qiiwmiiik Count of Black Students in Honor Courses. Produced report showing Citizenship honor roll for Mann Magnet. Provided copy of SUMMAS reports for all secondary schools to Labor Relations. Provide Staff Development with copy of JTPA report. Provided State Department of Education and PRE ... ___ --------\nH4 rr\\c Witt) copy of NAEP Student Information Report by school. Provided Associate Superintendent with report 24,4 07/01/95 06/30/96 Direclor of Information Services 1.3 (All available student achievement 10/01/95 10A)1/95 10/16/95 10/26/95 10/30/95 11/01/95 11/07/95 11/13/95 12A31/95 12/21/95 12/31/95 12/31/95 10/17/95 10AJ0/95 11/01/95 11/06/95 11/085 11/20/95 12/01/95 12/21/95 data is stored and reported requested). asPge: 2 Program Seq 0: 24 Revision Date: Febniary 20.1996 Program Name: Data Processing Program Code: 17 Primary leader: Dr. Henry Williams Secondary Ixader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide ail necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Dale Completion Dale Responsibility Evaluation Criteria showing Cumulative GPA for Students. L 130 14 (Collect, Store, and Report) Attendance (shall be als and re-enrollment, for students by grade, school, 07/01/95 06/30/96 Director of Information Services 1.4 (Attendance data is accurately stored and reported to the state with minimum manual compilation. Provided training at Metro for AS400 Attendance and Window Applications. 09/14/95 10/25/95 Provide training for Attendance Truancy Reporting. Provided training for new attendance personnel. Resolved twenty (20) problems and/or request for changes and adjustments related to Attendance Data not included in list below. Provided twenty-three (23) sets of ntatling labels for various schools as requested. Provided twelve (12) sets of PRC labels and/or special request for labels for various schools as requested. Reprinted attendance scan sheets for two schools. Uploaded attendance data for eight (8) schools. Produced attendance scan sheets on a weekly basis for all secondary schools. Provided McClellan with report showing Special Education Students. Provided Communications with report showing 24, 5 09/14/95 09/29/95 1CW01/95 10A)1/95 10rt)1/95 10/01/95 10/01/95 10l1/95 10A)3/95 10/05/95 10/25/95 10/11/95 12m/95 12/31/95 12/31/95 12/31/95 12/31/95 12/31/95 10A53/95 10435/95Program Seq U: 24 PB\u0026lt;: 2 Program Name: Data Processing Revision Dale: February 20. 1996 Program Code: 17 Program Goal: Primary Pnmary Leader: Dr Henry Williams Seeondarv n -P .. . 'ronoary Leader. David Beason rcuTd'l,\nouVZnZrs'  -PPO\" \"O' -nW omce based functions. To provide all necessary information Plan Reference Page Number Objectives Strategies Attendance counts by Reason for Missing Schools. Produced report for Cloverdale Elementary showing 1995 Attendance Counfo by Sex. Provided Match Schedule Program report for Mabelvale Jr High. Produced report for Southwest showing Match for Student Schedules. Produced report showing Absence list on all Schools for Metro. Updates files on Absence Types. Provided report on Attendance to Judge Watts Office. Provided report on Attendance to Municipal Courts. Provided Dunbar with list of students not in LRSD last year. Install attendance scan sheet option to Metro's Operations Menu Installed printer overrides to Registrars to print Schedule cards Provide Mann with diskette copy of Student Roster. Provided Washington with copy of Absence Reasons Codes List. Provided Communications with copy of report ----------...... showing Number of Absences lor District in one day 24, 6 Beginning Date C'ompietion Date Responsibility Evaluation Criteria 10/09/95 10/19/95 10/20/95 10/23/95 10/25/95 11/01/95 11/01/95 11/06/95 11/07/95 11/08/95 11/20/95 12AM/9S 12/12/95 10/10/95 10/19/95 10/20/95 10/23/95 10/25/95 11/01/95 11/01/95 11/10/95 11/07/95 11/08/95 11/21/95 12/04/95 12/12/95Page\n2 Program Seq 24 Revision Date: February 20.1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support sdiool and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number LI30 LI30 Objectives 1.5 of time). Strategies (Collect, Store, and Report) Disciplinary Data (by No problems reported related to Discipline Data for second quarter. Produced original and final sanction report for Student Hearing. Produced report of absences and tardies by race and sex from 1993-1996 for IRC. Provided State Department of Education with EOY Discipline report. Produced letters suspended students for Student Hearing. 1.6 (Collect, Store, and Report) Student Assignment Updates made to M to M Reconciliation Report for Student Assignment. Resolved eight (8) problems and/or request for changes and adjustments related to Student Assignment Data not included in list below. Resolved four (4) problems and/or request for changes and adjustments related to Transportation/Student Assignment Data not included 24, 7 Beginning Date 07/01/95 10A)1/95 10/09/95 11/16/95 11/22/95 12rt)7/95 07/01/95 09/25/95 10/01/95 10A)1/95 Completion Date 06a0/96 12/31/95 11/03/95 11/24/95 11/29/95 12/19/95 06S0/96 10/31/95 12/31/95 12/31/95 Responsibility Director of Information Services Director of Information Services Evaluation Criteria 1.5 (Discipline data is accurately entered and reported as required). 1.6 (Student assignment data is stored and all reporting requirements are met). Page: 2 Program Seq 0: 24 Revision Date: Program Name: Data Processing February 20. 1996 Program Code: 17 Primary leader: Dr. Henry Williams Secondary leader: David Beason Program Goal: To piovi* the pngm and data bases neces^ to collect and store all pertinent student infomtation To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. ' Plan Reference Page Number Objectives Strategics Beginning Dale Completion Date Responsibility Evaluation Criteria L 130 2. Data Processing Department (Information Services the capacity to respond to District needs as required by d federal laws such as grade distribution and the ability s and cohorts of students. in list below. Produced list of 4'year olds for last four years. Produced Magnet School Report for ODM and Student Assignment. Provide Support Services with diskette copy Students Counts by school. 2.1 (The Information Services Department will Resolved twenty-one (21) hardware related issues/problems not included in the following. Implement APSCN T1 Internet for Administration. Install PC, 5250 card, arxl AS400 connection for Parkview. Install printer in SOS office for Human Resources. Setup new PC to AS400 for Gibbs Elementary. Install and setup new printer at Dodd Elementary. Setup new PC and printer for Mabelvale Elementary. 24, 8 10/23/95 11/29/95 12/16/95 07/01/95 07/01/95 10)1/95 10/19/95 10/11/95 10/11/95 10/12/95 10/12/95 10/13/95 10/31/95 12/18/95 12/19/95 06/30/96 06/30/96 12/31/95 10/09/95 10/11/95 10/11/95 10/12/95 10/12/95 10/13/95 Director of Information Services Director of Information .Services 2. (The District requirements for computer resources are being met). 2.1 (Al! employees requiring access to student records have access to terminals).Page: 2 Program Seq #: 24 Revision Date: February 20, 1996 Program Name: Data Processing Program Code\n17 Primary Leader: Dr. Henry Williams Secondary leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store alt pertinent student information. To provide all necessary reports required to support school and central oflice based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria Procure PCMCIA adapters for Laptops Ethernet modem cable setup and configure for Information Services. 10/19/95 12/21/95 Purchased arid installed new scanners in all Jr Highs. Setup printer for Baseline Elementary. Provided training for staff PC users. Install new PC with PC support for Forest Heights. Configure sdldinOS for 19.2 line and setup CSU/DSU Reconfigure devices from sdldinOS to sdiclini3 line. Setup PC and relocate display for Forest Heights. Relocate PC and all cables for McClellan High Acquire information on Drag/Drop interface for AS400. Install PC to Planet Services network with Token Ring. Inquire information on Super Server and its components for installation. Inquire information on NetSoft 32 bit ODBC Driver for installation. Install and setup printer for Baseline Elementary. Configure printers on AS400 to LAN for Purchasing. Configure and setup LAN server and HUB for Student 24,9 10/19/95 10/20/95 10/25/95 10/31/95 11/13/95 11/13/95 11/16/95 11/18/95 11/27/95 11/285 11/28/95 11/28/95 11/28/95 11/28/95 12/04/95 10/19/95 10/20/95 10/25/95 10/31/95 11/30/95 11/30/95 11/16/95 11/18/95 11/30//95 11/28/95 11/28/95 11/285 11/28/95 11/28/95 12/04/95Program Seq #: 24 Pige: 2 Program Name: Data Processing Revision Date: February 20.1996 Program Code: 17 Program Goal: Primary Leader: Dr. Henry Williams Secondary Leader: David Beason required by ouKide^^sls. To provi*l^'^7a to \"\" rrrporti required to support school and central office based functions To provide all necessary information Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Crilcria Assignment. Reported Technology updates to Carver Magnet Install Remote Access service for NT in Information Services.. Acquire specification for Network Server. Acquire pricing for Personal Desk Scanner for Superintendent. Procure managed and unmanaged HUBS from SWB. Research and report technology design for Chicot rebuild to Superintendent. Research and report technology infrastructure for Williams Magnet. Procure Data Server Prototype for AS/400 Install and setup new PC for J A Fair. Install color printer in Information Services. Expand NT network an install new PC's in Information Services. Setup remote AS400 access for Transportation. Relocate ABACUS station and install AS400 line at Mabelvale Jr High. 2.2 (The Information Services Department will develop 24, 10 12/08/95 12/08/95 12/08/95 12/125 12/12/95 12/12/95 12/12/95 12/12/95 12/135 12/15/95 12/15/95 12/15/95 12/155 07/01/95 12/08/95 12/08/95 12A)8/95 12/12/95 12/12/95 12/12/95 12/12/95 12/125 12/13/95 12/15/95 12/15/95 12/15/95 12/15/95 06/30/96 Director of 2.2 (All necessary software is installed and functioning properly to collect.Pg: 2 Program Seq 24 Revision Date: February 20,1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr Heruy Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria Information Services store and report information in a timely and accurate manner). Automate monthly budget process for Financial Services. 09/12/95 12/15/95 Created 'Budget vs Experxtiture Report and Graph. 09/12/95 10/02/95 Worked with Dunn Systems on GUI and Mirroring Solutions for Superintendent. Setup October 1 use tax increase for Pulaski County River Project for Financial Services Created 'Statement if Assurance for October 1 State Department Report. Resolved fifty-one (51) software related issues/problem during 2nd quarter not included in the followirtg. Created rnonthly bank tapes for Financial Services. Setup, changed arxl/or resolved sixteen (16) password and user ID related problems or issues. Provided Financial Senzices with two (2) BC/BS Monthly differences reports. Setup and/or changed six (6) user assignments. 09/14/95 09/18/95 09/21/95 10/01/95 icyoi/95 10)1/95 10A)1/95 10rt)1/95 10/25/95 11/06/95 10)5/95 12/31/95 12/31/95 12/31/95 12/31/95 12/31/95 Produced operations production calendar on a monthly basis. 10A)1/95 12f51/95 24, 11Program Seq#: 24 Pige: 2 Program Name: Data Processing Revision Date: February 20.1996 Program Code: 17 Primary Leader: Program Goal: Dr. Henry Williams Secondary Leader\nDavid Reason . To provide all necessary information Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria Created Deseg IO and Non-Deseg IO Budget Reports for Financial Services. 10/02/95 11/16/95 Created 'Budget Expenditure by Site' Report. 10/03/95 10/11/95 Created Teacher Certification by State' Report for Labor Relations. 10/04/95 10/13/95 Loaded Quarterly ESD Information for Financial Service. 10/09/95 10/11/95 Created 'Check Certification for all Teachers' on October 1 State Department Report for Human Resources. 10/0W95 10/13/95 Created 'Manpower Report' for all custodians for Plant Services. 10/10/95 10/11/95 Created EEOC Report for Human Resources. 10/10/95 10/17/95 Created report listing 'Employees without Category Code of RETIRE for Financial Services 10/11/95 12A)1/95 Created Teacher Absence Report' for Federal Programs. 10/11/95 11/29/95 Installed WordPerfect on PC for Henderson 10/11/95 10/11/95 Created USABLE open enrollment diskette for Financial Services. 10/11/95 10/16/95 Created diskette for Commercial Mailers and Communications Department. 10/12/95 10/13/95 24, 12Page: 2 Program Seq 24 Revision Date: February 20, 1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria Created Access screen for Safety and Security as per Support Services. 10/13/95 10/17/95 Created 'Automate Monthly Bills Paid' Report. 10/16/95 10/18/95 Created EEOC Category/Job code Data for Human Resources. Installed MS WorkGroups Add-On for Windows Users Guide. Created report 'Employees that make over 40,000' for Human Resources. Implement NT Server with MS BackOffice on Novell Network for Adminrstration Building. Created 'Alpha list of Teachers by School' Report for Human Resources. Created 'List of Teachers by School. Grade, Race and Gendef Report for Superintendent. Review APSCN issues with Jefferson. 10/17/95 10/19/95 10/23/95 10/24/95 10/25/95 10/26/95 10/27/95 10/17/95 10/19/95 10/25/95 10/24/95 10/26/95 10/26/95 12/155 Review possibilities of additional licensing for MS BackOffice. \\QI21I35 \\QI27I95 Installed Windows 95 and NetSoft on NT Network. Installed MSOffice on new PC for Pupil Accounting. Produced employee contracts for Human Resources. 24, 13 10/30/95 10/31/95 11/06/95 10/30/95 10/31/95 11/16/95Program Seq #: 24 Page: 2 Program Name: Data Processing Revision Dale: February 20. 1996 Program Code: 17 Program Goal\nTo provide the programs and data bases Primary Leader\nDr. Henry Williams necessary lo collect and store all pertinent student infotmalion \u0026gt; trmnjri ____________. --------------na store aji ocrtinenl sfurfci qutred by outside interests. To provide timely response to all requests f^nformali Secondary Leader: To provide all necessary reports required lo David Beason I support school atid centra] office based functions To provide all necessary infotmalion Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ^sented Human Resources Overview to Financial Services as per Support Services. 11/07/95 11/15/95 Downloaded Budget DelaH tor Service Master as per Financial Services. 11/08/95 11/08/95 Created 'Leave Balance and Usage' report tor Superintendent as per Labor Relations. Created Leave Accountability' Report tor Juno for Assoaate Superintendent as per Financial Services. 11/08/95 11/08/95 1995 11/08/95 11/085 Created Teacher Sk* Leave' Report for Human Resources. 11/09/95 11/14/95 Updated Safety and Security Program for Support JaAniiTM Services. 11/10/95 11/13/95 Provided State Department with Quarterty Report tor Finanaal Services. 11/10/95 11/15/95 Loaded updated CIMS Scanning software in all Secondary Schools. 11/12/95 11/13/95 Printed teacher contracts and stipends for Human Resources. 11/161/95 11/17/95 Provided Communications with list of all 'LRSD Teachers with Names an Addresses. 11/16/95 11/20/95 ^ated Chapter I Comparability' Report for Financial Services. Created 'Mid-Year Evaluation Forms for Human 24, 14 11/20/95 11/22/95 11/21/95 11/27/95Page: 2 Program Seq IV: 24 Revision Dale: Febniary 20. 1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Seeondary Leader: David Beason Program Goal: To provi* the programs and data bases necessary to collect and store all pertinent student infonnalion. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for infonnalion. Plan Rcrerence Page Number Objectives Strategics Beginning Date Completion Dale Responsibility Evaluation Criteria Resources. Created 'Employee FTE by Site and overall District History* Report for Superintendent. 11/27/95 12/14/95 Installed Windows and MSOffice on PC at Metro. 11/28/95 11/28/95 Reviewed the possibilities of installing Windows 95 and Office 95. Created 'Custodian Man Power* Report and List of custodian mailing addresses for Procurement. Created 'Days Absent by Certified Staff* report for Cloverdale Elementary. Provided Communications with copy of Employee Directory. Install latest Access 2.0 Service Pack on NT Server. Created Purchase Order Report on the EIS system. Setup all schools to allow access to School Profile Installed NetSoft Elite on Windows 95. Created list of Kindergarten Teachers for Human Resources. Procured upgrades for Windows 95. MS Office, and Access 95 software packages. Procured training classes for Windows 95 Transition and Access 95. 24, 15 11/28/95 11/29/95 11/29/95 12rt)5/95 12/07/95 12A)8/95 12/11/95 12/12/95 12/13/95 12/13/95 12/13/95 11/26/95 11/30/95 12/04/95 12A)5/95 12/07/95 12A)8/95 12/11/95 12/12/95 12/15/95 12/13/95 12/13/95 Prt^ram Seq #: 24 Pge: 2 Program Name: Data Processing Revision Date: February 20, 1996 Program Code: 17 Program Goal: To provide (he programs and data bases Primary Leader: Dr. Henry Williams necessay to collect and store all peitinent student infomtation \u0026gt; limAlu _l,  . _ Secondary Leader: David Beason k . J  -------------luvwiicviano store ail pertinent studei required by outside intentsls To provide timely response to all requests fm infomtation. Toprovide all necessaty mpmts mquired tn suppm, scitool ^d central offi. based fimetiuns. Tn provide all necessary infumtation Plan Reference Page Number Objectives Strategies Provided 'Employee list' for American Journal Communications. as per Setup CompuSetve for Associate Superintendent. Install Internet addresses for eight (8) pilot schools. Provided Support Services with Payroll and Position Control Data Extract Files. 2.3 (The Information Services Department will identify f the District). InstaH phone line for Cloverdalo Elementary. Provided Transportation with breakdown of phone charges for 1994-1995. Review upgrading of phone systems for Assistant Superintendents. Install new phones for Henderson Jr High. Upgrade current phones for Brady Elementary. Install phone line for nxxJem usage for Science Lab. Setup Support Services on the Norstar System Installed analog adapter to allow use of Norstar as a modem line.  Install fax line for Student Hearing. Review installation of answering machine for Fair. 24, 16 Beginning Date Completion Dale Responsibility Evaluation Criteria 12/15/95 12/15/95 12/15/95 12/16/95 07/01/95 07/19/95 08/16195 06/22/95 08/22/95 0gW95 09/12/95 09/13/95 09/14/95 12/15/95 12/15/95 12/15/95 12/19/95 06S0/96 11/15/95 10^0/95 10/05/95 10/09/95 10/10/95 10/30/95 11/02/95 10/10/95 10/30/95 Director of information Services 1 -3 (Appropriate telecommunications systems arc functioning to meet the needs of the District.)Page: 2 Program Seq 24 Revision Dale: February 20. 1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Resolved thirty-six (36) communications/lelephone related problems and/or repairs not included in the moves, adds, and changes reported below. Performed twelve (12) various programming changes to phone systems at various locations. Relocated three (3) telephones at various locations. Upgrade communications lines Io all Jr High schools. Install telephone lines for modems in all Pilot schools. 1CV01/95 10rt)1/95 10/01/95 10/02/95 10/16/95 12/31/95 12/31/95 12/31/95 11/30/95 11/30/95 Provided Long Distance Telephone Call Report as requested by location. 10/18/95 10/195 Installed modem line for grant al Mabelvale Jr High. Install additional phone lines for CARE offices. Install fax line for Brady Elementary. Installed data lines for controllers, disconnect COLAN lines, moved Jr High controllers to another CoLan. Provided wiring and jacks for new modem lines in all labs. Replaced phone destroyed by fire for Central. Install phone line for Pupil Accounting. Activated new line for Pupil Services. 24, 17 10/20/95 11/07/95 11/07/95 11/13/95 11/17/95 11/17/95 12/125 12/13/95 10/31/95 11/15/95 11/30/95 11/30/95 12/20/95 12/20/95 12)/95 12/20/95Program Seq : 24 Pge: 2 Program Name: Data Processing Revision Dale: Febniary 20.1996 Program Code: 17 Program Goal: Primary Leader: Dr. Henry Williams bdses necessan- lo colled and store all pertinent student infonnalion To provide all required by outside inleresls To provide limely response to all requests for infonnalion Secondary Leader: David Beason necesMc- repom required lo support school and central mce based fimetions. To previde dl necessac iofoooalion Plan Reference Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 2.4 Computerized Data Access- Computerized data will be a reality in all incentive schools so that student data 07/0IZ95 06/30/96 ij easily accessible arid access can be immediate for reports which might be needed relative to all school pmpram aspects. Provided user training to staff at Franklin as requested. 09/28/95 10/04/95 Setup two new PC's and three printer for Mitchell. Install fax line for Franklin Elementary. Provided IRC with Absence Report for all Incentive Schools. 11/02/95 11/15/95 12/01/95 11/02/95 12/20/95 12AM/95 Provided IRC with Discipline Report for all Incentive Schools 1991-1996. 12A)1/9S 12X)5/95 Providert IRC with Enrollment Reports for all Incentive Schools by Year. Grade, Race, and Sex. 12A31/95 12/13/95 24, 18LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 26 Page: I Revision Date: January 10, 1996 Program Name: Minority Teacher Recruitment Program Code: 08 Primary Leader: Richard Hurley SecoiHlary Leader: Robert Robinson Program Description: Primary function is to recruit high quality professional and support personnel to meet the district's goals and objectives in a wide range of positions in school and the central administration offices. To support linkages between the school district and higher education institutions: assume responsibility for delegated programs related to suff recruitment to meet EEO and Affirmative Action and Personnel Services hiring sundards- r^crmncihlff f/ir occianAH tockr tko* ...HI ____-\u0026lt; .i_ _ .______ __ ....  * responsible for assigned tasks and projects that will enhance the productivity and efficiency of the human resources division. District Goal Support: Develop and maintain a staff that is well-trained and motivated. Program Goal: Developing equity in employees composition that reflects racial and ethnic diversity. [ Plan References: I EY Program Budget: $53,469.17 1st Qtr Expend\n$13,165.13 3rd Qtr Expend: FTE 1 YTD Expenditures: $25,795.57 2nd Qtr Expend: $12,630.44 4th Qtr Expend: [ Related FuiKtion Codes: I 26, 1Program Seq 26 Program Name: Teacher Recruitment Program Code: 08 Program Goal: (To organize recruitment and U3 L43 LRSD FY 95-96 PRCXjRAM BUDGET DOCUMENT Primary IjOader: Richard Hurley Secondary Leader: r=.en programs for Pre purpose of develop,g equiO, in .he employee composition ihat rePects racal and ethnic diversity.) Paue\n2 Revision Date July 14. 1995 Robert Robinson Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Respoasibility Evaluation Criteria I. Update review of recruiting needs by age, race, .sex and seniority in positions in the District projected needs. to ascertain 1.1 Review of all current suffing with idcniification of staff by sex. race and subject area who will be retiring fit nande _____a IO propel needs. (Reserve al lead 25 percent of ihe positions for Black applicants.) A. Automated staffing forecast pending Data Process Complelion B, EECX? report revised and data used for purposes. recruitment 07/01/95 07/01/95 07/01/95 06/30/96 1% 11/15/95 2. Review of position assignments related to racial equity such (hat all races are represented in position and job description in (he district. every 2.1 Developmenl and assessment of school and divisional .staffing patterns. A. Studcnl/Faculty Composition Analysis in place 26, 2 07/01/95 07/01/95 06/30/96 09-01 95 HR Director(MirK)rity Recruiler)HR Director/ (Minority Recruiter) HR Direc(or/(Minority Recruiter) Bldg. Principals, Division Heads.) HR Director/ (Minority Recruiter) Bldg. Principals, Division Heads.) 1. (Complelion of needs assessment.) 1.1 (Firccast of Retirees/Reservation of slots for minority staffing) 2. (Maintain an image of district-wide multi-cultural staffing) 2.1 ('omplelion of (ask (Computerized reports of staffing ratios)Page: 3 Program 5*eq #: 26 Revision Dale Program Name: Teacher Recruitment July 14. 1995 Program Code: 08 Primary Leader\nRichard Hurley Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 144 Plan Reference Page Number 12/09/93 MR 12 Objectives Strategies 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. 2.3 Establish goals and objectives for racially balancing each incentive school suff as part of a comprehensive long-range strategic plan for implementing the incentive school features. 1.1 Share applicant pools with PCSSD/NLRSD. 26. 3 Beginning Dale Cmnplelion Date Resportsibilily Evaluation Criteria 07/01/95 06/30/96 HR Director/fMinority Recruiter) Principals. Assoc. Sup 2.2 (improved staff diversity will be shown by staffing repons) 07/01/95 07/01/95 06/30/96 06/30/96 HR Director Minority Recruiter HR Directors * Three Districts (Minority Recruiter) 2.3 50/50 Staffing ratio desired outcome. 1.1 Completion of ta.sk (Identification of prospects)Program Seq #: 26 Page: 4 Program Name: Teacher Recruitment Revision Date July 14. 1995 Program Code: 08 Program Goal: Primary Leader: 125 125 (To organize recruitment and retention Richard Hurley Secondary Leader: programs for the purpose of developing equny in ihe employee composiiion Iha. raneeis racial and eihnic diversity.) Rohcrt Robinson Plan Reference Page Number Objectives 1. To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment. 2. To share the applicant pools among the districts Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 07/01/95 06/30/96 HR Directors (Minority Recruiters) 1. Increase in minority staffing among certified staff and more proportional representation among support staffs. A. Recruitment Registry and available applicants shared in critical staffing areas 1.1 Share planning, resources and conucts for recruitment of staff, both cenified and non-certified A. Recruiting schedule and TOT plans in place 2.1 Use teachers in the recruitment process. 26, 4 07/01/95 07/01/95 07/01/95 07/01/95 50% 06/30/96 50% 06/30/96 HR Directors * (Minority Recruiter) HR Directors (Minority Recruiter) HR Directors (Minority Recruiter) l.I Increase in minority staHlng among certified staff and more proportional representation among support staff. 2. Proportional representation of minority and majority employees in all staffing categories. 2.1 (List of teachers who participated St activities) I iPage: 5 Program Seq jC: 26 Revision Date July 14. 1995 Program Name\nTeacher Recruitment Program Code: 08 Primary Leader\nRichard Hurley Secondary Leader\nRobert Robinson Program Goal: (To organize recruitment and retention programs fur the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 125 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To monitor distribution of staff across grade levels and support areas. A. Recruiting Team comprised of teachers, principals and central office personnel available to assist recruiter 2.2 Certified and non-certified applicant pools will be shared with the agreement to assist each other in correction of disproportionate staffing. 3.1 The principals will be accountable lo ensure equitable distribution of teachers by grade level and subject area. 26, 5 07/01/95 07/01/95 07/01/95 50% 06/30/96 06/30/96 HR Directors (Minority RecruiteriPrincipals Principals, HR Directors (Minority Recruiter). Assoc./Asst. Supts. 2.2 (An established applicant referral system for teacher employment in any of Pulaski County's public schiHds) 3 Proportional representation of minority and majority employees in all staffing categories. 3.1 Statistical data that minority teachers have access to teaching oppottunilies al all grade levels, in all subject areas aiHl in ail programs  AP Honors. G/T. etc. iPage: 6 Program Seq 9-. 26 Revision Date July 14. 1995 Program Name: Teacher Recruitment Program Code: OK Primary Leader: Richard Hurley Secondary Leader: Robert Robinson Program Goal: (To organize recruiimeni and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 125 126 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. To identify students who may be future teachers and provide support programs to them. 4.1 Establish future teacher clubs in elementary, junior high and senior high schools. 07/01/95 06/30/96 HR Directors (Minority Recruiter) Principals and Teachers (HR Directors, Minority Recruiter) Principals \u0026amp; Teachers 5. To establish a joint committee to address district planning for support of students who wish to become teachers. 07/01/95 06/30/96 HR Directors (Minority Recruiter, Principals) A. Teachers of Tomorrow Clubs in place 07/01/95 10/2/95 B. Teachers of Tomorrow Academy in place - 3rd year 07/01/95 08-22-95 26, 6 '4. (Adoption of a comprehensive Teachers of Tomorrow Program for students considering careers in teaching.) 4.1 IiKrease the number of smdenis entering the teaching profession. 5. (Committee minutes reflect a support mechanism ensuring a \"shared vision\" for minority future teachers.)Page: 7 Program Seq #: 26 Revision Date July 14, 1995 Program Name: Teacher Recruitment Program Code: 08 Primary Leader: Richard Hurley Secondary Leader: Robert Robinson Program Goal: (To organize recruiimeni and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 126 126 126 126 126 Plan RefererKe Page Number Objectives Strategies Beginning Dale Completion Date Respoasibility Evaluation Criteria 6. To establish a joint committee for planning recruitment strategies and procedures. 5.2 Create \"contracts of intent\" to hire future teachers upon degree and certification completion. 5.3 Provide internship opportunities for students of education. 6.1 Production of a set of recruitment procedures and limelines to be developed jointly to increase effectiveness and define recruitment. A. Recruiting schedule 6.2 Develop a cooperative agreement for recruitment of certified and non-certified staff with reservation of a number of slots so that employee categories will be desegregated. 6.3 Improve teacher working conditions to maintain teachers in the profession. 26, 7 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 50% 06/30/96 06/30/96 HR Directors (Minority Recruiter. PriiKipals) HR Direclor (Minority Recruiter, Principals HR Directors, (Minority Recruiter) HR Directors (Minority Recruiter HR Directors (Minority Recruiter) (Minority Recruiter) HR Directors, Support Services and Ihincipals 5.2 (Number of contracts intent signed) 5.3 (List of interns to be recruited for full-time employment). 6. (A support mechanism will be in place tn ensure successful recruitment and retention programs for minorities.) 6.1 Completion of the document 6.2 Racial ratios in all staff commensurate with district and court approved guidelines. 6.3 Increase district staff retention.LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 27 Page: 1 Revision Date: February 13, 1996 Program Name: Educational Equity Monitoring Program Code\n22 Primary Leader: Dr. C. Russell, Mayo, Jr. Secondary Leader: Dr. Ed Jackson Program Description: LRSD will use the methods of monitoring to assess educational programs: Monitoring education desegregation based upon the educational equrty concept will be used in the schools. A second monitoring and evaluation instrument will be geared toward the program in the Incentive Schools The district-wide biracial committed is responsible for annual monitoring of desegregation implementation. The Little Rock School District will mortitor for educational eguity in all schools in the District The monitoring will be conducted by the Planning, Research and Evaluation (PRE) staff with assistance from local biracial committees consisting of parents. Each committee will conduct at least one school visit each semester, using a monitoring instrument developed during the spring and summer of 1990 by the three districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio. Texas The Incentive Schools will be monitored at lease once each Quarter by members of the district-wide bi-facial committee. The committees will report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races In School Programs\nExtra Curricular Activities\nAchievement Disparity, Handicapped Education, Gifted and Talented Education, Staff Development\nCurriculum (multi-cultural)\nSchool/District Initiated Awards/Honors\nCommittees (appointed). Parental InvoNement\nStudent Discipline\nBuilding Leadership Management. Human Relations. This is LRSD's written plan for the long-range planning and budgeting process to be used in developing the 1994-95 budget, which was filed in response to a court Order dated June 15, 1993 (Docket No 1849). LRSD commits to do the following things during the planning and budgeting process: Determine the needs of the district, particularly legal obligations under the desegregation and settlement plans\nDefine goals and_ objectives\nDefine programs to achieve those objectives, particulartv those reguired by the desegregation plans Measure performance and expenditures. Prepare information for corrective decision making. District Goal Support: In this document, LRSD commits to a needs assessment process which wilt include three community forums, one each for area schools, magnet schools and incentive schools LRSD also commits to conduct a program inventory of desegregation programs during the needs assessment period which begins in August, 1993 for the 1994-95 budget year LRSD will also identify non-desegregation programs to be merged with the list of desegregation programs in order to create a complete \"Program Inventory Report \" The LRSD Board will conduct a work session to review the Program Inventory Report, establish tentative written goals and objectives, review and provide guidance related to proportional allocation formulas, establish written priorities, identify any additional programs for \"fast track\" evaluation, and consider strategies for funding short-falls. This document also describes the steps LRSD will take to develop a budget document from the desegregation audit and program inventory. Finally, this document proposes a planning budget calendar with specific activities scheduled from July, 1993 through August, 1994 Ensure that equity occurs in all phases of school activities and operations. Program Goal: (To provide information to determine the level of educational equity for all studentsfto coordinate the planning and budgeting process ) [ Plan References: L 224 ] FY Program Budget: $478,054.39 1st Qtr Expend: $161,918.28 3rd Qtr Expend: FTE 6 YTD Expenditures: $314,553.74 2nd Qtr Expend: $152,635.46 4th Qtr Expend: Related Function Codes: 27. 1Program Seq #: 27 Program Name: Educational Equity Monitoring Program Code: 22 Program Goal: Plan Reference Page Number L 224 12/09/93MR* LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo Secondary Leader: (To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process ) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: Dr Ed Jackson Responsibility February 13, 1996 Evaluation Criteria (2. To conduct quarterly monitoring visit by the LRSD District-wide Biracial Committee.) 2.1 Review monitoring design prior to July 1 of each year. A. Cosmetic changes made to the monitoring instrument prior to July 1. 2.2 Submit any revisions to the LRSD Board of Directors and Joshua Intervenors by August 15 of each year. 2.3 Present any unresolved revision to the Court for resolution. 2.4 Conduct semester visits using the approved monitoring instruments. A. Equity monitors and school bkracial team monitored all of the District Elementary and secondary schools during the second quarter B. Monitoring scheduled developed for second semester 2.5 Coordinate monitoring activities with other internal monitoring groups including district biracial committee, school biracial committee, and the Department of Planning. Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also ensure more effective use of time and other resources. 27, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 10/01/95 12/01/95 07/01/95 06/30/96 07/01/95 06/30/96 06/30/96 06/30/96 12/31/95 12/15/95 06/30/96 Assoc Supt. for Desegregation Associate Supt for Desegregation Legal Staff, Assoc Supt. for Desegregation Assoc. Supt for Desegregation, LRSD Biracial Committee Director of Planning, Research and Evaluation 2. Semester monitoring reports will identify Findings based on the established monitoring design. (2.2 Copy of revisions submitted and evidence of response for LRSD Board of Directors and Joshua Intervenors.) (2.3 Any Court directive relative to the proposed revision.) (2 4 Copies of completed monitoring instruments.) 2.5 (Coordination of site visists among committees, inservice of committee members or liason activities related to monitoring visits.)Page: 3 Program Seq *: 27 Revision Date: February 13, 1996 Program Name: Educational Equity Monitoring Program Code: 22 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Dr. Ed Jackson Program Goal: (To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process )  Plan Reference Page Number L133 CO 103 Objectives 10. LRSD should have systematic approach to budgets cuts that will evaluation of adverse effects Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. LRSD shared monitoring scheduled with the Arkansas Department of Education and the district biracial committee. 3.1 Develop and implement corrective strategies in areas identified through the monitoring process. 3 2 Formative and summative evaluations of parent and crtizen involvement activities will be done through guidelines established by the Little Rock School District's Planning, Research and Evaluation Department. These evaluations will be used to guide the District in achieving its long- range goals. 4.9 A description of what strategy the district will use to specificallv address the continuing shortfall of funding, and how this strategy will be incorporated in the ongoing long-range planning and budgeting process, This description should include the rotes of the key participants, anticipated outcomes, and time frames. 10.1 Development and submission of Business Cases 27. 3 10/01/95 07/01/95 07/01/95 07/01/95 12/31/95 06/30/96 06/30/96 06/30/96 Assoc Supt. for Desegregation. Desegregation Facilitator. Principals Director PRE. Manager for Support Services Superintendent and Superintendent's Council 4 9 Production of written strategy 10.1 Business Cases submitted to CourtPage: 4 Program Seq #: 27 Revision Date: February 13. 1996 Program Name: Educational Equity Monitoring Program Code: 22 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Dr Ed Jackson Program Goal: (To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Selected program managers notifed to write business cases. 11/30/95 11/30/95 27, 4Program Seq #: 28 Program Name\nCommiimeni to Desegregatinn/Leadership Program Code: 35 Primary Leader: Program Description: District Goal Support: Program Goal: Plan References: FY Program Budget\nYTD Expenditures: Related Function Codes: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Board of Directors Secondary leader\nPage: I Revision Date: Dr. Henry Williams Februaiy 13. 1996 The Lillie Rock School Dv:lr,cl fa commilled lo Ihe belief Ihal all children can leac\nIhe eliminalion of achievemeni dfaparily belween black and while sludenis on norm-referenced and crilerion referenced lerts. improving educal\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_756","title":"Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs,'' Exhibit 2","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":["1996-02-23"],"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","Education--Evaluation","Education--Finance"],"dcterms_title":["Report: ''Little Rock School District 1995-96 Second Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs,'' Exhibit 2"],"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/756"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"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 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 23, 1996 EXHIBIT 2 LITTLE ROCK SCHOOL DISTRICT 1995-96 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 23, 1996 EXHIBIT 2 SEQUENCE tt PAGE tt Preface 1 Mission Statement 2 Goals 3 TABLE OF CONTENTS SEQUENCE # SCHOOL OPERATIONS CLUSTER (BUFF) 209 210 211 212 Elementary Junior High School High School Athletics PAGE tt 209,1 - 212,6 209,1-3 210,1-2 211,1-2 212,1-5 District Financial Summary 4 SCHOOL SUPPORT CLUSTER (BLUE) 213,1 - 233,3 Definitions 5 Organization of the Report 7 Cluster Budget Documents 8 CURRICULUM CLUSTER (PINK) 201,1 - 208,14 201 202 203 204 205 206 207 208 4 Year Old Program/City Wide Early Childhood Education Program Kindergarten Special Education Vocational Educational Adult Education Compensatory Education Gifted and Talented Curriculum Services 201,1-6 202,1-3 203,1-6 204,1-5 205,1-4 206,1-5 207,1-3 208,1-14 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 Guidance Services Drug Abuse Prevention Health Services VIPS Educational Media Services Board of Education Services Executive Administrative Services Support Service Management Fiscal Services Plant Services Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Services Communication Services Human Resource Services Labor Relations Data Processing Services Unassigned Indebtedness 213,1-10 214,1-8 215,1-14 216,1-7 217,1-3 218,1-3 219,1-4 220,1-4 221,1-2 222,1-2 223,1-8 224,1-5 225,1-5 226,1-9 227,1-8 228,1-4 229,1-4 230,1-16 232,1-2 1SEQUENCE tt PAGE # 233 234 235 236 237 238 Contingencies Alternative Education Arkansas Crusades Unassigned Newcomer Center Reading Recovery 233,1-2 234,1-3 235,1-2 237,1-2 238,1-3 ORGANIZATIONAL CHART ii IPREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the Second Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs will provide direction for quality, interim decision-making as well as summative decision-making. The report enhances the districts ability to monitor and report achievements and expenditures relative to programs which are not a part of the districts Court-Approved Desegregation Plan obligations. Among other things, specific quarterly expenditure information will be provided in addition to the YTD (Year-to- Date) Expenditure information. The Second Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs contains the following: (1) The Mission Statement of the Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD YTD (Year-to-Date) Non-Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Non-Desegregation Program Budget Documents, Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continously, and face the future as productive contributing citizens. This is accomplished through open access to a diverse, innovative and challenging curriculum, in a secure environment with a staff dedicated to excellence and empowered with the trust and support to our community. 2LITTLE ROCK SCHOOL DISTRICT GOALS 1. The LRSD will implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. 5. 6. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all smdents. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Quarterly Non-Desegregation Expenses Page 1 of 1 Program Seq. No. 201 202 203 204 205 206 207 208 209 210 211 212 213 215 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 Program Name FOUR YEAR OLD/HIPPY KINDERGARTEN SPECIAL EDUCATION VOCATIONAL EDUCATION ADULT EDUCATION . COMPENSATORY EDUCATION GIFTED AND TALENTED CURRICULUM SERVICES ELEMENTARY JUNIOR HIGH HIGH SCHOOL ATHLETICS GUIDANCE SERVICES HEALTH SERVICES EDUCATIONAL MEDIA SERVICES BOARD OF EDUCATION SERVICES EXECUTIVE ADMIN SERVICES SUPPORT SERVICE MGMT FISCAL SERVICES PLANT SERVICES PUPIL TRANSPORT SERVICES PURCHASING SERVICES SAFETY \u0026amp; SECURITY SERVICES PLANNING \u0026amp; EVAL SERVICES COMMUNICATIONS SERVICES HUMAN RESOURCES SERVICES LABOR RELATIONS DATA PROCESSING SERVICES FAMILY LIFE/NEW FUTURES INDEBTEDNESS CONTINGENCIES ALTERNATIVE EDUCATION ARKANSAS CRUSADES BEACONS SCHOOL NEWCOMER CENTERS READING RECOVERY TOTAL Budget 95-96 22,923.00 3,177,132.49 6,757,328.73 4,491,714.75 811,660.85 427,679.29 1,254,136.79 2,493,143.76 21,613,320.75 9,456,340.34 9,256,518.31 178,448.80 2,665,216.59 745,061.47 2,060,532.79 1,188,480.00 406,053.59 1,223,833.89 1,573,232.87 9,458,282.84 8,272,541.76 1,638,725.40 1,794,422.42 326,652.69 150,390.95 2,774,369.36 103,544.64 1,285,582.88 353,400.00 7,342,355.00 0.00 34,965.00 30,000.00 18,500.00 12,117.00 10,614.00 103,409,223.00 PTE's 0.00 91.00 142.64 103.10 23.00 13.00 31.00 40.40 712.30 277.37 247.70 0.00 64.00 25.30 54.50 0.00 7.00 3.00 12.00 242.88 88.00 16.00 43.50 6.00 4.00 9.00 2.00 9.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 2,267.69 YTD Expense 10,966.65 1,020,120.24 1,930,961.90 1,996,650.54 270,590.57 161,216.18 394,575.55 1,054,179.13 7,996,985.82 3,518,723.83 3,777,518.63 133,483.21 1,038,669.36 259,222.66 808,189.65 668,070.39 187,359.73 472,626.24 1,182,765.82 4,749,299.31 5,024,022.97 824,234.18 1,101,942.74 181,738.28 92,055.20 781,802.49 54,042.33 499,747.29 32,336.42 5,767,956.42 0.00 0.00 0.00 0.00 0.00 0.00 45,982,063.73 1st Quarter 2,574.67 260,554.67 490,766.35 786,385.57 81,285.17 27,883.52 104,035.61 598,860.46 2,629,565.55 1,016,710.68 1,394,781.19 84,943.59 348,628.73 67,051.84 301,314.23 421,951.95 88,644.19 55,704.28 557,708.66 1,814,381.79 2,646,253.88 543,406.09 656,363.30 86,221.89 47,690.94 162,898.50 27,068.32 261,167.92 3,684.09 1,401,788.25 0.00 0.00 0.00 0.00 0.00 0.00 16,970,276.88 2nd Quarter 8,391.98 759,565.57 1,440,195.55 1,210,264.97 189,305.40 133,332.66 290,539.94 455,318.67 5,367,420.27 2,502,013.15 2,382,737.44 48,539.62 690,040.63 192,170.82 506,875.42 246,118.44 98,715.54 416,921.96 625,057.16 2,934,917.52 2,377,769.09 280,828.09 445,579.44 95,516.39 44,364.26 618,903.99 26,974.01 238,579.37 28,652.33 4,356,168.17 0.00 0.00 0.00 0.00 0.00 0.00 29,611,777.85 3rd Quarter 4th Quarter % Budget Spent 47.84% 32.11% 28.58% 44.45% 33.34% 37.70% 31.46% 42.28% 37.00% 37.21% 40.81% 74.80% 38.97% 34.79% 39.22% 56.21% 46.14% 38.62% 75.18% 50.21% 60.73% 50.30% 61.41% 55.64% 61.21% 28.18% 52.19% 38.87% 9.15% 78.42% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 44.47%DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Second Status Report Program Planning and Budget Document for Non-Desegregation Programs. Program: A program is an established plan of operation, composed of a identified need. group or series of related activities which are carried out to serve a specific area of Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy, and evaluation criteria establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one or two formatted pages. Program Sequence # (Seq.#). The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. 5DEFINITIONS AND DATA ELEMENTS Page 2 Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e., the Program Manager, the Principal, and/or the Assistant Superintendent). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following format: MM/DD/YY, (03/31/04). Completion Date: This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/12/95). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 50%) should be entered in the Completion Date column. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 6ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Second Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. \"Preface. Pagination: Pages in the text are numbered using Arabic numerals. Pages are consecutively numbered at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i. Program areas are numbered according to their sequence number followed by the page number within that program (e.g., 02,5 refers to page 5 of the program with a sequence number of 02). Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of this report, similar programs have been grouped into three color-coded clusters: Curriculum, School Operations, School Support. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq tt) or page number for facilitating program reference in the report. Organizational Level. The School Operations Cluster employs only four programs. In addition to Athletics, the School Operations Cluster classifies the fifty schools according to three school organizational leveled programs: Elementary, Junior High, and Senior High. Organizational Chart. An organizational chart has been included to provide reference information matching designated responsible persons with desegregation and non-desegregation programs. 7CLUSTER BUDGET DOCUMENTS 8Curriculum Cluster * * * * * * 4 Year Old Program/City Wide Early Childhood Education Program Kindergarten Special Education Vocational Education Adult Education Compensatory Education Gifted and Talented Curriculum ServicesLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 201 Page: Revision Date: February 14, 1996 1 Program Name: Four-Year-Old Program/HIPPY Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Description: The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that arc difficult to desegregate by incorporating Karly Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. District Goal Support: Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, suff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21 si Century. Goal #4 - Solicit and secure financial and other resources that arc necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: To establish and maintain developmenully appropriate Early Childhood programs for pre-school children. [ Plan References: FY Program Budget: $22,923.00 1st Qtr Expend: $2,574.67 3rd Qtr Expend: YTD Expenditures: $10,966.65 Zrul Qtr Expend: $8,391.98 41h Qtr Expend: I Related Function Codes: ] 201, 1Program Seq #: 20i Program Name: Four-Year-Old Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Sterling Ingram To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Objectives I. Implement early childhood education programs that provide experiences for young children which meet their needs and stimulate learning in all developmental levels. PaRe: 2 Revision Date: F'ebruary 14. 19% Strategies 1.1 Identify sites for program implementations. 1.2 Assisted in recruiting teachers and aides as needed. 1.3 Obtain materials, supplies and equipment for all new programs. 1.4 Provide inservice and technical assistance for principals, teachers, and instructional assistants. 201, 2 Secondary Leader: Beginning Date Completion Date Pat Price Respoasibility Evaluation Criteria 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/% Deputy Supt., Asst. Supt., Supervisor. Principals. Teachers, Instructional Aides Deputy Supt., Asst. Supt., Supervisor\nPlant Services. Principals Human Resource Dept., Principals. Asst. Supt., Supervisor Supervisor. Purchasing Dept. Supervisor. Staff Development 1. (Annual review of assessment data beginning at the end of the kinderganen year of each child participating in the program. EPSF Post Assessments)  (Comparisons of the progress of children who did and did not panicipate in the program.) (Standardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Chiidhocxl Program as an intervention strategy.) I .i Sites established for program implementations. i .2 Employment of teachers and aides for new and open positions. 1.3 Materials, supplies, and equipment will be in place to meet LRSD curriculum and licensing requirements. 1.4 Agendas and documentation of inservice evaluations.Page: 3 Program Seq #: 201 Revision Date: February 14. 1996 Program Name: Four-Ycar-Otd Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for prc-schooi children. Plan Reference Page Number Objectives 2. At the end of each year in HIPPY. 80% of the children served will exhibit readiness skills for kindergarten. Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To promote the HIPPY program (To compose and mail public service announcements to local radio and television stations channel 14 St 16 and flyers) A. Distribute flyers to Watershed Community Development B. Mailed PSA to LRSD Communications Department C. Distribute flyers to day care, health department, and local businesses D. Had information booth at University Mall 2. To select HIPPY aides (Interview and select aides\ninitial training of aides and staff\nto enroll families into the program) 2.1 Interview and select ten (10) Home Visitors. Arrange logistics with state for the initial training Comment: This is done through HIPPY State Regional Office (Initial training of aides and staff) A. Interview and select Home Visitors B. Printed and mailed flyers to area churches 201, 3 07/01/95 08/21/95 08/01/95 08/16/95 08/19/95 07/01/95 07/01/95 08/29/95 09/11/95 06/30/96 08/21/95 08/01/95 09/25/95 08/19/95 06/30/96 06/30/96 25% 09/11/95 Supervisor Staff Suff The Early Prevention of School Failure screening instnjment will be used for pre \u0026amp; post assessment for the children upon entering kindergarten tn provide data that shows readiness. If students are not proficient in two or more areas, they are identified as \"not ready\". Teacher surveys will be conducted annually to provide information relating to readiness skills. A standardized achievement test will be given Io each child at the end of the third grade as a comparison between the HIPPY students and a control group. IPage: 4 Program Seq #: 201 Revision Date: Fehmary 14. 1996 Program Name: Four-Year-Old Program Program Code: Primary leader: Sterling Ingram Secondary Leader: Pal Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Ran classified as in two local newspapers 3.1 Arrange logistics with state for the initial training Comment: This is done through HIPPY Slate Regional Office (Initial training of aides and staff) 4.1 Conduct home interview and enroll families into program 5.1 Compose and mail correspondence to community churches to recruit families and intsiructional aide trainees 6.1 Identify families to be served by each coordinator 7.1 Identify families to be served by each aide 8.1 Print curriculum material 9.1 Conduct two (2) day workshop 10.1 Obtain material for program (Order material) 11.1 Conduct orientation meeting A. Secured space for orientation (Adult Education Auditorium from Paulette Manin, Adult Education Director) 201, 4 06/06/95 07/01/95 8/28/95 09/11/95 07/01/95 07/01/95 07/01/95 09/13/95 07/01/95 09/25/95 09/11/95 09/13/95 06/30/96 08/29/95 09/11/95 06/30/96 06/30/96 06/30/96 09/14/95 06/30/96 09/25/95 09/11/95 Staff Staff Supervisor Coordinator Secretary Supervisor Supervisor Supervisor Coordinator Secretary Assignment of families to CoordinatorsPage: 5 Program Seq #: 201 Revision Date: February 14. 1996 Program Name: Four-Year-Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To establish and maintain developmenully appropriate Early Childhotxl programs for pre-school children. Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Invited LRSD personnel to Orientation C. Prepared program agenda for orientation D. Orientation conducted 12. Identify meeting sites of group meetings 12.1 Secure meeeting sites (mailed letters to building principals) 12.2 Mail out notification of meeting sites. 13. To schedule implemenution of HIPPY curriculum (Schedule aides weekly home visits: schedule area group meetings, print flyers, schedule weekly service for aides\nschedule aides first teaching with own child. 14. To provide parents with information that will assist them with their own children (Schedule workshop for parents \u0026amp; aides, mail out \u0026amp; print materials) 15. To evaluate aide trainees mid-point 15th week. (To evaluate each aide trainee) 16. Conduct survey of parents-print materials (To determine program success) 17. Implement second part of HIPPY curriculum. 18. Evaluation of aides 201, 5 09/19/95 09/22/95 09/25/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 09/19/95 09/22/95 09/25/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Supervisor Staff Staff Supcrvisor/CcMirdina tor Supervisor/Coordi- nator Staff Supcrvisor/Coordina tor Coordinators Supervisor Supervisor/Coordi- nator CoordinatorProgram Seq #: 201 Page: 6 Program Name: Four-Ycar-Old Program Revision Date\nFebniary 14. 1996 Program Code: Primary Leader: Program Goat: Sterling Ingram To establish and mainuin developincnially appropriate Early Childhood programs for pre-school children. Secondary Leader: Pat Price Plan RefererKe Page Number Objectives Strategies 19. Obtain a site and speaker and schedule a lecture for parents (provide parents with information to be successful with their children) 20. Build the aides and children's selfesteem (Activities throughout the program year with involvement for children\ni.e. fall carnival, holiday party black history program, talent show, parent appreciation, group meetings, graduation \u0026amp; recognition ceremony. 21.1 Staff will organize A. Nutrition Fair B. Fall Carnival C. Holiday Parry 22.1. Graduation of HIPPY children and aides reception (Staff will organize) 22. Evaluate aides (Schedule final evaluation of trainees in program) 23. To begin implementation of HIPPY program (Staff in place) 24. Maintain regular staff (Secretory) 25. Aides made home visit (To assist in traveling expense) 201, 6 Beginning Dale Completion Date Responsibility Evaluation Criteria 07/01/95 07/01/95 10/24/95 10/30/95 12/19/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 10/24/95 10/30/95 12/19/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Supervisor Staff Staff Staff Staff Suff Coordinator Supervisor Supervisor StaffLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #\n202 Page: 1 Revision Date: February 14. 1996 Program Name\nKindergarten Program Program Code\nPrimary Leader\nSterling Ingram Secondary Leader\nPat Price Program Description: In accordance with state standards the Little Rock School District maintains a full day kindergarten program that renders an environment which provides a variety of experiences appropriate to the child's developmental stage. Services are provided to these students by certified teachers. District Goal Support\nGoal #1 - Implement integrated educational programs that wilt ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal *3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contribuior to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all kindergarten students [ Plan References: 1 FY Program Budget: $3,177,13249 1st Qtr Expend: $260,554-67 3rd Qtr Expend: FTE 91 YTD Expenditures: $1,020,120.24 2nd Qtr Expend: $759,565.57 4th Qtr Expend: I Related Function Codes: ] 202. 1Program Seq *: 202 Program Name: Kindergarten Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader\nTo provide appropriate instructional services to all kindergarten students. Sterling Ingram Secondary Leader\nPage: 2 Revision Date: Pat Price Objectives 1. Implement kindergarten programs in accordance with state standards and district guidelines. Strategies Beginning Date 07/01/95 February 14. 1996 Completion Date Responsibility Evaluation Criteria 06/30/96 Asst. Supt , Supervisors, Principals. Teachers 1 Programs will be in place to meet state standards and district guidelines. 1.1 Assist in recruiting certified teachers as needed. A. Assisted in recruiting certified teachers as needed 1.2 Obtain materials, supplies, and equipment for all new programs. A. Obtained materials, supplies and equipment for all new programs. 1.3 Provide inservice and technical assistance for teachers A Provided inservice and technical assistance for teachers. 1-4 Ensure proper documentation and evaluation of student progress. A- Pre-EPSF completed 1.5 Provide inservice and technical assistance (or principals, teachers, and instructional assistants. 202, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 08/14/95 07/01/95 08/21/95 07/01/95 06/30/96 09/30/95 06/30/96 09/30/95 06/30/96 60% 06/30/96 09/01/95 06/30/96 Human Resource Dept.. Principals, Asst. Supt.. Supervisor Supervisor. Purchasing Dept Supervisors. Staff Development. Principals Asst Supt, Supervisor, Principals Supervisor, Staff Development 1 1 Employment of teachers for new and open positions 1.2 Materials, supplies, and equipment will be in place to meet L R S D. curriculum and state standards. 1.3 Agendasand documentation of inservice evaluations. Annual reviews of data pre and post EPSF assessments. 1 5 Agendas and documentation of inservice evaluationsPage\n3 Program Seq *: 202 Revision Date: February 14. 1996 Program Name: Kindergarten Program Program Code: Primary Leader: Sterling Ingram Secondary Leader\nPat Price Program Goal: To provide appropriate instructional services to all kindergarten students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Provided inservice and technical assistance for principals, teachers and instructional aides. 07/01/95 60% 202, 3 I asProgram Seq #: 203 Program Name: Special Education Program Code: Program Description: Primary Leader: Punxi.se Special education is specially designed instruction. Brady Gadberry District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 95-96 PRCX3RAM BUDGET DOCUMENT Secondary leader: Patty Kohler Page: 1 Revision Date: Febniary 14. 1996 determined eligible for special education services when a disability is corresponding need for special education services. A full continuum of ---------------------------------V* ,7*1 \u0026lt; Id |/\u0026gt; vv fUVU have been identified as having disabilities defined by the IDEA. During the 1992-93 school Goal #1  Implement integrated educational programs that will services are provided in accordance with each child's Individual Education Program (lEP). A student is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the of services is provided which includes multiple options for placement. Panicipanis/beneficiaries Students served through special education services year, 8.13% of the district s population or 2.026 students received special education services (Dec. I. 1992 count). ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in 'ell-and motivated Goa Jtt . The i \u0026gt;tfi\u0026gt; Dwz-l eohooi n___ ____ .... . .... . * m is well-trained motivated. Goal 3  Lillie Rock school Board, adminislralion. The goal of the .special education program is Io provide all eligible sludenis with disabilities appropriate special education and related $6,757,328.73 $1,930,961.90 1st Qtr Expend: 2nd Qtr Expend: 1210. 1220. 1230, 1240. 1290. 1292.2142 $490,766.35 $1,440,195.55 203, 1 3rd Qtr Expend: 4lh Qtr Expend: can draw as we prepare for the services in each childs least restrictive environment. FTE 142.64 IProgram Seq !(. 203 Program Name\nSpecial Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader\nBrady Gadberry Secondary Leader\nPage\n2 Revision Date: Patty Kohler Fehruary 14, 1996 The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria I. Provide itinerant instruction to eligible students in accordance with each child's lEP. to be reviewed on an annual basis through federally mandated review process. 2. Provide Resource instruction to eligible students in accordance with each childs lEP, to be reviewed on an annual basis through federally mandated review process 1.1 Identify and employ certified, qualified teachers to deliver services to students A. All consulting teachers hired B. Speech therapists reassigned to accommodate caseloads 1.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials needs identified B. Materials ordered 1.3 Ensure completion of appropriate evaluations and documenution for each student in accordance with State and Federal Mandates A. Test materials ordered 1.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. B. C. Preschool inservice Act 338 Inservice held in 17 schools rates Inservice conducted for schools with high referral 203, 2 07/01/95 07/01/95 09/30/95 07/01/95 09/01/95 09/30/95 07/01/95 09/01/95 07/01/95 08/15/95 09/30/95 12/06/95 06/30/96 09/15/95 12/20/95 06/30/96 09/30/95 12/20/95 06/30/96 09/30/95 06/30/96 08/15/95 12/20/95 12/06/95 Director. Human Resources. Supervisors Director. Teachers, Supervisors Supervisors. Examiners. Principals. Teachers Director. Supervisors 1.1 A list of certified teachers will be provided 1.2 Equipment, materialsand supplies will be listed. Pilot projects where new materials are used will be identified 1.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 1.4 Inservice panicipants. dates, and topics will be providedPage: 3 Program Seq 203 Revision Date: Program Name: February 14. 1996 Program Code: Program Goal: Plan Reference Page Number Special Education Primary Leader: Brady Gad berry Secondary Leader: Patty Kohler The goal (if ihe special educalinn program is lo provide all eligible studenis wilh disabilities appropriale special educalion and relaled services in each child's least resiriclive environmenr. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/95 06/30/96 Director. Human Resources, Supervisors 2.1 A list of certified teachers will be provided A. Resource teachers hired 07/01/95 09/15/95 B. Resource teachers reassigned to accommodate caseloads 09/30/95 12/20/95 2.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/95 06/30/96 Director. Teachers. Supervisors 2.2 Fvquipment. malerialsand supplies will be listed. Pilot projects where new maierial.s arc used will be identified A. Materials needs identified 09/01/95 09/30/95 B. Materials ordered 09/30/95 12/20/95 2.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 07/01/95 06/30/96 Supervisors, Examiners. Principals. Teachers 2.3 Monitoring reports will indicate increased levels of compliance wilh applicable law and mandates A. Test materials ordered 09/01/95 09/30/95 2.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Act 338 Inservice held in 17 schools C. rates Inservice conducted for schools with high referral D. Technical assistance on transition provided to all high schools 203, 3 07/01/95 08/15/95 09/30/95 12/6/95 10/02/95 06/30/96 08/15/95 12/20/95 12/06/95 10/18/95 Director. Supervisors 2.4 Inservice participants, dates, and topics will he providedProgram Seq #: 203 Program Name: Special Education Page: 4 Revision Date: February 14, 1996 Program Code: Primary Mader: Brady Gadbeny Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is Io provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Plan Reference Page Number Objectives Strategies Begiruiing Date Completion Dale Responsibility Evaluation Criteria 3. Provide special class instruction to eligible students in accordance with each childs lEP. to be reviewed on an annual basis through federally mandated review process 07/01/95 06/30/96 3.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/95 06/30/96 Director, Human Resources. Supervisors 3.1 A list of certified teachers wilt be provided A. Special class teachers hired 07/01/95 09/15/95 3.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/95 06/30/96 Director. Teachers, Supervisors 3.2 Equipment, materialsand supplies will be listed. Pilot projects where new materials are used will be identified A. Materials needs identified 09/01/95 09/30/95 B. Materials ordered 09/30/95 12/20/95 3.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with Slate and Federal Mandates 07/01/95 06/30/96 Supervisors, Examiners, Principals. Teachers 3.3 Monitoring reports will indicate increa.sed levels of compliance with applicable law and mandates A. Test materials ordered 09/01/95 09/30/95 3.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Act 338 Inservice held in 17 schools C. rales Inservice conducted for schools with high referral D. Technical assistance on transition provided to all high schools 203, 4 07/01/95 08/15/95 09/30/95 12/06/95 10/02/95 06/30/96 08/15/95 12/20/95 12/06/95 10/18/95 Director, Supervisors 3.4 Inservice participants, dales, and topics will be provided I a sProgram Seq tl\\ 203 Page: 5 Program Name: Special Education Revision Dale: Febniary 14. 1996 Program Code: Primary Leader: Program Goal: The goal of the special education program is to provide all eligible students with disabilities Brady Gadberry Secondary Leader: Patty Kohler appropriate special education and related services in each child's least restrictive environment. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria E. Inservice on restructuring K-3 self-contained classes 12/06/95 12/06/95 4. Provide homebound and hospital instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 4.1 Identify and employ certified, qualified teachers to deliver services to students A. Homebound teachers employed 4.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials needs identified B. Materials ordered 4.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with .State and Federal Mandates A. Test materials ordered 4.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice 07/01/95 07/01/95 07/01/95 09/01/95 09/30/95 07/01/95 09/01/95 07/01/95 06/30/96 09/15/95 06/30/96 09/30/95 12/20/95 06/30/96 09/30/95 06/30/96 5. Provide extended year services to eligible students in accordance with State and Federal Mandates 08/15/95 08/15/95 5.1 Identify and employ certified, qualified teachers deliver services to students to 5.2 Identify equipment, material and supplies needed in order to deliver services to students 203. 5 07/01/95 07/01/95 06/30/96 06/30/96 Director. Human Resources. Supervisors Director. Teachers. Supervisors Supervisors, Examiners. Principals. Teachers Director. Supervisors Director. Human Resources. Supervisors Director. Teachers. Supervisors 4.1 A list of certified teachers will be provided 4.2 Equipment, malerialsand supplies will be listed. Pilot projects where new materials are used will be identified 4.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 4 4 Inservice participanis, dates, and topics will be provided 5.1 A list of certified teachers will be provided 5.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identifiedPage: 6 Program Seq #: 203 Revision Dale: Febnjary 14, 1996 Program Name: Special Education Program Code: Primary Leader: Brady Gadberry Secondary Leader: Patty Kohler Program Goal: The goal of Ihe special educalion program is to provide all eligible students with disabilities appropriale special education and related services in each child's least restrictive environment. Plan Reference Page Number Objectives Strategies Begiruiing Date Completion Dale Responsibility Evaluation Criteria 5.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with Slate and Federal Mandates 5.4 Provide inservice training for teachers as needed lo ensure that students are served appropriately 203, 6 07/01/95 07/01/95 06/30/96 06/30/96 Supervisors, Examiners, Principals. Teachers Directors. Supervisors 5.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 5.4 Inservice participants, dales, and topics will be providedProgram Seq #: Program Name : Program Code: Program Description: District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expenditures: 204 Vocational Education Primary Leader: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Dr. Vic Anderson Secondary Leader: Carol Green Page: I Revision Date: February 14, 1996 Vocational education is designed Io provide a program of learning experiences to develop skilled and adaptable workers who are prepared to pursue additional learning opponunilies that will result In more productivity Vocational education also develops abilities, altitudes, and appreciations that contribute to a satisfying life enhancing family, civic, and personal responsibilities. Education IS vocational when it provides instruction in the why' and 'how' to students, rather than instruction abouf things. Il is concerned with the development of the individual student in Eve areas: (1) personal skills and attitudes. (2) communication. (3) employability skills. (4) broad and specific occupational skills and knowledge, and (5) a foundation for career planning and lifelong learning. The content of the vocational curriculum includes any and every source which will add specifrcally to the students probciency in a chosen occupation. Such a course of study may include related physics. English (applied communications), applied moth onntl^ri hirvizxnu raaved I'kamielvsi c* oil,., ___J ___s  math, applied biology and chemistry, or other subject matter or information needed to make the learner a more efficient worker. Course offenngs in vocational education are available in all secondary schools and include the following programs: (1) Business and Marketing. (2) Home Economics, and (3) Trade and Industrial Technology On the junior high level, vocational courses include: Career Orientation. Keyboarding. Computer Technology and Exploring Indusinal Technology Education I and II. Specialized courses are offered at Metropolian Area Vocational Center. Vocatinral education instruction is offered to all students who need, desire and can profit from it. AI1 youth, regardless of race, gender, economic or social background, or handicapping conditions arc included within the scope of vocational education. (1) Implement integrated educational programs diat will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. (2) Develop and maintain a suff that is well trained and motivated. (3) The Linic Rock School Board administration suff and students will demonstrate in their day today behavior that they accept each individual valllM mnlrihnliiin in tnrinv and u\u0026gt;u/ milnml .u._______... . \u0026gt; ... ...  ' , -----------------------------------II.I wbiiii'll.tiaaK. Ill UIVII Udj  ud valued contribution to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as a . - -  -----------------------r.....................................V*ex-, v-ii as we prepare for the 21st century. (4) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan (5) Ensure that equity occurs in all phases of school activities and operation. To provide the oppononily for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. 1 $4,491,714.75 1st Qtr Expend: $786,385.57 3rd Qtr Expend: FTE 103.10 $1,996,650.54 2nd Qtr Expend: $1,210,264.97 4th Qtr Expend: I Related Function Codes: 1321. 1331. 1332. 1333. 1341. 1351. 1352. 1353. 1354. 1362. 1371. 1392. 1360. 1362, 2410 204, 1Program Seq #: 204 Program Name: Vocaiional Education Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Vic Anderson Secondary Leader: Page: 2 Revision Dale: Carol Green Fcbniary 14. 1996 To provide (he opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Objectives Strategies Beginning Dale Completion Dale Respoasibility Evaluation Criteria 1. Provide quality instruction to all students enrolled in vocational courses. 1.1 Identify and employed certified teachers to deliver quality learning experiences and skilled training to students. 07/01/95 06/30/96 Director. Assistant Director. Principals. Human Resources Director and Teacher Recruiter 1.1 A list of certified teachers or applicants will be provided. A. Interviews held 07/01/95 09/22/95 B. List of applicants solicited 1.2 Identify equipment, materials and supplies needed. A. Vocational teachers submitted requisitions. 1.3 Provide inservice training for teachers as needed to deliver quality instruction to students. A. Vocational Teacher Pre-school B. Individual Program Pre-school inservice held C. Vocational Director/teacher and an Assistant Principal from Fair High School attended \"High Schools That Work inservice. D. Equity Inservice Training Metro staff. E. writing learning objectives inservice-Metro staff. F. Home Economics teacher Computer Lilerarcy classes organized and held. 204, 2 07/01/95 07/01/95 07/01/95 07/01/95 08/09/95 08/14/95 09/18/95 10/4/95 11/1/95 10/30/95 65% 06/30/96 75% 06/30/96 08/09/95 08/14/95 09/18/95 10/4/95 11/1/95 80% Director, Assistant Director, Teachers Director, Assistant Director. Staff Development Director 1.2 Equipment, materials and supplies will be listed and prioritized 1.3 A listing of inservice dales, topics, and participants will be provided.Program Seq #: 204 Page: 3 Revuion Dale: Program Name: Vocational Education February 14. 1996 Program Code: Primary Leader: Dr. Vic Anderson Secondary Leader: Carol Green Program Goal: To provide Ihe oppominily for all studenis to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria G. Career Orientation Teachers inservice held. 11/30/95 11/30/95 3. Maintain all equipment used in skilled (raining labs. H. Business Education/Computer Tech teachers inservice. 1. Arkansas Strive Program information disseminated to computer Tech teachers. 1.4 Provide an opportunity for teachers to keep abreast of changing technological needs and training In the workplace. A. Arkansas Association Vocational Teachers conference attended by LRSD teachers. B. Auto Body teacher attended NATEF Cenification session. C. National Vocational Association Convention anended by 2 teachers. D. Program Advisory Committee meetings held. 3.1 identify equipment in need of repair or replacement in (he vocational skilled training labs. A. Repair requests and new equipment requisitions submitted. 204, 3 12/6/95 12/6/95 12/15/95 12/15/95 07/01/95 08/07/95 11/08/95 12/01/95 10/01/95 07/01/95 07/01/95 12/15/95 06/30/96 08/08/95 11/08/95 12/04/95 12/20/95 06/30/96 75% Director, Assistant Director Director, Assistant Director Director, Assistant Director. Principals, vocational teachers. 1.4 A list of professional meetings and conferences teachers have attended will he provided. 2.1 Recommendations made by the task force will be identified and completed. 3.1 All skilled lab equipment will be identified for needed repair and maintenance.Page: 4 Program Seq Hz 204 Revision Date: Febniary 14. 1996 Program Name: Vocational Education Program Code: Primary Leader: Dr. Vic Anderson Secondary Leader: Carol Green Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. Awareness activities to promote vocational education will be made available to all students. 4.1 Recruitment activities through advertisement, flyers, videos, and student presentation will be made available to all students. A. Advisory committee meetings scheduled by all vocational teachers. B. Tri-District Job Fair committee meetings held. C. Open House planned at Metropolitan. D. Recruitment committees planned activities for Spring semester. 4.2 Tech Prep committee awareness campaign to inform parents about Tech Prep and it's benefits. A. Tech Prep video made available for PTA-Open House at Forest Heights. B. Tech Prep Declaration forms distributed. C. Tech Prep Brochurces distributed to schools requesting them. 204, 4 07/01/95 08/2/95 11/11/95 11/15/95 12/5/95 07/01/95 09/01/95 08/28/95 08/28/95 06/30/96 80% 75% 65% 12/13/95 06/30/96 09/06/95 09/06/95 09/29/95 Vocational teachers. Director. Task Force, and Advisory Committees. Director, Assistant Director. Tech Prep Coordinator 4.1 a) Surveys will be conducted to determine how students became aware of vocational education (b) Monitoring of student enrollment will determine the success of the awareness sessions. 4.2 List of all awareness sessions and Public Relations Activities will be compiled. IPage: 5 Program Seq #: 2\u0026lt;\u0026gt;4 Revision Dale: February 14. 1996 Program Name\nVocational Education Program Code\nPrimary Leader: Dr. Vic Anderson Secondary Leader: Carol Green Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Number Objectives Strategies Begiiming Dale Completion Date Respoasibility Evaluation Criteria D. Tech Prep forms revised and distributed to Jr. High Career Orientation teachers and counselors. E. Assistant Vocational Director spoke Io several Jr. High PTSA groups. 204, 5 11/01/95 11/15/95 11/30/95 11/30/95LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 205 Page: I Revision Date: February 14. 1996 Program Name: Adult Education Program Code: Primary leader: Dr. Victor Anderson Secondary Leader: Paulette H. Manin Program Description: District Goal Support: Program Goal: Adult Educalion is specially designed instruction at no cost to students to upgrade their educational level and or to help them obtain a high school equivalency (GED) diploma. This includes instruction at the Adult Educalion Center and its satellite programs in businesses, industries, various community and state agencies and churches. Scope and content Adult Education services are provided in accordance with each student's needs and goals. A student is eligible for Adult Education services if he/she is at least sixteen years of age or older and has been released from regular public school by the superintendent or his/her designee or is eighteen years of age and has withdrawn or dropped out of public school. Participants/beneficiaries Students served in Adult Education are identified as having withdrawn or dropped out of public schiM)l. During Ihe 1992-93 school year. 3078 studenis received Adult Educalion services. Goal #l  Implement integrated educational programs that willl ensure (hat all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment whille closing disparties in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3  The Little Rock School Board, administration, staff and studenis will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21si Century. Goal #4 - Solicit and secure financial and other resources that are necessary to full suppon our schools. Goal # 5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal H h  Ensure that equity occurs in all phases of school activities and operations. The goal of the Adult Education Program is to upgrade the basic literacy skills of adults, to assist adults in obtaining their high school equivalency (GED) diploma, and to provide computer literacy training. Plan References: ] FY Program Budget: $811,660.85 1st Qtr Expend: $81,285.17 3rd Qtr Expend: FTE 23.0 YTD Expenditures: $270,590.57 2nd Qtr Expend: $189,305.40 4th Qtr Expend: Related Function Codes:1430 1410. 1420, 1445, 1490 205, 1Program Seq #: 205 Program Name: Adult Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Victor Anderson Secondary Leader: Page: 2 Revision Date: Paulette H. Martin The goal of the Adult Education program is to upgrade the basic literacy skills of adult and/or to assist adults in obtaining their high school equivalency (GED) diploma Objectives Strategies Beginning Date Completion Date Responsibility February 14, 1996 Evaluation Criteria i I I 1. Develop and maintain a staff that is well-trained and motivated. 1.1 Identify and employ qualified teachers to deliver services to students. 07/01/95 06/30/96 Director. Human Resources\nDirector. Adult Education 1,1 A list of certified teachers will be provided A. All teachers hired. 08/01/95 06/21/95 2. Inform the Community of the services offered by the Adult Education Program 3. Solicit funding to fully support the Adult Education Center 1.2 Identify equipment, materials, and supplies needed in order to deliver services to students. A. Material and supplies disseminated 1.3 Provide Inservice training for teachers as needed to ensure that students are served appropriately A Preschool inservice 2.1 Promote the Adult Education Program A, Assistant Director was on 30 minutes information show. B. Director did a PSA to be run on TV stations 205, 2 07/01/95 08/15/95 07/01/95 08/14/95 07/01/95 08/03/95 08/22/95 06/30/96 08/21/95 06/30/96 08/16/95 06/30/96 08/03/95 50% Director. Ass't Director. Teachers, examiners Director Director, Ass't Director, teacher 1.2 Equipment, materials and supplies will be listed 1.3 Inservice participants, dates and topics will be provided 2.1 Copies of tapes, brochures, and posters will be providedPage: 3 Program Seq #: 205 Revision Date: February 14. 1996 Program Name: Adult Education Program Code: Primary Leader: Dr. Victor Anderson Secondary Leader: Paulette H. Martin Program Goal: The goal of the Adult Education program is to upgrade the basic literacy skills of adult and/or Io assist adults in obtaining their high school equivalency (GED) diploma. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. PSA distributed to local radio stations and TV Community Calendar. D. News release to Arkansas Democrat/Gazette. 3.1 Submit Proposals and secure financial resources for operation of the Adult Education Program. 08/22/95 08/04/95 07/01/95 50% 50% 06/30/96 Director 3 1 Copies of proposal will be provided 4. Provide Adult Basic Education and General Adult Education to agencies which have a minimum often (10) students when reguested 4.1 Set up AduH Education satelite classes upon request. A. AGC Math Class B Community Punishment Center C. Lion's World Sen/ices for the Blind D. Metropolitan Vo-Tech E. Pulaski County Detention Center F. Pinnacle House G. Forensic Unit. Stale Hospital H. Unit 4, State Hospital I. United Cerebral Palsy Skill Center J. Smoky Hollow 205, 3 07/01/95 08/31/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 11/28/95 06/30/96 75% 50% 50% 50% 50% 50% 50% 50% 50% 50% Director 4 1 List of satellite classes will be providedI Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number 205 Adult Education Primary Leader: Dr. Victor Anderson The goal of the Adult Education program is to upgrade the basic literacy skills of adult and/or to Objectives Strategies Page: 4 Revision Date: February 14, 1996 Secondary Leader: Paulette H Martin assist adults in obtaining their high school equivalency (GED) diploma Beginning Date Completion Date Responsibility Evaluation Criteria 5. Evaluate the cost Effectiveness of using local Community Resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. 5.1 Compare the cost of setting up an Adult Education Center and the cost of using local Community Resources of provide education servicess to parents. 07/01/95 06/30/96 Director 5 1 Copy of the cost comparison will be available for review. 6 Provide Computer Literacy courses to students and to agencies, businesses, and industries which have a minimum often (10) students, when requested 7, Provide a Computerized English As a Second Language (ESL) course for foreign-born student and Computer-Assisted Instruction (CAI) for all students 6.1 Set up Computer Literacy courses at businesses and industries on request. A. Adult Education Center B. Slate Hospital 7.1 Set up Computerized ESL courses for foreign- born students and CAI for all students. A. Adult Education Center 205, 4 07/01/95 09/05/95 10/31/95 07/01/95 08/21/95 06/30/96 50% 12/5/95 06/30/96 50% Director Director 6 1 A list of Computer Literacy Classes will be provided 7.1 A schedule of courses will be provided 1LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq 206 Page: 1 Revision Date: February 14. 1996 Program Name: Compensatory Education Program Code: Primary Leader: Secondary Leader: Adams/Glasgow/Parker Program Description: Compensatory Education funded programs are designed to improve the quality of LRSDs academic programs. Activities include supplemental instruction for students, resource materials, inservice education for teachers, ^and support for parental involvement. District Goal Support: (1) Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well-trained and motivated. Program Goal: Disparity reduction - to provide equitable language ans and mathematics learning for all students in the mainstream sening [ Plan References: 1 FY Program Budget: $427,679.29 1st Qtr Expend: $27,883.52 3rd Qtr Expend: FTE 13.00 YTD Expenditures: $161,216.18 2nd Qtr Expend: $133,332.66 4th Qtr Expend: 1 Related Function Codes: 1560, 1570. 1595 1 206, 1 II I Program Seq ft*\nProgram Name: Program Code: Program Goal: Plan Reference Page Numl\u0026gt;er 2()6 Compensatory Education LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: To assist low achieving smdents to make accelerated progress and catch up. Objectives 1. To use an integrated shared rcading/writing approach of instruction to promote smdent independence as readers, writers, and learners, (fourteen schools. K-3) 2. To improve smdents abilities to analyze, explain, and summarize materials from books and tapes utilizing the reading styles approach, (two schools) Page: 2 Revision Dale: February 14. 1996 Strategies 1 1 Purchase and distribute materials and supplies to schools. 1.2 Provide additional time for instruction using the Shared Reading/Writing Approach through thematic units utilizing these materials. 1.3 Provide whole group instruction for all K-1 smdents and additional small group and individual instruction as needed. 1.4 Provide second and third grade smdents with instruction using the Shared Reading/Writing Approach. 1.5 Provide participating teachers and administrators with a minimum of nine hours staff development. 1.6 Provide summer scholarships to train the trainers. 206, 2 Secondary Leader\nAdams/Glasgow/Parker Beginning Date Completion Dale Responsibilily Evaluation Criteria 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Principals and Teachers Director of Reading and IRC Reading Specialists Principals. First Grade Teachers, and Reading Specialists Principals and ClassrtHim Teachers Principals. ClassrtKim Teachers, and Reading Specialists Director of Reading and Rigby Consultants Director of Reading and Rigby Consulunis 1. Student profiles on LRSD Language Arts Curriculum will be used to assess student achievement. 1.1 Documentation of purchase orders. 1.2 The number of developed thematic units will comprise the evaluation. 1.3 Record of classroom observation and schedules. 1.4 Schedules and list of students. 1.5 List of participants with evaluations. 1.6 List of trainers. 2. The evaluation criteria includes the recognition of the sound of letters in isolation and in words, and in how to blend sounds together.Page: 3 Program Seq #: 2()6 Revision Date: Febnjary 14. 1996 Program Name: Compensatory Education Program Code: Primary Leader: Secondary Leader\nAdamsZGiasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 Diagnose students reading styles in four areas: tactic, visual, kinesthetic, auditory. 2.2 Structure students work around identified reading styles. 2.3 Actively involve students in learning activities. 2.4 Send home appropriate books and corresponding tape recordings for the reading styles of targeted students. 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/03/95 06/30/96 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers 2.1 The number of Reading Styles Inventories completed. 2.2 Students' Individual Learning Plan. 2.3 Students' Individual Learning Plan. 2.4 The number of purchases and record of usage. 3. To improve students' vocabulary and comprehension skills through phonics related reading, (one school) 3. The criteria consists of: a) reference data in reading: b) amount of peer tutoring\nc) number of discipline problems\nd) parental communication\ne\u0026gt; number of identified reading styles. 4. To promote communications between home and school. 3.1 Use the Direct Instruction Program in phonics to teach students. 3.2 Provide target students with presentation books, story books, homework, and materials. 4.1 Inform parents regarding instructional approaches. 4.2 Conduct conferences with parents on student progress. 206, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Teachers Principals and Teachers 3.1 Activities contained in the daily lesson plan will compri.se the evaluation. 3.2 Record of books students read annually. 4. Record of take-home materials. 4.1 Documentation of communications. 4.2 Documentation of conferences.I Page: 4 Program Seq #: 206 Revision Date: February 14, 1996 Program Name: Compensatory Education Program Code: Primary Leader: Secondary Leader: Adams/Glasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 Provide take-home books and materials for parents. 07/01/95 06/30/96 Principals and Math Teachers 4.3 Record of send-home materials. 5. To reduce education deficit in mathematics of target students in grades seven through twelve by reinforcing the regular education program with Math Plus. 6. To prevent school failure and dropout with additional assistance from tutors in mathematics. 07/01/95 06/30/96 Math Supervisors/Title 1 Instructional Spec. 5. Criteria consists of Pre and Post Norm Referenced data in math for participating students. 5.1 Reduce math plus class size and add an enrichment class to the schedule. A. Student Class schedules refined. B. Math Plus classes - regular, Pre-Algebra, Algebra at 6 junior high schools 5.2 Provide tutorial and remedial learning experience in the enrichment class. A. Classroom instruction. 5.3 Employ a variety of instructional strategies which permit teachers to clarify, enhance or remediate in the academic sening. A. Classroom instruction 206, 4 07/01/95 06/30/96 Principal 07/01/95 07/01/95 07/01/95 08/21/95 07/01/95 08/21/95 07/01/95 90% 08/22/95 06/30/96 20% 06/30/96 20% 06/30/96 Principal/ Mathematic Teachers Principals and Mathematic Teachers 5.1 Class size at each school site and schedules will comprise the evaluation. 5.2 The number of students, tutor and schedule of session will comprise the evaluation. 5.3 Daily lesson plans will comprise the evaluation. 1Page: 5 Program Seq #: 2\u0026lt;\u0026gt;6 Revision Dale: February 14. 1996 Program Name: Compensatory Education Program Code\nPrimary Leader: Secondary leader: Adams/Glasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Begirming Date Completion Date Respoasihilily Evaluation Criteria A. Inservice -Pre-School Secondary Math Plus 08/14/95 08/14/95 -Record Keeping-Secondary Academic Support 09/01/95 09/01/95 -Math Teachers Math Pius 09/27/95 09/29/95 6.1 The Little Rock School District will purchase the following tutoring services from the ComcrStone Project: A) Ten certified tutors who have special training in working with remedial students\nB) Tutors will work with students through one-on-one situation or in groups not to exceed four students\nC) Students will receive one hour of instruction in reading and one hour in mathematics\nD) Review individual student performance with parents\nE) ComerStone Projects Parent Action Committee will provide a forum for communication among parents, tutors and staff\nF) Parent education seminars will be offered for parents awareness\nG) The service will be Monday through Thursday for nine months or 180 days. 07/01/95 06/30/96 Director of Federal Programs 6.1 Students' progress will be monitored by receiving school rcp\u0026lt;n, quanerly grade reports, contact with schtKd counselors, and pnigress with tutoring materials. 206, 5LRSD FY 95 96 PROGRAM BUDGET DOCUMENT Program Seq 207 Page: 1 Revision Date: Febniary 14. 1996 Program Name: Gifted Programs Program Code: Primary Leader: Dr. Patty Kohler SecoiMlary Leader: Mable Donaldson Program Description: The Little Rock School District s Gifted Program offers to its studenis through a design that consists of observation and enrichment for all studenis in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 . The program operates in compliance wilh the Arkansas Depart of Education's Gifted and Talented Approval Standards. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these studenis by teachers (specialists and facilitators) who have completed or who are pursuing graduate credit in gifted education. District Goal Support: Goal #1 - Implement integrated educational programs that will ensure that all studenis grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing dispariiics in achievement. Goal # 2 - Develop and maintain a staff that is well-trained and motivated. Goal ft 3  The Little Rock School Board, administration, staff, and students will demonsiraie in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21SI Century. Goal # 4 - Solicit and secure financial and other resources that arc necessary to fully support our schools, including our desegregation plan. Goal # 5 - Provide a safe and orderly climate that is conductive lo learning for all students. Goal # 6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all identified students. I Plan References:  FY Program Budget: $1,254,136.79 1st Qtr Expend: $104,035.61 3rd Qtr Expend: FTE 31.00 YTD Expenditures: $394,575.55 2nd Qtr Expend: $290,539.94 4th Qtr Expend: I Related Function Codes: 1 207, 1Program Seq 0: 207 Program Name: Gifted Programs Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: To provide appropriate instructional services to all identified gifted students. Objectives Strategies Page: 2 Revision Date\nFebruary 14, 1996 Secondary Leader: Mable Donaldson Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide resource room and indirect instructional services to identified students according to district and state curriculum guidelines 07/01/95 06/30/96 G/T Supervisor. Coordinator, Teachers 1.1 Identify certified teacher(s) (specialists) to provide needed services at each school. A. Specialist positions filled at all schools. 1.2 Aid schools in providing materials, supplies, external laboratory experiences and participation in local, state and national activities. A. Invoices and requests received from schools. 1.3 Ensure proper documentation and evaluation of student records (placement) according to district and state guidelines. A. Monitoring of school records scheduled. 1.4 Provide inservice training for teachers (specialists) to ensure that students are receiving appropriate instructional services. A. Pre-School Inservice held for facilitators and specialists. 207, 2 07/01/95 08/14/95 07/01/95 07/01/95 07/01/95 08/22/95 07/01/95 08/14/95 06/30/96 08/21/95 06/30/96 50% 06/30/96 50% 06/30/96 08/15/95 Supervisor, Coordinator. Human Resources Dept. Supervisor, Coordinator. Principals Supenrisor, Coordinator. Principals, Specialists Supervisor. Coordinator. Staff Development. Curriculum Supervisors List of certified teachers serving each school. Invoices, copies of requests and memberships and/or participation in various activities. Copies of monitoring report and school visitation logs Agendas, participation roster, inservice evaluations I BJ Page: 3 Program Seq #: 207 Revision Date: February 14, 1996 Program Name: Gifted Programs Program Code: Primary Leader: Secondary Leader: Mabie Donaldson Program Goal\nTo provide appropriate instructional services to all identified gifted students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8 Social Studies Inservice - \"Thinking Required in the Social Studies\" C. G/T Classroom Management for selected teachers D. Tri-District Curriculum Inservice held for G/T Specialists E. Monthly G/T Council Meeting held F. Monthly G/T Council Meeting held G. Monthly G/T Council Meeting held H. Curriculum Compacting Inservice held for all G/T Specialists I. Classroom Management Inservice for selected teachers J. Critical Thinking Skills Inservice for McClellan High Teachers K. K-2 Enrichment for Regular Classroom Inservice L. Academic Competition and Enrichment Development Inservice 207, 3 08/14/95 08/25/95 09/22/95 09/26/95 10/24/95 11/28/95 10/11/95 10/17/95 11/1/95 11/3/95 12/15/95 08/14/95 08/25/95 09/22/95 09/26/95 10/24/95 11/28/95 10/11/95 10/17/95 11/1/95 11/3/95 12/15/95LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 208 Page: Revision Date: February 20. 1996 Program Name: Curriculum Services Program Code: Primary Leader: Or. Henry Williams Secondary Leader: Lucy Lyon, Dennis Glasgow Program Description\nThe Little Rock School Dislricfs Division of Curriculum Services seeks to improve curriculum design and delivery K-12 that is consistent with stale guidelines and national recommendations This division u/niire Ia aneiirA eli/tnmani KAhs.AAn ____:________________ -- \u0026gt;- --- ------------------- M.wt TTIUI yurwcliiics aiiu iiaiiuiidi leVJIIIIHCIIU\u0026lt;IUUII. IlllSk UI* works to ensure alignment between the written, taught, and tested curriculum as determined by student assessment Finally, efforts are made to ensure that instructional delivery is based on sound teaching principles and grounded in educational research. To accomplish these ends, this division strives to identify, develop, and provide educational resources, staff development and technical assistance to the schools. 1 District Goal Support: Program Goal: Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6  Ensure that equity occurs in all phases of school activities and operations The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. [ Plan References: ] FY Program Budget: $2,493,143.76 Ist Qtr Expend: $598,860.46 3rd Qtr Expend: FTE 40.40 YTD Expenditures: $1,054,179.13 2nd Qtr Expend: $455,318.67 4th Qtr Expend: [ Related Function Codes: 1190. 1193, 2211. 2212. 2490, 3800, 4900, 2219 ] 208. 1Program Seq #: 208 Program Name: Curriculum Services Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Henry Williams Secondary Leader: Page: 2 Revision Date: February 20, 1996 Lucy Lyon. Dennis Glasgow The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Develop a coordinated and articulated curriculum that is comprehensive and demonstrates congruence between what is written, taught, and tested 07/01/95 06/30/96 Curriculum Directors. Supervisors and Coordinators, Principals 1.0 Revised curriculum is in place that responds to the recommendations of the curriculum audit Comprehensive review process is in place 1.1 Development of curriculum guides through the assistance of district-wide committees A. Curriculum guides distributed as requested B. Began implementation of revised science curriculum guides with 1995-96 term 1.2 Provide inservice training for teachers to assist in effective delivery of the curriculum A. Inservice training held as follows: Gifted and Talented - 5 Inservices\nScience - All elementary and secondary teachers: Social Studies - 4 Inservices\nReading/Language Arts -17 Inservices\nEarly Childhood - 9 inservices B. Six inservices provided by Gifted and Talented 208, 2 07/01/95 08/04/95 08/21/95 07/01/95 07/10/95 10/11/95 06/30/96 50% 50% 06/30/96 50% 12/15/95 Curriculum Directors, Supervisors and Coordinators, Certified Teachers, Principals Curriculum Directors. Supervisors and Coordinators, Principals 1.1 Curriculum guides are in place and are aligned with District objectives 1.2 Documentation of inservice activities are available 1.2 Test scores will demonstrate improvement I 1 IPage: 3 Program Seq 0: 206 Revision Date: February 20. 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon, Dennis Glasgow Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articutation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Provide technical assistance as needed for individual school sites and/or individual teachers 07/01/95 06/30/96 Curriculum Directors, Supervisors and Coordinators, Staff Development 1.3 Weekly visitation logs reflect visits for technical assistance 1.3 Test scores will demonstrate improvement A. Te'chnical assistance provided by all curriculum departments\nReading/Language \u0026gt; 30 08/14/95 50% 2.0 Identify and secure resources, both material and human, to support the program of studies offered by the District 1.4 Assist schools in the selection of appropriate materials and resources for delivering the curriculum effectively to students 07/01/95 07/01/95 06/30/96 06/30/96 A. Assisted teachers in K*4 Math and Science Crusade in ordering equipment and supplies 08/14/95 50% 6. Assisted teachers with new materials needed Io implement the revised science curriculum 06/14/95 50% C. Catalogs, brochures with selected resource materials distributed Io all schools 08/14/95 25% D. Assisted principals and teachers with materials to order for implementation of social studies curriculum 10/01/95 75% 208, 3 Curriculum Directors, Supervisors and Coordinators, Staff Development Curriculum Directors, Supervisors and Coordinators, Director of Procurement, Principals 1.4 Materials and resources are in place 1.4 Requisitions for materials are on file 2 0 The courses in the program of studies have resources available for full implementation IProgram Seq #: 208 Page: 4 Revision Date: February 20, 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secoixtary Leader: Lucy Lyon, Dennis Glasgow Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 Identify and order equipment and supplies needed by schools to implement their instructional program 07/01/95 06/30/96 Curriculum Directors. Supervisors and Coordinators. Teachers, Principals. Director of Procurement 2.1 Requisitions/purchase orders reflect the equipment and supplies ordered by/for the schools to implement their instructional program A. Science equipment/supplies were ordered and sent to each elementary school B Social Studies instructional materials ordered for checkout use by 11 schools C. Additional multicultural and software materials ordered for individual schools and for checkout D. Science supplies ordered for all Junior High teachers E. Equipment ordered for teachers in K*4. Math and Science Crusades F. Early Childhood instructional materials ordered for checkout use by 41 schools G. Instructional materials for gifted program instruction ordered for check out by 14 schools 2.2 Provide direct services to schools through the deployment of curriculum and technical specialists to help implement the schools' instructional program 08/21/95 07/01/95 10/20/95 12/01/95 11/01/95 10/01/95 10/01/95 07/01/95 09/30/95 10/20/95 75% 12/20/95 12/20/95 50% 50% 06/30/96 Curriculum Directors. Supervisors and Coordinators. Curriculum and Technical Specialists, Principals 2.2 Weekly visitation logs document the direct services to schools provided by curriculum and technical specialists 208, 4Page: 5 Program Seq *: 208 Revision Date: Program Name: Curriculum Services February 20, 1996 Program Code: Primary Leader: Dr, Henry Williams Secondary Leader: Program Goai: Lucy Lyon. Dennis Glasgow The purpose of curriculum services is Io plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Direct services provided to schools by curriculum services staff 07/01/95 50% 2.3 Maintain a library of audio-visual materials, staff development materials, and other specialized materials for loan to schools 07/01/95 06/30/96 Director of Staff Development, Coordinator of Library Services. Curriculum Directors. Supervisors and Coordinators 2.3 An audio-visual catalog and staff development library catalog will document the materials available for loan to schools\ncheck-out togs will document the loan of other specialized materials to the schools A. Audio-visual library, staff development library, and library of other materials maintained for loan to schools 07/01/95 50% 2 4 Interview prospective candidates for teaching positions as well as other certified and noncertified positions to assure the best qualified applicants are selected for employment 07/01/95 06/30/96 Curriculum Directors. Supervisors and Coordinators, Director of Human Resources, Principals 2.4 Appointment books and feedback information will record the applicants who were interviewed by the curriculum supervisors A, Prospective candidates were interviewed and referred to principals for recommendations to hire 07/01/95 09/30/95 2.5 Print District documents for dissemination to teachers, principals, students, and/or parents 07/01/95 06/30/96 Curriculum Directors, Supervisors and Coordinators, Administrative Assistant to the Manager of Support Services. Printer at printshop 2.5 Teachers and principals have copies of applicable curriculum guides: sign-off lists document the distribution of parent home study guides to parents: student/parent records document that students and parents received \"Rights and Responsibilities Handbook\" 208. 5 1Page: 6 Program Seq *: 208 Revision Date: February 20, 1996 Program Name: Curriculum Services Program Code: Primary Leader\nDr. Henry Williams Secondary Leader\nLucy Lyon, Dennis Glasgow Program Goal\nThe purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Parent Home Study Guides were printed for parents of Incentive School students B. Produced, printed and disseminated Early Childhood brochures 2.6 Prepare instructional activities and materials for teachers and explain/demonstrate their use 07/01/95 07/01/95 07/01/95 09/30/95 10/09/95 06/30/96 Curriculum Directors, Supervisors and Coordinators, and Specialists at IRC 2.6 Monthly IRC Thursday Night Workshops are held to share instructional activities and materials with teachers\ncopies of other activities and materials prepared for teachers are on file at the IRC 3.0 Provide technical assistance to principals, teachers, and other personnel to facilitate the effective implementation of District programs 07/01/95 06/30/96 Curriculum Directors, Supervisors and Coordinators 3.0 District programs in the area of curriculum operate smoothly, without undue breakdown of equipment, lack of training of personnel, or lack of information by district personnel A. IRC monthly open house showcases materials and activities that have been prepared for teachers by all curriculum departments 6. Reading/Language Arts - conducted 17 inservices and disseminated materials 3.1 Assist the schools through the services of roving computer technicians to keep computer labs and equipment up and running 208, 6 09/01/95 09/01/95 07/01/95 50% 50% 06/09/95 Coordinator of Technology. Computer Technicians. Principals 3.1 Computer labs provide good service and have little \"down\" timePage: 7 Program Seq *: 208 Revision Date: February 20, 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon. Dennis Glasgow Program Goal: The pu^ose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.2 Assist teachers with self-identified or principal- identified needs to improve the teaching/leaming process through content specific training as well as training in using various instructional strategies 07/01/95 06/30/96 Curriculum Directors. Supervisors and Coordinators. Director of Staff Development. Principals 3.2 Weekly visitation logs and visitation reports document technical assistance provided to teachers A. Curricuium Services staff assisted teachers in self identified needs as well as needs identified by principal 07/14/95 50% 3.3 Help schools identify staff development needs and plan inservice to address those needs 07/01/95 06/30/96 Director of Staff Development, Principals. Curriculum Directors, Supervisors and Coordinators 3.3 The Staff Development Catalog contains training that meets the needs identified in the schools' School Improvement Plan A. COE schools assisted in staff development needs B Planning for District-wide early release days is underway 3.4 Monitor program implementation through classroom visitations A. Classroom observations of social studies instruction done in 13 schools B. Visitations made in all schools to check special education needs C. Continued classroom observation done in Social Studies classrooms 208, 7 08/15/95 07/01/95 07/01/95 08/24/95 08/14/95 08/24/95 50% 50% 06/30/96 50% 09/30/95 50% Curriculum Directors, Supervisor and Coordinators 3 4 Weekly visitation logs document program monitoring BPage: 8 Program Seq #: 208 Revision Date: February 20. 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon. Dennis Glasgow Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Visitations made in math and science classrooms E. Visitations made in all schools to monitor Early Childhood programs F. Classroom observations of gifted programs conducted 3.5 Provide information to appropriate school personnel concerning academic events, training opportunities, funding sources, content-related questions, and special programs to enhance the instructional program A. Information regarding academic events, training opportunities, special programs and etc. provided B. Notices of funding opportunities were provided to selected principals and teachers in science C. Information given to schools re: transition, inclusion and literacy training for students with disabilities 3.6 Assist schools with special needs students to address the identified needs to improve the learning process 08/24/95 08/14/95 08/14/95 07/01/95 08/15/95 07/21/95 08/01/95 07/01/95 50% 12/15/95 50% 06/30/96 50% 25% 09/30/95 06/30/96 Curriculum Directors, Supervisors and Coordinators 3.5 Memos, council agendas, and other written correspondence containing pertinent information is on file in each curriculum area Curriculum Directors. Supervisors and Coordinators. Principals 3.6 Programs to address special needs students are in place A. Assistance provided to schools regarding special needs and programming 08/01/95 25% B. Provided ESL tutors in 7 schools 07/01/95 50% 208, 8Page: 9 Program Seq *: 208 Revision Date: February 20. 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon. Dennis Glasgow Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. Provide staff development experiences for the effective implementation of the curriculum 07/01/95 06/30/96 Curriculum Directors, Supervisors and Coordinators. Staff Development 4.0 Inservice programs offered are in response to identified needs district-wide as well as local school sites 4,1 Provide inservice training through district-wide minicourses, training courses as well as schoolbased workshops to maximize the delivery of the curriculum A. Staff development survey sent to all employee groups B. Inservice training provided by all departments in curriculum services 4.2 Maintain professional materials and supplies that can be accessed by local school sites for identified needs and/or professional development A. Professional materials and supplies maintained and upgraded by Gifted and Talented, IMC, Staff develpoment, Science and Social Studies B. Professional catalog distributed 4.3 Provide technical assistance to individual schools/teachers through demonstration lessons, team-teaching as well as individual/group planning at the local school 208, 9 07/01/95 08/28/95 08/01/95 07/01/95 07/01/95 07/21/95 07/01/95 06/30/96 09/15/95 50% 06/30/96 50% 07/21/95 06/30/96 Curriculum Directors, Supervisors and Coordinators, Staff Development Curriculum Directors. Supervisors and Coordinators. Staff Development Specialists Curriculum Directors. Supervisors and Coordinators, Staff Development Specialists 4.1 Catalogue reflects inservice opportunities 4.1 Computer generated record reflects all inservice topics, dates, participants 4 1 Evaluations are on file 4 2 Record of available materials is on file as well as documentation of materials that have been checked out for local schools 4.3 Copies of weekly visitation logs as well as staff development plans are availableProgram Seq #: 208 Page: 10 Revision Date: Program Name: Curriculum Services February 20. 1996 Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Program Goal: Lucy Lyon, Dennis Glasgow The purpose of curriculum services is lo plan, direct, and coordinate improved curriculum design and delivery as well as lo ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.0 Develop and evaluate programs to meet needs established by the district in the curriculum area A. Eisenhower math and science specialists provided demo lessons and individual help to teachers at approximately 15 schools B. Assistance provided in social studies lo 13 schools C. Continued instructional assistance in Social Studies provided to all secondary schools and eight elementary schools D. Assistance provided tn Early Childhood at approximately 20 schools 4.4 Provide opportunities for teachers to work at the IRC to design and create their own activities A. Open house at IRC B. IRC resources available until 5:00 p. m each day 4.5 Provide specialists and technicians to assist local schools in the implementation of the Abacus Instructional Management Program 208, 10 08/21/95 07/27/95 08/24/95 08/24/95 07/01/95 09/07/95 08/14/95 07/01/95 07/01/95 50% 25% 50% 50% 06/30/96 09/07/95 50% 06/30/96 06/30/96 Curriculum Directors. Supervisors and Coordinators, Staff Development Staff Development. Computer Central Curriculum Directors. Supervisors and Coordinators. Director of Planning Research and Evaluation 4 4 List of available dates and participants is available 4.5 Weekly visitation logs document direct services to the schools 4.5 Increased use of the Abacus system 5 0 Programs are developed to meet needs established by the District\nthe program budgeting process and \"Fast-track evaluations are used to evaluate new and existing programsProgram Seq #: 208 Page: 11 Revision Date: Program Name: Curriculum Services February 20. 1996 Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Program Goal: Lucy Lyon, Dennis Glasgow The purpose of curriculum seruices is Io plan, (fired, and coordinate improved curriculum design and delivery as well as Io ensure curricular artculalion and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A Specialists provided assistance\nGibbs, Washington, Carver, Otter Creek, Romine and for elementary principals 07/21/95 50% B Technicians made regular visits to elementary schools to provide Abacus assistance 08/15/95 50% 5.1 Plan programs for magnet, interdistrict, incentive, and other schools established by the District to incorporate selected ttiemes 5.2 Develop District-wide programs to meet the special needs of identified populations of students A. Gifted and Talented programs available in all schools to address needs of identified populations B. Inservices were held for Title 1 and Math Plus teachers 208, 11 07/01/95 07/01/95 08/15/95 08/21/95 06/30/96 06/30/96 25% 50% Curriculum Directors. Supervisors and Coordinators. Assistant Superintendents. Principals. Associate Superintendent for Desegregation Curriculum Directors, Supervisors and Coordinators, Principals, Director of Federal Programs 5.1 Schools with special themes have programs in place that infuse the theme throughout the curriculum 5.2 Student populations with special needs identified by the District in the curriculum area have programs in place to address their needs IPage: 12 Program Seq #: 206 Revision Date: February 20. 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon, Dennis Glasgow Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12, Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.3 Assess the effectiveness of District programs in the curriculum area 5.4 Seek funding for District programs that qualify for grants from external funding sources A. Submitted 1 ESL grant extension ADE B. Submitted SEDL Eisenhower Grant for Math/Sclence activities at Mabelvale Jr. High and Carver Magnet Elementary C. Submitted and received ABC Grant funding in the amount of $283,000.00 for Early Childhood 5.5 Plan programs of study for students that meet local, state, and national standards A. Newly revised science curriculum was developed using local, state, and national standards 208, 12 07/01/95 07/01/95 07/01/95 10/01/95 07/01/95 07/01/95 08/15/95 06/30/96 06/30/96 50% 12/20/95 09/28/95 06/30/96 09/30/95 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation Director of Federal Programs. Curriculum Directors, Supervisors and Coordinators Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents. Principals 5.3 Utilization of manpower and resources in the curriculum area will reflect the use of program assessment results 5 4 Grant applications are on file in the Office of Federal Programs 5.5 Curriculum and program of studies reflect state curriculum frameworks, and program of studies meets local and state requirements and reflects national recommendations and trends I JPage: 13 Program Seq #: 208 Revision Date: February 20, 1996 Program Name\nCurriculum Services Program Code: Primary Leader: Or. Henry Williams Secondary Leader: Lucy Lyon. Dennis Glasgow Program Goal: The purpose of curriculum services is lo plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.0 Develop and expand a cooperative relationship between home and school that will encourage positive home learning 5.6 Identify or develop alterative means of assessing student achievement of curricular objectives A. Portfolios used in grades 3-5 in Gifted and Talented program B. New Abacus test items and teacher observable items were developed for revised science curriculum C. Conducted 2 portfolio assessment workshops 6.1 Develop and print parent home study guides for distribution that can be used throughout the year to reinforce positive learning A. Parent Home Study Guides were printed for Incentive School parents 6.2 Prepare Information for dissemination to public regarding curriculum and parent home study guides 208, 13 07/01/95 08/15/95 07/01/95 08/24/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 09/30/95 50% 06/30/96 06/30/96 09/30/95 06/30/96 Curriculum Directors, Supervisors and Coordinators. Assistant Superintendents. Principals Curriculum Directors, Supervisors and Coordinators, Principals, Teachers Curriculum Directors. Supervisors and Coordinators Curriculum Directors. Supervisors and Coordinators 5.6 Criterion referenced test items will be cleaned-up/revised In Abacus test item bank for use by pilot schools\nkindergarten and elementary report cards will be revised, portfolio assessment workshops will be held for groups of teachers 6.0 Home and school cooperation and parental invoNement will increase as reported on survey of parents and VIPs records 6 1 Guides are available 6.2 Results of surveys from parents reflect their usePage\n14 Program Seq #: 208 Revision Date: February 20, 1996 Program Name: Curriculum Services Program Code: Primary Leader: Dr, Henry Williams Secondary Leader: Lucy Lyon, Dennis Glasgow Program Goat: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Brochure for Early Childhood Programs was developed and disseminated 6.3 Provide inservice training for beat school personnel and identified parents in the appropriate use of the study guide 6 4 Participate in recruitment activities for parents and students, partbularty for newly devebped programs 6.5 Share information with parents about trends in the area of curnculum and about features of LRSD instructbnal programs A. Parent meetings held to inform parents of Gifted and Talented programming in the district 208, 14 07/01/95 07/01/95 07/01/95 07/01/95 08/15/95 10/09/95 06/30/96 06/30/96 06/30/96 50% Curriculum Directors. Supervisors and Coordinators. Staff Devebpment. Principals, Teachers. Parents Currbulum Directors. Supervisors and Coordinators Currbulum Directors, Supervisors and Coordinators. Principals. PTA Council 6 3 Record of inservices and attendees is availabte 6.4 Record of activities 6 4 Increase in number of students recruited for new programs 6.5 Agendas or records of information that is shared with parents ISchool Operations Cluster * * * * Elementary Junior High School High School AthleticsProgram Seq #: 209 Program Name: Elementary Schools Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expenditures: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Sadie Mitchell. Margaret Gremilfion Secondary Leader: Page: 1 Revision Date: February 14, 1996 Elementary School Principals The elementary school program seeks Io provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons To provide a quality integrated education for elementary school students. I $21,613,320-75 1st Qtr Expend: $2,629,565.55 3rd Qtr Expend: FTE 712.30 $7,996,985.82 2nd Qtr Expend: $5,367,420.27 4th Qtr Expend: [ Related Function Codes: 1120,2410,2590.1120 209, 1Il LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: Page: 2 209 Revision Date: Program Name: Elementary Schools February 14. 1996 Program Code: Primary Leader: Sadie Mitchell. Margaret Gremillion Secondary Leader\nElementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve quality integrated education for ail students. a 07/01/95 06/30/96 Principals. Assistant Superintendents 1.1 Develop annual school budgets 07/01/95 06/30/96 Principals, Assistant Superintendents 1.1 Completed and approved budget document detailing how funds will be expended. A. 1995-96 budgets provided to all administrators during principals' institute 07/01/95 09/30/95 B. Extended Evaluation Workshop - 10/4 10/01/95 12/31/95 C Business Case Workshop 11/19 10/01/95 12/31/95 D 96-97 Budget Planning Session 12/7 10/01/95 12/31/95 E. Submitted 1996-97 Asst Supt Budget 12/7 10/01/95 12/31/95 12 Recommend appropriate personnel to deliver the educational program 07/01/95 06/30/96 Principals. Assistant Superintendents 1.2 Annual staff report A. Assistant Superintendents approved new hires for school opening. 07/01/95 09/30/95 B. Individual Manpower Reports Reviewed 11/11 10/01/95 12/31/95 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. 209, 2 07/01/95 06/30/96 Principals. Assistant Superintendents 1.3 Educational Equity Monitoring reports, regular site visits by the Assistant Superintendents Page: 3 Program Seq #: 209 Revision Date: February 14, 1996 Program Name: Elementary Schools Program Code: Primary Leader: Sadie Mitchell. Margaret Gremillion Secondary Leader: Elementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. All requisitions over $300 is submitted Io the assistant superintendent's office for approval. 07/01/95 09/30/95 B Requisitions over $300 submitted to Asst Supt. Office 10/01/95 12/31/95 209, 3 IProgram Seq (f: 210 Program Name: Junior High Schools Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan ReferetKes: FY Program Budget: YTD Expenditures: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Dr. Victor Anderson Secondary Leader: Page: I Revision Dale: Febniary 14. 1996 Junior High School Principals The junior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD studenu in a desegregated sening. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for junior high school students. I $9,456,340.34 $3,518,723.83 1st Qtr Expertd: $1,016,710.68 3rd Qtr Expend: FTE 287.20 2nd Qtr Expend: $2,502,013.15 4th Qtr Expend: I Related Function Codes: 1130.1132.2410,2590 210, 1LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq 210 Page: I Revision Dale: February 14. 1996 Program Name: Junior High Schools Program Code: Prbnary Leader: Dr. Victor Anderson Secondary Leader: Junior High School Principals Program Description: District Goal Support: The junior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated sening. Central Office staff and principals collaborate to ensure quality educational planning for all students with the suppon of local school staff, parents, and patrons. Program Goal: To provide a quality integrated educalion for junior high school students. Plan References: I FY Program Budget: $9,456,340.34 1st Qtr Expend: $1,016,710.68 3rd Qtr Expend: FTE 287.20 YTD Expenditures: $3,518,723.83 2nd Qtr Expend: $2,502,013.15 4th Qtr Expend: Related Function Codes: 1130,1132,2410,2590 210, 1 I IProgram Seq #: 210 Program Name: Junior High Schoots Program Code: Program Goal: Plan Reference Page Number LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Victor Anderson Secondary Leader: Page: 2 Revision Date: February 14, 1996 Jr. High School Principals To provide a quality integrated education for junior high school students Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/95 06/30/96 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Consult with principals on budget construction/management 1.2 Recommend appropriate personnel to deliver the educational program. A. Consult with principals on construction of master schedules. 6. Consult with principals on certrfication issues relating to personnel C. Approve hiring of personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Consult with principals about supply/equipment requisitions B. Approve appropriate requisitions 210, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 90% 90% 90% 06/30/96 50% 50% Principals. Assistant Superintendent Principals. Assistant Superintendent Principals, Assistant Superintendent 1.1 12 1.3 Completed and approved budget document detailing how funds will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant Superintendent I I IProgram Seq #: 211 Program Name: Senior High Schools Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Dr. Victor Anderson Secondary Leader\nPage: 1 Revision Date: February 14. 1996 Senior High School Principals The senior high school program seeks lo provide integraied learning experiences which meet Ihe academic, social, and developmemal needs of all LRSD smdenls in a desegregalcd selling. Ceniral Office slaff and principals collahorale lo ensure qiialily educalional planning for all smdenls with die support of local school staff, parents, and patrons. To provide a quality integrated education for senior high school students. I $9,256,518.31 1st Qtr Expend: $1,394,781.19 3rd Qtr Expend: $3,777,518.63 2nd Qtr Expend: $2,382,737.44 4th Qtr Expend: I FTE 247.70  I Related Function Codes: 1140, 2410. 2590. 1140 211, 1Program Seq 211 Program Name\nSenior High Schools Program Code\nProgram Goal\nPlan Reference Page Number LRSD PY 95 96 PRCXjRAM BUDGET DOCUMENT Primary Leader: Dr. Victor Anderson Secondary Leader: Page: 2 Revision Date: February 14, 1996 Senior High School Principals To provide a quality integrated education for senior high school students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for ail students. 07/01/95 06/30/96 Principals. Assistant Superintendent 1.1 Develop annual school budgets A. Consult with principals on budget construction/management 1.2 Recommend appropriate personnel to deliver the educational program. A Consult with principals on construction of master schedules B. Consult with principals on certification issues related to personnel C. Approve hiring of personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Consult with principals about supply/equipment requisitions. B. Approve appropriate requisitions 211, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 50% 06/30/96 90% 90% 90% 06/30/96 50% 50% Principals. Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent 11 Completed and approved budget document detailing how funds will be expended. 1.2 Annual staff report 1.3 Educational Equity Monitoring reports, regular site visits by the Assistant SuperintendentLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 212 Page: 1 Revision Dale: February 20. 1996 Program Name: Athletics Program Code: Primary Leader: Dr. Vic Anderson Secondary Leader: Assistant Superintertdent-Secondary Schools. Ouida Carter Program Description: The Athletics program provides the opportunity for students to develop skills in competitive team and individual sports activities. District Goal Support: To ensure that equity occurs in all phases of school activities and operation. Program Goal: To provide a quality athletics program. [ Plan RefereiKes: ] FY Program Budget: $178,448.80 1st Qtr Expend: $84,943.59 3rd Qtr Expend: FTE 0.00 YTD Expeiuiitures: $84,943.59 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes: 1151. 1152. 1154, 1155. 1156. 1157, 1158 ] 212, 1Program Seq #: 212 Program Name: Athletics Program Code: Program Goal: To provide a quality athletics program. LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: - Dr. Vic Anderson Secondary Leader: Page: 2 Revision Date: February 20. 1996 Assistant Superintendent-Secondary Schools. Ouida Carter Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resportsibility Evaluation Criteria 1.0 To conduct junior high athletics program for boys and girls. (Football, basketball, track, soccer, golf volleyball, and tennis) 07/01/95 06/30/96 Assistant Supt. Secondary. Carter O 10 An athletics program for junior high girls and boys is implemented as designed and approved by the LRSD Board of Directors. 1.1 Conduct general office tasks. 07/01/95 06/30/96 Assistant Supt., Secondary, O. Carter 1.1 Office duties are conducted within specified time frames. 1.2 Order uniforms and supplies 07/01/95 04/30/96 Assistant Supt.. Secondary. O. Carter 1.2 Uniforms and supplies are available for use for each designated sports activity. 1.3 Conduct game operations tasks. 07/01/95 05/30/96 Assistant Supt., Secondary. 0. Carter 1.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame. 212, 2Page: 3 Program Seq #: 212 Revision Date: February 20. 1996 Program Name: Athletics Program Code: Primary Leader: Dr. Vic Anderson Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Res po risibility Evaluation Criteria 2.0 To conduct senior high athletics program for boys and girls. (Football, basketball, track, soccer, tennis, golf, swimming, volleyball, and baseball) 2.1 A. Arrange for medical personnel for junior high foott\u0026gt;all games B. Arrange for delivery of Volleyball game payrolls for junior high schools Conduct general ofFice duties. A. Adjust atheltic budget for all sports B Order tickers, passes and forms for the school year. C. Distribute parent consent and health forms to all athletes D. Prepare and distribute gam schedules E. Assign and contract game officials F. Payment of membership fees to AAA for all secondary schools 212, 3 07/01/95 09/05/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 08/01/95 08/31/95 09/05/95 06/30/96 06/30/96 25% 08/01/95 50% 50% 08/30/95 Assistant Supt., Secondary, Carter O Assistant Supt.. Secondary O. Carter 2.0 An athletics program for senior high girls and boys is implemented as designed and approved by the LRSD Board of Directors 2.1 Office duties are conducted within specified time frames.Page: 4 Program Seq *: 212 Revision Date: February 20. 1996 Program Name: Athletics Program Code: Primary Leader: Or. Vic Anderson Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.2 2.3 G. Requisition and prepare game payrolls for ail secondary schools Order uniforms and supplies. A. Order uniforms for football teams B. Order football supplies for all schools C. Receive and distribute uniforms and supplies for all sports as received D Order basketball uniforms for schools, if needed E. Order Volleyball uniforms and supplies for all schools Conduct game operations tasks. A. Prepare game payroll for Football and Volleyball for delivery lo schools 212, 4 08/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 08/30/95 06/30/96 09/30/95 09/30/95 50% 09/30/95 09/30/95 06/30/96 50% Assistant Supt.. Secondary O. Carter Assistant Supt.. Secondary O, Carter 2.2 Uniforms and supplies are available for use for each designated sports activity. 2 3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame.Page: 5 Program Seq *: 212 Revision Date: February 20, 1996 Program Name: Athletics Program Code: Primary Leader: Dr. Vic Anderson Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.4 B. Arrange for ambulance service at football games C. Check game reports and make deposits Arrange for transportation with outside vendors for all sports. A. Prepare requistion for out of county trips for all sports programs 8. Prepare requistion for coaches requesting funds for food on out of county trips 212, 5 08/01/95 09/06/95 07/01/95 08/01/95 08/01/95 50% 25% 06/30/96 25% 25% Assistant Supt., Secondary 0. Carter 2.4 Transportation for events occurring outside the 50 mite radius of Little Rock is completed as scheduledSchool Support Cluster * * * * * * * * * * * * * * * * * * * * Guidance Services Drug Abuse Prevention Health Services Curriculum Services/VIPS Educational Media Services Board of Education Services Executive Administration Services Support Service Management Fiscal Services Plant Services Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Services Communication Services Human Resource Services Labor Relations Data Processing Services Family Life/New Futures Indebtedness ContingenciesLRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq 213 Page: 1 Revision Date: February 20. 1996 Program Name: Guidance Services Program Code: Primary Leader: Brady Gadberry Secondary Leader: Jo Evelyn Elston Program Description: The Guidance and Counseling Program provides services to support academic, social and emotional success for students in the Little Rock School District District Goal Support: 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. Develop and maintain a staff that is well-trained and motivated. 3. The LRSD Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21$t Century. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan 5. Ensure that equity occurs in all phases of school activities and operations. Program Goal: To promote the personal/social, academic and career development needs of all LRSD students. [ Plan References: ] FY Program Budget: $2,665,216.59 Ist Qtr Expend: $348,628.73 3rd Qtr Expend: FTE 64.00 YTD Expenditures: $1,038,669.36 2rKl Qtr Expend: $690,040.63 4th Qtr Expend: Related Function Codes: 2111, 2114. 2120. 2121, 2129 213, 1Program Seq 213 Program Name: Guidance Services Program Code: Program Goal: Plan Reference Page Number N/A Bi LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Brady Gadberry To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Objectives Strategies Page: 2 Revision Date: February 20, 1996 Secondary Leader: Jo Evelyn Elston Beginning Date Completion Date Responsibility Evaluation Criteria 1. To assist in the recruitment and selection of a qualified and racially diverse pool of counselor applicants for each school. 07/01/95 06/30/96 Director of Pupil Services. Director of Human Resources Minority Recruiter, Building Principals 1. The number of minority counselors in the District will increase as evidenced by a racially balanced staff at each building 1-1 Aggressive recruitment of minority counselor applicants for employment pool. A. No Counselor vacancies in 95-96. 1.2 Conduct interviews to screen counselor applicants prior to referral to building principals. A. Process institutionalized In the recruitment and screening of counselor applicants. 1.3 Conduct annual minority recruitment seminar for identifying qualified minority/non minority counselor applicants. A. No vacancies anticipated so recruitment seminar postponed. All Districts in staff reduction mode. 213, 2 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 50% 12/15/95 Tri-District Guidance Directors Minority Recruiter, Building administrators Director of Pupil Services. Minority Recruiter. Building Principals Tri-District Guidance Directors. Director. Pupil Services. Associate Supt. Desegregation. Minority Recruiter 1.1 Comparison of ratio of nonminority to minority counselors in each building. 1.2 Comparison of number of minority counselors to nonminority counselors prior to 1993-94 school year. 1.3 Participation rosters, seminar agenda, record of counselor recruits identified from attendance roster.Program Seq #: 213 Page: 3 Revision Date: February 20, 1996 Program Name: Guidance Services Program Code: Primary Leader: Brady Gadberry Secondary Leader: Jo Evelyn Elston Program Goal: To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Develop, implement and maintain an effective staff development inservice program for District Counselors. 07/01/95 06/30/96 Deputy Supt., Director Pupil Services. District Guidance Counselors, Building Principals 2. District Counselors will receive inservice training annually to enhance professional knowledge and understanding to meet the guidance needs of all LRSD students 2.1 Organize and maintain staff development planning committee to identify counselor training needs and assist in developing inservice calendar. A. Elementary and secondary staff development planning committees formed. Two meetings were held on 09/15/95 and 10/10/95. B. Staff development calendars developed and being implemented. 2.2 Conduct monthly inservice workshops. A. Monthly inservice workshops held for secondary 08/24/95 and 9/25/95\nfor elementary 09/08/95 and 10/03/95. B. Monthly inservice workshops held: Nov 9. Nov 11. Dec 6, 1995 and Jan 9 \u0026amp; 10, 1996 213, 3 07/01/95 09/15/95 07/01/95 07/01/95 08/24/95 11/09/95 06/30/96 11/29/95 06/30/96 06/30/96 50% 12/06/95 Deputy Supt., Pupil Services Director. Staff Development Training Committee Deputy Supt.. Pupil Services Director. Staff Development Training Committee 2.1 Roster of planning committee members and copy of annual insen/ice schedules 2.2 Monthly training calendars. Meeting agendas, participant post workshop evaluations.Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number SB 213 Guidance Services Primary Leader: a Page: 4 Revision Date: February 20. 1996 Brady Gadberry Secondary Leader: Jo Evelyn Elston To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Assess effectiveness of slaff development training. A 95% of counselors rated workshops good to excellent. 07/01/95 08/24/95 06/30/96 50% Director-Pupil Services, Staff Development Training Committee IRSC 2.3 Written post workshop evaluations. 3. Annually review written school-based guidance program plans to ensure that they address the personal/social. academic and career development needs of students. 6. 85% of counselors rated inservice training good to excellent. 3.1 Develop and implement school visitation schedule to review building guidance plans and to provide technical assistance and support as needed. A. School site visitation schedule developed. 3.2 Provide assistance to counseling staff in refining all guidance program components 3.3 Develop/refine program monitoring and evaluation instruments. A. Program monitoring and evaluation instruments prepared for distribution. 213, 4 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 09/25/95 50% 06/30/96 50% 06/30/96 06/30/96 09/29/95 Assistant Superintendent. Director-Pupil Services, Building Principals, schoolbased guidance staff Deputy Supt.. Director-Pupil Services, Building Principals Deputy Supt., Director-Pupil Services. Building Principals Deputy Supt., Director-Pupil Services. Building Principals 3. A districtwide comprehensive guidance and counseling program that meets the social, personal, academic and career development needs of all students wilt be implemented in grades K through 12. 3.1 Copy of approved school visitation schedule, copy of school-based guidance plans. 3.2 Copy of school visitation follow-up reports. 3.3 Completed program evaluation instruments.Page: 5 Program Seq #: 213 Revision Date\nFebruary 20, 1996 Program Name: Guidance Services Program Code: Primary Leader: Brady Gadberry Secondary Leader: Jo Evelyn Elston Program Goat: To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.4 Develop and distribute program monitoring and evaluation timelines to program deliverers. 3.5 Conduct and analyze program evaluation data 07/01/95 07/01/95 06/30/96 06/30/96 4. Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. 07/01/95 06/30/96 4.1 Publish a document annually which lists financial aid, vocational and higher education opportunities for ail students. A. First issue of Guidance clipsheets distributed to parents and students. B. Second quarter Guidance clipsheets distributed to students and parents 4.2 Encourage students to take advantage of opportunities open to them. 213, 5 07/01/95 06/30/96 10/06/95 07/01/95 07/01/95 50% 50% 06/30/96 Deputy Supt,Director- Pupil Services. Building Principals Deputy Supt., Director-Pupil Services. Building Principals Counselors. Principals. (Pupil Services Teachers, parents, Teachers) Principals. Counselors, Vocational Director, Teachers, Parents Principals, Teachers. Parents. Students 3 4 Copy of monitoring and evaluation timelines 3.5 Written program evaluation reports 4. Guidance services. Annual Report, and Report Comparison Reports will show all students needing services will receive them 4.1 Publications of document Disseminate document to students and parents 4.2 Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education.Program Seq *: 213 Program Name: Guidance Services Program Code: Primary Leader: Program Goal: Plan Reference Page Number SKS Page: 6 Revision Date: February 20, 1996 Brady Gadberry To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Secondary Leader\nJo Evelyn Elston Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. Make parents partners in education of their children by making Information accessible to them and keeping them informed. A. Students systematically receive scholarship, financial aid infonmatidn, employment announcements, internship opportunities and program announcements that provide information relating to available opportunities through Guidance Department. 4.3 (Follow up to ensure that referral was appropriate intervention to enhance student success and expectations)\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_277","title":"Business Cases for Proposed Budget, FY 1996-97","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":["1996-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation","Educational planning","School management and organization"],"dcterms_title":["Business Cases for Proposed Budget, FY 1996-97"],"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/277"],"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\nU.S, DISTWCT SOLiRT EASTERN DISTRICT ARKANSAS U.S, DIS' MAR 1 8 1996 JAMES W McCORMACK, CLERK By\nLITTLE ROCK SCHOOL DISTRICT dep. clerk Planning, Research and Evaluation 3 J 'y BUSINESS CASES FOR KO c\u0026gt; PROPOSED BUDGET h' FY 1996-97 to IrI FEBRUARY 1996 LRSD Budget Hearing - March 26, 1996 Business Cases Cost Savings 1 Alternative Learning Center Margie 2 Central International Studies Skip 3 Cloverdale Junior High School Gene 4 Dunbar International Studies Gene 5 Southwest Junior High Gene 6 Substitute Office Automation Skip 7 Vocational Education Margie Additional Cost 8 Athletic Office Skip 9 Implementation of Middle Schools Margie 10 McClellan Community Horace 11 Spirit Organizations Horace Original Magnets 12 Booker Arts Magnet Melissa 13 Carver Educational Technology Magnet Melissa 14 Gibbs Magnet Melissa 15 Mann Arts and Science Magnet (case #1) Gene 16 Mann Arts and Science Magnet (case #2) Gene 17 Parkview Magnet Horace 18 Williams Basic Skills Magnet Melissa[1 I I FILER. U.S. OlS' eastern DIST CT Ai-KANSAE I MAR 1 3 1996 JAMES W McCOnMACK, CLxHK o \u0026lt; 5 TQ I By: J Cl LITTLE ROCK SCHOOL DISTRICT I h in I Planning, Research and Evaluation '' I 1^  '=1 BUSINESS CASES I I I FOR VO PROPOSED BUDGET FY 1996-97 3 I FEBRU.A.RY 1996 o I i / I I BUSINESS CASES FOR FY 1996-97 ( I BUSINESS CASES RESULTING IN COST SAVINGS/ NO ADDITIONAL COST AND ADDITIONAL COST Business Case Name Description Cost Savings I II IIII I I Alternative Learning Center Athletic Office Central International Studies Cloverdale JH Dunbar International Studies Implementation of Middle Schools* McClellan Community Original Magnet Schools** I Southwest JH Spirit Organizations Substitute Office Automation Vocational Education r--------- *$40,000.00 - 1997-98 |j*$ 3,000.00 - 1998-99 Aaaa o \u0026lt; s* Add Behavior ModiHcation to Curriculum Expand current job description/Operations Manager Adopting International Baccalaureate Diploma Program Change Name to Cloverdale JH Academy Criteria for Application be expanded Implement middle school programming district-wide/three-year plan Increase budget to cover administrative and monies to operate specific programs Five-year plan to enhance original magnet program New course offerings (Writing and Reporting TV News) Spirit Organization Sponsor Job Description_______ ___________ Computer-based system (Substitute Teacher Management System)______________________ Reduction in staff/savings from staff reduction be used to purchase equipment No Additional Cost X Additional Cost $26,634.00 in X X X X X X $20,000.00 $180,921.91 $113,478.00 $59,807.00 I I' r I-I o JI OS I  *This is a multi-year/multi-district expenditure. Please see the following cost analysis. I fl I 1 fl * * ORIGINAL MAGNET SCHOOLS fl fl fl fl fl fl fl fl fl Iaa fl fl fl fl Parkview LRSD Mann NLRSD PCSSD STATE TOTAL LRSD NLRSD PCSSD STATE TOTAL Booker LRSD NLRSD PCSSD STATE TOTAL Carver LRSD Gibbs NLRSD PCSSD STATE TOTAL ! LRSD NLRSD PCSSD STATE TOTAL Williams LRSD NLRSD PCSSD STATE TOTAL Grand Total Expense Allocations Little Rock 29.68% North Little Rock 6.65% Pulaski County 13.67% State of Arkansas 50.00% TOTAL 1996-97 $16,918 $3,791 $7,792 $28,500 $57,000 $28,944 $6,485 $13,331 $48,760 $97,520 $28,984 $6,494 $13,349 $48,827 $97,654 $12,801 $2,868 $5,896 $21,565 $43,130 $14,257 $3,194 $6,566 $24,017 $48,035 $11,575 $2,594 $5,331 $19,500 $39,000 1997-98 $16,621 $3,724 $7,655 $28,000 $56,000 $10,388 $2,328 $4,785 $17,500 $35,000 $29,689 $6,652 $13,674 $50,016 $100,032 $8,349 $1,871 $3,845 $14,065 $28,130 $14,543 $3,259 $6,698 $24,500 $49,000 $7,094 $1,589 $3,267 $11,950 $23,900 1998-99 $7,420 $1,663 $3,417 $12,500 $25,000 $10,388 $2,328 $4,785 $17,500 $35,000 $33,044 $7,404 $15,219 $55,667 $111,333 $8,349 $1,871 $3,845 $14,065 $28,130 $65,674 $14,715 $30,248 $110,638 $221,275 $7,094 $1,589 $3,267 $11,950 $23,900 1999-00 $7,138 $1,599 $3,288 $12,025 $24,050 $10,388 $2,328 $4,785 $17,500 $35,000 $26,561 $5,951 $12,233 $44,745 $89,490 $8,349 $1,871 $3,845 $14,065 $28,130 $13,951 $3,126 $6,426 $23,503 $47,005 $7,450 $1,669 $3,431 $12,550 $25,100 2000-01 $829 $186 $382 $1,396 $2,792 $10,388 $2,328 $4,785 $17,500 $35,000 $23,299 $5,220 $10,731 $39,250 $78,500 $8,349 $1,871 $3,845 $14,065 $28,130 $12,170 $2,727 $5,605 $20,503 $41,005 $16,621 $3,724 $7,655 $28,000 $56,000 Total $48,925 $10,962 $22,534 $82,421 $164,842 $70,496 $15,795 $32,469 $118,760 $237,520 $141,576 $31,721 $65,207 $238,504 $477,009 $46,197 $10,351 $21,277 $77,825 $155,650 $120,596 $27,020 $55,544 $203,160 $406,320 $49,633 $11,165 $22,952 $83,950 $167,900 Ml $382,339 $292,062 $444,638 $248,775 $241,427 $1,609,241 oO \u0026lt; esra* i I in II 111 1 o J- 1996-97 $113,478 $25,426 $52,266 $191,169 $382,339 1997-98 $86,684 $19,422 $39,925 $146,031 $292,062 1998-99 $131,969 $29,568 $60,782 $222,319 $444,638 1999-00 $73,836 $16,544 $34,008 $124,388 $248,775 2000-01 $71,656 $16,055 $33,003 $120,714 $241,427 Total $477,623 $107,015 $219,983 $804,620 $1,609,241 I Ki N I 1  V) \u0026lt; S* (TQ VI N N bl tJrJ N I N I I I I a ri ri  .1 -S ri ri I ri 4 ri ri O' ri I 1 ri s'L fl I I I n I BUSINESS CASES RESULTING IN COST SAVINGS OR NO ADDITIONAL COST N IIE N  ALTERNATIVE LEARNING CENTER I  CENTRAL INTERNATIONAL STUDIES M  CLOVERDALE JUNIOR HIGH SCHOOL I  DUNBAR INTERNATIONAL STUDIES ri  SOUTHWEST JUNIOR HIGH \\) M  SUBSTITUTE OFFICE AUTOMATION 1 H N  VOCATIONALEDUCATION o Ji I  ri ri ri ri ri ri  ri I ( 0 BUSINESS CASE I MODIFICATION OF ALTERNATIVE LEARNING CENTER PROGRAM w I I I 43' EXECUTIVE SUMMARY I fl fl The Alternative Learning Center (ALC) currently offers a junior high school program of study for students in the LRSD who are not being successful academically or behaviorally or a combination thereof. The program is designed for a maximum of fifty (50) Stu dents-twenty (20) each at grades seven and eight and ten (10) at grade nine. Students spend a minimum enrollment of nine weeks or a maximum enrollment of the full academic year. ill 1  If fl fl Of concern is the lack of a planned programmatic behavior modification component to the curriculum that addresses the behavioral issues that lead to the exclusion of the current students from the regular school. Currently, the only behavior modification component in place is punitive, resulting in isolation from peers in an in-school suspension or suspension from school. i N fl Because there is no programmatic behavior modification component in place at the ALC, there is no consistent address to modify the negative behaviors exhibited by the students enrolled there. Principals report that few students returning to the regular school from the ALC have demonstrated changed behavioral patterns. Most who are also academically behind their peers upon re-enrolling in the regular school. return o fl fl fl fl fl fl fl The focus of the program must be changed to provide procedures to remediate core curriculum skills and behavioral skills of the students at the ALC. Four alternatives were considered. The first three were rejected. One was to hire an aide to supervise the in-school suspension program as a form of behavior modification. The second alternative was to add woodworking as a form of motivation. The third alternative was to do nothing. The fourth alternative was recommended. It involves the modification of the ALC curriculum to include remediation of academic and behavioral skill deficits in a programmatic way. Students would take a new course in behavior modification. The course would include skills in communication, advocacy, conflict resolution, decision making, impulse control, analysis of choices, healthy relationships, planning, and other skills for healthy living. An advisory program is also proposed wherein a closer relationship is developed between students and an adult on the staff. The third component of this alternative is to change the academic focus at the ALC from one of matriculation through the required curriculum to one of remediating core curriculum skill deficits sufficient to return to the regular program and be successful. This I to |q ii I I o\u0026gt; fl.-I I component would be achieved through the ALC. use of individual student growth plans at the w This alternative can lead to successful students at the ALC without increasing the H personnel level at the school. Costs associated with the recommendation will not exceed $12,000 during fiscal year 1995-96 and will not exceed $10,000 during fiscal year 1996-97. Costs are for staff development and supplies. All increases will be supported by the budget of the Assistant Supenntendent for Secondary Schools. Implementation will take place during spring and summer of 1996, with staff development in the fall of 1996. u II R A. BACKGROUND ^e ALC currently offers a junior high school program of study for students in the Little Rock School District who are not being successful academically or f combination thereof. The program is designed for a maximum of fifty (50) studentstwenty (20) each at grades seven and eight and ten (10) at grade nine. Students spend a minimum enrollment of nine weeks, or a maximum enrollment of the full academic year. Most students remain enrolled for one semester. There is a staff of seven (7) teachers, one (1) administrator, one (1) counselor, three (3) instructional aides, and three (3) security personnel. Support personnel include one (1) secretary, one (1) food service work, and two (2) custodians. Students are in class six sessions daily. Courses include English, math. science, social studies, computers, and health/PE. Teachers teach five classes daily navp on/* t-t____ and have one planning period daily. There education. IS one class of self-contained special H n n H R H Of concern is the lack of a planned programmatic behavior modification component to the curriculum that addresses the behavioral issues that lead to the exclusion of the current students from the regular school. Currently, the only behavior modification component in place is punitive, resulting in isolation from H peers in an in-school suspension or suspension from school. 11 B. PROBLEM DEFINITION Because there is no programmatic behavior modification program in place at the ALC, there is no consistent address to modify the negative behaviors exhibited by the students enrolled there. This condition leads to the hardening of negative beha\\qor patterns through repetition of those behaviors and the modeling of new negative behaviors learned by ones peers after being assigned to the ALC. This combination manifests itself in the furtherance of aggressive and anti-social -2- 11 11 11 n nI n I I I behaviors by students throughout their enrollment at the ALC. Punishment is rarely a deterrent to misbehavior, resulting in little positive behavioral changes. Several incidents such as fighting, group assaults, use of profanity, and gang association are reported by students at the ALC. Principals report that few students returning from the ALC have demonstrated changed behavioral patterns after returning to the regular school from the ALC. Most who return are also academically behind their peers upon re-enrolling in the regular school. If students are neither behaviorally or academically remediated while at the ALC, the worth of the time spent in the program is questioned. \u0026gt;t3 |i I'l VI w I I ^1 I The focus of the program must be changed to provide procedures to remediate core curriculum skills and behavioral skills of the students at the ALC. I C. ANALYSIS OF ALTERNATIVES I I The alternatives discussed herein came from the extended evaluation written for the ALC program under the In-school Suspension Program. Other alternatives came from a committee composed of administrators, curriculum specialists, and core area teachers who studied the problems associated with the current ALC program. 1 I. J I I The first two alternatives were recommended in the extended program evaluation on the ALC. These alternatives recommended the addition of one instruction aide to supervise the in-school detention program as a form of behavior modification and the addition of either a teacher or another instructional aide to offer a woodworking or arts and crafts classes as a means of improving attendance and motivation of students. J J o JI- I H V I I Both of these recommendations were rejected. The addition of an aide to supervise an in-school detention program was rejected because there was no evidence offered that such an addition would modify behavior. During the first reporting period (August 28 - November 6) 175 disciplinary conferences were held by the principal. The maximum enrollment during that period was 50 students. The potential ratio of disciplinary conferences per student during the quarter reported is quite high, During the same period 49 sanctions were written for students. The potential ratio of students to sanctions is also quite high for a program with a maximum of 50 students on the roll during the reporting period. Clearly, the behavior modification program that was in effect during this period was not effective. Punishing more students did not present the likelihood of improving behavior. bJ I The other recommendation from the extended program evaluation was also rejected. The proposal of adding a woodworking or arts and crafts class was recommended as a tool that may increase motivation and attendance of the M -3- n OD1 I students at the ALC. The when lessons recommendation cited studies that showed improvement accor^ng to learning styles of the students in 'a I feVr^ng'styk recommendation assumed offered to justify that statement. preferred that position sufficient to be was tactile or hands on. No assessment wac 5 COnvinr*ifiCT _.1.*_   * t was personnel. . . __ ----- vuut. convincing. This alternative would also increase academically and behaviorally in that arA ____ . , . o was that are sufficiently different to make a are not successful set of learning experiences a I I I ...... ouch IS not I an acceptable alternative. concerns is to be merely punitive. The fourth aitemative is to modify the curriculum at the Al r r remedtation of aotdemic and behavioral skill deficits in a programZLway. This I studXZ heiS \" '''hV that course in Lrscht^f SsT ?' Students could take course, each studen?\n d haul ^b u tcquiremenL In place of that experiences decianArt t behavior modification class that wonlH mncct expenences designed to remediate behavioral skill population. The -------class that would consist of deficits identified in the student course would include skills in communication, advocacy, conflic? element to be added to the program promotes a sense of belonging students and an adult on the staff. Such a interpersonal growth. promotes healthy communication and A third component of this alternative i: core curriculum skill deficits sufficient to successful. This alternative would curriculum to one of remediating . to return to the regular program and be require the proper assessment of student skills development and implementation of a growth plan during the students enrollment period at the ALC Tnk m sZ'eglcpZ'' P-- in the LRSD of an individual student This component is -4- I I B B II H n n R n nI I D. RECOMMENDATIONS V I The fourth alternative stated above is recommended. This recommendation is to modify the curriculum at the ALC to focus on the remediation of academic and behavioral skill deficits in a programmatic way. The recommendation requires three things: (1) development and implementation of a behavior modification component to the curriculum, (2) focusing on the remediation of academic skills w through the use of individual student growth plans, and (3) creation of an advisory program that connects students with individual staff members in meaningful ways. V This alternative can lead to successful students at the ALC without increasing the npPerrcsAonnnnfelll level. The _p_ro_p_o_se_di ch_a_n ge. i n b ehi avior modification wi_ll reduce the UI current level of disciplinary sanctions and will lead to successful re-entry into the  local school population after successful completion of the program. For a review of research detailing successful programs containing the elements I recommended above, see the following: I 1\\ V Cicchelli, Terry and Sheldon Marcus. \"Three High School Alternative Schooling Models: A Response to At-risk Learners, NASSP Curriculum Report, May, 1995. tl I Ferrara, Margaret M. \"Strategies and Solutions: Alternative Campuses for Disruptive Students,\" Schools in the Middle, Soring 1993. ri M i M H Hamngton-Lucker, Donna. \"Hanging on to Hope: Alternative Education Might be Societys Last Chance to Save Our Troubled Children,\" The American School Board Journal. December, 1994. Raywid, Mary Anne. \"Alternative Schools: The State of the Art,\" Educational Leadership. September, 1994. Reunzel, David. \"Different Drummers,\" Education Week, April 19 1995. ---------------------  Ii( I E. \"Second Chance Schools,\" The Executive Educator. March, 1995. OBJECTIVE M n The objective of the recommendation is to modify the curriculum and the behavior modification program of the ALC to make the program more effective. The recommendation will directly support LRSD objective #3 from the Strategic Plan. n -5- n I II The criteria by which the recommendations will be evaluated are listed below. H A behavior modification curriculum for use in the LRSD at the ALC will be developed and approved during the spring and summer of 1996, with implementation in the fall of 1996. Successful completion of the behavior modification curriculum will result in the return to regular schooling by the student with a marked decrease in future sanctions after his/her return. H H An advisor-advisee program for use in the LRSD at the ALC will be developed and approved during the spring and summer of 1996, with implementation in the fall of 1996. Successful implementation of the advisor-advisee program at the ALC will result in the development of a meaningful relationship between students and faculty as evidenced by self reports of trusting, caring interactions and significant investments of quality time by the participants. The H B The expected benefits of the recommendation will be the successful completion of ALC programming and return to regular schooling by ALC students, realization of the benefits will occur when successful students exit the ALC F. H program and return to regular schooling with positive results. IMPACT ANALYSIS B B The impact of the recommendations will be the positive completion of the ALC program and the return of students to regular schooling without exhibiting the negative academic and behavioral skills that resulted in the assignment to the AT .G B The recommendation will not directly affect either the Desegregation Plan court orders. or any B The recommendation will be positive politically because it will strengthen the ALC program and result in positive changes in the lives of students. B The risks are associated with not going forward with the recommendation. B Currently, the program does not have a behavioral modification component, leaving it open to criticism as ineffective. u The timing of the recommendation requires appropriate program development 1996^ summer of 1996 and staff development during the fall of 11 G. RESOURCES ANALYSIS II 1. Personnel analysis\nThe number of personnel at the ALC will not increase with the implementation of this recommendation. One health/PE teacher will II -6- II RV I I 1. I V I be suiplused from the ALC. A teacher will be employed to teach the behavior modification component in the curriculum. After the course content is developed, the job description for the position will be developed. Individuals within the LRSD who have had extensive student assistance training or counselor training would be candidates for the position. Financial analysis: Costs associated with the development of the behavior modification curriculum will not exceed $10,000 during fiscal year 1995-96. Supply and equipment costs will not exceed $2,000 during fiscal year 1995-96. Staff development during the fall of 1996 for the curriculum and for the advisor-advisee program will not exceed $10,000 for the 1996-97 fiscal year. The source of funding for fiscal year 1995-96 and fiscal year 1996-97 will be 02-00-00-1130-0129-0300. I-I fir UP I I ih 3 I H. FORCE FIELD ANALYSIS I I The primary supporters of this recommendation will be administrators, faculty, and students in the LRSD junior high schools, as well as parents of those students. Other supporters will be the ALC faculty and students. No detractors of the recommendation have been identified. 1 ,1 M I. GENERAL IMPLEMENTATION PLAN 1. I 2. The business case will be approved by Cabinet/Board in February, 1996 The development of the behavior modification curriculum will conclude by June 30, 1996 3. M The job description for the teacher of behavior modifications will be concluded by June 30, 1996 4. M 5. The teacher will be selected by the ALC administrator by August 1, 1996 The development of the advisor-advisee program for the ALC will be concluded by June 30, 1996 o fl 6. The staff development for the ALC staff relating to the advisor-advisee program will conclude by October 1, 1996 fl fl -7-  fl 00 7. p Evaluation of the behavior modification curriculum and the advisor-advisee program will be concluded by June 15, 1996 H p Timelines and Tasking: p No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 1 TASK PERSON(S) RESPONSIBLE LRSD Cabinet/Board ALC Committee/Asst. Supt. for Secondary Schools ALC Curriculum Committee, Asst. Supt. for Secondary Schools, Director of Human Resources ALC Administrator ALC Curriculum Committee, ?^sst. Supt. for Secondary Schools, Director of Pupil Services Director of Staff Development, Asst. Supt. for Secondary Schools, ALC Administrator ALC Curriculum Committee, ALC Administrator COMPLETION DATE February 29, 1996 June 30, 1996 June 30, 1996 August 1, 1996 June 30, 1996 September 1, 1996 June 15, 1996 The overall project coordination will be by the Assistant Superintendent for Secondary Schools. Status reports will be made by the Assistant Superintendent for Secondary Schools at the completion dates of the milestone indicated . -8- p II R H R R R R H R n n n n nI I I CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET PROGRAM: BUSINESS CASE fl I Executive Summary : I I II Demographic, economic and sociological problems characterizing the plight of urban school settings throughout the United States have not neglected Little Rock, Arkansas. Dwindling support for public education, \"white flight\", juvenile crime and poverty have prompted the abandonment of the notion that quality integrated education can occur in the Little Rock School District schools. Contrary to this notion, the LRSD continues to exert itself in the pursuit of new ideas and programs that will counteract this systemic condition of blight and desertion which threatens the future of our youth and the welfare of our country. B I V Under the guise of providing equitable global opportunities for students enrolled in the program with the intent of facilitating racial balance in the school. educational the International I I Magnet Program at Central High School fails to meet expectations held for it by the District and the community-at-large. Specifically, the program does not have a distinct identity, curriculum is nebulous. And, the program is not effective in curtailing \"white flight\" or attracting other races to the school in numbers commensurate with achieving racial balance. The I I In eradicating the above problems, the administration at Central High School solicits the support of the District in adopting the International Baccalaureate Diploma Program as the International Studies Magnet Program at Central High School. By so doing, the LRSD/Central High School will be the only school in the State of By so doing Arkansas to offer this highly renowned and successful program. I I IIII BCiP- ' 4-* l-i B !l The program excellence found in these schools is alleged to be so attractive that patrons of all races are willing to be placed on waiting lists just to be able to access those schools. By so doing, the LRSD/Central High School will become a member and will alleged By so receive the support of the international community of IBDP schools located in more than eighty (80) countries. Scope and Content The IBDP curriculum consists of six subject groups: Language Al Language A2 (First Language) including World Literature Second Modern Language Individuals and Societies History, Geography, Economics, Philosophy, Psychology, Social Anthropology, Business \u0026amp; Organization, Information Technology in a Global Society ! I' 'll f ll KS bJ H O\u0026gt; 00 r I Central High School International Studies Magnet Program Page 2 I Experimental Sciences Mathematics Electives Biology, Chemistry, Physics, Environmental Systems, Design Technology Mathematics (High Level), Math Methods, Advanced Mathematics (Subsidiary Level) Art Design, Music, Theater Arts, Latin, Greek, Computer Science I I I subject is graded on a point scale of 1-7 The award a a ^^^ticipants/Beneficiaries n Students who are enrolled in the International LSts9??r~ Pulaski County and adj the private school sector and the State are enrolled Baccalaureate Studies program. program from R Program Goal acent school districts includinq Indirectly, the LRSD, - - -  will be beneficiaries of the program. Pulaski County II II The goals of the International opportunities for all students students from surrounding sohoS dijtrfots''  race educational Studies program are to provide opportunities for all students all 11  General Program Objectives academic experience. a shared will demonstrate a C I- z-r ____txiu K-lCUiailUO t_______________________learning, both in terms of discipline necessary for success in a competitive world. and H n II n RII I I I Central High School International Studies Magnet Program Page 3 w Evaluation Criteria , I The evaluation criteria is set forth by the district. To wit: 1. I 2. I The magnet component of the program will result in the further desegregation of the school by attracting M to M and out-of-zone students to the program. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per student R based on magnet participation levels will also be used. An analysis of the costs incurred in the delivery of the magnet program as opposed to benefits of participation rates in the magnet program and the achievement of the participants will be completed. UI J R Objective 1 mH R The magnet component will result in the further desegregation of Central by attracting M to M and out-of-zone students to the program. R R For the 1995-96 school year. Central has attracted 378 out-of-zone and to M students. enrollment, which is 1588 students. This number comprises 24% of the school's black, 118 are white and 23 are \"other.\" Of the 378 students, 237 are I Objective 2 Determining the cost of the magnet program: H The cost incurred in the delivery of the magnet program is outweighed by the benefits of participation, e.g.. students are provided access to Central High School\nhowever, program quality is R in need of improvement. The total budget of the existing IS program has been $7,435.00 for the past 3 years. modest increase in personnel cost. 1 .e. , moving Except for a the program I I. ITU) R coordinator from part-time to full-time status, the cost of the new IBDP will be the same after initial start-up costs are absorbed. I Specifically, the approximate cost of I Baccalaureate Diploma Program will be: Application Fee Affiliation Fee 2500 1900 the International I Annual Subscription Per Capita and Examination fees 7000 1000 1 time payment 1 time payment (if accepted) Yearly fee approx. payable at the time of exam. I I or Central High School International Studies Magnet Program Page 4 Recommendations It is recommended that the International Studies Magnet Program be augmented to include: A. B. Hiring a full-time program coordinator Adopting the curriculum of the International Baccalaureate Diploma Program Impact Analysis The International Studies program will be supported by technology that will motivate and stimulate students. The LRSD/Central High School will be afforded another tool to support its reputation of providing quality educational programs to its students and patrons. The State of Arkansas will be benefited as a result of bringing this internationally acclaimed program to its citizens. Desegregation This plan totally supports tb_ desegregation plan, referencing magnet schools. Central's desegregation plan states: the requirements set forth in the A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County and other neighboring districts. The program will provide students with skills that are required to be a successful student as well as skills that will allow them to compete in the global community.\" 11 Political Factors The District can receive favorable responses from the court result of meeting the goals of the desegregation plan. as a Risk There are no risks involved\nsince, this recommendation only to strengthen the curriculum of the Magnet Program. servesI II I Central High School International Studies Magnet Program Page 5 II Implementation Timeline 4a, See Attachment: I Information for Prospective IB Schools: The Timeline for Application UI I Resource Analysis See Program Cost 4l I Force Field Analysis u, ! I The primary supports will be the Central High staff, patrons, Little Rock School District and the Pulaski County community at large. 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E 3 s o \" O i O S 5 p 2 7\" e tn C o c5 ,o V) o  V) 3 O C3 Cii p .2 \"p o ca c o *3 P  '5 c  t GJ 3 o ex s: J3 to   g  S, s: 2 2 X tn u tn *0 O to O to  o   015 \u0026lt; co t2 I II * I tI } I I I 1 I u I I I Cloverdale Junior High's Business Case I \"Academy Concept: A Private School In A Public School Setting\" I I V I Cassandra Mason, Principal I\n1 o r_._ I 6300 Hinkson Little Rock, AR 72209 rIl )-\u0026gt;J I Phone Number: 570-4085 I I I II1 (Sj BACKGROUND The administration, faculty, and staff of Cloverdale Junior High School are deeply concerned about several negative elements that permeate our school. These factors affect the school climate, educational outcomes, and the community's perception of our school. Cloverdale's current student make-up is 85% black and 15% white. Efforts to attract non-black students to come into compliance of desegregation mandates has proven unsuccessful over the last 4 years. Communitybased support is minimal at best. We believe this is in response to our lack of targeted curriculum to attract students to our school. Eight years ago. Cloverdale adjoined with the restructuring movement that is presently encompassing the state of Arkansas. Restructuring allowed us the opportunity to change our way of thinking in the education of our students. The experiences we have encountered have been exhilarating and yet thought-provoking. Restructuring has created a climate that is conducive to student achievement and self-esteem. Decrease in student enrollment has jeopardized our efforts to create a positive and nurturing environment. As a result of these factors, we have begun the agonizing process of assessment. He believe that Cloverdale can be a signifleant contributor to our community and school district. The inability to attract new students and develop a community partnership serve as a deterrent to our growth in Southwest Little Rock and the Little Rock School District. BACKGROUND INFORMATION During the 1987-88 school year, Cloverdale Junior High was annexed by the Little Rock School District. Two years prior to the consolidation of Southwest Little Rock, conditions at Cloverdale began to deteriorate. A stressful working environment existed at Cloverdale because of the uncertainty of the situation. Community members who had been ardent supporters of our school began to break their association with us. With the inclusion of Cloverdale Junior High to the Little Rock School District, the community began to feel like an adopted child. During this first year, Cloverdale became a \"dumping ground\" for the students who had extreme behavior problems. Within this 4 year period, Cloverdale had 5 1 I I II I I I principals assigned to our school. With the administrator turnover and the \"adopted child\" syndrome, the community's disapproval of the Little Rock School District increased. Students across the district began to call our school \"Cloverjail\", within 2 years of inclusion into the Little Rock School District, III Cloverdale was facing a public relations problem. The main impetus behind this proposal is the district mandates of improving educational outcomes and capping black enrollment at 78.5*. We believe that the implementation of this proposal  f' (JI with allow us to achieve these goals. Restructuring, administrator stability. and improvements in the school climate pushed Cloverdale into a positive direction. The Little Rock School District had made a keen observation. If I Cloverdale was to succeed, it would need consistency. This move suppressed much If of the coomunitys anger against the District, although not enough to fully I support the school and its efforts to achieve. V I V PROBLEM DEFINITION The educators of Cloverdale Junior High School believe that the decrease in student enrollment has placed our school in non-compliance of desegregation mandates. without an increase in student enrollment of non-black students. Cloverdale will continue to face this problem. Student enrollment data should verify this concern. The reduction of the student population continues to I jeopardise efforts already in place to promote the school climate and increase ! student achievement. The community's support for the school will begin to M deteriorate once again. It has been an extremely slow process to revitalize our school. Further problems will only decrease the public's trust. Cloverdale's I greatest problem in attracting students has centered around the public image of the school. Negative, and often incorrect, stories in the newspaper and on I television have left an unpleasant scar on Cloverdale Junior High. without the inclusion of a targeted curriculum and technology, Cloverdale will have a hard I time attracting new students. The underlying problem that exists at Cloverdale Junior High is that the I school is out of compliance with desegregation mandate. Factors that have I 2 I to r contributed to the problem are a lack of community support, negative public image, a decrease in student enrollment, increase in private school enrollment in this area, and a lack of a targeted curriculum to attract more students. This problem does not solely exist at Cloverdale, but seems to impact the district as a whole. Student achievement, teacher morale, and community spirit are the primary recipients of this underlying problem. Negative publicity in the news overshadows the positives in academics and school environment. The primary actors consist of students, community, and teachers at our school. ANALYSIS OP ALTERNATIVES Cloverdale's restructuring effort has created an environment that enables our school to see many alternatives for change. Before restructuring was mandated by the state, Cloverdale had already been involved in this change process for 3 years. Restructuring allowed our school to phase in new programs over a period of time that have fostered student success. Our school is now looking at other phases of development that will further enhance student achievement and ccxnmunity support. Cloverdale's restructuring has centered around the organizational structure s of the school. Each grade level has consisted of 2 core teams made up teachers in the areas of English, Math, Learning Foundations, Science, and Social Studies. Ninth grade does not include the Learning Foundations component. Related Arts teams are made up of student electives. Teams center on the behavioral needs of the student. It is important that students have a sense of belonging and selfworth. Every student belongs to a team or family. Whereas students who do not generally participate in extra curricular activities still encompass a sense of ownership in the school. Once these needs are satisfied, the teams can then foster the development of the cognitive domain. Teaming is no\nthe only alternative that has exhibited a great deal of success, we have also seen an increase participation in extra curricular activities has increased over this period of time. Increased enrollment in student clubs has generated the student's desire to participate in the positive development of the school 3/ . I I environment. These alternatives have not been unsuccessful. If anything, they have I 1 I 1 t I created a desire to keep going in this direction. Our accomplishments have I I I inspired us to seek higher expectations for ourselves. By phasing in the \"academy\" concept, we hope to bring up further developments in the areas of student achievement, community support, and improve the student's self concept. By attracting more students we will legally comply with desegregation mandates. The coat of such change is relatively inexpensive and is more likely to save 4*- ai money. Teachers are more likely to report to work when the environment is positive and friendly. Students tend to be lees destructive of school property I if they feel ownership of the school. The community is more likely to support the school monetarily through fund raisers, which would make some clubs become self- 1347 V sufficient. embraced them. It is not that we have rejected these alternatives, but rather We feel there is more we can do for ourselves and the community. I Through the implementation of this proposal we build upon our success and ultimately create a school environment that is conducive to meeting students' ! \u0026lt;\u0026gt;) I needs. RECtMOIEMDATIOM o I Cloverdale Junior High seeks the opportunity to provide its members with opportunities for success. We believe that in order for students to be y 1 I contributing members in our society they incorporate an attitude in excellence. It is our intention to create a school environment that nurtures and fosters such I attributes of the human character. One word can characterize such an endeavor. Academy. A school that provides specialized programs that cultivate achievement I and self-worth. Cloverdale believes that changing our name to Cloverdale Junior High I Academy will enhance the reputation of our school. This name change will help I affect our public image, attitude, and mental image of ourselves in very positive and constructive ways. It will cultivate higher expectations for our school. By providing a more challenging environment, we will be able to attract more I students. Increased student enrollment will help us comply with desegregation I 4 a 00 r -I mandates. Thia newfound Image will reinforce better student behavior. A targeted curriculum centered around enriched academic courses gives our students a stronger academic push. It Is our Intention to place Into the curriculum a collection of pre-AP courses. These courses would be Implemented through vertical teaming. These courses would not necessarily be limited to the \"gifted\" students, but would be available for all students. By using the technique of curriculum mapping we be able monitor and adjust our content areas so they provide a higher degree of complexity and critical thinking for our students. The program Itself allows us to examines other options such as school uniforms. This would further enhance the academy concept In our school. OBJECTIVES The faculty and staff of Cloverdale believes that there are four (4) basic objectives which can be met by the application of the name change requested within this document. The first, and perhaps the most Important, objective which must be stated and met Is the fact that Cloverdale Is seriously out of compliance with the federal court mandated guide lines concerning the racial balance of each I school within the Little Rock School District. At 85% black enrollment. Cloverdale exceeds the guidelines by a minimum of 7% and this non-compllance must be addressed Immediately. The resolution of this objective Is paramount to the success of Cloverdale and Is the underlying reason for all other objectives. Because of the serious negative reputation which has been endured by Cloverdale over the past several years, our second objective suggests that a positive Image needs to be placed within the public's perception. This objective must be ongoing and Is of vital Importance In attracting new students to the school and. thus, helping In attainment of the first objective. Academic achievement has always been and will always be an objective for Cloverdale and Is the third objective chosen by the faculty. There are many excellent students at Cloverdale who achieve very successfully on standardized tests and there are also students at Cloverdale who show academic growth on the tests. The name change requested supports and reinforces the emphasis place on the academic achievement already in place at Cloverdale. As a result of the negative publicity and negative 5I I perception of Cloverdale in the community, the students are adversely affected and to a degree feel that they are undervalued and have a negative perception of I themselves when assigned to attend Cloverdale. The fourth objective deals with I I this negative concept of the students and attempts to create methods in which the negative concept can be changed to a positive self-concept on the part of the students attending Cloverdale. To state succinctly the four (4) objectives which the faculty and staff of Cloverdale have chosen and feel must be implemented: 1. Cloverdale must increase the number of non-black students at the school 4a f I I in order to comply with the court ordered racial guidelines. 2. Cloverdale must implement a planned program targeting the positive programs and activities which exist at the school. 3. Academic achievement will be stressed I' 1 4. Cloverdale must endeavor to implant a positive self-concept within the I I student body. The recommendation which has been submitted will help to support the I objectives of the district as well as the objectives which have been chosen at Cloverdale as vital for the survival of the school as a fully functioning and outstanding school within the district. Recently the school was chosen as a fl  i JI ? pilot school for the Beacon Project. This selection will not only enhance the school but also appreciably impact the perception of the school by the community as well as the student body. One of the major goals of the LRSD is to deter \"whito flight\" and to recruit white, students to the district\nit is the stated goal of the district to which Cloverdale has committed itself. For the district to survive, a more positive image is required and the parents of the district must be assured and believe that their children can and will receive a quality education. A private school's perception, whether fact based or not, is of high academic standards and low class disruption events. Cloverdale, by attaining the academy designation, will gain a positive perception in the public' eye just by adding the word to the name. Hopefully, this designation, along with the greater erophasis on academics, will gain greater nonblack enrollment and help fl the school gain compliance stature. fl fl Jf 4 to If Ch  i 00 I I II I I I h I I r The first objective of the school is the most easily measured as the black/non-black ratio: can be measured on even a daily basis if needed. Furthermore, academic progress is a statistically measurable objective on a yearly basis. Data are available on these two (2) objectives and are compiled not only by Cloverdale but also by the district. These quantitative measurements are tied to the qualitative measurements which may take several years to attain although progress may be documented. Perception is a nebulous asset and , although not specifically measurable, may be charted as to the activities which are taking place to attain the measurement. Programs which assist in fostering positive perception by the community include the use of public media to present the school in a favorable light and its programs as outstanding. It will be vital for a log and time-chart to be kept at the school which demonstrates the use of the media to promote the school and the use of the media to counter balance any unfavorable publicity which may occur. The promotion of the school and its activities to the media may be recorded although the effect of the promotion may not be readily apparent for several months or even for several years. The perception of the school did not occur overnight and the solution will not be an overnight event. The effectiveness of the second and fourth objectives must be on-going and activities must be in place and functioning immediately for the impact to be felt. Academic societies (Beta Club and National Junior Honor Society), Advisor/Advisee programs. Athletic (inter and intra-mural) activities. Honor Roll activities, teacher recognition/involvement. and other clubs and activities are so tightly bound together that it is difficult to separate them and assign measurement to each. Each by itself contributes to itself and to the whole. The greatest benefit of the attainment of the objectives will be achieved when the school regains compliance with the racial guidelines of the federal court. Increased attendance along with both student and parental involvement will gain the positive publicity and perception of the school. When parents and community view Cloverdale as a \"private school in a puolic school setting\". Cloverdale will have achieved its goals and the district's goals. I 7I I I I I I I I I RESOURCE ANALYSIS Personnel analysis In the attainment of the goal of compliance impacts heavily. The recruitment of non-black students to the school must not mean the transfer of black students to other schools to achieve the federally mandated racial balance. Cloverdale does not wish to transfer any of the present students but only attract new students\ntherefore, for the higher enrollment envisioned, new faculty members must be hired or reassigned. One of the off shoots of the compliance objective is the return to the team concept at the school. Teaming has been beneficial in previous years not only to the students but also to the teachers. Although the attainment of the first goal will mean the faculty/staff must be increased and thus the budgetary monies increased for the school, such budget increases will ba repaid by the offset in community and parental involvements and support for the district. If full attainment of the objective is met (a school enrollment of 750), a minimum of seven (7) new or reassigned faculty would be required. Based on a salary of $20,000 per faculty member, this cost would be $140,000. Additionally, further support staff may be needed at a coat of $15,000 each. Moreover, workshops to implement the teaming concept should be held. These do not have to be expensive as they can be held at school on the staff development days which are already scheduled by the district and led by faculty members who are already familiar with the teaming concept. I vo JI r^i .4M 1 o I Furthermore, the projected cost of personnel would not be during year one(l) but iW would be spread over several years as the increased enrollment warranted the - I hiring of additional personnel. The personnel cost has been estimated at a full school capacity. Various sources of monies are available for expenses which are I not directly tied to personnel increases. To present the school as a private school in a public setting would involve the creation of services which the I community perceives as being available in only a private school such as, but not limited to, technological advances. Some of these expenses could be funded I through grants and fund raisers. Private companies can and will assist in the acquisition of computers, laser nlayers, computer assisted education, etc. The I district's expenses would be spending monies in a concept that works and promotes I 8 I Is) I I the district and the expenditure would be based on a need basis. This need basis expenditure is a plus for the district. More students at Cloverdale equates to more parental and community support of the school and the district. The enhancement of Cloverdale is a \"win, win\" situation for the district. FORCE FIELD ANALYSIS The primary supporters of the recommendation presented in this proposal are the administration, faculty, and staff of Cloverdale Junior High. This group will be primarily responsible for the implementation of the proposal. The faculty/staff have already shown a high degree of commitment to change through the restructuring process. The main detractors of the proposal center in the community. This is primarily based on the media reports and the inability of the school to present the positive factors taking place at the school It would seem that parents and the community are presented with half of the infoirmation and are unable to appreciate the positive gains being made at Cloverdale. Therefore, it is our intention to conduct surveys within the community to measure the degree to which infoinnation is being processed outside our school. We plan to highlight our positive attributes through various channels of communication. Results from surveys and test results are processed by a third party and maintain a large degree of confidentiality. This effort would be considered a matter of public trust and would only be used for evaluation of goals set by the school itself. GENERAL IMPLEMENTATION PLAN As mentioned earlier in this proposal, Cloverdale plans to establish a log or time chart for communication with groups outside the school. This log will be used to monitor the progress of the school. Biannual evaluation of goals is a standard already being implemented her at Cloverdale. The time line for the implementation of this plan will be over a five (5) year span. Faculty members have already been assigned to several committees based on the four objectives stated earlier. A recruitment committee has been assigned to develop a brochure to be handed out this Spring. This committee will also be responsible for 9 I I presenting positive highlights of our school to the media, elementary schools, and the coamunity for the remainder of thia school year. The steering committee I is developing an action plan for the remainder of this school year. The steering comnittee will also conduct parent and community surveys on such issues as school I uniforms to gain insight to community's perception and degree of knowledge of the 4V\" school. Result from the surveys should be completed no later than March, 1996. Upon completion of these tasks, the steering committee will draw up a five (5) year action plan emphasizing goals for all committees, deadlines, and evaluation UI  tl no later than May 1996. Of the several goals already expressed, the committee will focus on the infusion of a creed, pledge, and a school dress code. A daily recitation of a creed and pledge helps promote student self-concept and motivate students to be successful. This concept has already been implemented for the i1*'' I 1995-96 school year and has been highly successful. School uniforms are an I I essential component of private institutions. It is the desire of thia committee I to implement such as practice by the 1996-97 school year. Ir \"W IMPACT ANALYSIS The positive aspects of the Academy program will certainly outweigh the '1o I negative ones. Improvements in participant morale, ownership, and academics have already been discussed as probable results that will serve to provide a positive JI and success-oriented atmosphere. In addition, compliance with the desegregation laws will be achieved, as the positive public image and higher enrollment entices I more students to attend Cloverdale. A positive image is especially important in a depressed area as Southwest Little Rock. However there is a possibility that I Cloverdale's anticipated high student enrollment will detract from the attendance in other schools. Once capacity at our school is reached, no other students may NJ I attend, even though they might benefit greatly from the experience. The impact of the program in thia respect could be seen as a negative. I Specifically, a targeted curriculum which entices higher achieving students coupled with a positive image will promote enrollment toward capacity. The I school will then be able to satisfy the 78.5% minority enrollment cap which is I 10 'I r mandated by both the State and the District. Cloverdale will once again be in compliance with that plan, and have in place a concept which will further academic excellence and ensure high enrollment in the future. In a city-wide perspective, Southwest Little Rock lacks a specialized junior high school. Cloverdale would be a model of success in an otherwise barren area. With easy access to main thoroughfares (such as Baseline, University, I- 30, 1-630), the school's location is ideal for the possibility of growth. The implementation of a specialized curriculum and unique school concept would give Cloverdale a much needed public image boost, and the city community would no longer label the zone as \"barren\". In simple terms, the Academy concept is a low-risk, high-yield endeavor. Cloverdale has continued to forge new paths since its inclusion into the district, beginning with restructuring and the team concept. Now the school must move forward with the introduction of an Academy concept and a targeted curriculum. Currently, enrollment is down. State and District desegregation percentages are out of compliance, and the school suffers from a poor image. There is a very real risk of failure, in terms of student performance and safety. if measures to counteract these negative factors are not implemented. That risk must be weighed against the factors which involve our proposal. There is virtually no monetary cost demanded to establish this Academy, and only minor risks involved in re-assigning students to fulfill capacity. Ideally, the Academy concept will be in place by September 1996. To achieve thia goal, approval of this proposal should be granted by February, 1996. Immediately after approval is given, Cloverdale will conduct in-service meetings in regard to curriculum innovations, motivation, and logistics. The staff must also increase slightly in order to meet the anticipated increase in enrollment. I 11 EXECUTIVE SUMMARY Negative forces exist at Cloverdale Junior High School. These forces I affect the school climate, educational outcomes and community perception. The enrollment at Cloverdale is 85% black and 15% white. Efforts have been made in I vain for the last 4 years to attract non-black students. The community at large if-- has a negative perception of Cloverdale. He believe that a targeted curriculum will help attract non-black students to Cloverdale and bring us into compliance with State and District mandates. I un / *1 Cloverdale began sliding in the 1985-86 school year. There was uncertainty about the desegregation lawsuit pending. Longtime supporters in the community * 1 began breaking ties with us. Cloverdale was annexed by the Little Rock School District in the 1987-88 school year, and became a \"dumping ground\" for students 11 -li with extrone behavior problems. Cloverdale had five (5) principals in four (4) years, causing a great deal of uncertainty and stress among the faculty. All of these factors have created a severe public relations problem. He became known L as \"Cloverjail\". He have moved in a positive direction with restructuring. so I administrator stability, and improvements in the school climate. He wish to continue this trend. o I Cloverdale Junior High is out of compliance with the desegregation KJ * mandates. Unless we attract non-black students, this problem will worsen. He I have lost non-black students steadily for the last three years. The causes of this problem can be traced to the following factors: lack of community support. I negative public image, a decrease in enrollment, an increase in private school enrollment, and a lack of a targeted curriculum. These problems are district- I wide. The local media focuses on the negative aspects and ignores positive attributes of Cloverdale Junior High. The primary actors consist of students. I community, and educators at our school. Cloverdale began the process of restructuring three years before mandated I by the state. success. This has allowed us to phase in new programs to foster student Our school is starting Phase II of Restructuring, to further enhance I student achievement and community support. When we restructured, we divided the M 12 M (O r R . grade level classes into two teams. Each team had its own teachers and identity. This allowed students to participate and have a sense of ownership in the school. with the decrease in student enrollment, thia concept has been modified, thus losing its effectiveness. We have encouraged participation in extra-curricular activities during the school day and after school programs. We have not rejected the alternatives we've tried. We feel that the \"academy\" concept will further develop student participation, student achievement and community support. Cloverdale Junior High School seeks to rename itself Cloverdale Junior High academy. We believe that this change will enhance the reputation of our school and foster higher expectations among our students. With a more challenging environment created by the Academy concept, we will reinforce positive behavior. ind attract students. Another aspect of the academy concept would be a targeted curriculum centered around enriched academic course that give our students a stronger academic push. It is our intention to place into the curriculum a collection of pre-AP courses that would be implemented through vertical teaming and be available to all students. By using the technique of curriculum mapping. we will be able to monitor and adjust our content areas so they provide a higher degree of complexity and critical thinking. The objectives of this action are as follows: 1. Cloverdale must increase the number of non-black students at the school in order to comply with the court ordered racial guidelines. 2. Cloverdale must implement a planned program targeting the positive programs and activities which exist at the school. 3. Academic achievement will be stressed. 4. Cloverdale must endeavor to implant a positive self-concept within the student body. The Academy concept will help support the District goals. The Little Rock School District is concerned about \"white flight\". This concept will help increase nonblack enrollment. The District is concerned about negative public image. The R R R R R R R R R R R R R R R Academy will be a positive statement, and will help ease the public perception R 13 fe R'1 I! ! that Little Rock schools ace In trouble. Measures will be taken to ensure that ' 111 quantitative and qualitative criteria will be gathered. I Scrapbooks, logs, enrollment lists, test scores, and surveys will all be analyzed. This data will be analyzed and reported by In-house staff. This will avoid any extra cost of ii analysis. We expect to comply with the desegregation mandates. Increase student *- involvement, and Improve the community's perception of our school. This proposal could have the following negative Impacts: Un 1. When the school reaches full capacity, students would then be assigned to a waiting list. 2. If our school Is successful, other schools many face a decrease In student enrollment However, the following positive Impacts are possible: 1. Southwest Little Rock Is relatively underdeveloped. The area's accessibility to major thoroughfares makes It a prime location for a specialized school for the District. 2. The Academy Concept with emphasis on a targeted curriculum will attract more students to come to this area. 3. Community-based support will ultimately Increase In Southwest J Little Rock. 4. Students will achieve, parents will be exhilarated, and the Southwest '.I zone of the Little Rock School District will prosper. This concept will help the District achieve their desegregation goals by decreasing \"white flight. The impact of the court orders will be positive. since the enhanced curriculum will result in higher test scores. Southwest Little Rock does not have a magnet or incentive school. This will make the area feel less like a \"stepchild\" of the district. This is a low cost, low risk way of doing something positive for the students of this school district. We need approval for this project by Spring of 1996 to implement it by August 1996. Personnel needs for implementation include five (5) more teachers to cover the increased enrollment. This will provide two full teams per grade level, and 1 more related arts teachers. We will have to provide staff development workshops 14 I. I lii 11  I !r- ii r to train new faculty and refresh existing teachers. Ideally we would like to add 2 one secretarial position. We project an enrollment of 750 students, an increase of approximately 150 students. We feel that our projected increase in enrollment is feasible, since Southwest Little Rock has had many small private schools open up in the last five years. We feel that the financial impact will be no more than $150,000 for the next five fiscal years. We will use the money to add w staff, equipment, and incentives. We will be actively seeking grants and having fund raisers to achieve the goal of self-sufficiency. We will cut costa by purchasing in bulk, and planning ahead so cost is incurred at one discount. The monies spent will be utilized wisely. We will be spending on something that  works, and potentially reducing the costs to society. The educators of Cloverdale are the primary supporters of this recoomendat ion. Our biggest detractor is the community. We will use all R necessary measures to maintain confidentiality in any survey or test given. Evaluation and assessment will be conducted bi-yearly. We will set up a log to track our progress. We are preparing recruitment brochures and increasing R R positive comnunications with the District and media. There is a trend becoming increasingly noticeable in the Little Rock School District, one of \"Johnny Jump-Up\" schools. These are small private institutions H which have slowly and furtively enticed students away from the public school n system into their own. We wish to counteract this progression by introducing a \"private academy\" concept within the public school district. The recruiting pool B is unguestionably filled to the brim. It is our desire to gain back students that have left the district or recruit them from local private schools . With parents becoming increasingly competitive consumers of education. it is R imperative that we find alternatives to give our school a competitive advantage. R R E 15 E IM Dunbar Magnet Junior High School International Studies/Gifted and Talented Education .r-' / UI 4 3 9 II Business Case Presented By: Linda Brown. Principal January 8, 1996 I .\nu,  j I'. p. I iLi ,1 I II e ( fl 1 00r p p p EXECUTIVE SUMMARY I Dunbar Junior High School, an Interdistrict Magnet School for International Studies and Gifted and Talented education opened in the Fall of 1990. The Magnet portion consists of two instructional components, each designed to offer a different educational option to junior high students with the hope of successfully desegregating an inner city school with a rapidly declining white population. p p The school receives monies to implement the magnet portion, and is able to offer gifted and talented instruction as a separate strand, coordinated by a full time GT Specialist within the building, and taught by teachers who have GT certification or are working toward it. In addition, an International Studies component allows students to work on special projects, take related courses, and the gain the benefits of having a full time Specialist who is continually working to expose the entire student body to education designed for a global perspective. I p p H When the Dunbar Magnet program was originally implemented, attendance was granted to those students who chose a specialty school with Dunbar's offerings. The GT component was offered to all students who met the criteria established by our district for gifted and talented identification. The recruitment process extended to students outside the attendance zone and included the NLRSD and the PCSSD. H I Within the last three years, assignment to the Magnet component has come almost entirely from outside the attendance zone, which has resulted in an imbalance, not only within the magnet program, but also an imbalance in the recruitment process. At the present time, black students are not recruited for the Magnet component, and in essence, the program is not available to them unless they reside within the attendance zone of Dunbar. White students are allowed access to the program regardless of attendance zone. B R R Alternatives have been limited by the student assignment plan. All incoming attendance zone, black students are screened for GT placement. This process has been productive, but does not address the issue of equitable access for other black students. Therefore, it is recommended that the criteria for application to the Dunbar Magnet program be expanded to include GT identified black students from all LRSD attendance zone areas, NLRSD, and PCSSD. R R Rationale for implementation of this recommendation can certainly be found in the desire to augment the availability of the program to black students and their parents and correct the disservice which now exists for black students and their families. Moreover, such an expansion of access that this recommendation carries, will ensure that more peer role models will exist for the black student who is reluctant to utilize his or her innate abilities\nand indirectly, will impact the number of black students having access to Advanced Placement courses in high school which ultimately will increase their likelihood of obtaining scholarship and recognition for higher education. R R B III H 11 An overall objective of the recommendation is to raise the level of minority participation in GT classes and to enhance the potential for establishing racial balance within the GT magnet component. In so doing, the District will better meet its commitment of desegregating all classes and increasing the number of minority students in GT classes. H The impact of the recommendation will be most directly felt by the black students and their families. A more positive school climate will be an indirect impact felt from implementation of the recommendation since the image of a white \"elitist\" magnet component can be dispelled to a greater degree. Academic levels for black students in general should increase, reducing the disparity between white and black student acheivement test scores. The risks of not addressing the H recommendation may mean a further segregation of classes, leaving the school district open to criticism from various political arenas. 1  An analysis of change in personnel or financial matters is a possibility, although the change would most likely result in seeking more GT trained instructors, and specifically, black teachers to represent appropriate modeling for minority students\nmore than an increase in the number of positions. The total enrollment of Dunbar should remain at or near the same with this H recommendation in place. It is projected that this proposal will receive, wide-base approval. Both black and white patrons stand to gain from the implementation of the proposal\ngiving one group a new avenue to pursue academic enhancements, and the other group leverage to promote racial harmony.  M H In summary, the recommendation enclosed within this business case will be of greatest benefit to the black students to whom the assignment option to Dunbar will be extended. These students have been denied the offerings that abound for white GT students from within and outside the district. Not only will a change in the assignment pattern result in intensified study and options for identified black students, but will be a vehicle for the school district and Dunbar to promote an image of equality and equity to all applicants for the magnet component..  II d nH I 171 1 ! -earl kO I O I Jll 4 I 1 Il JM r II A. Background 1. Current situation. Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and Gifted and Talented education. A joint planning Committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. V  w Students are assigned to Dunbar Magnet by the Student Assignment Office. The NLRSD and PCSSD actively recruit students who are eligible for M-to-M transfers. The target racial balance of Dunbar is consistent with the Interdistrict Plan, seeking to obtain a ratio of 60 percent and 40 percent black/white. II  As the name indicates, Dunbar Junior High, International Studies/Gifted and Talented Magnet was initiated as a traditional junior high, housing components that will address specific curriculum needs of gifted education and international studies. The result is a magnet school within a school. H Briefly stated, the two components of the magnet program co-exist within the current curriculum structure as follows\nH Gifted and Talented Instruction/Services M Students who are identified in elementary school or who are screened as seventh graders for gifted placement, are enrolled in GT core courses (English, Math, Science, Social Studies.) Students may be identified for one, two, three, or four GT classes. The options for classes outside the GT class include regular or enriched placement. 11 H In addition, a GT Specialist is on staff, full time, to provide special seminar classes, coordinate activities in the building which enhance the GT students' scope of instruction, and to screen new students for the program on a continuous basis. The GT Specialist is also responsible for inservice to the faculty, conducting parental meetings to address needs of the GT student, maintaining a Placement and Exit committee, and holding regular meetings with the GT teachers in the building. I R H International Studies Instruction/Promotion B The International Studies component consists of infusion within the core curriculum, and the offering of electives relating to global interdependence. All Dunbar students are required to participate in foreign language instruction to provide a base-level awareness of our interconnection with other cultures. In addition, students are offered courses such as African Studies, Planet Earth, and Leadership in the Twentieth Century. B I This component also has a full time Specialist who coordinates the program and has I Iincorporated into it a service learning project, a Culture Fair in which students participate similar to the Science Fair, an International Dress Up Day, and participation in regional contests which increase awareness of global issues,(e.g. Geography Bee). Additionally, the Specialist coordinates the visits of foreign dignitaries to Dunbar, the activities of exchange students and teachers (a Russian teacher/administrator is visiting for the current school year), and the Garden Project (City of Little Rock) which is part of our campus. Dunbar is designated as one of the two junior high Newcomer Centers for ESL students entering the district, thereby offering our students unique chances to interact with peers from other cultures. 2. Background information. The Dunbar Magnet Plan was written for implementation in the 89-90 School year, but due to unforeseen difficulties, it was not activated until the 1990-91 school year. In the initial and second year of implementation, all attendance zone students were required to indicate on a registration form, their desire to attend a specialty, magnet school. If Dunbar was not selected, the attendance zone students were assigned to other area junior high schools. Currently, the attendance zone students are automatically assigned to Dunbar, with the racial balance being maintained at 60/40 for the entire school population. According to a report from Student Assignment, dated 12/12/95, 55% of the students assigned to Dunbar for 95-96, from within the attendance zone, are black\nand 9% of the students from within the attendance zone are white. The result of such demographics clearly signals that our ratio of 60% black will be majority attendance zone, thereby leaving the 40% white population to be taken from out of zone and M-to-M transfers. B. Problem Definition 1. Problem statement. The current assignment plan does not allow a black minority student residing outside of the attendance zone to apply for entrance to the magnet component. Essentially, the GT Magnet and the International Studies Magnet components are unavailable to any eligible black minority student who lives outside the attendance zone, in NLRSD, or in PCSSD. This is a direct result of the attendance zone being majority black and constituting practically the entirety of the 60% black ratio. White students are the only students who can actively seek the programs offered through the GT component, making the GT program accessible only to them or to eligible black students who happen to live within the attendance zone. 2. Considerations. The real problem emerges as one of non accessibility or disparate distribution of a magnet school's services and curriculum to black students residing outside of Dunbar's attendance zone, or living in NLRSD or PCSSD. The complication has emanated from several factors: Student Assignment's struggle to maintain 60% black and to also allow students who live within a school's range (attendance zone) to have first priority to attend\ndemographics which affect an inner city school in an aging neighborhood\nand \"white flight\" to the western boundaries of the school district. e IB 3 r I w I The entire school population is affected by the current status of the student assignment plan. White students from outside the attendance zone, who are identified for GT education, are almost certain to gain admittance until the 40% cap is reached. The result is that a majority of the white population of Dunbar is in the GT component and a majority of the black student population is in Regular or Enriched instruction. A situation has been created that establishes a division between the races and gives the Magnet component the face of \"elitism\". II H W The magnitude of the predicament is reflected in the number of black students identified for GT classes, and in the number of black students receiving awards and achieving distinction in academic competitions.  C. Analysis of Alternatives H 1. Process. The Dunbar Principal, District GT Coordinator, school-based coordinator, AGATE parents, and Dunbar's Recruitment Committee are continuously working toward racial balance for all classes. The GT Specialist screens all minority students from the attendance zone who demonstrate potential for placement in the GT program. M M 2. Identification. Alternatives identified have included: screening all minority students who score at the 50th percentile on a standardized test for GT placement\nand meeting with Dr. Russ Mayo to discuss the assignment plan, and to clarify the problem in the hope of finding some \"loopholes\". M H 3. Analysis. Although the identification process afforded to all incoming minority students will remain in place, and in fact does occur on a continuing basis, it fails to meet the objective of offering the Magnet component to black students on the same basis that it is offered to white and \"other\" students. Additionally, this alternative requires an inordinate amount of time for the GT Specialist, prohibiting her from giving adequate time to other parts of her job, and thus keeping her from fully meeting the needs of the GT program participants. Furthermore, this alternative should not be necessary for students entering from LRSD elementary schools, as GT identification should be completed before students are ready to leave elementary school. n H n R The meeting with Dr. Mayo confirmed that the magnet component was not open to black students from outside the attendance zone, and that we were restricted in actively recruiting black students for the magnet portion. n D. Recommendation R 1. Action recommended. It is recommended that the criteria for application to the Dunbar Magnet program be expanded to include black students from out-of-zone attendance areas, NLRSD, and PCSSD, who have previously been identified as eligible for GT placement. It is further recommended that in extending the program to GT identified black students, it will be done in a way that allows first R R R[1 I I 3 _ priority to those students within the attendance zone, and second priority to the identified GT students from outside the attendance zone. 2. Rationale Clearly, the Magnet component of the Dunbar program, as it stands now, is not open to all GT identified students, specifically, black students within and outside the district. Both the International Studies and the GT components offer unique opportunities and funding that are not available at other junior high schools. To limit the availability of the program to black students and their parents is not only without equity, but is also a disservice to those students and families. At a time in the history of our school district when a noted disparity exists between the number of black students and the number of white students participating in advanced placement classes and consequently receiving the benefits that accompany that instruction, (e.g., direct accessibility to college level preparation through use of an approved syllabus and instruction from trained teachers\npossibility of attaining college credit\nscholarship offerings\nmeeting selective college admission credentials), black students should be receiving the highest level of preparedness available to them in the junior high years. One of the factors that blocks access to and is a contributing factor in a lack of retention in AP courses in high school for black students, is a failure to be identified earlier for specialized instruction, thereby placing them at a disadvantage when they are placed in AP classes. It must also be argued that a lack of peer role models for the black GT student exists, and contributes greatly in perpetuating the image of the non-achieving black student so often delineated in educational literature and through the media in general. Specifically, at Dunbar, we have found it extremely to engage or recruit eligible black males to the GT program due to peer pressure and a lack of other black males as role models. Lastly, the justification for expanding the criteria for entry into the Dunbar Magnet program, can be found in a discussion of the racial disharmony that exists between the non magnet students and the magnet students. The magnet students are viewed as white, elitist, and superior. A natural division has been created, inadvertently, that projects an unsurmountable image, and an overwhelming obstacle for students. The Dunbar administration and support personnel are constantly seeking programs and activities to change the dynamics of the situation, but at the same time, feel that the \"undoing\" of the current method of assignment to the Magnet program could send a more direct message to students and the surrounding community. E. Objective 1. Objective. The objective of this recommendation is to raise the level of minority participation in GT classes and to enhance the potential for establishing racial balance within the GT magnet component. 2. Goal Support. The Little Rock School District Goals and Mission Statement is supported by this objective. I I I I i/i ] d O i G.. U) | ,1 II I I Ml L  II w A stated desire to \"ensure sure that equity occurs in all phases of school activities and operations\", stands out as the most apparent statement with relationship to the objective. Likewise, the Mission Statement commits to providing \"a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development\", to be achieved through a commitment to \"fairness, racial equity, and adequate support for education\". w H 3. Evaluation Criteria Previously identified Gifted/Talented black students who live outside the attendance zone or in the NLRSD or PCSSD will be accepted into the Dunbar Magnet Component. Progress will be measured through data provided by the Student Assignment Office and the Office for Gifted Education in the LRSD. H M 4. Expected benefits. The District will better meet its commitment of desegregating all classes and increasing the number of minority students in GT classes. In addition, black, identified GT students from all three school districts will be afforded the same options and benefits that white GT identified students are given. The educational options for black students will be greatly bolstered. H M F. Impact Analysis II 1. Program. This recommendation will allow the principal of Dunbar, and the district to better address the criticism leveled at the program regarding the number of racially imbalanced classes. It will also have an impact on the number of black students achieving at the same rate as white students, and the number entering GT/AP courses at the high school level. The direct impact of this recommendation will be felt by GT black students who currently have no access to the program\nhowever, the impact on the school climate and on achievement levels for black students leaving junior high will be evident. H B B 2. Desegregation Plan. This plan can only have a positive impact on the Desegregation Plan, and in fact will not deter at all the original intention of the Magnet component: to further desegregate the school by attracting M-to-M and out of zone students to the program. That aspect, as it relates to the Desegregation Plan of 1992, will still be in place. B B 3. Court Orders. Implementation of the plan will require a modification in how the Student Assignment Office carries out the court order for desegregation in its assignment of students to the Dunbar Magnet program. B I 4. Risks. The risks of not addressing this recommendation seem to be the key issue. Further segregation of classes and groups of students will occur, leaving the school and the district open to criticism from various political arenas. The academic potential that the Magnet components offer to students may be lost entirely if a continued disparity exists between what is offered to white GT I I students and not offered to black GT students. 5. Timing. Timing issues relate to recruitment deadlines for Magnet programs, and on-going recruitment efforts in the community. The Recruitment Team at Dunbar is currently activating plans to participate in the Magnet Fair, visit elementary schools, talk to elementary counselors, and continue to conduct tours arranged both through direct contact as well as by the Student Assignment office. Under the current assignment plan, the staff at Dunbar is aware that when prospective black parents and students visit, a certain amount of deception is in place, and an uncomfortableness about portrayal of the program to black parents exists. Our guidance staff has adopted the position of not telling interested black parents who visit that their children are ineligible for the Magnet program\nbut instead, hope that through their insistence with Student Assignment, some change can be initiated. G. Resources Analysis 1. Personnel analysis. An increase in the number of GT students having an option to attend Dunbar may certainly require more GT trained staff to be in place. There is also a current need in the building to identify black staff members as GT instructors and help them obtain the necessary credentials for certification in teaching gifted students.  \u0026gt; *0. 2. Financial analysis. Financial shifting should not be an issue, since student/teacher ratio will not change. The Desegregation Budget provides partial funding for the Magnet component, and the argument could be made that the effectiveness of the court ordered funding will be enhanced as the recommendation is implemented and addresses the needs of all eligible students within the three district boundary. H. Force Field Analysis. This recommendation should receive broad based support from both black and white patrons of the district. It will allow more black students to access the magnet school program and provide a vehicle to help promote racial balance among classes. The Joshua Intervenors, as an active visible factor in the court room to monitor our adherence to the Desegregation Plan should be a supporter of this recommendation. Parents of black students who have actively sought the school's programs and been denied, as well as potential students and parents that will be recruited, will certainly be among the strongest supporters. o I I It The primary detractors may be other school principals who feel that the Magnet school program will attract gifted black students from the area schools and lessen their pool of gifted students. In response to this reaction, it should be noted that Dunbar's Magnet program should not have any more impact on their cunent programs than Mann Magnet Junior High has on all of the other junior highs. e i9S i a r v 1 I Student Assignment should develop a plan that allows application from the target group, but in no way will prevent them from attending their current attendance zone school. The recommendation is only asking for a \"window of opportunity\" to be extended to black GT students from all district areas, Little Rock, North Little Rock, and Pulaski County. H v 1. Implementation  Implementation of the recommendation will require a Desegregation Plan modification. If implementation is to be done, the recommendation must be addressed as soon as possible to make it a reality for the 1996-97 school year. B B B B B B H M M H n 1 I n I IBUSINESS CASE WRITING AND REPORTING TV NEWS Southwest Junior High New Course Offering EXECUTIVE SUMMARY I The recommendation of this business case is to expand the video club (TV crew) currently offered through the afterschool program at Southwest Junior High School to an elective full year course for Sth and 9th graders. One section of the course will be offered and will accommodate 30 students. I 3 The TV crew began in the fall of 1991 and has continued to grow and develop for the past five years. Sufficient interest has been exhibited to warrant the development and offering of this specialized elective. A fully equipped video production studio exists at Southwest Junior High to support this course. The addition of this course to the Southwest Junior High curriculum would be viewed as a special opportunity by the students and their parents. It will also serve as a recruiting tool for Southwest. The purpose of this course is to provide Southwest Junior High students the opportunity to learn valuable skills for the future. It would also enhance the overall curriculum of the school by providing students with an opportunity to experience in a practical way a variety of the essentia! learning components of the districts core curriculum. Such a course would serve well at the junior high level to many academic learning experiences with real life skills preparation. Students who have participated in an abbreviated version offered in the afterschool program have obtained employment while in high school as a result of skills learned through program participation. There are numerous skills to be learned in this course to give the students experience in the TV and Video field. Students will learn broadcast news writing, operation of the video cameras, post-production editing, production methods and techniques, computer generated titles, scripts, and other character generator techniques. There are no additional expenditures expected prior to implementation. A. BACKGROUND Currently, Southwest Junior High School students have the opportunity to panicipate in the TV crew or video club that meets two days per week. This is the fifth year this club activity has been offered. a I I \"00 ill. N) [= i\n\"I 1 ir I Bl A fully equipped studio exists and includes the following\nn 3 color televisions for editing. 3 VCRs for initial edit logging. 2 Amiga monitors used as TelePrompTers. 1 Amiga 150 and software used for TelePrompTers. 1 Panasonic 710 camcorder that is used as a field camera and a second studio camera. 1 Panasonic camcorder that is used exclusively as a studio camera. 1 Panasonic Edit Comptroller for editing. live Audio/Video mixer used as a special effects generator. 1 Amiga 2000 and software used as a character generator. 1 Amiga Gen-Lock used for special visual effects such as superimposing titles over video. 1 cassette tape recorder for assistance in mixing or laying audio on final video tape. 2 camera tripods and dollies. II   M  The reference room of the library was converted to a TV studio. A school-wide contest was held to name the TV station that completed its first year as Southwest News. The name chosen was MMTV (Mustang Media TV) News. A wall was painted and a large logo constructed to add professionalism to the set. A large antique table serves as the anchor desk. New office style chairs were purchased for the two anchors. Ii n The TV crew at Southwest has been involved in many school-related projects as well as some that extended to the community. The following is a partial listing of the projects produced by the students at Southwest. Ii H 1) Students presented a live news broadcast one day per week. 2) Students were invited to film Special Olympics, interviewed sponsors and produced a broadcast. 3) Filmed home coming, dances, speakers, and special activities. 4) Southwest was asked to produce a video for the S.T.A.Y. program. The TV crew worked with a professional editor to complete the final video. 5) Produced a promotional video for southwest FBLA. This video was shown at a roundtable session at the District V. FBLA conference. 6) Produced year-end videos shown to Southwest students at the end of school. H   n B. PROBLEM DEFINITION The time constraints prevent a full exploration of video. TV crew meets two days per week. Students sometimes find it most difficult to get the editing done, the scripts written, and the broadcast prepared in the short time available. Even though students have been very successful to n n B 2 Bdate, it is believed that a more thorough education of the many facets of video could be accomplished if students had more time. The students at Southwest have the equipment and personnel available to benefit from training in the operation of video equipment. However, the time now available is insufficient to allow the students to take full advantage of this opportunity. In order to prepare students for todays job market, they need to experience a more in-depth and hands-on study of the techniques than is possible in the current time allotted in the afterschool setting. C. ANALYSIS OF ALTERNATIVES Expand the afterschool program to provide additional time for students to develop skill and work with the equipment. This would take additional funds and possibly additional staff to implement. \u0026gt; The alternatives were generated and analyzed through discussion with teachers, the principal, liaison of New Futures, assistant superintendent and the Director of Reading. The decision of continuing business as usual was found to be unacceptable in view of the needs of the students and their interest in this activity. D. RECOMMENDATION The recommendation is to implement one section of (30 students) the course. Writing and Reporting TV News, at Southwest Junior High beginning with the 1996-97 school year for the purpose of training in an area of proven interest of the students there. This course will be offered to Sth and 9th grade students. The afterschool club activity will be continued. sc o Ji I I The recommendation is cost efficient since no additional expenditures are expected prior to implementation. E. OBJECTIVE The recommendation of implementing the Video Writing course at Southwest Junior High is to provide a unique experience for at-risk students. The course offers hands-on activities that are directly connected to real world experiences. The skills and techniques the students will learn are appropriate for middle-level educational programming. The knowledge of writing and communication skills gained through this course will enable students to approach future employment with an extra measure of confidence. This course as implemented according to the recommendation will support all district goals. It also supports the new Arkansas Department of Education Standards for Accreditation. The I IO ut n 9 E 3 Ir I w course is designed to provide for developmentally appropriate learning experiences. This course provides mastery in specific core concepts and abilities in the following areas: H TOOLS FOR LEARNING - Data gathering and technical skills. LANGUAGE ARTS - Writing and listening and speaking. FINE ARTS - Visual arts using technology (picture composition, framing movements). P P This course addresses components of the core curriculum. It will enhance learning for students at Southwest in developing life skills. As the course itself becomes an information conduit for schools at large, all students at the school will benefit from the enhanced communication activities. It will serve as a new median for students to learn and share their learning. It will generally expand the learning opportunities provided to the students at Southwest Junior High. I I P R F. IMPACT ANALYSIS R Implementation of the course would provide students with knowledge, skill and hands-on experience. Since the course is expected to be one of high interest, all students may not be able to participate. R G. RESOURCES ANALYSIS R Personnel Analysis: No additional staff will be required. Current personnel involved in the afterschool video program will assume the staff position. R Financial Analysis: The supplies for the course, which will include video tapes and camera batteries, will come from the schools operating budget. Equipment needed for the course is currently in place. H R H. FORCE FIELD ANALYSIS R The existing staff, administration and students will be the primary supporters of the recommendation for implementing this course. Because of the extraordinary opportunities this course provides for Southwest students, no opposition is anticipated. B I. GENERAL IMPLEMENTATION PLAN 1. Spring 1996 - B Provide staff, students and parents with an overview of the new course, complete with descriptions and explanations of the many opportunities and skills available to those who elect to participate. I B  4 I Distribute, in written form, class expectations and other pertinent information to students for consideration before completing selection forms for the following year. 2. Summer 1996- Publicize the course and solicit support from the Southwest Partners in Education (KTHV Channel 11). 1 Arrange for community participation in the form of speakers who are already involved in the careers closely aligned with the course. 3. Fall 1996 - Implement the course. TIMELINE TASK rI! No. 1 No. 2 No. 3 PERSON(S) RESPONSIBLE Course Instructor____________ Course Instructor____________ Course Instructor COMPLETION DATE Spring 1996______________ Summer 1996_____________ Fall 1996 JK II o I'Hi hl 5 I 1 1 i li LITTLE ROCK SCHOOL DISTRICT SUBSTITUTE OFFICE AUTOMATION 00 A BUSINESS CASE JANUARY, 1996 i 1 o J NJ 1 tu I I I I 3 I I J 1 3 I ir B Substitute Office Automation Business Case I 1 B Executive Summary 1 I B For the purpose of procuring substitutes for the replacement of teachers and other employees who are absent, the Little Rock School District utilizes what is commonly referred to as the S.O.S. office, an acronym for Substitute Office Service. The purpose of this Business Case is to examine the need and justification to provide automation of the process currently performed by department employees. The process of procuring substitutes is a labor- intensive, repetitious job which is appropriately suited to automation given today's computers and their capabilities. M B n An automated, computer-based system, known as Substitute Teacher Management System (STMS) is commercially available and can be purchased on a lease-purchase agreement which, with no initial outlay of cash, would result in a five-year savings of approximately $78,000 and annual savings of $28,000 thereafter. The savings to the District will result from eliminating one full-time position. Ultimately, a half-time reduction in the second position. Automation will also enhance the District's ability to secure substitutes in a timely, effective manner and to provide reports as to usage of substitutes, absenteeism by school, group, etc. 11 M H R Background H The S.O.S. is staffed by two employees, a Coordinator and an Assistant Coordinator. These two employees are long-term employees of the District and rely heavily on their experience and thorough knowledge to effectively perform the duties of the positions. Essentially, their job is to receive recorded messages from teachers, aides, and other employees who call to report an absence of one or more days. Once the calls are received, the S.O.S. employees attempt to obtain substitutes by calling individuals who have applied for a substitute position. Using their personal knowledge and file cards, they determine which substitute is qualified, available, and willing to work in the particular vacancy. Complicating this process are teacher preferences for certain substitutes, substitutes' preferences for particular schools, days of the week, and class assignments. B B B B B B B Bp n I Substitute Office Automation Business Case 2 Phone calls are placed by the two employees until adequate substitutes are obtained or the list of available substitutes is exhausted. All of this work is done in a compact time period in order that the substitutes are in place in time for the beginning of school each day. On average, there is a daily requirement for approximately two hundred (200) substitutes. Although some substitutes are carried over from one day to the next, it may be necessary to call as many as 500 persons in any one day to obtain the number of substitutes required to affect a full complement of staff. Currently, the success of obtaining substitutes rests with the skills and knowledge which has built up over the years by these two employees. A protracted absence, transfer, resignation, or retirement of either or both of these employees would create a vacuum that would be extremely difficult to fill. However, an automatic system would work continuously, without fail, until all vacancies are filled. \u0026gt;\u0026amp; E os* do Problem Definition I I-I\n There needs to be some assurance that substitutes will be procured in a timely, efficient, and cost-effective manner that does not rely soley on the expertise of two individuals. Given the importance and uniqueness of procuring substitutes in a short window of opportunity, it becomes increasingly important to utilize readily available automated resources which can perform the same functions in a tireless, efficient manner with minimal input. H Analysis of Alternatives (H ii The District must now decide if it is to continue the current methodology for procuring substitutes or if a new automated process is the methodology of the future. I   CJ The alternatives available to the District are\n1. Continue the current methodology. This approach has worked relatively well for several years. The downside to continuing this approach is that it is heavily dependent on the knowledge and expertise of the two current employees who handle the work. The cost to the District is approximately $51,000, which includes wages, benefits, phones, equipment and supplies. f I I I IJI 1 r B Substitute Office Automation Business Case 3 B 2. Automate the system. The automation can be accomplished with the purchase of a system consisting of computers and software capable of doing the manual phoning of substitutes, recording the absences, and preparing the required documentation. The cost to the District is a one-time purchase cost of approximately $32,000 with annual costs of approximately $6,000 for items such as additional phone lines and technical support. B B B j Recommendation It is recommended that the District, through the usual bidding process, enter into a contract to purchase, on a lease-purchase agreement, an automated system for the purpose of procuring substitutes for the District. There are vendors, such as Telecommunications Support Systems, Inc., who have installed this system in over 200 school districts ranging in size from 300 teachers to 13,000 teachers. The systems are customized to meet the specific needs of the District and, in addition to providing the call-in provisions, also provide payroll link-ups for payroll submissions. B B B Under a lease/purchase plan, there is no initial outlay of District funds and the cost savings generated will exceed the amounts paid for the system. Anticipated annual savings is approximately $18,000 after the system is purchased. B B Objective B The objective of this recommendation is to help the District to cut costs while assuring that substitutes are procured in an effective, efficient, and timely manner. By automating the system, there will be greater assurances of continuity and consistency of service without depending on human traits. R This proposal supports the District's goals in that it will assure that substitutes will be provided for the classroom, thus assuring continuity of instruction for the students.  B The following criteria may be used in determining the success of the recommendation:  1 I I 1. Immediate cost savings to the District. 2. Effective procurement of substitutes will be evident. 3. Employee satisfaction in that Principals will be assured of consistency in providing substitutes, and substitutes will be assured of fairness in job assignments. n B  BR Substitute Office Automation Business Case 4 4. The District will be assured of providing substitutes without being concerned with absenteeism of the current S.O.S. employees. Impact Analysis 1. Program. The District is aware that anytime new technology is introduced, especially to the detriment of human headcount, there is a negative reaction. Change is always viewed with caution and wariness. Negatives: a. Employees will have to learn a new system for reporting \u0026gt; e. e. o s Positives: their absences. b. Long-term employees of the S.O.S. office will eventually be displaced or reduced in contract hours. c. The automated system is impersonal and will be different than a human voice contact for substitutes. d. As with any automated system, idiosyncrasies of individuals will not be accounted for when assigning substitutes. a. The system will work tirelessly until all substitutes are procured or the list of substitutes is exhausted. b. The system is not subject to absenteeism and is available 24-hours per day, 365 days per year. c. Reports will be automatic for reporting absences by school, by individual, etc. d. An excellent cost-savings will result. r 2. Desegregation Plan. This program will not have a negative impact on the Desegregation Plan. In fact, it will ensure that all schools are staffed in an equal, unbiased manner with qualified substitutes. 3. Court Order. There are no Court orders that address this issue. 4. Political Factors. Some teachers or substitutes may complain, initially, due to the changes that will occur with a new and impersonal system being implemented. The vendor will provide a considerable amount of training on the new system. There will be an immediate cost savings to the District, and the District's fiscal responsibility will be immediately evident. I Ki w I Jr B Substitute Office Automation Business Case 5 B 5. Risk. By implementing the recommendation, the immediate risk will involve employees and substitutes who do not properly utilyze the service will result in uncovered classes. B B By not implementing the recommendation, the District remains at the mercy of the skills of the two current employees. 6. Timing. B The program shall be implemented immediately upon acceptance of this Business Case. Estimated installation and training time is approximately sixty (60) days from commitment to the program. H Resource Analysis B Personnel. employee. Financial. The projected impact will be an immediate reduction of one B A five year savings of approximately $78,000 will result with implementation. This savings is calculated on the lease purchase of the complete system along with the reduction of one employee. B Force Field Analysis B Primary supporters of this recommendation will be those directly affected by its implementation. Building principals will be assured of timely replacements for absences. Teachers may utilize the automated services round-the-clock. Substitutes will be assured of consistent, fair assignments. The Business Office employees will receive accurate, timely payroll information. B B Possible detractors might be those who naturally fear change. Also, the system assumes utilization of push button telephones, so the few employees without push button phones will have to make an adjustment in how they report.  Any negative reaction can be minimized by up-front communications and complete training on the new system. The strongest statement in favor of the recommendation is that service will improve while providing a savings to the District. B B B B K nSubstitute Office Automation Business Case 6 General Implementation Plan The implementation plan would begin immediately upon acceptance of the recommendation. Installation of hardware and software would take approximately thirty days with an additional thirty days for training of all users of the system. Installation of the software includes setting the parameters for the system which are unique to our school district. Training will include sending letters to all involved employees, training site representatives, and training an operator. To assure continuity of the current level of service, the current process will be maintained in parallel with the new system being installed and implemented. \u0026gt; c. \u0026amp; o s J[ o ^1 I o JJ ,1 1r 0 Substitute Office Automation Business Case 7 n II PROJECTED 5-YEAR COSTS System Extra Phone lines 32,000 12,000 p Technical support/Service 18,000 L J Total SAVINGS Salary (incl. benefits) 62,000 140,000 NET SAVINGS (5 years) 78,000 R II II H M M H H  n n   REXECUTIVE SUMMARY H II II II II N II H H II ri ri ri ri ri BUSINESS CASE VOCATIONAL EDUCATION 1996 If our youth are to be afforded the best possible chance for success in the workplace, systematic and collaborative change in our educational system is imperative. Employers continue to express the fact that they want more than just the traditional academic and technical preparation. They want workers who possess general workplace competencies, can communicate effectively, solve complex problems, work in a team. understand the underlying scientific principles of technology and understand the valve of lifelong learning. Recent federal legislation. particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and the School-To-Work Opportunities Act of 1994 have provided the impetus for the systematic and collaborative efforts needed to meet the challenge of this change. Under the Carl D. program is funded, by Act 980 by 1991. Perkins legislation. the Tech Prep Education Tech Prep in the State of Arkansas is mandated The Tech Prep curriculum was initially put into place in the Little Rock School District during the 1993-94 school year. The purpose of Tech Prep is to better prepare students for the changing demands of the workplace through a combination of strong academic and technical skills training program for entry-mid level employment. To do so means having a strong curriculum as well as high tech equipment to train our students. Several courses in vocational education continue to experience low enrollment due, in part, to scheduling conflicts relative to graduation requirements and/or lack of time in their daily schedule for elective courses. While some courses may need to be eliminated or placed on an every other year \"rotation\" basis. the District must use caution to not eliminate courses that are \"capstone\" or completer courses for mandated Tech Prep programs of study. Under Act 969 of 1993, students who graduate after May, 1997, shall have successfully completed either the college preparatory curriculum or the technical core curriculum (Tech Prep). core Tech Prep is an especially promising vehicle for connecting education with work-based learning over a period covering four years of high school and two years of post secondary work or actual The Little Rock School District has articulation apprenticeship. agreements with Pulaski Technical college and ASU-Beebe which gives students who have successfully completed programs of study in Business Education - Computer Technology, Computer-Aided Drafting, Electronics and Automotive Technology up to 20 hours of college credit. Consequently, through Tech Prep, a student has earned a -1- B. B. S' B 11 so o ! .i I I H osr B ^4 I nr high school diploma, a post secondary certificate or an associate degree upon completion of the 4 plus 2 program, and i\nfor more advanced employment and greater opportunities. and is qualified The Tech Prep program was adopted to eliminate the artificial division between \"academic\" and \"vocational\". The competencies of all students in math, communications, science and technology must be raised regardless of whether students are college-bound or workbound according to Tech Prep philosophy. The elimination of a course or courses not affecting a Tech Prep program of study would provide funds to purchase equipment supplies and materials for other courses in order to meet the standards required by the Arkansas Department of Education. Currently, the only business education courses being offered with low student demand are Salesmanship and Entrepreneurship at McClellan Business/Communications Magnet High School. This program has over 30 business education courses which gives students a wide variety from which to select any required options to complete their program of study. Several of these courses could be rotated on a every other year basis and still provide the options needed for Tech at Prep. The course would be based on student demand and magnet program requirements, with this occurrence one FTE position could be eliminated. The business education program at Central High School has experienced low enrollment for the last two years. low student demand does not justify the total number of certified This staff in that department and should be reduced by one FTE. The consumer/Home Economics department at Parkview Arts/Science Magnet and McClellan Business Communications Magnet continues to experience low enrollment. Currently, at Parkview Magnet, there is one FTE home economics teacher which should be reduced to .5 FTE. McClellan has two FTE's which should be reduced to 1.5 FTE indicated by student demand this school year. as Vocational Education is a significant part of a quality high school Tech Prep will prepare our students for the education. technological jobs of the future. Eighty to ninety percent of jobs in the 21st century will require training after high school, but not necessarily a baccalaureate degree. If the Little Rock School District is to continue to provide quality programs that will prepare students to meet the needs of a global society, we must also have in place the equipment and technology required to offer skilled training and experiences for our students. -2- B B p p R H H M II II H  n  n n n np n n A.BACKGROUND II n Vocational Education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to immediately enter the workforce or pursue additional learning opportunities that will result in more productivity. Students are provided with the opportunity to formulate an understanding of work, work systems, and work ethics\nto explore work choices\nto develop employability skills and attitudes, and to develop specific competencies for a chosen occupation. a a a a Courses offerings are available in all secondary schools in the Little Rock School District and include the following program areas: 1) Business and Marketing Education, 2) Home Economics and 3) Trade and Industrial Technology education. Specialized vocational courses are offered at Metropolitan Area Vocational Center. Vocational Education is an integral part of a quality high school education. Students seeking employment in skilled S. fi. 5 s n  and technical occupations must first develop a strong foundation in general. Furthermore, many students receive real world experiences through the cooperative education work programs and youth apprenticeship program. 11 a Continuous research and evaluation are integral parts of vocational education, including surveys of the need for occupational preparation, surveys of manpower needs, vocational advisory committee recommendations, occupational analyses, and state required student follow-up. a n t n Arkansas, through ACT 980 of 1991, established a Tech Prep curriculum as a parallel pathway to college prep. Its' goal is to produce skilled, work ready entrants to the workforce and post secondary education. The Little Rock School District began its' initial implementation of the Tech Prep initiative beginning the 1993-94 school year. Many changes have been made and capstone or \"completer\" courses have been put in place to provide the linkage needed to have complete programs of study in the home schools. Tech Prep programs of study are available in Consumer Home Economics, Business Education and Marketing and Trade/Industrial Ui. Technology Education. These programs of study allow a student to be employable upon graduation or to continue their post secondary education or training. The new state standards require each school to make available programs of study in three occupational programs. Trade and Industry programs in the home schools are very limited, but because of Metropolitan Area Vocational Center, the trade and industiry training programs offered there are an extension of this program of study. J.' (O I n fl All occupational programs of study consist of the Tech Prep Foundation courses {Career Orientation, Keyboarding, Computer Technology, Personal and Family Life Skills, and Workplace Readiness) as well as four units in the technical specialty. If -3- fl IflOr I  ,1! |li [1 exploratory courses are offered, occupational training must be provided in the appropriate area either in the senior high school or in a state approved vocational center. Presently, beginning in the Sth grade, a student must declare a pathway and outline a program of study (Career Action Plan) to continue through the baccalaureate degree level with exit points at the high school, post secondary certificate, and associate degree levels for students not pursuing university-level study. locked into one pathway or another. Students are not Flexibility is offered that would allow students to change their minds or explore alternative options. B. PROBLEM DEFINITION Continued low enrollment has fostered overstaffing in the home economics and business education program areas in some schools. While trying to remedy this problem the District must use caution. Particular courses are needed on both the junior and senior high level to meet tech prep program requirements. Instructional leaders must be more creative in the planning of their master schedules. In several instances, a .4 or .5 FTE could be assigned to teach 2-3 overflow courses where numbers warrant it rather than one FTE. The following schools have been identified with this problem: 1) Central High School Business Education Department -low enrollment in particular courses. 2) McClellan Business/Communication Magnet Home Economics and Business Education Department -low enrollment in particular courses 3) Parkview Arts/Science Magnet Home Economics Department -consistent low enrollment 4) Work program coordinators are often assigned duty periods to complete their work day. (Study hall, lunch room duty, alternative classroom, attendance office, etc.) C. ANALYSIS OF ALTERNATIVES The acceptable alternative is to reduce the recommended FTE's in identified program areas and schools. Many of the certified vocational staff persons have multiple areas of certification and should be assigned to teach additional courses within their areas of competence. The PN agreement will need to be considered with regard to Article XV, Section A which covers teaching assignments. -4- n II H li II n 11 11 II II H H B B B B B B IM H fl fl fl fl fl fl The vocational courses/programs experiencing low enrollments must continue, if eliminating them would significantly decimate a Tech Prep program of study. By the same token, if the reduction of staff would adversely affect the tech prep programs of study then the existing staff should not be reduced. D. RECOMMENDATION E. The Little Rock School District recommends that vocational courses in the home schools not experiencing high student demand be eliminated or offered on rotating basis if it would not negatively impact a Tech Prep program of study. The following Vocational courses have been identified by the vocational director and instructional leader of the identified school. 1) Central High School - Enrollment in business education classes does not warrant 5 FTE's this could be reduced to 4 FTE's through the master scheduling process. 2) McClellan Business/Communications Magnet -Home Economics reduced certified staff from 2 FTE to 1.5 FTE. Business Education - place identified courses on a rotation basis\nstudent selection and magnet requirements will be strongly considered before eliminating or rotating courses . The following courses have been identified for elimination\nEntrepreneurship\nSalesmanship. The Business Education department currently has 8 FTE's - this could be reduced to 7 FTE's through scheduling and yearly rotation of identified courses. 3) Parkview Arts/Science Magnet -Home Economics position reduced to .5 FTE 4) Work program coordinators should be assigned to teach additional courses in which they are currently certified. Guidelines set forth by the State Department of Education, Vocational division will need to be adhered to relative to coop supervision periods. OBJECTIVES 1. Vocational courses with low student enrollment or demand will be eliminated or placed on a yearly rotation basis to facilitate maximum use of required personnel for -5- e\u0026gt;. St Cl s5 1 i r I B identified programs. 2. 11 Vocational personnel will be more appropriately assigned to receive maximum usage of their areas of competence. I H I I  : These objectives support district goals #1-4, which ensure student growth academically, socially, and emotionally, with the guidance and teachings of a well-trained and motivated staff. The end results being students who are valuable resources upon which our community and nation can draw as we prepare for the 21st century. Evaluative Criteria-. The following is a list of the criteria to be fl used in determining whether or not the problem is solved: 1. Immediate cost sa\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_692","title":"Report: \"\"Little Rock School District Educational Equity Monitoring 1995-96, First Semester Summary Report,\"\" Planning, Research, and Evaluation Department","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":["1996-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School employees","School discipline"],"dcterms_title":["Report: \"\"Little Rock School District Educational Equity Monitoring 1995-96, First Semester Summary Report,\"\" Planning, Research, and Evaluation Department"],"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/692"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas February 1996 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 10 3.0 School/District Initiated Honors and Awards 31 4.0 Committees 38 5.0 Extracurricular Activities 42 6.0 Student Achievement/Assessment 50 7.0 Special Education 61 8.0 Gifted and Talented Education 65 9.0 Staff Development 73 10.0 Parental Involvement 81 11.0 Student Discipline 88 12.0 Building Leadership/Management 106 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 121 2.0 Curriculum 121 3.0 School/District Initiated Honors and Awards 124 4.0 Committees 126 5.0 Extended Day Educational Opportunities 126 6.0 Student Achievement/Assessment 127 7.0 Special Education 129 8.0 Gifted and Talented Education 130 9.0 Staff Development 132 10.0 Parental Involvement 133 11.0 Student Discipline 135 12.0 Building Leadership/Management 137 ADDITIONAL OBSERVATIONS 140 ADDENDUM School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 148 151 153LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1995-96 EDUCATIONAL EQUITY MONITORING FIRST SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local biracial committee members and the Planning, Research and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits, with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Equitable Placement by Race and Gender in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between October 23, 1995 and December 15, 1995. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principals comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 3 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/Gender Balance (at least 25% black) in staff assignments, programs, content areas, and grade level School enrollment to be within the appropriate racial range for 1994-1995 elementary 40% to 60%, junior high 51.25% to 76.88%, senior high 49.11% to 73.67% Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plans to eliminate one-race classes, if one-race classes are identified Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Six schools had not attained the goal for equitable staffing. McDermott, Meadowcliff and Otter Creek fell below the staffing goal of at least 25% black certified staff members although McDermott missed this goal by less than 1%. Brady, Jefferson and Pulaski Heights fell below the staffing goal of at least 25% white non-certified staff members, with Jefferson missing the goal by only 1%.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 4 Seven schools, Forest Park, Fulbright, Jefferson, McDermott, Pulaski Heights, Otter Creek and Terry, reflected the acceptable range for black student enrollment for 1995-1996. Eight schools (Brady, Fair Park, Fulbright, Geyer Springs, Mabelvale, Pulaski Heights, Otter Creek and Terry) had class enrollments that did not reflect the racial/ethnic composition of the school. Fair Park had six of 15 classes out of range. Geyer Springs kindergarten was out of range. Pulaski Heights 4th grade and Otter Creeks 3rd grade were out of range. A one-race special education class was found at Geyer Springs where 11 black students were enrolled. Response from Principal(s)\nThe Jefferson principal reported that two black certified staff members have been added during the current academic year. The Meadowcliff principal explained that all efforts are being made to recruit black certified staff. The Fair Park principal indicated that strategies were being implemented to address disproportionate enrollments which included teacher recruitment teams and parent involvement activities to market the school. The Forest Park principal requested principals have more input into determining class size, pending needs of students and circumstances unique within a building at particular times. The Fulbright principal stated that classroom assignments are based on three factors: class size at each grade level, distribution of class by race and distribution among classes by gender. The Geyer Springs principal noted thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 5 openings in kindergarten are filled by the student assignment office with regard to total kindergarten racial composition, but not individual kindergarten black/white enrollment. The Pulaski Heights principal stated that the school staff does not assign students to the school. However, all but two of the 4th graders were there last year. The Otter Creek principal said that when the school year started, classes were balanced based on percent in each grade level. When students move in and out of the school, it is difficult to control the class racial composition. Original Magnet Elementary Schools: The composition of the school staff (certified and non-certified members) was adequate to ensure student contact with varied staff personnel at Williams. At Booker, 6% of the non-certified staff were white. At Gibbs, 13% of the noncertified staff members were white. At Carver, 23% of the certified staff members were black. School enrollments reflected the racial composition prescribed by the court- approved desegregation plan. Class enrollments generally reflected the racial/ethnic composition of the school at all four schools. Principals provided strategies used to balance class enrollments. No one-race classes were reported at any of these schools. Response from Principal(s): The principal from Carver said that according to the PN agreement, she had to use the transfer file in filling open positions. There were only whiteEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 6 teachers in this file. Therefore, she had no options to hire anyone other than a teacher from this file. Interdistrict Elementary Schools: King, Romine and Washington attained the goal for equitable staffing for certified staff members. The goal for non-certified staff was not achieved. Noncertified staff was 18% white at King, 24% white at Romine, and 14% white at Washington which was not very different from last years equity report. The school enrollment at Romine and Washington did not reflect the racial composition prescribed for the interdistrict schools. Washington had four classes out of range. No one-race classes were observed. Response from Principal(s): None Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 11% white and the certified staff at Pulaski Heights was 22% black. The school enrollment at Cloverdale and Southwest did not reflect the racial composition prescribed for area junior high schools. None of the schools had class enrollments that reflected the ethnic composition of the school population. Principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Cloverdale, Mabelvale, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE? Pulaski Heights. Response from Principal(s): The Forest Heights principal said some classes are disproportionate due to the low test scores of students. Students scoring low on Stanford 8 will be enrolled in classes to improve their skills in a specific subject. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 53% black student enrollment was within the range approved by the Court. Sixty-five percent of the classes did not generally reflect the ethnic population of the school. The principal provided strategies to eliminate disproportionate class/course enrollments. There were no one-race classes reported. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar and Henderson attained the equitable staffing goal for certified staff. The goal for non-certified was not attained at Dunbar where only 18% of noncertified employees are white. The school population at Dunbar and Henderson reflected the acceptable range of 40% to 60% black. Approximately 64% of the classes at Dunbar and 28% of the classes at Heiiderson did not reflect the school population. The principals provided strategies to eliminate disproportionate class/course enrollments. Four one-race classes were reported at Dunbar.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 8 Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 11% white personnel. School enrollment was 89% black. Classes generally reflected the ethnicity of the student population. No one-race classes were observed. Response from Principal: None Area Senior High Schools: Fair and Hall attained the equitable staffing goal. School enrollments at both schools reflected the acceptable range of 49.11% - 73.67%. Class/course enrollments did not generally reflect the composition of the student population at either school. Fair reported 39% of their classes were over or under-represented by blacks, and Hall had 41% of their classes out of compliance. Fifteen one-race classes existed at Hall. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): None Original Magnet Senior High School: Parkview attained the equitable staffing goal. Fifty-two percent of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 9 student population was black. Forty-nine percent of classes were above or below the acceptable range for black student enrollment. Three one-race classes were reported which included eight white students in a German class and six black students in a Language Plus II class. There were 18 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: The composition of the school staff at Central and McClellan met the goal for certified and non-certified personnel. Central's school enrollment was 63% black and within the prescribed range of 49.11% - 73.67%. McClellan did not meet this goal with an 80% black enrollment. Class/course enrollments did not reflect the composition of the student body. Seventy-six percent of the classes at Central and 25% of the classes at McClellan were over or under the acceptable range. The principals provided strategies to eliminate disproportionate classes and the 19 one-race classes at Central and the four one-race classes at McClellan. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for certified or non-certifiedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 10 staff. Staff included 22% certified black staff and 20% non-certified white staff. The school population was 50% black. There were no one-race classes reported. Response from Principal: None 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have) Varied teaching strategies reflected by display of student work Current and complete documentation of student progress. Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS: Area Elementary Schools: In all twenty-three (23) area elementary schools most of the teachers said that materials and equipment were adequate for curriculum delivery. Some teachers at Brady School needed more spelling and reading instructional material.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 11 Also at Brady School, it was mentioned that more multicultural materials could be used in the library. Some monitored teachers at Dodd Elementary School mentioned that more copy paper was needed and more supplies were needed in the third grade. At Woodruff School, it was reported as it was in a previous school year that more computers in the classrooms would enhance instruction and facilitate the use of ABACUS. It was also reported that some pull-down wall maps of the United States and of the world were needed at Woodruff. At Fair Park School, some monitored teachers said that there were not enough consumable books for new students when they arrive at the school. It was reported that new students had to wait several weeks for these consumable books. At Forest Park School, it was reported that the kindergarten instruction would be enhanced if individual handwriting booklets and mathematics workbooks could be provided. In most of the classrooms monitored, most of the student records were found to be current and complete in all of the area elementary schools. In all of the area elementary schools, most students in the monitored classrooms were actively involved in instruction. Such activities as students participating in a music lesson, marching, clapping hands, pupils in a classroom discussion of a story the teacher had read to the class, creative writing following aEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 12 teacher read story and students working on making a globe were observed. Other student activities observed were participation in oral word games with students acting as detectives, learning the sounds of letters, testing, learning about teamwork and diversity, writing poetry, doing art work, watching a video on phonics, working on spelling, vocabulary and alphabetizing and discussion of tornado safety. Some students were observed working on book reports. In all area elementary schools, classroom seating patterns observed promoted interaction among students of different race/gender. In all the area elementary schools bulletin boards, displays of projects, publications, and productions throughout the school including the media centers reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples of this were \"Christmas Around the World,\" Egyptian, European, African-American and American Indian cultures, and a poster with the theme \"We are all children under the same sky.\" At Fulbright School, there was a commercial poster observed promoting achievement with only white students depicted. In most of the area elementary classrooms visited, a reflection of the racial/ethnic and gender differences of the student body and/or multiculturalism was observed. Some examples were at Otter Creek School a \"Being a Good Neighbor\" bulletin board, at Western Hills School there were pictures of actual students on the honor roll bulletin board, and at McDermott there was a \"Lets Be Friends\" poster. At Forest Park, posters of famous black Americans wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 13 observed as well as friends around the world and children of other cultures. In most of these classrooms visited, there were many displays of student work observed. Examples of this at Geyer Springs School were art work on the Thanksgiving theme, graphs, poetry written by students, book report projects, and science experiments. At McDermott School, examples of this were rhyming word papers, time lines of their lives drawn by pupils, art work, and clay pots made by students. However, of the six classrooms monitored at Pulaski Heights Elementary School, there were three teachers who had student work displayed. and three who did not. At Fulbright Elementary, science work, art work. handwriting displays and story maps were in evidence in the visited classrooms. Multicultural objectives of the curriculum guides were being taught in all of these schools visited. At Otter Creek School, astronauts and scientists of the various races were studied. Various multicultural books and materials were being used at Otter Creek. At Geyer Springs School, the students made a tepee and sat in it and read a book about American Indians. At Pulaski Heights Elementary School, the media specialist helped initiate a theme of \"Winter Holidays Around the World.\" She was heard reading a story of the Japanese Winter Holiday to a group of children in the library. Classes at Pulaski Heights Elementary School were observed working on the Kwanza theme and Aesops Fables. At Cloverdale Elementary School, the students were observed talking about the cultures of Africa, Mexico, and Canada. At Fulbright School, the ThanksgivingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 14 theme of the pilgrims and the American Indians was replete throughout the building. King Tut and Socrates were taught in some rooms. Harriet Tubman and Kachina dolls of the Pueblo Indians were taught in other rooms visited. Response from Principal(s): The Fair Park principal said that with the districts being in difficult financial straits, the LRSD does not routinely send extra books to the school to await the arrival of new students. Original Magnet Elementary Schools: Materials and equipment were reported to be sufficient for curriculum delivery by most monitored teachers. At Carver Magnet School, overhead projectors, computers, and televisions were observed in the visited classrooms. Some visited Carver teachers said that they had gone to various state and local facilities to provide materials for class. Some visited teachers said that all they had to do was ask for materials and equipment, and it was provided. At Williams School, it was reported in some monitored classrooms that more computers were needed. All observed student records were current and complete. In most classrooms visited, all students were actively involved in classroom instruction. At Gibbs School, observed students were actively involved in gardening, small group discussions and question/answer sessions. At Williams School, a sixth grade student was observed reading to a second grade class, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 15 the pupils were preparing to write a creative paper about the story. Williams' students were also observed writing book reports, drawing a mural, doing independent study, reading a book about Native Americans, and completing a project about the Pilgrims. In all classrooms visited, seating patterns promoted interaction of the races/genders. Throughout these schools, publications, bulletin boards, and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. At Carver School, there was a display of book reports of the last books read in one classroom visited. A poster was observed of black scientists and inventors in history in another visited classroom. There was another poster observed with the theme that reading opens up new worlds with different cultures pictured around it. At Williams School, international menus were posted for the international food fair. There was a display at Carver School of an American Indian theme exhibited on the bulletin boards throughout the school. A bulletin board in the hallway with student art work was observed as well as a \"Fall into Autumn' bulletin board. At Gibbs School, one week before the monitoring visit, there was an Italian Festival held. At Williams School, there was a display on China and Japan.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 16 Displays of Egyptian and Indian cultures were noted in the classrooms visited at Booker School. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. The various resources of the different states were displayed artistically on shoe boxes around a visited classroom at Carver Magnet School. At Williams School, a writers corner in one classroom displayed student writing, test papers, art and mathematics work, and spelling. Multicultural objectives of the curriculum guides were being taught in all classrooms visited at all these schools. In one classroom visited at Carver Magnet School, corn was sprouted the way the native Americans did it. The United Nations and different cultures were studied in another visited classroom at Carver. Three ways of multiplying numbers were studied in another Carver classroom visited: Egyptian doubling, Russian peasant and lattice from India. At Williams Magnet School, units of study on Kenya and China were observed as well as the studying of other lands in a \"Walking in the shoe steps of other people\" theme. Students from Booker Magnet School went to Wildwood Park to performances with a multicultural theme. The media specialists at Booker, Carver and Williams Magnet Schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. There was no answer to this item on the Gibbs Team Consensus report becauseEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 17 it was reported that the media specialist was not in the building on the day of the program for equity monitoring. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most monitored teachers had adequate materials and equipment to deliver the curriculum. However, at King School computers in some classrooms at one grade level were not functional on the day of the monitoring visit. At Washington School, overhead projectors. televisions and encyclopedias were observed in most of the visited classrooms. and most monitored teachers said that they had adequate materials and equipment. However, a power surge burned out two computers in the media center. These computers needed to be fixed, and a CD drive computer was needed. At Washington School, it was also reported that there were certain experiments to do in the science curriculum. A problem was that no one prepared materials for the science experiments. Two visited classrooms needed encyclopedias. At Washington School, it was reported that the LRSD had a policy that computers in the laboratory cannot be moved to the classroom. It was noted that Washington School was a big school with many students. Yet, rather routinely the same amount of materials was sent to Washington as a smaller school with fewerEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 18 pupils. Most observed records were current and complete at these schools. However, at Washington School, one visited teacher had no grade book at the school. At these schools, all observed students were actively involved in classroom instruction. Some visited teachers were observed asking questions, with the students answering questions. ABACUS testing was observed. In most classrooms observed, students of both races and genders were observed seated together. However, in one monitored classroom at King School, when the students were allowed to work in groups, the equity monitor noted that one small group consisted of three white students. All monitors reported observing an abundance of multicultural displays throughout the schools on bulletin boards, displays of projects, publications and productions. Multiculturalism was reflected in all classrooms visited in these schools. At Washington School, Caddo and Quapaw Indians of Arkansas displays, student art work with multicultural aspects, and a bulletin board display of the Central High School crisis were observed. In all monitored classrooms, numerous displays of student work were evident. Examples of this were pictures drawn by students, writing samples, and seed planting systems. At all three of these schools, it was reported that the multicultural objectivesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 19 of the curriculum guides were taught. Some examples of this were integration and Chinese writing. At King School, the media specialist reported that the budget was increased this year and the multicultural media collection was increased. It was reported to be continually evaluated. The library media specialist at Romine School was sensitive to the need to include multicultural materials in the holdings. Moreover, there was sufficient evidence in the files to support this conclusion. A book order with multicultural materials such as American Indians was seen at Washington Elementary. Response from Principal(s): The principal from King School commented that computers in the first grade classrooms have been temporarily inoperative at times this school year. The situation has been closely monitored. Repairs were in progress on the day of the monitoring visit. Area Junior High Schools: Four of the five schools, Cloverdale, Mabelvale, Pulaski Heights and Southwest, had adequate materials and equipment to deliver the curriculum. The ninth grade English Department at Forest Heights Junior High School needed 50 textbooks for all students to have one book. Teachers visited in the science department at Forest Heights needed hands-on projects materials to supplement the textbooks.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 20 At Mabelvale Junior High School, a science laboratory room was badly needed, as well as additional science equipment. It was reported that the LRSD Science supervisor was quite helpful in seeing that supplementary science materials were provided. Teachers at Mabelvale spent personal funds for materials. English classes at this school needed more current reading materials which contained extensive multicultural selections. All records observed at these schools were current and complete. In four (Cloverdale, Mabelvale, Pulaski Heights and Southwest) of five of these junior high schools, all observed students were actively involved in classroom instruction. However, at Forest Heights Junior High School, in some classrooms visited the students were not actively involved with such activities going on as throwing of spit wads, talking, playing around, and moving around in the room. In these rooms it appeared that the students did whatever they wanted to do. apparently without teacher direction. Most observed classroom seating patterns promoted interaction among students of different race/gender in all of these junior high schools. The Mabelvale Junior High School media center was equipped with a computer/CD/ROM that has SIRS available and offers multicultural research capability for students. Mabelvale Junior High School has completed all of the requirements to become a GLOBE school and will be the only such school in the LRSD. GLOBEEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 21 is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE is an international partnership, involving countries around the world. Wal-Mart-Geyer Springs donated a Zoomfax Modem/External/v.32 bis computer modem, cable and phone cable that will assist Mabelvale Junior High School to have an Internet connection for the GLOBE program. SECME, Science Engineering, Communication, and Mathematics Enrichment, a new program being implemented at Mabelvale Junior High School, gave a grant of $500 to the school to cover the cost of a dedicated phone line ($38/month). The media specialist has been instrumental in securing these donations for an INTERNET connection. Response from Principal(s): The Forest Heights Junior High School Principal said that the problem with the lack of materials in the two departments was evidently the result of a communication problem between the two department chairs and him. He said that he would meet with the department chairs of English and science to rectify the shortage of materials. Magnet Junior High School: All interviewed teachers at Mann Junior High School said that materials and eguipment were adequate. All records observed were current and complete. Most observed students were working in groups and participating in discussions. All observed classroom seating patterns were adequate to promote interactionEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 22 among students of different race/gender. Bulletin boards throughout the school and displays were reported by all the monitors to be multicultural. All visited classrooms displayed multicultural materials. Monitors observed student work displayed in all visited classrooms. Examples of this were mathematics projects, science displays, and biographies of scientists of different cultures. Multicultural objectives were reflected in the student work displayed. Multicultural objectives were observed in lesson plans. The media specialist evaluated multicultural materials in the media collection. Teachers were encouraged to recommend new multicultural materials for purchase. The media specialist said that an intensive effort was being made to purchase more materials on Asian and Hispanic populations. Response from Principal: None Area Junior High Schools with Magnet Programs: Although at Dunbar and Henderson Junior High Schools most classrooms visited had adequate materials and equipment, the Henderson choir was reported to need more money in the budget for sheet music which costs $1.25 for one sheet of music. All observed student records at these two schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 23 At Henderson, in most classrooms visited, all students were actively involved in classroom instruction. Dunbar students were observed working in groups, participating in discussions, taking a test, watching an overhead transparency presentation and watching an educational film. In most classrooms visited at these two schools, the seating patterns promoted interaction among students of different race/gender. Posters and bulletin boards throughout Dunbar and Henderson reflected the racial/ethnic/ gender differences of the student body and/or multiculturalism. In all monitored classrooms, there were displays of multicultural materials. At Henderson, different countries were reflected in an observed bulletin board. Flamingo dancing was a theme for another observed bulletin board at Henderson. In most monitored classrooms at Dunbar, there was a display of student work. However, the traveling teachers at Dunbar had no display of student work. Although posters of students work were displayed in one visited Henderson classroom, in most monitored rooms there was not a display of pupil work. At Henderson Junior High School, pictures of the different cultures were observed in the visited classrooms. It was reported that discussions of the accomplishments and music of the different races and cultures occurred. At Dunbar Junior High School, in most classrooms visited, multicultural objectives of the curriculum guides were taught. In one Dunbar mathematics classroom monitored, the teacher said that there was nothing multicultural to teach butEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 24 Arabic numbers, an obvious difference from the reality of the curriculum guides for mathematics which were replete with multicultural objectives. Multicultural objectives were observed in the lesson plan books of the other Dunbar monitored teachers. Many multicultural displays were observed in the media center at Henderson. It was reported that the media specialist annually evaluated the adequacy of multicultural materials in the Henderson media collection and continually evaluated new materials to be considered for purchase. One visited teacher at Dunbar said that the media center materials needed multicultural updating. On the day of the monitoring visit, the library staff was in the process of making an order of multicultural materials. It was reported that in order to get ready to make this order, evaluation of the adequacy of the multicultural materials occurred. Response from Principal(s): None Alternative Learning Center: In the seven classrooms observed, the teachers at the Alternative Learning Center had adequate materials and equipment to deliver the curriculum. All records observed were current and complete. Observed students were working in groups, taking exams and engaged in meaningful discussion. In the classrooms visited, the seating patterns promoted desired exchange among students.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 25 Throughout the school, posters and murals reflected a multicultural commitment. Also, bulletin boards were of a similar nature. All classrooms monitored revealed multicultural themes. Student work was displayed in all classrooms visited. Multicultural objectives of the curriculum guides were being taught in the majority of the classrooms visited. This Alternative Learning Center (ALC) site is without a library/media center. However, the English teacher and principal worked closely together in annually evaluating the adequacy of multicultural materials in the media collection, and they continually evaluated new materials to be considered for purchase. Response from Principal: None Area Senior High Schools: Televisions, puzzles, manipulatives and numeral cards were observed in the visited classrooms at Fair High School. Although most of the visited teachers at Hall High School had adequate materials and equipment to deliver the curriculum, one teacher said that the budget for their department was cut in half this semester. However, this teacher said that mini-grants have been provided by the PTSA to fund the purchase of additional materials and equipment. All records observed at these schools were current and complete. All observed students in the visited classrooms were listening, asking questions or quietly working at computer stations in both of these schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 26 In all classrooms visited, the seating patterns promoted interaction among students of different race/gender. At Fair High School, bulletin boards were observed with pictures of black students and white students throughout the school. In the media center there were posters depicting multiculturalism. All monitors at Hall High School said that multicultural displays were evident throughout the school. At Fair High School, there were two monitored classrooms with no displays reflecting racial/ethnic/gender differences of the pupils. The monitors at Hall High School observed multicultural bulletin boards in all monitored classrooms. Multicultural objectives were observed in lesson plans and reflected in displays at Hall High School. Stories dealing with the various cultures were told in one monitored classroom at Fair High School. In one visited class, the teacher emphasized the differences in business of the various cultures. In another classroom at Fair, it was explained how different kinds of families were found in the different cultures. The Scottish culture was being studied in one class. At Hall High School, student and teacher recommendations for new multicultural materials were encouraged. The Hall media specialist evaluated these requests and the holdings to purchase needed books and materials as needs changed. Many and varied cultures were observed on display in the book holdings at Fair High School. New books with multicultural themes were observed beingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 27 displayed. A library staff member said that the adequacy of multicultural materials in the media collection was annually evaluated. Response from Principal(s): The Hall High School principal said that the budget for the current school year was determined before she became principal. Original Magnet Senior High School: A majority of the teachers interviewed reported having adequate materials and equipment. However, it was reported that some new band instruments were needed, and some sheet music and a CD/cassette player/recorder were needed for choral music. According to the teacher, additional funds were needed to purchase videotapes for the Theater History course. All monitored records were current and complete. In all classes visited, all students were actively involved in instruction. Examples were: practicing for a band program, individual students reading parts of a play, testing, classroom discussion and teacher explanations. In all but one of the monitored classrooms, the monitors observed that classroom seating patterns promoted interaction among students of different race/gender. Monitors also observed that bulletin boards, displays of projects. publications, and productions throughout the school including the media center reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples were: a poster with a theme of blacks in the arts, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 28 murals on the walls. In all but one classroom monitored, there were pictures of students of the different races engaged in various activities, multicultural posters, pictures of a multiracial play from the young playwrights festival in New York and posters concerning Greek drama. In a majority of classrooms visited, student work was on display. Examples of this were: student writing, art work, primitive and Greek masks, posters, and creative literature projects. All Parkview High School teachers interviewed reported teaching the multicultural objectives. Examples were\nsinging songs in languages other than English and studying scientists of other cultures. The Parkview media specialist continually purchased new multicultural materials after a thorough evaluation of available materials. Lists were accepted from students and teachers before buying decisions were made. The media specialist recently purchased \"Discovering Multicultural America.\" a multimedia CD-ROM, which contains extensive data on Africa, Asian, Hispanic and native North Americans. Response from Principal: The Parkview principal reported that efforts were underway to improve the holdings of the Music Department. A proposal, \"The Curriculum Review/Update,\" contained full information regarding the equipment/instrumentation housed in theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 29 school music department. Information concerning this proposal can also be found in the \"Extended Program Evaluation Document.\" Area Senior High Schools with Magnet Programs: All teachers interviewed at both Central and McClellan High Schools reported having adequate materials and equipment to deliver the curriculum. However, one mathematics teacher at Central High School reported that some computers in the classroom would greatly enhance instruction. Although the science teachers interviewed at Central High School reported having adequate materials and equipment, the science facilities needed updating and upgrading. It was also necessary that supplemental kits be provided for various instructional units in order to have adequate materials and equipment for those units of study. All observed records were current and complete. All students in all visited classrooms were actively involved in instruction. Examples were\nteacher preparing students for an activity, analyzing a sonnet, watching a video from the Humanities Council, working in a small group, taking examinations and fruitful debate. In all classrooms visited, the seating patterns promoted the desired interaction among students of varying races and genders. Multicultural displays and posters were observed on bulletin boards in the media center, counselors offices and the whole school in general. In a majority of the classrooms monitored, famous black American posters, posters on mathematics from variousEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 30 countries, maps and posters of African kings and queens were observed. In a majority of the classrooms monitored, student work was displayed. Examples were: maps made by students, science projects and student writing. All visited teachers reported that multicultural objectives of the were taught. curriculum guides At both Central and McClellan High Schools, the media specialists constantly evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Faculty members made suggestions. Media specialists sent reviews of materials and books to teachers to ask for their opinions. Central has added a great deal of multicultural material in the fields of science and mathematics. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: The visited teachers said that the materials and equipment were adequate. However, more advanced camera equipment was needed in the television production class. A new IBM computer with CD ROM was added in the Health Occupations classroom this school year. Students could now access medical encyclopedic technology using the computer. Another example of new equipment was the computerized paint mixing system in the paint and body class. The system was supplied by a partner in education.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 31 Current and complete parent conference documentation, lesson plans and interim reports were observed. Students were observed making preparation for producing video Christmas cards. In other classrooms visited students were reviewing for tests. Observed student seating patterns were well mixed. School-wide multicultural displays were observed, such as student photographs in the front hallway. These reflected the student population. Classroom bulletin boards observed were multicultural. Student work projects, videos made by pupils, and photographs were observed. The visited teachers said that multicultural objectives were taught as an integral part of the curriculum. A media specialist was not employed at Metropolitan. The vocational teachers in each area ordered current magazines and materials to supplement required textbooks. All current materials were ordered by each teacher. It was reported that the most recent material ordered was multicultural in nature. Response from Principal: None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honorsEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 32 Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS: Area Elementary Schools: There was only one negative answer given to all items of this section for all area elementary schools. The negative answer came on the Wilson School checklist. Procedures and requirements in a written form had not been distributed to parents and students at Wilson School. Student of the Month,\" honor roll, good behavior, perfect attendance, and \"Caught Being Good\" were awards and honors given at Otter Creek School. Examples of honors and awards at Badgett School were honor roll, perfect attendance and \"Student of the Week. II At Geyer Springs School, procedures and requirements were distributed to staff, students and parents through the opening bulletin, newsletters and written announcements. The distribution of honors and awards will be reported the second monitoring visit. Response from Principal(s): The Wilson Principal said that the issue of getting written procedures and requirements on honors and awards distributed to parents and students would beEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 33 rectified. Original Magnet Elementary Schools: The various honor rolls and the \"Caught Being Good\" programs at Carver Magnet made for a variety of awards and honors. A large honor roll bulletin board in the hallway outside the office area showed the variety of students who received this honor at Carver. The other three original magnet elementary schools also provided a variety of awards and honors. The honors and awards were discussed in the Carver Student Handbook. The handbook was presented to each student and his/her family upon enrollment, and they were encouraged to read it. The other three original magnet elementary schools also distributed written procedures and requirements governing honors and awards to staff, students and parents. All four of the original magnet elementary schools regularly evaluated the offerings and procedures for honors and awards for equity and to determine if new awards were necessary to meet student needs. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Interdistrict Elementary Schools: There were no negative answers given in this section of honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards willEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 34 be monitored during the second semester visit. Response from Principal(s): None Area Junior High Schools: There were no negative answers given in this section of honors and awards for the five Area Junior High Schools. Trophies, science fair and honor society were in evidence at Forest Heights Junior High School. At Cloverdale Junior High School, the academic honor rolls, citizenship honor roll, athletic awards, and \"Most Improved Student\" awards offered a variety. At Forest Heights Junior High School, it was reported that the staff notebook takes care of distributing to staff, students and parents the written procedures and requirements governing honors and awards by delineating how teachers can inform parents and students. At Cloverdale Junior High School, the written procedures and requirements governing honors and awards were distributed in the Cloverdale Student Handbook and in a bulletin to parents. Teachers also received the above. At Pulaski Heights Junior High School, interdisciplinary teaching teams determine offerings and procedures regarding honors and awards. Results were shared with steering committees. Distribution results were provided for a review by team members.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 35 The distribution of honors and awards will be reported on the second monitoring visit. Response from Principal(s): None Original Magnet Junior High School: There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal: None Area Junior High Schools with Magnet Programs: There was one area of concern in this section of the checklist for Dunbar. Although there was a statement in the teachers handbook and bulletin announcements at Dunbar, there was nothing written for parents on honors and awards. Response from Principal(s): None Alternative Learning Center: It was reported that each Friday at the Alternative Learning Center an awards assembly was held to recognize students. It was noted that 82% of the award recipients were black.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 36 Response from Principal: None Area Senior High Schools: A variety of honors and awards was provided in areas including the \"Sidney Moncrief Award,\" course achievement awards, academics, citizenship and attendance. At Fair High School, oral and written guidelines were disseminated during assemblies, open house, and certified staff communicated the procedures for honors and awards to individual classes. Criteria for \"Hall of Fame\" and \"I Eagle Track Awards\" were in the Fair school profile. \"Eagle Track\" and \"Hall of Fame recipients were selected by any teachers wishing to participate. Any teacher may nominate students who meet the requirements, then the field is narrowed in an open forum of teachers\nthe recipient is finally selected by a vote by teachers. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Original Magnet Senior High School: At Parkview, academic honor roll, citizenship honor roll, athletic awards, and academic district awards offered a variety. Information was presented each quarter through notices and scope sheets from the counselors, school newspaper and Honors Night bulletin. Counselors, teachers, the principal, and assistantEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 37 principals, plus the Parkview Biracial Committee reviewed and evaluated honors/awards for equity. The distribution will be reported on the second monitoring visit. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central High School, a variety of honors and awards was offered via honor rolls, recognition for academic achievement, service to school and community, and participation in extra-curricular activities. Also at Central, department chairs, working with school administrators, evaluated honors and awards for equity and to determine if new awards should be added. At McClellan High School, 80% of the honors and awards went to black students. Responses from Principal(s): None Metropolitan Vocational-Technical Education Center: All of the answers in this honors and awards section were positive for Metropolitan. Distribution of honors and awards will be monitored on the second semester visit. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 38 4.0 COMMITTEES At each school the monitors expected to find\nRacial/gender composition of appointed school- based committees (-25% to 12.5% of black student enrollment) generally reflects the school population FINDINGS: Area Elementary Schools: The monitoring teams at twelve schools (Bale, Baseline, Chicot, Cloverdale, Dodd, Forest Park, Geyer Springs, Jefferson, McDermott, Wakefield, Wilson, and Woodruff) reported that the composition of the school-based staff/parent committees was generally reflective of the staff/student populations. The composition of the parent committees was not reflective of the school population at Badgett, Brady, Fair Park, Fulbright, Mabelvale, Meadowcliff, Otter Creek, and Western Hills. Employee committees were not reflective of the staff population at Meadowcliff. There was no information reported for employee committees at Fair Park. The school profile at Chicot did not contain information on committees. However, the Chicot principal assured monitors that employee and parent committees are reflective of the school population. The 23% black parent representation on committees was not within range for Terry Elementary School. The school profile at Pulaski Heights Elementary showed that 33% of parent committee members were black. This percentage was not within the expected range of 35%- 53% black parents for the school. The participation rate for blackEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 39 parents at Watson was below the expected range. Response from Principal(s): The principal at Badgett said that district required guidelines for parent committees have been followed. The principal assured monitors at Terry that the school staff will continue to work to increase black parent participation at Terry. Original Magnet Elementary Schools: Appointed school-based committees were generally reflective of the applicable populations at Booker, Gibbs, and Williams. At Carver, staff committees reflected the composition of the staff. Thirty-five percent of the Carver parents participating on committees were black. This percentage is slightly below the recommended range of 38% - 57% for black parents. Response from Principal(s)\nNone Interdistrict Elementary Schools: School-based committees at Romine and Washington reflected the staff/student populations. The percentage of black parents serving on committees at King was slightly below the recommended range. Staff committees were reflective of the employee population at King. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 40 Area Junior High Schools: School-based committees generally reflect the staff/student population at Cloverdale, Mabelvale, and Southwest. Staff committees at Forest Heights and Pulaski Heights were reflective of the staff population. However, parent participation rates at Forest Heights and Pulaski Heights were not within the recommended range for each school. Response from Principal(s): None Original Magnet Junior High School\nThe monitors at Mann did not identify any areas of concern. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar and Henderson, committees generally reflected the staff/student populations. Response from Principal(s): None Alternative Learning Center: Monitors reported that committee percentages were within the expected range for the school population.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 41 Response from Principal\nNone Area Senior High Schools: The composition of parent committees at Fair and Hall were not reflective of the student population. Response from Principal(s): The vice-principal at Fair reported that there will be some new committees formed for COE. These committee formations will allow for a balance on committees by race. Original Magnet Senior High School: The team consensus report did not identify any areas of concern with regard to committees. Response from Principal: None Area Senior High Schools with Magnet Programs: There were no areas of concern with regard to staff/parent committees at Central or McClellan. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 42 Metropolitan Vocational-Technical Education Center: Employee committees are 24% black. Parent committees are generally reflective of the student body. Response from Principal\nNone 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% +12.5% of black student enrollment) by race and sex to Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools: At all area elementary schools, procedures were in place to assure that students were apprised of information regarding various opportunities in extracurricular activities/extended educational programs. Examples of ways students were informed about the aforementioned opportunities included the following\ninformation provided by teachers and counselors, newsletters, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, monitoring by principals, and postings about schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 43 Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools except Brady. Fair Park, and Pulaski Heights Elementary School. In these three schools, there was an over-representation of black student participants. At Brady, total membership in extracurricular activities was 75% black\nthe acceptable range for Brady is 48% - 72% black students, based on a 64% black student enrollment. At Fair Park, 93% of the participants in extracurricular activities were black\nthe acceptable range is 58% - 88% black students, based on a 78% black student enrollment. Fifty-seven percent of the students participating in extracurricular activities at Pulaski Heights Elementary were black\nthe acceptable range is 35% - 53% black students, based on the 47% black student enrollment. Although student participation at Dodd generally represented the student population, there were only three white cheerleaders, and 19 black cheerleaders. Response from Principal(s): None Original Magnet Elementary Schools: All original magnet elementary schools have procedures in place to assure that students are provided information regarding opportunities to participate in extracurricular activities/extended educational programs, according to monitoring team reports. Examples of procedures cited by monitors: distribution of information via school newsletters, use of closed circuit television, recruitment atEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 44 registration, use of bulletin boards for publicity about opportunities, and opening specific activities to all students in a particular grade level. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school except Carver, according to submitted reports. Sixty percent of the students who participated in extracurricular/extended educational activities at Carver were black, which is not within the acceptable range of 38% - 57% black students, based on the 51.8% black student enrollment at Carver. However, it should be noted that included in the calculation to determine the percentage of black students participating in the extracurricular/extended educational programs is the 86.8% black student participation in the summer reading program. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern regarding extracurricular activities were noted by monitors of the three interdistrict elementary schools. Procedures were evident at each of the schools to apprise students of opportunities to participate in extracurricular activities/extended educational programs. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 45 Response from Principal(s)\nNone Area Junior High Schools: All area junior high schools have strategies to assure that students are provided information regarding opportunities to participate in extracurricular activities. Following are examples of such strategies cited by monitors: information in student handbooks, daily announcements and bulletins, recruitment activities by program/club sponsors and coaches, and through closed circuit television. Participation in extracurricular activities generally reflected the school population at each area junior high school, as reported by monitoring teams. However, the report from Forest Heights indicated that the Science Club was slightly out of the acceptable range of 58% - 87% black students, based on a 77% black student enrollment, with only 56% black student participation. At Mabelvale Jr. High School, the monitoring report noted that 13 of 20 organizations had memberships which fell within the acceptable range of 60% - 83% black students, based on a 73% black student enrollment. Three of the seven organizations that reflected an under-representation of black students had at least 50% black student memberships: MJHS Readers, 50% black members\ncheerleaders, 50% black membership\nForeign Language Club, 54.5% black student membership. The other three organizations which had an under-EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 46 student membership. The other three organizations which had an underrepresentation of black students were S.C.A.T., Pep Squad, T.S.A., and soccer. The report from Cloverdale Jr. High School indicated that the Drill Team had an all black membership. Response from Principal(s)\nNone Original Magnet Junior High School: No areas of concern regarding the section on \"Extracurricular Activities\" were noted on the monitoring report from Mann. Forty-six percent of the students who participated in extracurricular activities were black. Students were fully informed of opportunities for participation in the above activities via posters, exhibits in the cafeteria, at Open House, and announcements over the public address system. Response from Principal: None Area Junior High Schools with Magnet Programs: At both Dunbar and Henderson, monitoring reports indicated that procedures were evident to assure that students were fully informed about information regarding various opportunities in extracurricular activities. Examples of procedures cited: daily bulletin announcements, school newsletters, recruiting efforts by clubs/organizations, and use of displays and posters.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 47 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson. However, the report from Henderson noted that the drill team was composed entirely of black students. Response from Principal(s): The principal at Henderson indicated that he had asked all sponsors to recruit students to organizations so that memberships are racially balanced. Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Although the report indicated that procedures were evident to assure that students were informed regarding opportunities to participate in extracurricular activities, no examples of procedures used were cited in the report. Eighty-one percent of student participants were black. Response from Principal: None Area Senior High Schools: At both Fair and Hall High Schools, it was evident to monitors that students were provided with necessary information regarding opportunities to participate in extracurricular activities. Methods used to inform students about extracurricular options included announcements in the daily bulletin, informational brochures. discussions with counselors, information in student handbooks, and recruitment by individual clubs/organizations. Additionally, reports indicated that participation inEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 48 extracurricular activities generally reflected the school population schools. at each of the Response from Principal(s): None Original Magnet Senior High School: No areas of concern were noted regarding extracurricular activities at Parkview. Information concerning procedures used to apprise students about the availability of extracurricular activities was distributed through the Parkview Handbook, the school newspaper, The Constitution, and through bulletins. Total participation in extracurricular activities was within the acceptable range, according to the monitoring report. However, some individual activities were not within range. Examples of activities with an over-representation of black students: Lab Singers, Peer Helpers, cheerleaders, FBLA, Gentlemens Club, boys basketball, football, and girls basketball. Ones with an under-representation of black students included: Alpha Omega, golf, German Club, the newspaper staff. stage band, and tennis. The monitoring report indicated that the a spirit group, has a 100% black membership. Response from Principal: None \"Liberty Belles,\" Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 49 students were apprised of information regarding various opportunities in extracurricular activities. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, and try-outs for all sports. No specific examples were noted on the McClellan monitoring report. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central noted that of the 30 organizations/athletic teams for which total membership was provided in the school profile, five were within the acceptable range. However, seven more were only slightly out of range. No activity/team was composed of 100% of any one race. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as the Fellowship of Christian Athletes, Rotary Interact, and Accept No Boundaries. At Central, activities/teams with an over-representation of black students included DECA, FBI_A, the Ladies Club, and the Gentlemens Club. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-eight percent of the students who participate in these activitiesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 50 are black, which is within the acceptable range, according to the monitoring report. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: All students strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated bv race/gender) Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS\nArea Elementary Schools: All team reports stated that goals and strategies are being developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies part of each schools improvement plan. Some schools mentioned specific are strategies during the monitoring interview. Pulaski Heights said that they pair more talented students with less talented students for teaching skills. Teachers ask questions after every lesson expecting that all students would be ready toEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 51 answer correctly. Reteaching occurred for those who did not. Another strategy they used was to offer enrichment periods. At Terry, students who needed extra help were identified, a special records folder was created and individualized help was provided. Cloverdale chose the primary grades to highlight in closing disparity. Teachers will concentrate on those skills that were not mastered. Fulbright students with special needs are targeted. Special work is given to low achieving students. A personal plan was written for each one of these students. One-on-one remedial help was given. Otter Creek uses small group instruction, and \"Reading Recovery.\" The staff reported keeping in close contact with parents to seek their help.in education. Peer helpers were used. All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995. All schools had mixed results. Otter Creek and Terry were the only schools who achieved the goal in the monitoring report. Test data from Badgett Elementary evidenced an improvement for white students from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for black students decreased in Grades 1 to 2 and 4 to 5. White student scores decreased in Grades 1 to 2. The Stanford achievement results from Bale showed percentile scores for white students decreasing from Grades 2 to 3. Both black and white student scores decreased. Other scores remained stable. At Baseline Grades 1, 2, 3 and 6 did not meet the goal but overall scores showed improvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 52 Brady had black student score decreases in Grades 1 to 2 and white student score decreases in Grades 2 to 3 and 3 to 4. White student scores increased in Grades 4 to 5. Cloverdale students scored above the 50th percentile in Grades 1, 2 and 5, slightly below in Grade 4 and at the 43rd percentile in Grade 6. Disparities were as follows: Grade 1: -10 Grade 3: -25 Grade 5: -33 Grade 2: -9 Grade 4\n-17 Grade 6: -1 Dodd s scores showed a both white and black group increase in Grades 2 and 4. Disparities are as follows: Grade 1: -21 Grade 3: -18 Grade 5: -30 Grade 2: -32 Grade 4: -6 Grade 6: -25 Forest Park had some decrease in black student scores. White student scores were higher or stable. Disparities were as follows: Grade 1: -44 Grade 3: -50 Grade 5: -52 Grade 2: -76 Grade 4: -51 Grade 6: -49 At Geyer Springs, achievement of white students, black students and total achievement increased from Grades 1 to 2, 2 to 3, and 5 to 6. At Grades 3 to 4 total scores, both black and white, decreased. Disparities were as follows: Grade 1: -19 Grade 3: -55 Grade 5: -10 Grade 2: -10 Grade 4: +1 Grade 6: -32EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 53 Jefferson had white student score increases at Grades 2 and 5 and a decrease at Grade 1. Black student scores increased at Grade 6 and both groups decreased at Grade 3. Disparities are as follows\nGrade 1: -51 Grade 3: -48 Grade 5: -53 Grade 2\n-64 Grade 4: -50 Grade 6: -23 McDermotts scores included a black student score increase at Grades 2, 4 and 5 and a decrease at Grade 3. There was a white student score increase at Grade 6. Disparities were as follows: Grade 1: -46 Grade 3: -42 Grade 5: -35 Grade 2: -51 Grade 4: -30 Grade 6: -34 At Watson 70% of white students scores increased on the Basic Battery. Western Hills had both black and white student score increases in Grades 1 to 2, 3 to 4, 4 to 5 and 5 to 6. There was a white student score decrease from Grades 2 to 3. Wilson scores showed black and white student score decreases in Grades 1 to 2, 2 to 3 and 4 to 5 and an increase in black student scores from Grade 5 to 6. White student scores also decreased in Grades 3 to 4. At Woodruff, Grades 3-6 total achievement scores were at the 51st percentile or higher in Spring, 1995. Disparities were as follows: Grade 1: -13 Grade 3: -22 Grade 5: -24 Grade 2: -31 Grade 4: -25 Grade 6: -27EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 54 Schools have different acceptable ranges for black student retention. Also the reporting of retention is based on the number of retentions within the particular school and do not necessarily imply the number of retentions made by a particular school. Elementary schools which fall into the acceptable range of black retention are Bale, Brady, Dodd, Geyer Springs, Jefferson, Wakefield Response from Principal(s)\nand Wilson. The Pulaski Heights principal stated that \"The test scores do not always show that we receive many new students at the school every year.\" The Forest Park principal said, \"When analyzing achievement on the Stanford 8, it is important to consider the frequent turnover of black students, which greatly contributes to fluctuating test scores. Black students are assigned to Forest Park from all areas of Little Rock and from the Pulaski Original Magnet Elementary Schools: County District.\" At Booker, scores for white students increased from Grades 3 to 4 and scores for black students increased from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for both groups decreased from Grades 1 to 2 and 4 to 5. The principal reported that schoolwide, there was over a 5% increase in the number of students in the upper two quartiles on the Stanford 8 last spring. In three of five cohort groups. Carver students lost in score on the scoring Complete Battery of Stanford 8. The principal reported that overall fewer students were in the lower quartile and more students scored above the 50th percentileEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 55 when comparisons were made between 1994 and 1995. Gibbs scores indicated increased achievement for black students in Grades 3 to 4. They showed a decrease from Grades 4 to 5. Achievement results for white students decreased from Grades 2 to 3 and 4 to 5. Williams School scores noted that total achievement at all grade levels except the third grade was at the 78th percentile or higher on the Spring, 1995 Stanford 8. Total achievement at the third grade was at the 69th percentile. All student scores increased or remained stable except at the third grade where black student scores decreased. Disparities were as follows: Grade 1: -14 Grade 3\n-31 Grade 5: -26 I Grade 2: -11 Grade 4: -15 Grade 6: -17 Carver. Gibbs and Williams were within the acceptable range of student retention. Response from Principal(s)\nThe Booker principal said that some parents requested retention for their children rather than send them to summer school. The Carver principal said that the magnet schools were asked to make a proposal to improve the environment of the school. Every teacher has listed technology development as a priority. The principals recommendation was also to improve computer technology. The magnet school review committee said that there has been no increase in budget for the magnet school in the last six years. Research shows that computers wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 56 good at helping at-risk students to close that gap in achievement disparity. The extended evaluation was being used to pitch computers, staff development in use of computers and new software as essential tools for learning in the 199Os. Interdistrict Elementary Schools: Washington attained the goal for assessment. At King, white student achievement increased from Grades 4 to 5 and decreased from Grades 2 to 3. All other scores remained stable. Strategies to improve scores were found in the school improvement plans. Washington mentioned some additional strategies. It was reported that all teachers were being inserviced on test scores. They were looking at the Fall, 1995 scores and they were entering low test objective areas in their teachers handbook. There was a hands-on science program at this school. Science laboratory situations were based on deficit areas on the Stanford Test. The grade level teachers met to discuss different discrepancies students had. Comprehension materials were used to help reading scores and context clues were taught. Romine was within the acceptable range for black student retention. Response from Principal(s): The principal added that modifications in student testing below grade level on Stanford 8 are in place in each classroom. Area Junior High Schools: None of these schools attained the student assessment goal. ForestEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 57 Heights eighth and ninth grade test results did not meet the criteria. Black student scores dropped from the 43rd percentile in Grade 7 in 1994 to the 29th percentile in Grade 8 in 1995 which is a significant drop. In comparisons between 1994 and 1995, Mabelvales scores were generally favorable. Grade 7 in 1994 to Grade 7 in 1995 and Grade 9 in 1994 to Grade 9 in 1995 showed total scores of both black and white students were higher. In comparison of the two eighth grades, black student scores remained stable while white student scores decreased. At Pulaski Heights, Grades 7 to 8 scores for black students decreased by five percentile points. All other scores remained stable. White student scores in Southwests Grade 8 dropped from the 60th to the 43rd percentile. Cloverdales scores improved from Grade 8 in 1994 to Grade 8 in 1995. In all other instances white achievement decreased. Achievement also decreased from Grade 9 in 1994 to Grade 9 in 1995. On the Complete Battery, disparities were as follows\nGrade 7: -18 Grade 8: -22 Grade 9\n-8 Only Cloverdale fell within their acceptable range for student retention. Testing strategies were found in the school improvement plans. However, Forest Heights teachers reported teaching higher level thinking skills and analogies to students. Some special writing assignments were developed to solve this problem. One teacher reported that small group work was used to deal withEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 58 achievement differences. Response from Principal(s): None Original Magnet Junior High School: When test results on the Complete Battery were compared, Mann white student scores decreased by six percentile points between 7th grade scores of 1994 and 1995. Black student scores increased from Spring, 1994 to Spring, 1995 in Grades 8 and 9 by five percentile points. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar did not meet the goal as determined by the desegregation plan. In Grades 8 and 9 Stanford 8 scores for black students declined from 1994 to 1995. Henderson did meet the guidelines. Black students in the seventh grade in 1994 scored the 34th percentile and in 1995 scored the 35th percentile. The white student cohort group in seventh grade significantly improved their scores. Black students in the eighth grade in 1994 scored in the 33rd percentile and in 1995 scored in the 37th percentile. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 59 Alternative Learning Center: Test results for these students are a part of their home school records. Students are not retained at the ALC but rather at their home school. Response from Principal: None Area Senior High Schools: Neither Fair nor Hall reached the goal in student testing. At Fair, both black and white student cohort groups lost significant percentile points between 1994 and 1995. From 10th grade in 1994 to 11th grade in 1995 black student scores decreased from the 37th percentile to the 27th percentile and white student scores decreased from the 63rd percentile to the 55th percentile. At Hall, Grade 10 to 11 achievement decreased for both subgroups. Fair was within their acceptable range for retention. Hall was not. Once again, acceptable ranges differ from school to school and some of the retention may have been made at another school. Response from Principal(s): None Original Magnet Senior High School: Parkview did not meet the criteria for student assessment. At the 10th grade level, results indicate lower achievement for black students and white students. At the 11th grade level, scores of both groups decreased when oneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 60 compares the scores of 1994 10th grade students to those of Spring, 1995 11th grade students. Disparities were as follows: Grade 10\n-31 Grade 11: -35 Parkviews retention rate was within the established guidelines. Response from Principal: None Area Senior High Schools with Magnet Programs: Student scores at Central remained stable, and they met the criteria for this goal. Disparities were as follows: Grade 10: -52 Grade 11\n-48 McClellan did not meet the goal. No grade met the criteria. McClellan also met the acceptable range for retention but Central did not. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan student scores are kept in the home schools. Response from Principal\nNoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 61 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Strategies were provided at each school to ensure that student placements are non-discriminatory in special education. Materials were reported to be adequate at 16 schools (Bale, Baseline, Chicot, Forest Park, Fulbright, Geyer Springs, Mabelvale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights Elementary, Terry, Wakefield, Watson, Wilson, and Woodruff). A special education teacher at Badgett said that a computer in the resource room would benefit the students. At Brady, one teacher said basic supplies were adequate, but hands-on materials were needed for teaching reading and math. The teacher said she would discuss the reported need with the principal. The visited teacher at Dodd reported the need for equipment, hands-on instructional materials, and additional materials for non-readers. Both of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 62 interviewed teachers at Jefferson said that materials and equipment were needed. The teacher at Fair reported that additional software was needed for the computer. The observed classroom at Fair Park was located in a portable building. A teacher reported that there was a lack of handicapped access for speech in the portable building. The teacher also said that at times it was necessary to carry a physically handicapped child into the portable because it was not handicapped accessible. At Jefferson, a special education teacher said that a more accessible restroom which provides privacy for students is needed. The teacher at Cloverdale Elementary was absent on the day of the monitoring visit. Materials, equipment, and records will be monitored second semester. Response from Principal(s)\nThe principal at Brady said that she was not aware of the need for instructional materials in special education. She also said that when needs are identified, efforts are made to assist teachers in meeting the needs of students. The principal at Fair Park said there were no students at Fair Park who required assistance to enter the portable building. Oriqinal Magnet Elementary Schools: No areas of concern regarding special education were reported at Booker, Carver, Gibbs, and Williams.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 63 Response from Prjncipal(s): None Interdistrict Elementary Schools: No areas of concern regarding special education were reported at King, Romine, and Washington. Strategies were available at each school to ensure that special education placement and services provided are non-discriminatory. Response from Principal(s): None Area Junior High Schools: All area junior high schools had strategies to eliminate disproportionate student assignment to special education. All teachers reported adequate facilities, materials, and equipment. Monitors at Forest Heights reported that one of the visited special education classes was housed in an annex building and that facilities were not comparable to the campus in general. Teachers at Forest Heights reported that the facilities met the needs of students. Teachers said that materials and equipment were sufficient. Records monitored at all schools were current and complete. Response from Principal(s): The principal at Forest Heights said that there are classes other than special education classes located in the annex building.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 64 Original Magnet Junior High School: There were no areas of concern reported at Mann. Response from Principal: None Area Junior High Schools with Magnet Programs: Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. The majority of teachers at both schools reported that materials and equipment were adequate to deliver the curriculum. There were no areas of concern noted on the team consensus report. Response from Principal(s): None Alternative Learning Center: Monitors reported that this is the first year a special education class has been housed at the Alternative Learning Center. No areas of concern were noted on the consensus report. Response from Principal: None Area Senior High Schools: Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. At Fair and Hall, there were no areas of concern regarding equipment, facilities, or records in the monitored classrooEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 65 Response from Principal(s): None Original Magnet Senior High School: Monitors found no areas of concern at Parkview. Response from Principal: None Area Senior High Schools with Magnet Programs: Interviewed teachers at Central and McClellan reported they had adequate materials and equipment. However, at Central, the opinion was expressed that access to laboratory facilities would enhance instruction, as would the provision of workbooks. Records monitored at both schools were up-to-date and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. 8.0 GIFTED, AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staffEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 66 A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. It should be noted that there was no teacher for Gifted/Talented at Woodruff until the second week in November. Only two of these schools, Fulbright and McDermott, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. At Fulbright School, some visited teachers reported needing two more file cabinets. Also needed were a CD ROM drive computer and a set of dictionaries. At McDermott Elementary School, one of the visited teachers reported having adequate materials and supplies. The other did not. The monitors reported that more advanced materials were needed, and computer equipmentEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 67 should be available in the G/T classroom. It was reported that compared to last year, funding was very low for Gifted/Talented this school year. Part of the Gifted Program at Fulbright Elementary School was held in a portable building. The Gifted Program at Fair Park Elementary School was housed in a portable building which did not seem to have room enough for proper display of student projects. At Cloverdale Elementary School, the gifted facility was too small to house the students. There was also no sink in the room. The above limits the activities that can be conducted, as well as adversely affecting the implementation of the Gifted curriculum. All of the regular classrooms have sinks, according to the teacher. Additionally, there was not enough storage capacity to store on-going student projects. The gifted class at Wilson Elementary School was housed in a smaller classroom than it was last year. The teacher said that the classroom was adequate. Response from Principal(s): The Wilson Principal said that the school enrollment was up this school year over last school year. The location of the gifted classroom was changed to accommodate an additional regular classroom. The Fulbright Principal reported that the gifted teachers had access to the computer laboratory two times per week.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 68 Original Magnet Elementary Schools: All four of these schools had strategies to eliminate disproportionate student assignment to gifted and talented. Although the Booker Magnet School gifted teacher said that the materials and equipment were adequate, one project during the school year offered the students the experience of requesting a loan, raising money through projects, marketing and repaying the loan. The money raised by students has supplemented the gifted program. The teachers of the gifted classes at Williams reported that they were using creative spending and networking in order to approach having adequate materials and equipment. Williams teachers reported having received only $85 for the Gifted program thus far this year, and that no funds had been provided by the Division of Exceptional Children for gifted. It was also reported that the Williams principal has allocated paper and other materials to the gifted program and has been very cooperative in trying to fill the needs of the program. At Carver Magnet School, in order to eliminate the minority underrepresentation (35% black students) in the gifted classes, the following strategies have been implemented. The gifted specialist met with classroom teachers to discuss differentiation in the regular classroom and to develop strategies for implementation. All K-2 classrooms received thirty minutes of enrichment per week with the gifted Learning Styles Specialist.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 69 The Carver gifted specialist and the K-2 regular classroom teachers work together to observe and record information on potentially gifted students. All teachers have been inserviced on the inclusion of higher order thinking skills in all aspects of the curriculum. Teachers have received in-service training on recognizing the multiple intelligences and developing strategies to enhance these differing intelligences in the classroom. Classroom teachers at Carver used flexible grouping and cooperative learning techniques in order to expose all children to higher level tasks and experience success. Teachers have received in-service education concerning ways in which to recognize potentially gifted characteristics in students. Although it was reported that the Carver teachers had adequate materials and equipment, with 210-220 students identified as gifted, the special teacher felt overburdened. She said that she thought the gifted pupils needed more time with the teacher. It was reported that the school staff was educating some parents on how to work with their gifted students. Although the Carver gifted facility looked comparable to those of the campus in general, the gifted specialist said that at times during the school day the room seemed very crowded. The gifted specialist was of the opinion that there were too many students for the classroom size. All observed records at all of these schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 70 Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. Although most teachers visited at Washington School had adequate materials and equipment, some teachers needed more materials for enrichment activities. Challenge activities were observed while students used these materials. It was reported that purchasing a computer with software was planned for the gifted program. A donated computer needed repairing. Most of the teachers visited had current and complete student records. Response from Principal(s): None Area Junior High Schools: There were no areas of concern noted in the section \"Gifted and Talented Education\" for these schools. At Forest Heights Junior High School, it was reported that a program needed to be established to help gifted students who were weak in certain areas. Despite the fact that only five white students were assigned to the gifted program at Cloverdale Junior High School, this was still within the expected range for the school because of the 86 percent black student enrollment.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 71 At Mabelvale Junior High School, it was reported that although a majority of the teachers visited had adequate materials and equipment, the teachers of the G/T science classes reported that science equipment needed updating and that a laboratory facility was needed. Also, updated reading material was needed for English classes. At Mabelvale Junior High School, it was also reported that computers for the use of gifted mathematics students were needed. At Pulaski Heights Junior High School, it was reported that more space was needed for students to work together on projects. Response from Principal(s): None Original Magnet Junior High School: All the responses on the gifted section for Mann Magnet Junior High School were positive. Response from Principal: None Area Junior High Schools with Magnet Programs: All the responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. At Dunbar, it was reported that the gifted coordinator had inserviced the entire faculty regarding procedures for identifying students. The Dunbar Principal had also conducted inservice with staff on the topic.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 72 Response from Principal(s): None Alternative Learning Center: No Gifted and Talented program is housed at the Alternative Learning Center. Response from Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Response from the Principal(s): None Original Magnet Senior High School: Although all the responses on the checklist section for gifted at Parkview High School were positive, some visited teachers reported needing more funds to purchase additional materials to enhance the implementation of the curriculum. Response from Principal: None Area Senior High Schools with Magnet Programs: All the responses on the checklist section for gifted were answered in the positive for Central and McClellan High Schools. It was reported that at Central,EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 73 networking was occurring with the junior high schools in providing early experience with gifted expectations and in forming a task force of successful black students from the gifted program to assist in recruitment to Advanced Placement and G/T classes. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: There were no gifted classes at Metropolitan. Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the district-wide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS: Area Elementary Schools: The elementary schools report extensive staff development in all threeEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 74 areas of priority. Additional inservices this semester include COE training. Pathway to Excellence, Hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clowns/Bullies, local counselor and media specialist inservice on various topics and units of study, Reading Recovery and MCRAT. This educational training was provided at faculty meetings, workshops, and by the district. Title I teachers provide on-going inservice, and Title I teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Only one area of concern was voiced at Terry where no teacher visited experienced inservice on multicultural curriculum delivery this semester. There were however 59 instances of this inservice prior to 1995-96. Response from Principal(s)\nThe Terry principal stated that an equity staff development inservice was advertised at Terry. She also said that Terry teachers were constantly encouraged to go to inservice on the topic of multiculturalism. Oriqinal Magnet Elementary Schools: Reports from these schools indicated that many courses dealing with educational equity, multicultural strategies, and student management were offered. Booker reported that AEA has recently provided workshops in \"Multiculturalism in Arkansas\" and \"Multiculturalism from a Global Perspective.\" They also mentionedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 75 some workshops provided by the State Department of Education such as the K-3 Initiative. Inclusion training was also cited. The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Discipline with Dignity inservice. Gibbs focused on At-Risk student identification and had staff development to aid them in this effort. International studies teachers provided inservice during preschool week on multiculturalism. They also received classroom management and Positive Reinforcement training during the 1995-1996 school year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All schools reported on-going links between classroom teachers and remedial teachers to provide a better understanding of the remedial programs. Response from Principal(s)\nNone Interdistrict Elementary Schools: All schools reported inservices that aid staff in providing equity, multiculturalism, and safety. Although there were no entries in the school profile. Washington teachers who were visited said they have received inservice in the different areas including workshops by Sanford Tollette of Pfeiffer Camp and Judy Milam of the IRC.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 76 All interdistrict school teachers visited indicated they had inservice to better understand the remedial programs. Response from Principal(s): None Area Junior High Schools: Most of these school staffs included all of the specific courses mentioned in the report. Additional inservices mentioned at Cloverdale were the Student Assistance program, vocational education, specific multicultural classes from a global perspective, and Discipline: Results, Not Outrage. Forest Heights was a concern since there was no evidence of staff development in equity education or multicultural curriculum delivery this year. Most teachers visited however did indicate training in discipline management. Mabelvale cited New Futures and Stanford 8 training. Science Crusade participation and multiculturalism inservice. Teachers had a concern about receiving multicultural training as opposed to studies about only black/white cultures. Several teachers also voiced their concern about central office decisions that do not allow them to implement their classroom management training. Pulaski Heights and Southwest reported that all suggested inservices were provided. Conflict Resolution was an addition. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools haveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 77 been provided training in these programs. Response from Principal(s): None Original Magnet Junior High School: The staff at Mann had already experienced many workshops such as Prejudice Reduction and Cultural Relations prior to 1995. On-going training in 1995 included At-Risk student identification and modifications and Successful Year Starts. The majority of certified staff members also had Conflict Resolution and Behavior/Styles/Student workshops this year. Counselors and remedial teachers provided training in the remedial programs in conjunction with district training. Response from Principal: None Area Junior High Schools with Magnet Programs: Both schools reported that staff development in the required areas had already been received prior to 1995. This year staff members at Dunbar had inservice in cooperative learning, PET and/or TESA. Sixteen staff members had workshops on multiculturalism and four staff members had classroom management workshops. Remedial inservice was provided by Dunbar remedial teachers and the school district. Henderson Magnet School teachers had Health Science workshops last summer sponsored by UAMS. They also had a school health science workshop.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 78 Some of the teachers attended these inservices at UCA. They also attended a Partners-in-Education for Teachers class during the summer. Henderson also reported that the AEA provided a variety of inservice topics like the INTERNET. Staff development activities in teaching strategies for multicultural curriculum delivery is on-going throughout the school year. Some staff monitored had just completed an Assertive Discipline inservice. Most visited teachers said that they had not had on-going inservice in understanding the remedial programs. Response from Principal(s): None Alternative Learning Center: The School Profile documented that inservice in educational equity, multicultural curriculum delivery and classroom management was provided to staff. This year, there are no Title I teachers at the center. Response from Principal\nOur whole program is one of remediation. Our staff has continuous inservice on how to remediate all students and help them to become more successful in a special classroom setting. Area Senior High Schools: Many of the staff members at these two schools received inservice training prior to this year. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern last year. Most visited teachersEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 79 received training in classroom management this year. As of the first semester of the 1995-1996 school year, none of the staff of classrooms monitored reported inservice in educational equity or teaching strategies for multiculturalism. Prior to 1995 there were 210 staff members who received education equity training and 65 who completed training in PET and Cooperative Learning. Hall included in their school profiles inservice in Prejudice Reduction, At-Risk strategies, TESA, PET and Cooperative Learning. Violence Prevention was also provided prior to 1995. All interviewed teachers said that extensive training has been provided in understanding the remedial programs and assistance is readily available. Response from Principal(s): None Original Magnet Senior High School: Parkview offered many inservices to staff in educational equity which included PET, TESA, Student Assistance, Stanford 8 instruction and test taking. Multicultural learning and cooperative learning were cited as well as Conflict Resolution and classroom management workshops. Positive Communication was also included. Remedial classes are taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 80 Area Senior High Schools with Magnet Programs: Both schools provided inservice training in all areas. Central cited Advanced Placement inservice and academic course inservice which included a math workshop on multiculturalism. Common Ground was another course currently being offered. The principal reported that all academic support programs have been explained to all faculty members. McClellans school profile outlined the many inservice offerings available. The administration pointed out that the regular classroom teachers have a clear understanding of the remedial programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses have already been provided prior to the 1995-1996 school year. Additional training this year include Self Esteem, Learning Styles and Positive Discipline. Teachers were given Stanford 8 scores and achievement records to enable teachers to appropriately address students strengths and weaknesses. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 81 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their childs school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS: Area Elementary Schools: The majority of teachers at area elementary schools ranked the telephone as the most effective method of encouraging parental involvement. Personal contacts and letters/memos were also reported as effective means of communication. Home visits were rarely cited as a communication process used by the school to increase parental involvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 82 The majority of visited teachers said that all identifiable groups of parents are involved in school functions. However, teachers at Mabelvale and Meadowcliff said that all parent groups were not represented, and more participation by all parents is encouraged. At Fulbright, the monitoring team reported that parents were not involved in the development of the School Improvement Plan. Three area elementary schools (Mabelvale, Meadowcliff, and Woodruff) reported that district structure, policy, and programs had not been discussed at school meetings at the time of the first semester monitoring visit. Response from Principal(s): The principal at Fulbright said that it was an oversight that parents were not involved in the development of the School Improvement Plan. However, he also reported that co-presidents of the PTA reviewed the plan. The principal at Meadowcliff said that although local school meetings had not included information on district policy and programs, the counselor at Meadowcliff was conducting a five-week workshop on \"Helping Students Succeed In School.\" The Woodruff principal said that a PTA meeting was planned for the month of December. Topics to be discussed at the meeting included Stanford-8 testing results, district programs, and ways to access them. Oriqinal Magnet Elementary Schools: Parents at all schools were given opportunities to provide input regarding the School Improvement Plan. Parent involvement was encouraged throughEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 83 phone calls, newsletters, and parent conferences. Teachers at Williams said that parent contract letters and a volunteer booth have also been used to enhance parental involvement. All schools reported evidence of providing parents with information on district policy and programs at PTA or other parent meetings. Response from Principal(s): None Interdistrict Elementary Schools: The team consensus reports listed phone calls, memos, and newsletters as the most frequently used methods to encourage parental involvement. Responses were positive relating to parental involvement at all three schools. Response from Principal(s)\nThe assistant principal at Washington said that grant money is used to provide parents with information through mini-seminars. Area Junior High Schools: At Mabelvale Junior High, a variety of methods is used to encourage parental involvement. All interviewed teachers at Mabelvale mentioned the effectiveness of team conferences and team newsletters. The majority of visited teachers at Mabelvale, Southwest, and Cloverdale Junior High said that all groups of parents are represented and involved in school functions, but more parental involvement is needed.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 84 Teachers at Forest Heights reported that the school provides equitable opportunities for parental involvement in the district and school activities. Phone calls were reported to be the most effective means of communication with parents. It was noted that some teachers are beginning to bring their own cellular phones to the classroom. These teachers said this is a most useful and effective way to contact parents immediately when a discipline problem occurs. Teachers also said discipline has improved since they have been able to immediately involve parents via phone calls. No evidence was provided that district policy, structure, and programs had been addressed at PTA meetings or through mini-seminars held at Forest Heights or in the community. The Pulaski Heights team reported positive responses to all parental involvement questions, except one. Fifty percent of the interviewed teachers at Pulaski Heights said that all identifiable groups of parents are not actively involved in school functions. Response from Principal(s): None Original Magnet Junior High School: Teachers at Mann reported phone calls, newsletters, and student plan books as regularly used methods to improve parent-school communication. Documentation was available as evidence that parents were involved in the remediation programs in which their children participate. Parents activelyEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 85 participated in the development of the improvement plan. District policies and programs were discussed at Manns Open House and Seventh Grade Orientation. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Teachers at Dunbar and Henderson said that phone calls and parent conferences were among the most effective ways to encourage parent involvement. The majority of teachers reported that all identifiable groups of parents are involved in school functions. Parents were involved in the development of the improvement plan at both schools. District policies and programs have been discussed at PTA meetings at Dunbar and Henderson. Teachers at Henderson said that the principal or guest speaker addressed LRSD programs or procedures during each PTA meeting. Response from Principal(s)\nNone Alternative Learning Center: Phone calls were reported as the most effective way the school communicates with parents. Parents were involved in the development of the improvement plan. No areas of concern were reported. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 86 Area Senior High Schools: Teachers at Fair and Hall said that phone calls were the most effective form of communication with parents. Interviewed teachers at Fair and Hall reported that all identifiable groups are involved in school functions. At Hall, an active PTA, a diversified parent group of regular volunteers, and VIPS were some of the examples of parental involvement cited. Regular contacts were made with parents at both schools. Documentation was available at both high schools to show that parents were involved in the development of the improvement plan. Parent conference letters were observed as evidence of parent involvement in remedial programs in which their children participate. Response from Principal(s): None Original Magnet Senior High School: Information regarding district structure, policy, and programs has been distributed and discussed at Parkview PTA meetings. Teachers said the most effective way to encourage parent involvement is offering activities in which students perform. Teachers reported that all identifiable groups of parents are involved in school functions. Parent input from the Quality of Education survey was utilized in the development of the improvement plan. Parents on the PTSA Board/ExecutiveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 87 Committee were directly involved in developing the local School Improvement Plan. Response from Principal: None Area Senior High Schools with Magnet Programs: No areas of concern were reported at Central or McClellan. Memos were reported to be the most effective method of communication with parents at McClellan. Personal contacts were reported as most effective at Central. All parent groups were represented at school functions. However, more involvement by black parents was desired at Central. Parents at both schools were involved in remedial programs in which their children participated. At Central and McClellan, parent participation in the development of the local School Improvement Plan was evident. District structure, policy, and programs were addressed at PTA at both high schools. Response from Principal(s)\nNone Metropolitan Vocational-Technical Education Center: Areas of concern were not identified at Metro. All identifiable groups of parents participate on advisory boards and serve as chaperons through the career orientation classes. Effective methods were used to encourage parent involvement. Examples include phone calls, parent conferences, and sendingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 88 home student work such as videos produced by students. Staff members and Advisory Board members were assembled for planning and developing the School Improvement Plan. Home school PTA meetings and church meetings were avenues used to apprise parents of district structure, policy, and programs. Response from Principal: None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/ controlling students FINDINGS: Area Elementary Schools: Information regarding LRSD disciplinary policies and procedures was distributed to all students and parents at all area elementary schools. The UttleEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 89 Rock School District Rights and Responsibilities Handbook was taught, and a form denoting receipt thereof is kept on file at each school. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools. At each of the area elementary schools, monitors reported that the school staff had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems. Examples of the aforementioned included incentive programs. monitoring at-risk students, use of behavior management plans, conferences with parents, practice of positive discipline, assemblies, honor/award systems. detention hall, tutoring, efforts of counselors, cooperative learning, and extracurricular activities. According to monitoring reports, classroom instruction proceeded in an orderly manner at each area elementary school. Additionally, principals, assistant principals, and teachers were considered very active/very visible in directing/controlling students at all area elementary schools. Supervision aides at each area elementary schools except Brady and Fulbright were also considered very active/very visible in directing/controlling students. At Brady, the monitoring report indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Fulbright, supervision aides were considered not active/not visible in directing/controlling students. The report from FulbrightEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 90 indicated that more supervision on the playground by supervision aides was needed, and further stated that upper grade level students were observed on the playground intimidating small primary level students, evidently unobserved by aides. With the exception of Watson, Pulaski Heights and Mabelvale Elementary Schools, all area elementary schools had three or fewer suspensions/expulsions the first nine weeks. At Pulaski Heights, eighty-one percent (17/21) of the students who received the above disciplinary sanctions were black. The acceptable range for Pulaski Heights Elementary is 35% - 53% black students. based on a 47% black student enrollment. At Mabelvale Elementary, eighty-six percent (6/7) students who were suspended/expelled the first nine weeks were black. The acceptable range for Mabelvale is 53% - 79% black students, based on a 70% black student enrollment. All ten of the students who were suspended/expelled the first nine weeks at Watson were black. The acceptable range for Watson is 61% - 91% black students, based on an 81% black student enrollment. Where needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in place at all area elementary schools. Examples of strategies cited in monitoring reports'follow: incentive programs. teacher inservices, behavior modification plans, conferences with parents. detention, functioning discipline committees, and award programs.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 91 Response from Principal(s)\nNone Oriqinal Magnet Elementary Schools: All original magnet elementary schools apprised students and parents of LRSD disciplinary policies and procedures, according to reports submitted by monitoring teams. The Little Rock School District Rights and Responsibilities Handbook was taught, and forms denoting receipt thereof are kept on file. Classroom and school rules were also explained and posted. Strategies have been implemented to enable students to remain in school. promote academic success and alleviate behavior problems at each original magnet elementary school. Examples of the foregoing cited by monitors follow: award and incentive programs, individual student contracts, peer helpers, tutors. detention hall, and academic and behavior plans for students. Classroom instruction proceeded in an orderly manner in classrooms observed by monitors at the original magnet elementary schools. All appropriate personnel were observed as being very active/very visible in directing/controlling students at Booker, Carver, and Gibbs. At Williams, monitors considered the assistant principal, teachers, and supervision aides as being very active in supervising students\nthe principal was viewed as neither active nor visible in completing that task.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 92 Monitoring reports indicated that two or fewer students received suspensions/expulsions the first nine weeks at all original elementary magnet schools except Booker. At Booker, 90% of the ten students who received disciplinary sanctions were black, which is not generally representative of the student population. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, per monitoring reports. Examples of the strategies follow: formation of Discipline Hearing Committees, after-school detention programs, emphasis on conflict resolution, individual counseling, intervention programs, work of Pupil Services Teams, and efforts to help students develop effective study techniques. Response from Principal(s): None Interdistrict Elementary Schools: Information regarding LRSD disciplinary policies and procedures was made available to all students and parents at King, Romine, and Washington, according to monitoring reports. Additionally, the school staff at each of the schools indicated that plans, procedures, and practices were in use to enable students to remain in school, promote academic success, and alleviate behavior problems. At King, examples of the aforementioned included incentives for appropriate behavior, cooperative discipline, and an In-school Suspension Program. AtEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 93 Washington, monitors indicated that there was an emphasis on building selfesteem. No specific examples were noted on the report from Romine. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. Suspension/expulsion rates generally represented the student population at King and Romine, but not at Washington. Eighty-three percent of the students receiving suspensions the first nine weeks at Washington were black, which is not within the acceptable range of 48% - 72% black students, based on a 64% black student enrollment. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at Washington. Although no disproportionality in this area was evident at King, strategies to prevent disproportionate sanctions were in the narrative section of Kings school profile. The report from Romine indicted that no strategies in this area were needed. At King and Romine, monitors considered all appropriate personnel as being very active/very visible in directing/controlling students. However, at Washington, the principal was regarded as somewhat active/somewhat visible in directing/controlling students, and the supervision aides were considered as not active/not visible in completing the same task. The re\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_170","title":"Semiannual Monitoring Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1996-02-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock (Ark.). Office of Desegregation Monitoring","School integration"],"dcterms_title":["Semiannual Monitoring Report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/170"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nFEB . 5 1996 Officeo f DesegregatiMonor nio@ij SEMI-ANNUAL MONITORING REPORT February 1, 1996 II lJ e. ri \\ TABLE OF CONTENTS Introduction .................................................................................................. .i - iii Amboy Elementary School. .......................................................................... 1 Baker Elementary School. ........................................................................... .4 Carver Magnet Elementary School. .............................................................. 6 Cato Elementary School. .............................................................................. 8 Central Elementary School. .......................................................................... 11 Cloverdale Elementary School. .................................................................... 13 I Crestwood Elementary School... .................................................................. 15 Crystal Hill Interdistrict Magnet Elementary School... ................................ 1 7 Fuller Elementary School. ............................................................................ 19 Geyer Springs Elementary School. ............................................................... 21 Gibbs Magnet Elementary School. ................................................................ 23 Halli High School. ......................................................................................... 25 Lakewood Elementary ................................................................................... 29 Landmark Elementary School... ................................................................... .31 Mabelvale Elementary School. ...................................................................... 33 Martin Luther King Magnet Elementary School... ........................................ 36 Meadowcliff Elementary School. .................................................................. 39 Meadow Park Elementary School... .............................................................. .41 Pulaski Heights Elementary School. ............................................................. .43 Seventh Street Elementary School... ............................................................ .48 Murrell Taylor Elementary School. .............................................................. 50 Warren Dupree Elementary School.. .......................................................... 52 SEMI-ANNUAL MONITORING REPORT OVERVIEW: SELECTION OF SCHOOLS: The schools included in this report represent 20% of Pulaski County School sites and are Cycle V. Each of these schools began the Extended COE school improvement process during the fall of 1994, and each will have an external team review of its Extended COE school improvement plan during the spring of 1996. The external team will be composed of teachers and administrators from other districts, college professors, and Arkansas Department of Education (ADE) personnel. It was determined by the ADE Field Services Specialists who work with these schools that these are the schools which have progressed far enough to have completed some needs assessment, drafted a school profile, selected targets and outcomes, and selected specific strategies. This represents the first opportunity to observe the extent to which these schools have infused the school improvement process with equity concerns and the indicators of success specified in 1989 in the Allen letter. NEEDS ASSESSMENT: The steps of the needs assessment process are described below. Once appropriate data has been reviewed, each school staff determines weaknesses or needs of that particular school. Areas of concern are initially identified broadly and noted through the target selection process described below. As the focus begins to narrow and become more refined, outcomes first emerge and the specific actions are selected to address those identified needs. TARGET SELECTION: --. The schools were instructed to select at least four targets from the seven correlates of Effective Schools or the four Indicators of Success of the desegregation components. It was acceptable to choose more than four targets if the school felt the need to do so. Target selection was completed by the staff at each school following the collection, disaggregation, and analysis of three types of data. Those data types are archival, perceptual, and achievement. This selection activity was conducted following the creation of appropriate committees working with the building principal. Final target selection was based on the results of the data collected for the school profile and on staff discussion and input. OUTCOME SELECTION: Upon completion of target selection activities, a target committee was established for each of the chosen areas. These committees are composed of certified staff, classified staff, parent representatives, and others. One of the tasks of these committees is to further review the data and identify the areas of concern that might be related to their particular target area. It then follows that these committees decide what needs to be accomplished in order to improve those identified needs. The task of creating outcomes or specific goals becomes critical at this point. Generally, it is suggested that two to three outcomes be chosen for each of the target areas. ACTION/STRATEGY SELECTION: Following the creation of appropriate outcomes for each target area, the target committees then began work on formulating activities that can be conducted at the school to help with the successful accomplishment of the desired outcomes. This process includes the perusal of current educational research that is related to the desired outcome, as well as brainstorming/teaming activities with the committees. Decisions on strategies are based on staff input, research, budget considerations, administrative approval, and other factors. The actions finally agreed upon are established over a fiveyear period with emphasis on specifics for the first year or two with general goals established for year three, four, and five of the cycle. As those later years approach, the specifics of the proposed activities are finalized. DESEGREGATION COMPONENTS: The schools were given direction on relating or connecting the selected outcomes with equity goals furnished by the ADE Equity Unit. Information was also given on how to connect the actions/strategies with the components of the 1989 Allen letter. The format for the action/desegregation connection is referred to as an INFUSION DOCUMENT. This document shows the relationship of each specific action to a specific desegregation component if appropriate and will be completed at (or by) the time of the Team Visit. TECHNICAL ASSISTANCE: Field Services Specialists, as well as other ADE personnel, provide assistance to the school during the ECOE processes. On-site visits are made to each school along with general meetings usually held at the central office facilites of the various districts. Listed below are examples of the assistance provided for the these Cycle V schools: ii i Teaming/site based activities Data collection/disaggregation Effective Schools research Committee structure ECOE orientations Motivational workshops Technical reviews of improvement plan drafts Equity quidelines/goals For a complete list of all activities See Exhibit A. In conjuction with the assistance directly from the ADE, Field Services Specialists work closely with the staff development units of the three school districts in providing information to the individual school on what is available to meet specific needs identified for that school. This information includes research available, media resources, training available, and specific district personnel available to assist the schools in the school improvement process. FURTHER ACTIVITIES: Each of these Cycle V schools will have an external team visit in the spring of 1996 to validate the ECOE process followed and to make recommendations to assist in future decisions. Preparations are now underway for these visits with informational meetings being conducted, School Improvement Program drafts undergoing technical review, external teams being finalized, and print dates being established. A team report summarizing the findings and recommendations of the external team visit will be prepared for each school following the visit. SPECIFIC SCHOOL SITE ACTIVITES: Attached is an individual status report on each of these twenty percent of the Pulaski County Schools. Each of these schools is a Cycle V school preparing for an external team visit. lll /J .u School: Target: Outcomes: Amboy Elementary School Clear School Purpose Students, staff, and community will increase understanding of and respect for Amboy's mission School staff will communicate to students, parents, and community their care and concern for students, for their learning, and for the school Equity Goal: Parental Involvement/School Displays Actions: Target: Outcomes: Paint school motto on wall in the media center Include the school motto in the morning announcements Create visual banners to display understanding of Am~oy's mission statement Post mission statement in each classroom Paint school motto and rocket design on school parking lot Promote student understanding and use of motto, \"where learning and learners soar,\" in individual/group Explain school mission during student /parent orientation New staff orientation of clear school mission Promote Clear School Purpose in featured section of school newsletter Send invitations to parents to special school events during school hours Reevaluate strengths and concerns through a parent, student, and staff survey Monitoring and Assessment of Student Achievement Reduce the disparity of reading scores between black and white students on standardized tests Develop portfolios Improved interest in reading Equity Goal: Instructional Services Actions: All staff members attend K-4 Math Crusade Test all kindergarten students for Early Prevention of School Failure Extend Reading Recovery to include students in grades K-3 Research factors that contribute to low student test scores Develop a profile on these students to include attendance, tardiness, parent response to letters, study habits, and test taking skills Examine literature for strategies that would affect disparity Target: Outcomes Develop a checklist for students who show no growth in two years Initiate a pilot portfolio in grades K-6 Present in-services on terminology of techniques for portfolios Implement Language Arts portfolios in all grades Implement Math portfolios in all grades Inform parents of portfolios Implement year-long reading incentives Advertise the importance of reading through posters and parents Implement \"Reading Across the Curriculum\" Establish a student authors' center in the library Parent and Community Involvement Increase community involvement Increase parental involvement in instructional programs Equity Goal: Parental Involvement Actions: Target: Outcomes: Increase the use of the \"Dare\" officer Invite parents as guest speakers Design and implement a teacher, parent, student contract for homework completion Hire a Parent Center Coordinator Promote a Parent Week Establish a parent bulletin board Familiarize parents with grade level appropriate books/reading materials Inform parents of student behavior on a consistent basis School Climate Improve parent/student perceptions concerning an attractive and inviting campus Improve student behavior Promote a safe physical environment Equity Goal: Facilities/Instructional Services Actions: Design a school climate questionnaire and send to parents, teachers, and students Develop a plan to improve the aesthetics of the bottom floor Inform parents, staff, and students of improvements made Install new lighting in parking lot 2 Determine an alternate traffic route Implement a Student Intervention Class of disruptive students Research solutions for improving behavior of black males Implement a behavior plan for the cafeteria Improve playground supervision Research behavior solutions used successfully in other schools Provide teachers with a list of alternative strategies that deal with behavior 3 School: Target: Outcome: Baker Elementary School Climate Improve the safety and security of students and staff Equity Goal: Eliminate the disparity between black and white students Actions: 1. Develop a VPCP plan 2. Review and implement VPCP plan 3. Perform a crisis drill involving VPCP team 4. Revise discipline management plans 5. Implement school improvement/ discipline management plan Outcome: Promote positive school spirit and pride among students and staff Equity Goal: Eliminate the disparity between black and white students Actions: Target: Outcome: 1. Implement a student council in the intermediate grades 2. Implement an ambassador program in the primary grades 3. Organize a committee to design school spirit activities 4. Implement school spirit activities as designed by school spirit committee High Expectation Instill in students a sense of personal worth through improved academic achievement Equity Goal: Eliminate the disparity of test scores between black and white students Actions: Target: Outcome: 1. Reward students achievement in a positive manner 2. Provide students with a school wide motivational experience monthly 3. Enhance students performance by the display of student work Monitoring and assessment of student achievement Improve reading comprehension by providing whole literacy experience and basic skills instruction Equity Goal: Student Achievement Actions: 1. Utilize computer lab 4 2. Utilize current reading series 3. Provide classroom time for independent reading and creative writing 4. Provide flexible small group instruction in reading skills 5. Provide more media center time for students 6. Provide in-service training for parents on tutoring skills for students 7. Provide tutorial instruction to students in Extended Day Outcome: Improve test taking skills Equity Goal: Student Achievement Actions: Target: Outcome: 1. Purchase books and/or materials in order to assist students in test taking 2. Address basic skills in reading and math through computer lab instruction 3. Develop and teach good test taking skills 4. Encourage and motivate students on the importance of test taking 5. Coordinate and provide remedial instruction to small group and individual students 6. Provide in-service training for teachers to assist in test taking skills Opportunity to Learn and Time on Task Improve dissemination of economic education information Equity Goal: Instructional Services Actions: 1. Develop a scope and sequence K-6 economic education 2. Provide in-service training to disseminate available resources 5 School: Target: Outcomes: Carver Magnet Elementary School School Climate Improve perceptions of the school Maintain/improve current enrollment Equity Goal: To be completed prior to external visit Actions: Target: Outcome: Parental newsletter Increase walkie/talkie use Increase student performances/exhibition Create yearbook Motivational speakers Parent/Community Involvement Increase communication/awareness Equity Goal: To be completed prior to external visit Actions: Target: Outcomes: Create rewards program Special needs resources provided to parents Parent Calling Program Monitoring/ Assessment of Student Achievement Increase overall achievement Reduce academic disparity Increase assessment types Equity Goal: Instructional Programs Actions: Summer reading programs Math inventories Teacher appraisal of students KILLGORE Inventory Anecdotal Records Portfolios JOSTEN Learning System EPSF Program 6 Target: High Expectations Outcomes: Increase staff belief that all children can learn Increase student active participation in curriculum issues Equity Goal: To be completed prior to external visit Actions: Whole group instruction from intervention specialist Rhythm of Reading Summer Program Green Circle Cultural Awareness Program Pen Pals Monthly reading contests Book Buddies Book Fair Cooperative Leaming 7 School: Target: Outcomes: Cato Elementary School Monitoring and Assessment of Student Achievement There will be a reduction in the disparity in test scores between black and white students in the area of reading There will be a reduction in the disparity in test scores between black and white students in the area of mathematics Equity Goal: Instructional Services Actions: Target: Outcome: Organize Reading Lock-In for Intermediate grades Implement DEAR (Drop Everything and Read) Conduct poetry writing contest Implement \"Book It\" Program Implement a peer tutoring program Involve parents and community members as guest readers Initiate author visits Create a \"Kids Komer\" in the media center for student published books Implement Test Ready Conduct theme celebrations Establish a school newspaper Implement \"Wee Deliver\" (a post office system) Implement use of portfolios in reading Implement the celebration of environmental issues Implement a math section in school newspaper Develop three hands-on activities per grade level each year to correlate with \"Building Bridges Cultural Connections\" Raise money for sets of calculators for each grade level Provide sets of calculators for each grade level Implement calculator activities Create opportunities for students to enhance reasoning and problem solving techniques utilizing team learning, cross-age peer tutoring, and use of lap size dry erase boards Develop incentive programs which include estimation contest, problem of the week, and math journals Initiate the use of mathematics linked to poetry Create a \"Math Problem Solving Fair\" School Climate Demonstrate shared responsibility among students, teachers, support staff, parents, and administrators for consistent and fair student 8 discipline Equity Goal: Discipline, suspensions, and expulsions Actions: Target: Outcome: Organize committee for conflict resolution Conduct staff in-service Provide parent information on Conflict Resolution through use of pamphlets, letters, and PTA meetings Select and train students as conflict resolvers Provide school-wide training in Conflict Resolution Train new resolvers and staff each year Implement Conflict Resolution program Time on Task Demonstrate shared responsibility among students, teachers, support staff, parents, and administrators for consistent and fair student discipline Equity Goals: Instructional services Student achievement Actions: Target: Outcomes: Incorporate sponge activities Provide independent, educational, free choice activities Utilize a \"Study Buddy\" system Attend workshops on multiple modalities of learning Involve all students in multi modality learning activity Attend mini in-service to strengthen skills in cooperative learning Parent and Community Involvement There will be an increase in parental involvement in school activities There will be an increase in participation of citizens in school improvement Equity Goal: Parental involvement Actions: Develop an annual grade level teacher-parent meeting Implement grade level teacher-parent meetings Develop and implement parent classes to instruct parents about conflict resolution Purchase and install a marquee for PT A announcements and school events 9 Grade level thematic guest speakers Invite more parents to be volunteers in the classroom Semi-annual play ground improvement and clean-up day Adopt-a-grandparent Implement Career Fair, Thematic units, Speakers, Dress-up Day School: Target: Outcome: Central Elementary School Instructional Leadership To expand staff knowledge and use of varied teaching strategies Equity Goal: Staff Development Actions: Target: Outcomes: Implement flexible grouping Develop more writing activities in all subjects Introduce Windows on Science Up-date portfolio assessment in-service Design and implement a teacher-peer coaching program in Language Arts and portfolio assessment Parent and Community Involvement Increase parent contact and volunteerism in the school Improve academic contact between home and school Equity Goal: Parent Involvement Actions: Target: Outcomes: Hire a part-time parent coordinator to inform parents of volunteer opportunities Give parents credit for PTA attendance Invite parents and family to read to students on Family Reading Day Develop a staff \"Wishing Well\" so parents can donate items for class needs Design a variety of thank-you notes to be sent home when appropriate Develop a class newsletter Apply for a Southwestern Bell grant which provides books for parents Provide refreshments at Parent-Teacher Conferences Develop a teacher-parent contact form Seek funding to mail newsletter home Invite parents to observe a lesson being taught by child's teacher School Climate Improve staff morale Improve student self-esteem and self-motivation Equity Goals: Staff Development Discipline, Suspensions, and Expulsions 11 Actions: Target: Outcomes: Initiate monthly thematic luncheons Recognize teachers for outstanding deeds Teachers are dismissed to eat at local restaurant Door prizes at staff meetings are donated by school partners Improve conditions of teachers' lounge Schedule motivational speaker for staff Organize a staff honors assembly Organize a staff talent show Establish a Student of the Week Bulletin Board Recognize the most improved boy/girl in each classroom Implement an Adopt-a-Student program Explore ideas of adding picnic tables to the playground Monitoring and Assessment of Student Achievement Decrease the disparity of test scores between neighborhood students and students who are bussed Decrease the number of disciplinary referrals Equity Goal: Instructional Services Actions: Develop guidelines for Portfolio Assessment Implement Cooperative Learning Organize a 5-6 mini-middle school  Investigate ways to find more community resources to provide individual help to students Provide more educational field trips Implement a Behavioral Rewards program Initiate a Special Friends program Utilize high school mentors Initiate an intervention classroom Pilot a field placement for social workers Initiate a Student of the Week Picture program Initiate a Student-Administrator Luncheon program 12 School: Targets: Outcomes: Cloverdale Elementary School Quality of Education Student Achievement Increase parental involvement Improve school climate Increase expectations Reduce classroom interruptions Equity Goal: Instructional Services Actions: Target: Outcome: Increase student leadership opportunities ( 13 activities listed) Implement in-school suspension Develop volunteer recruitment materials VIPS Breakfast Provide staff workshop on school climate Thematic units A wards Assemblies Equal Access Identify and remove all facility barriers Equity Goals: Facilities Instructional Services Actions: VIPS Program Add 4-year old Program Add new instructional materials Target: Staff Characteristics Outcome: Improve community/school relations Equity Goals: Parental involvement Staff development Actions: Schoolwide picnic Parents Night Out STEP Program Workshops (staff) 13 Prejudice reduction Classroom Management and Conflict Management Multicultural diversity 14 School: Target: Outcome: Crestwood Elementary School Clear School Purpose Improve student/parent communication about students' activities and achievement Equity Goal: Parent Involvement Actions: Target: Outcomes: Develop a new contract between all students, parents and teachers about behavior and progress Develop a form for weekly communication with parents Devise a school/parent homework communication instrument Survey parents for suggestions High Expectations Encourage learning and achievement Improve reading achievement Equity Goal: Equal Access Actions: Target: Outcomes: Survey parent for curriculum contributions Increase use of resource people Increase educational field trips Enhance multicultural awareness during units of study by each grade level Promote environmental awareness Plan to celebrate Earth Day Encourage interest in reading with \"Dear,\" \"Read to Succeed,\" and \"Book It\" Initiate a reading theme each year Read 3-5 books in each primary class each day Teachers will read to students each day Develop a reading list for each student Students will keep a list of all books read Monitoring and Assessment of Student Achievement Improve the disparity of scores between black and white students on standardized achievement tests Expand the use of portfolios for improving students' writing, reading, and language skills 15 Equity Goal: Documentation of efforts to reduce any disparity in student achievement between minority, non-minority, and/or other identifiable groups of students Actions: Target: Outcome: Provide adult tutors for every student scoring less than 25% on the SAT Revise the student peer tutoring by all intermediate students to primary students Provide a peer tutoring in each classroom Revise the special assistance program for students that had no growth in two years Enhance active parent involvement in all curricular areas Collect statistics yearly to determine successes Parent and Community Involvement Improve parental involvement in school/instructional activities Equity Goal: Provide equitable opportunities for parent involvement Actions: Improve communication with parent through newsletters and parentteacher conferences Provide a Parent Center Provide communication from each class detailing events and progress Establish a home reading program for parents and students Increase the involvement of parents in the VIPS program 16 School: Target: Outcome: Crystal Hill Elementary Magnet School Instructional leadership Provide more opportunities for the administrators to become actively involved in daily classroom activities Equity Goal: Instructional services Actions: Target: Outcome A monthly planner for special activities will be located in the hallway by the office Periodic administrative guest appearances on Channel 52 News (closedcircuit channel) School climate Improve consistent discipline throughout the community and transitional areas of the school (playground, hallways, cafeteria, and restrooms) with responsibility shared by all staff Equity Goal: Discipline, suspensions, and expulsions Actions: Target: Outcomes: Clarify and review the cafeteria rules Inservice cafeteria personnel on job description, discipline management skills, and conflict resolution Post and enforce the rules and consequences Send home rules to parents Enforce the cafeteria seating chart Provide motivational incentives for good behavior Develop rules for halls and restrooms Post the rules in halls and restrooms Enforce the rules in the halls and restrooms Teachers will stand in the hall when students are entering exiting the classroom Uniform hall passes will be issued Clarify and review playground rules and consequences for students Post rules on the playground Use of Peace Patrol for conflict resolution Monitoring and assessment of student achievement Prevent the decrease of test scores between second and third grade and between fourth and fifth grade 17 Decrease the disparity of test scores at all levels between black and nonblack students Equity Goals: Instructional services Actions: Target: Outcome: The school is still developing the actions to accomplish these goals Parent and community involvement To improve parental attendance at PTA meetings School leaders will inform the community of the school's progress Equity Goal: Parental involvement Actions: Child care provided at PTA business meetings A banner will be displayed at the drop off and pick-up lane announcing \"PT A MEETING TONIGHT\" Door prizes will be awarded at each PT A meeting A column featuring grade level information and \"happenings\" will be included in the school newspaper Administrators will give updates (grade level) at each PT A meeting 18 School: Target: Outcome: Fuller Elementary School Parent and Community Involvement Parents and community members will be more involved in school activities Equity Goal: Parent Involvement Actions: Target: Outcomes: The school will publish a regular newsletter for parents and community The school will survey parents concerning interests, talents, and knowledge they would be willing to share with students The school will improve attendance at PT A activities Special events will be scheduled regularly to involve parents at school Monitoring and Assessment of Student Achievement Student standardized achievement test scores will increase Disparity between test scores of black and white students will decrease Equity Goals: Curriculum Actions: Target: Outcome: Learning materials Student achievement Student Activities Honors and Awards Implement Jostens Reading and Math Learning Series for computers Initiate HOP (Hooray for Our Progress) for children who show progress during each grading period Establish a Junior BETA Club Reading, LEAP, Reading Recovery, Classroom teachers and Title I Instructional assistants will begin collaborative team teaching in K-4 Create a Reading and Writing lab for K-2 Instructional Leadership New instructional programs will be implemented which will lead to improved student achievement Equity Goal: Instructional services Actions: Time will be scheduled to review and analyze standardized test scores 19 Target: Outcome: Invite the education departments of colleges to send students and provide activities for students with identified areas of academic weakness Establish daily FORT (Fuller Official Reading Time) School Climate The staff will promote responsible behavior among all students on campus by being good models, working as a team, providing constant support for all students, and implementing the Discipline Management Plan. Equity Goals: Administrative procedures Committees Actions: Discipline, suspensions, and expulsions Honors and awards The Discipline Management Team will review, revise, and post rules and consequences for the entire school campus. The staff will teach, review rules, rewards, and consequences by modeling appropriate behavior for students Staff will complete stress management training Promote peace and harmony and show school pride by wearing peace Tshirts Review and monitor responsible behavior needed in the cafeteria Regular meetings of the lunch duty supervisors to discuss ways to improve the climate and behavior in cafeteria Provide music for students while eating in the cafeteria Parents will receive a copy of the rules Playground rules will be posted outdoors and used as visual cues during recess Meet with PT A to develop a strategy to get a fence for the playground area Teachers will be visible on ramps and hallway areas when students are entering and exiting the building Create bus seating charts for field trips 20 School: Target: Outcomes: Geyer Springs Elementary School Monitoring/ Assessment of Student Achievement Reduce achievement disparity Increase/adjust teaching styles Improve test/study skills Equity Goal: Instructional Services Actions: Target: Outcomes: Increase use of phonetic materials Increase field trips Utilize ABACUS to monitor Thematic Units Vary teaching strategies Cooperative Learning Increase enrichment activities School Climate Provide safe/secure environment Create positive atmosphere Increase overall respect level Equity Goals: Instructional Services Student Achievement Actions: Target: Outcomes: Pupil Service Team (Bi-monthly) Behavior Incentive Program Quarterly Awards Program Human Relations training Parent/Community Involvement Increase parent/community involvement in school functions Increase school/parent communication Equity Goal: Parental Involvement Actions: Weekly parental reports Monthly calendar Create parent room 21 Target: Outcomes: Increase parent materials in media center Recruit volunteers Parent Calling Committee Opportunity to Learn/Time on Task Reduce tardies/absences Reduce class time distractions Equity Goals: Instructional Services Student Achievement Actions: Quarterly identification of tardy/absence problems Attendance Awards Discipline Hearing Committee 22 School: Target: Outcomes: Gibbs Magnet Elementary School Instruction Leadership/Monitoring and Assessment of Student Achievement Secure additional resources Improve communication Improve staff development Equity Goals: Staff development/materials Student achievement Actions: Improve resources file Weekly grade level meetings Suggestion Box Portfolio Workshop Grade 3-4 ACTAP Program Learn-A-Language mini-classes Target: Opportunity to Learn/Time on Task Outcomes: Vary instruction methods Increase HOTS activities Broaden Cooperative Learning Equity Goal: Instructional services Actions: Interdisciplinary Units Learning style inventory HOTS Workshop Purchase Problem Solving Program Expository Writing Program Target: Parent/Community Involvement Outcomes: Increase parental involvement Increase community involvement Equity Goals: Parental involvement Community involvement Actions: Family Outreach Program 23 Parenting classes Partner in Education Committee Target: School Climate Outcomes: Improve respect Ensure fair/consistent discipline procedures Equity Goal: To be completed prior to external visit Actions: K-6 Peace Unit Honor/Citizenship assemblies Self-Esteem Program Mentor Program In-school suspension 24 School: Target: Outcome: Hall High School Parent and Community Involvement To Increase Parental and Community Involvement in Academic Classroom Settings Equity Goal: Parental Involvement (School districts shall provide equitable opportunities for Parental involvement in the district) Actions: Target: Outcome: Develop and make available to each teacher a questionnaire which identifies parents careers/hobbies and their availability as classroom speakers Create a form letter for teachers' use to enlist parental assistance prior to each field trip Form a parental group to assist in special testing programs Compile a list of parent community tutors according to subject areas Write a letter to be mailed to parents one week prior to each parent conference Write press releases to publicize parent conference days, interim report dates and quarterly grade report dates Parent/Community Involvement To Increase Parental and Community Involvement in School Related Activities Equity Goal: Parent Involvement Actions: 1. Form parent committees in each school club to assist in sponsorship and in club activities 2. Train parents as Student-Assistance Facilitators for work with at-risk students 3. Publicize parent/community efforts in school activities at regular intervals Outcome: To increase Effectiveness in Parental/Community Relations Equity Goal: Parent Involvement Actions: 1. Hold on-site in-service training sessions for teachers which include parent/community involvement strategies 25 Target: Outcome: 2. Familiarize teachers with community agencies which serve high school students 3. Familiarize teachers with church affiliations and ministers of our students High Expectation Proper placement of Students in both academic and vocational courses Equity Goal: To insure that non-discriminatory policies are used in assigning students to Vocational and upper-level academic courses Actions: Outcome: I. To survey students for academic and career interest 2. To promote positive ideas about learning by presenting resource speakers from the community and by providing positive reinforcement from Teachers/mentors 3. To reward students for achievement and perfect attendance with incentive Cards, special privilege and extra-curricular activities designed especially for them. Hall High School will have expanded career as planning as measured by Developing career programs and hiring a career counselor Equity Goal: To provide career guidance to every student and sub-group with special focus on race, socio-economic status, and gender Actions: Outcome: Expand career planning activities and explore the possibility of hiring a career counselor Increase the number of male instructional members Equity Goal: To achieve a ratio of male to female staff members that is comparable to the student ratio Actions: Target: Outcome: 1. Work for higher salaries by having the CTA representatives lobby state Legislators, and teachers working for millage increase in local elections 2. Practice affirmative action by gender School Climate Foster (Implement) Consistent Enforcement of Policies and Rules by all Faculty and Administrators 26 Equity Goal: To reduce the disparity between subgroups in the number of disciplinary actions Actions: Outcome: Administrators will conduct open forums, one-on-one and small discussion to address policy and faculty concerns Increase Overall Student Achievement Equity Goal: Student Achievement Actions: I . Reduce tardiness 2. Develop alternative methods of assessment 3. Increase effectiveness of substitute teachers Outcome: To reduce racial disparity in student Achievement Equity Goal: Student Achievement Actions: Target: Outcome: I. Implement a before school tutoring program 2. Teach study skills in study hall, and organize students in in study groups 3. Increase the use of multi-cultural and non-discriminatory materials Instructional Focus and Measurement To improve performance on standardized test Equity Goal: Improve academic achievement of all students. Actions: Outcome: 1. To establish a program to recruit more students into summer ACT test taking practice sessions 2. To develop a teaching test taking skills in service training for Teachers 3. To implement test taking skills instruction during classes using the Club day schedule 4. To implement a student advisory board to suggest ways to reduce student test taking apathy To increase the overall GP A of students at Hall High School Equity Goal: To Address all learning styles by providing a variety of assessment methods 27 Actions: 1. To provide additional instruction in selected core content areas using peer tutoring and remediation. 2. Provide ESL classes 3. To implement effective placement of all students in appropriate courses based on test scores, GP A, successful prerequisite completion, or teacher recommendation 4. To establish extended class periods with block or flexible scheduling 5. Provide teachers with training in cooperative learning techniques 6. To implement a student advisory board to suggest ways to reduce study apathy 28 School: Target: Outcome: Lakewood Elementary Measurement and Assessment of Student Achievement Utilize and extend resources to assist students in overcoming deficit in science Equity Goal: To ensure that appropriate teaching strategies and instructional methods are utilized to meet the diverse needs of the population Actions: Outcome: 1. Implementation of new science basal program 2. Inventory current science books and materials 3. Acquisition of new science equipment materials and science related books 4. Implementation ofK-4 Crusade objectives 5. Increase student awareness of the importance of good test taking skills Utilize and extend resources to assist students in overcoming deficit in reading Equity Goal: To ensure that appropriate teaching strategies and instructional methods are utilized to meet the diverse needs of the student population. Actions: Target: Outcome: 1. Implement a skills-based approach to reading 2. Flexible grouping in reading classes 3. Implementation of Reading Recovery Program 4. Comprehensive reading inventory to ensure proper placement 5. Analyze standardized achievement test data for strengths and weaknesses 6. Utilize \"Common Reading Task\" as alternative assessment tools Opportunity to learn/Time on Task An environment conducive to learning is provided throughout Lakewood Elementary Equity Goal: Instructional Services Actions: 1. Riel effective classroom management techniques 2. Prepare, provides, and teach student the Student Rights and Responsibility Handbook 3. Provide a variety of learning materials for early arriving students 29 Target: Outcome: 4. Include peer tutoring as an instructional tool within the school 5. Coordinate 6th grade and resource teachers schedules to Implement inclusion 6. Pilot inclusion in designated 6th classes School Climate Promote school pride Equity Goal: School Display Actions: Target: Outcome: 1. Display class pictures and work on a bulletin board to highlight each grade during the year 2. Display a classroom banner with each teacher's name and a representation of the school mascot 3. Engage students in presenting experiments and/ or projects to various classrooms in the building emphasized process skills. Parent and Community Involvement To increase the on-site involvement of parents and community Equity Goal: Parental Involvement Actions: 1. Designate a \"School Raising Day\" to involve parents in sprucing up the school and grounds 2. Establish one night in each class during the school year when families can participate in an academic activity 3. Provide school wide parent letters with suggestions to improve learning 4. Inform parents of academic and behavioral needs by mail 5. Produce a video showcasing Lakewood Elementary which would be available for community school use 30 School: Target: Outcomes: Landmark Elementary School Parent and Community Involvement Teachers will become better informed about students' community and home environment There will be an increase in parent involvement in parent conferences More parents will become involved as school volunteers Equity Goal: Parental involvement Actions: Target: Outcomes: Employ substitute to enable the teacher to visit students' homes Develop incentives for parents' participation in school events Invitations to volunteer for specific tasks will be mailed to each parent Monitoring and Assessment of Student Achievement There will be a reduction in racial disparity in standardized test scores There will be improvement in vertical and horizontal articulation of curriculum There will be a reduction in tardies and absences Equity Goal: Instructional services Actions: Target: Outcomes: Identify students at-risk academically and provide remediation based on individual analysis of standardized tests Implement use of timed tests in reading and math classes as practice for all students Cross-grade collaboration by teachers to analyze curriculum Incentive program for attendance School Climate There will be a reduction in racial disparity in student discipline events Teachers will follow a consistent discipline plan for all students Equity Goal: Discipline, suspensions, and expulsions Actions: Implement Discipline Management Plan Develop Violence Prevention and Control Plan Establish an In-School Suspension program Guest speaker program to bring positive role-models to school Incentive program for good behavior 31 Target: Outcome: High Expectations All students have equal opportunities to be selected for honors and awards Equity Goal: Honors and awards Actions: Honor Roll bulletin board Honor roll assembly to recognize honor roll students \"Out To Lunch\" day Develop a newsletter for announcements, recognition Art contest for COE Booklet cover Sixth grade gift to the school 32 School: Mabelvale Elementary Target: Monitoring and Assessment of Student Achievement Outcome: To increase the achievement level of Kindergarten students Equity Goal: Student Achievement Actions: Outcome: 1. Vocabulary word for the day 2. Peer tutoring 3. Language Arts Games 4. Monthly Grade Level meetings to share techniques 5. Public television in each classroom 6. Teacher reads to students daily To increase the achievement level of 1st and 2nd grade students to the 50th NCE in reading Equity Goals: Student Achievement Actions: Target: Outcome: 1. Parents and reading partners 2. School-wide Reading Program D.E.A.R. 3.Class sets of dictionaries in each classroom 4.Computer lab School Climate To promote a greater sense of pride about learning and corning to school Equity Goal: Instructional Services Actions: 1. Increase the display of student work and activities in classrooms 2. Increase recognition of student achievement 3. Publish a school newspaper Outcome: To establish a higher level of respect between students Equity Goal: Discipline, Suspensions and Expulsion Actions: 1. To conduct an awareness seminar for all faculty and staff re: Fair Equal and consistent treatment of all students. 2. To implement conflict resolution 3. Counselor will conduct resolution lessons with students 33 Outcome: To enhance the appearance of the building and the grounds Equity Goal: Facilities Actions: Target: Outcome: 1. Grade levels assigned to clean up the school grounds monthly 2. To provide special recognition for clean classrooms on a regular basis 3. To improve the intermediate playground by adding more games and equipment 4. To provide a shaded area for students to sit 5. Put volley ball net up each day for recess High Expectations Teachers will implement strategies to ensure that students will have a clear understanding of work assignments Equity Goal: Honors and awards and student achievement Actions: Outcome: 1. To have students hearing and vision checked based on need 2. Give learning styles inventory to students in grades two thru six 3. Use computer lab as a reinforcement of skills Teachers will expect low achievers to respond as often as other students and slow learners will receive as much praise as advanced students Equity Goal: Honors and awards and student achievement Actions: Target: Outcome: 1. Stress the importance of listening skills through daily activities 2. Teachers will give learning styles inventory to students in grades two thru six 3. Display students work in hall and classrooms 4. Implement the B.U.G. club (Bring Up Grades) Parent and Community Involvement To inform parents of opportunities in which they can assist with school projects Equity Goal: Committees Actions: 1. Fall carnival 2. Awards Assembly 34 Outcome: 3. Talent Show 4. Celebrity Readers 5. Field Day To increase parental and community involvement through the P.T.A. and Partners in education Equity Goal: Parent Involvement Actions: 1. Monthly meetings 2. Parent open and orientation 3. Monthly newsletter/calenders to inform parents of school activities 35 School: Target Outcome: Martin Luther King Elementary School Instructional Leadership The principal will be more visible in the school Equity Goal: Administration Actions: Outcome: 1. The principal will communicate with students via classroom Monitor 2. The principal will increase classroom visitation 3. Students of the week will visit the principal during the week to be recognized. Instructional leadership in the school will focus on teaching and learning with an emphasis on integrated curriculum. Equity Goal: To ensure that multi-cultural curriculum is being implemented Actions: Target: Outcome: 1. Detailed lesson plans will reflect skills being taught through an integrated curriculum. 2. Detailed lesson plans will reflect a variety of teaching strategies 3. Newsletter will stress the skills and objectives that tie into each unit of study. Parent and Community Involvement To prove student/parent/teacher communication by providing immediate feedback concerning student progress Equity Goal: School district shall provide equitable opportunities for parent involvement in the district Actions: Outcome: 1. Inform parents at the beginning of the year about methods used to provide feedback on student progress 2. Increase attendance at parent/teacher conference by offering incentives 3. Weekly reports sent home to be signed and returned 4. Conference with individual students on progress To improve communication about school programs between the school, parents and community 36 Equity Goal: Schools shall provide equitable opportunities for parent involvement Actions: Target: Outcome: 1. Utilize PIE resource to help make the community aware of school programs 2. Invite community leaders to school programs and meetings 3. Send newsletter and calendar of monthly events to community leaders 4. Recruit community volunteers as readers/mentors and tutors High Expectation The teachers will design and conduct lessons to meet the needs of all students Equity Goal: School districts shall ensure that no student is denied access to quality instructional services Actions: Target: Outcome: Explore alternative planning methods more conducive to integrated curriculum. Clear School Purpose and School Climate To develop a clear understanding of the school's mission by students, parents, staff and community Equity Goal: School districts shall provide equitable opportunities for parental involvement in the district Actions: Outcome: 1. Provide a beginning of school in service to review the schools mission and goal 2. Develop a video for parents and community to review on school tour 3. Develop a brochure for parents and community 4. Conduct a new parent student orientation 5. Post school mission statement throughout the building To insure that students follow class and school rules in respecting the rights and properties of others Equity Goal: Schools shall insure that disciplinary policies and practices are non-discriminatory. 37 Actions: Outcome: Develop a plan for reporting student behavior outside the classroom To insure that students, parents, staff and administrators share in the responsibility for discipline Equity Goal: School shall insure that disciplinary polices and practices are non-discriminatory Actions: 1. Better utilization of the school discipline plan. 2. Explore the use of the \"Cooperative Discipline\" as a school-wide program. 38 School: Target: Outcomes: Meadowcliff Elementary School Quality of Education Decrease academic disparity Improve perception about the school Increase positive behavior activities Equity Goals: Equal access to all programs Equitable parental involvement Actions: Target: Outcomes: Test taking skills practice Minority speakers Minority volunteers Computer Lab Staff recognition program Faculty needs assessment Staff Characteristics Improve communication between school/patrons Recruit qualified minority educators Equity Goals: Student contact with a diverse staff Equitable parental involvement Actions: Create staff interview teams Parent connection workshops Create school information brochure Target: Equal Access Outcome: Insure a restriction free school Equity Goals: Equal access to awards/honors Equal access to all school facilities Equal access to instructional services Actions: Student interest survey Remove all handicapped barriers Add bias free media materials 39 Target: Outcomes: Student Achievement Increase composite score 10% over a five-year period Increase parental attendance by 2% annually Decrease student absences and tardies by 10% over a five-year period Equity Goals: Non-discrimatory standardized tests Equitable parental involvement Achievement disparity reduction Actions: Daily use of cable networking system Vowel/consonant program Pilot EPSF first grade reading Peer/adult tutors Pursue Reading Recovery Program Parent of the Month Program 40 School: Target: Outcomes: Meadow Park Elementary School School Climate Improve ownership and appearance of the school facilities Improve student/teacher relationships and morale Equity Goals: School Displays Honors and Awards Actions: Target: Outcomes: Involve students in hall bulletin boards Emphasize respect for school facilities through teacher lessons and morning announcements Maintain organized/attractive classroom atmospheres Organize student teams to monitor appearance of school facilities Initiate a landscaping program Include students in morning announcements Develop an awards program for students' work habits and behavior Schedule monthly time for staff and students to eat together High Expectations Improve the activities that reflect high expectations Increase students' value of education Equity Goal: Instructional Services Actions: Target: Outcomes: Recognize students' achievement through displays Actively engage students in lesson planning Implement portfolio assessment Implement flexible grouping Conduct staff meetings to allow for grade level sharing Incorporate higher order thinking skills into the instructional activities Organize a Career Fair Schedule achievement awards assemblies Highlight staff members and their accomplishments using the lobby showcase Utilize motivational speakers Connect classroom objectives to real-life situations Parent and Community Involvement Improve communication between school, parents, and community 41 Expand educational resources for parents and community Equity Goal: Parental Involvement Actions: Target: Outcomes: Send home a monthly memo of upcoming events and activities Inform parents of student progress by phone contact Have parents sign report cards Utilize the NLR district Community Access Channel Promote upcoming school activities on radio and television Conduct a class for parents and students on students' health concerns Develop a plan to make the media center accessible to parents and community Survey parents and students for additional resources to share Monitoring and Assessment of Student Achievement Increase the use of testing and evaluative procedures Increase parent/community awareness of student achievement Equity Goals: School Displays Parent Involvement Actions: Organize a Science Fair Implement a Peer Tutoring program Analyze, highlight, and send home computer lab reports Initiate a Book-It program Plan a Book Fair Organize a Career Fair Conduct a parent workshop on standardized testing Conduct PT A workshops on student achievement and assessment 42 School: Pulaski Heights Elementary School Target: Clear School Purpose Outcomes: Develop and maintain a well-trained staff Monitor and develop curriculum to reflect goals and objectives ofLRSD Support and enrich curriculum for all students to improve achievement and decrease disparity To effectively implement a school wide discipline plan To provide a physical environment where learning is exciting Equity Goals: Staff Development School districts shall ensure that no student is denied access to quality instructional services Support and emich curriculum for all students to improve achievement and decrease disparity Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic emichment while closing disparities in achievement Actions: Incorporate Master Teacher program Train teachers in McRat Delta Teachers Academy Junior Great Books Each teacher will submit to the principal an individual improvement plan before formal evaluation Resource speakers will address specific needs of PHE at staff meetings and in-services Train teachers in K-4 Crusade Planning time and grade level meeting will be used for teacher to plan grade-level activities and units School-wide goals and plans are shared by means of a weekly newsletter, \"Thursday Express\" Develop scope and sequence for trade books All teachers will teach the LRSD core curriculum Students can \"free flow\" to the LMC to do research and extended activities Use museum box from the Arkansas Museum of Science and History School-wide quiz bowl Teachers and staff will build units with emphasis in multicultural education Implement cooperative learning strategies 43 Target: Geography after school (Grade 4-6) Implement McRat Program Intermediate Teachers and specialists prepare two thematic units per year per grade level Junior Great Book Read-Aloud Program Provide parent meeting to inform parents of the school's role and their role in Junior Great Book Read-Aloud Program To sponsor science fair To sponsor multicultural fair Participate with UALR as partner in the Arts Plan educational field trips to enhance curriculum units Celebrate Arkansas Heritage Week Use content area competition to stimulate learning e.g. spelling bee, Geography bee, Math Olympiad, Odyssey of the Mind, School-Wide Quiz Bowl Special services and additional assistance will be provided for students meeting the requirements Classroom teachers meet with specialist to coordinate activities and communicate with each other about students they share Scholastic News will be used on all grade levels as a resource for Social Studies and current events Teachers and specialists prepare two thematic units per year per grade level  Junior Great Book Read-Aloud Program To post picture of student of the month Each staff member will adopt one at-risk student To have a school-wide pledge, created by PHE students To provide in-service training for school aides on positive discipline with with children and teamwork with faculty Honor all aides and provide incentives for them Schedule 9-weeks awards ceremony at the end of each quarter Assign tables in cafeteria Post rules in cafeteria and schedule school assembly with aides to review rules and regulations Review the playground rules and teach them to all students Students picked up by teachers in courtyard each A.M. Specialists monitor hall Student fire marshals are selected to assist with fire drills Send home a weekly letter informing parents of what is taking place in classroom All visitors are required to obtain a visitor's pass School Climate 44 Outcomes: To effectively implement a school wide discipline plan To provide a physical environment where learning is exciting Equity Goal: Provide a safe and orderly climate that is conducive to learning for all students Actions: Review and revise existing discipline plan Establish school rules and consequences Post rules in classroom and other appropriate places in the building Schedule weekly pupil services team meeting Schedule \"Straight Talk\" assemblies to reinforce respect of school rules To post picture of student of the month Each staff member will adopt one at-risk student To have a school-wide pledge created by PHE students To provide in-service training for school aides on positive discipline with children and teamwork with faculty Honor all aides and provide incentives for them Schedule 9-weeks awards ceremony at the end of each quarter Assign tables in cafeteria Post rules in cafeteria and schedule school assembly with aides to review rules and regulations Review the playground rules and team them to all students Students picked up by teachers in courtyard each A.M. Specialists monitor hall Conduct Playground Discipline Training Student fire marshals are selected to assist with fire drills Send home a weekly letter informing parents of what is taking place in classroom All visitors are required to obtain a visitor's pass in the office Have a school-wide pledge created by staff and students To provide in-service training for school aides on the following: Positive discipline with children Teamwork with parents and families Parents are invited to special recognition programs e.g. Jr. Great Books, Math Olympiad, Nine week awards, special classroom activities, 6th grade end of year awards, and science fair Investigate replacement of water fountains Implementing a school wide incentive program for the cleanest room on a weekly basis Investigate smaller commodes in the kindergarten bathrooms Improve the signs in front and back of school with landscaping included Review and revise existing school emergency plan 45 Target: Outcomes: Monitor and Assessment of Student Achievement Decreased Disparity Between Black and White Students Increase achievement and performance for all levels of students Increased academic achievement for \"At Risk\" learners Equity Goals: Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement Actions: School districts shall ensure that no student is denied access to quality instructional services Use computer lab to reinforce curriculum objectives in Math and Reading Monitor growth and progress accordingly Assess data and identify disparity between black and white students Recommend K-4 Summer School for \"At-Risk\" students Teach test-taking skills Implement the Accelerated Reader Program Use reports generated by ABACUS to monitor student mastery of curriculum objectives Use a variety of assessment tools to monitor student achievement e.g. Teacher-made test-Portfolios, Projects, Oral Discussions Provide Title I Reading and Math for targeted students Provide GT for identified students and enrichment for all students Coordinate curriculum between grade levels in each subject area Involve parents of high risk students by confrencing, signing homework, Assignment notebook, classroom visits, frequent correspondence with the teacher by note or phone Identify high risk students List intervention strategies for each identified low achieving student Parent/student/teacher contracts will be written for students as needed Implement instruction geared to specific learning styles Target: Time on Task Outcome: To provide a variety of teaching approaches to ensure opportunities for all students to learn Equity Goal: Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities 46 Actions: Implement instruction geared to specific learning styles Interdisciplinary units developed will include specific activities for atrisk students, and multicultural activities Implement problem solving strategies for grades 1-6 Implement a mentoring program for at-risk students Media Specialist and teachers will plan weekly for library media skills instruction for grades 3-6 T earn teaching in intermediate grades will be done Students in grades 3-6 will do research on assigned science topics to produce a book or related product Implement a plan in grades 4-6 to provide parents, teachers, and students with guidelines for maintaining the use of an assignment notebook which includes frequent correspondence with parents and teachers Use of phonics books to practice test-taking skills for grades 1-3 Assignment of additional computer time as needed Develop interdisciplinary units integrating curriculum objectives as outlined in the district's curriculum guide Use and update as needed intervention plan developed for at-risk students Provide individual tutoring during school for kindergarten students with considerable needs (EPSF) Screening Test Provide study hall four days per week for 15 minutes per day for students to complete classwork 47 School: Targets: Outcomes: Seventh Street Elementary School Monitoring and Assessment of Student Achievement Students will become proficient readers Improve student performance in social studies Equity Goals: Equal Access Actions: Target: Outcomes: Utilize phonetic and comprehension strategies in the teaching of reading Encourage more independent reading Establish a daily school-wide sustained silent reading period Incorporate social studies vocabulary throughout the curriculum Utilize multi-media resources in classrooms Teach test-taking skills Maximize the use of multicultural materials through the social studies curriculum Analyze new social studies materials High Expectations Increase students' responsibility Have high expectations for all learners Equity Goal: Equal Access Actions: Target: Outcome: Increase student displays in classrooms and hallways Focus on the 15 interactions ofT.E.S.A. Teachers will identify clear criteria for student achievement Establish peer tutors for grades 4-6 Encourage students to be writers Provide opportunities for students to complete assigned work Students will have opportunity to earn supplies Implement portfolio assessment Provide incentives for completing assigned work Time on Task/Opportunity to Learn Increase instructional time by promoting positive behavior and work habits Equity Goal: Equal Goal 48 Actions: Target: Outcomes: Inform students of rules and post throughout building Implement a \"Time Out\" program in each classroom Implement an \"Intervention Classroom\" program Create cooperative learning groups Encourage students to stay on task and to utilize classroom time effectively In-service teachers on multiple intelligences Integrate selected areas of multiple intelligences Parent and Community Involvement Increase involvement of parents in school activities Increase the community's involvement as positive role models for students Equity Goal: Equal Opportunities for Parent Community Involvement Actions: Invite parents to read to class Invite parents to listen to individual students read Conduct parenting workshops focusing language development and reading readiness Invite parents to spend an entire day with their child at school Members of the community will be invited to discuss their jobs and hobbies Implement a community \"lunch bunch\" 49 School: Target: Outcomes: Murrell Taylor Elementary School Student Achievement There will be a reduction in racial academic disparities There will be an increase in academic performance of all students There will be an increase in parent involvement Equity Goals: Instructional services Parental involvement Actions: Target: Outcomes: Enhance staff skills using a site-based staff development plan Create opportunities for active involvement for all learners Teach positive social behavior through \"Let Our Violence End (LOVE)\" Annual Science Fair for grades 3-6 Parent education programs PALS Quality Education Staff will be trained to deal with the special needs of all children Staff will be trained to address individual learning styles Staff will be trained in strategies to increase parental involvement Optimize the use of math manipulatives Improve the whole literacy program Equity Goal: Instructional services Actions: Target: Outcomes: The actions for these outcomes are still under development Equal Access The school will increase the number of computers available for student use by 30% each year The school will establish an after-school tutoring program The staff will train parents to assist students with academic needs Teachers will show an increase in the use of alternative instructional methods The school will establish a school supply resource bank for needy students Equity Goals: Learning materials Parental involvement 50 Actions: Target: Outcomes: Develop a computer training curriculum that defines skills by grade level Develop an After School Tutoring Plan Identify supplies needed for Resource Bank and work with PT A to obtain them One Team Concept The school will implement a parent training plan to increase student social and academic performance Taylor Elementary will become a certified PCSSD \"Site-Based Management\" school The school will win an Arkansas Quality Award There will be an increase PALS hours of 25% each year for next three years The school will develop a strategy to implement the \"Team Taylor\" concept The school will develop a media/publicity strategy to increase parent, staff, and community awareness of Murrell Taylor activities The school will integrate all school planning functions into the ECOE process There will be a consolidation of all school plans into the annual Murrell Taylor Performance Plan Equity Goal: Parental involvement Actions: Identify and develop parent training plan based on teacher and parent needs Obtain staff consensus on becoming a site-based management school Elect School Council Implement Quality Application Plan. Form a \"Team Taylor\" task force comprised of staff, parent, and community representatives Identify all planning requirements, and align additional planning functions into the appropriate target team 51 School: Target: Outcomes: Warren Dupree Elementary School High Expectations Teachers will develop high expectations for student achievement There will be an increase in parental involvement in students' education Students will have an increased belief in the value of education Equity Goal: Instructional services Parental involvement Honors and awards Actions: Target: Outcome: Promote Awards and Recognition programs Create \"on-the-spot\" awards and recognition throughout the year Implement a consistent discipline management plan Create a student council Train students in conflict resolution Display work of all students Time on Task/Opportunity to Learn Students and teachers will spend more time involved in instruction Equity Goal: Instructional Services Curriculum and Instruction Actions: Target: Outcomes: All assemblies will be held in the afternoon Preparation time for special programs will be limited to two weeks Develop a school calendar Resource and speech students will have visual aids Primary recess will be moved to morning School Climate Staff morale will improve Student morale will improve Equity Goal: Staff development Actions: Conduct a workshop on teachers' rights and responsibilities Develop a plan to show additional staff appreciation Initiate a \"secret pal\" program Establish a Teacher Alliance meeting each semester to share ideas 52 Target: Outcomes: Each class will have a \"question and answer\" session with the principal Students' birthdays will be recognized Set a schedule and celebrate various ethnic observances Establish the GRAND mentoring program Monitoring and Assessment of Student Achievement SA T8 scores in reading will improve Student achievement in language as it relates to language and reading will increase Student achievement in science and social studies as it relates to reading will increase Equity Goal: Equal access Actions: Target: Outcomes: Teachers will use a variety of assessment methods, including oral evaluation, observation, and portfolios. Fifteen minutes each day will be set aside after lunch for reading Teachers, support staff, and parents will be trained in the interpretation of student test scores Conduct a Family Reading Night Hold a \"Make and Take\" night Teachers will create more opportunities for development of written expression skills through new instructional activities Spelling bees by grade levels Utilize television equipment to teach communication skills Utilize computer assisted instruction to focus on language skills Each teacher will schedule at least one science experiment per chapter Clear School Purpose The school will have a current, meaningful mission statement There will be an academic climate that will enhance students' enjoyment of school Equity Goal: Curriculum and instruction Actions: Incorporate mission statement into opening exercises Post mission statement in cafeteria and recite acronym at PT A meetings Acronym and mission statement will be printed in school handbook. Schedule resources that are relevant to subject matter 53 FIELD SERVICE SPECIALISTS Extended COE - Monitoring - Technical Assistance ATTACHMENAT Job Descriptiona nd Purpose: Field Service Specialists' responsibilities consist of five major areas: 1. Review and correct Annual State Accreditation reports and recommend accreditation status. 2. Provide school improvement technical assistance and accreditation of North Central Association schools (all schools in the three Pulaski County school districts are accredited by NCA) and organize School Improvement teams and visits. 3. Provide technical assistance to schools engaged in Extended COE (ECOE), which includes providing, upon request, training on ECOE and its component activities, special assistance to schools and school personnel, disseminating information and interpreting standards, regulations, and laws. 4. Answer questions called in by the public, school personnel, ECOE coordinators, legislators, and education professionals and maintain records. 5. Attend regular staff meetings, review grant applications, participate on monitoring teams, attend professional conferences, education and training programs for professional development, and visit K-4 summer school programs. ALICE SIMELTON List of Activities: September 1 - January 11, 1995 Dates School Activity 9-26-95 LRSD Met with staff development directors to discuss monitoring activities for ECOE. 9-29-95 North Little Rock High Conducted an overview of the ECOE and staff West Campus orientation. 10-3-95 Badgett Elementary Conducted a Technical Review visit. 10-4-95 NLRSD Met with staff development directors to discuss monitoring activities for ECOE. Fair Park Elementary Met with the members of the steering committee to discuss data collection, subgroup identification, formulating actions and equity guidelines. 10-5-95 Meadowcliff Elementary Conducted a Technical Review visit. 10-9-95 Baseline Elementary Met with the members of the steering committee to discuss data collection, subgroup identification, formulating actions and equity guidelines. 1 ALICE SIMELTON List of Activities: September 1 - January 11, 1995 Dates School Activity 10-9-95 Dunbar Junior High Met with the members of the steering committee to discuss data collection, subgroup identification, fo!lilulating actions and equity guidelines. 10-11-95 Rockefeller Magnet School Conducted a Technical Review visit. 10-13-95 Minority Recruitment Assisted with the preparation of the recruitment Meeting (Central Office) brochures to be mailed to all school districts in the state. 10-17-95 Parkview Magnet School Conducted an overview of the ECOE for the principal and the two chairpersons. 10-18-95 J. A. Fair High Met with the members of the steering committee to discuss data collection, subgroup identification, fo!lilulating actions and equity guidelines. 10-19-95 NLRSD Met with Ms. Esther Crawford and the principals of the seven elementary schools assigned to me. Discussed data collection, subgroup identification,s electiono f target areas and equity guidelines. 10-23-95 Dupree Elementary Conducted a Technical Review visit. 10-25-95 Parkview Magnet High Met with the steering committee members to discuss the ECOE process, the role of the steering committee, and the Allen letter components as related to ECOE. 10-27-95 Sylvan Hills Junior High Met with Ms. Sue Clark, principal, to discuss the collection and analyzing of data, choosing target areas and selecting target committees. 10-30-95 Baseline Elementary Presented an overview of the ECOE to the entire faculty of Baseline Elementary, and answered questions from the various committee members. 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit. 11-15-95 Jacksonville Jr High -North Participated in Desegregation Monitoring. Jacksonville Jr High -South Participated in Desegregation Monitoring. 11-16-95 Sylvan Hills Elementary Participated in Desegregation Monitoring. 11-17-95 Crestwood Elementary Participated in Desegregation Monitoring. 11-17-95 Pike View Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 Seventh Street Elementary Participated in Desegregation Monitoring. 2 ALICE SIMELTON List of Activities: September 1 - Januarv 11, 1995 Dates School Activity 11-21-95 RedwoodE lementary Participated in Desegregation Monitoring. 11-27-95 Amboy Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Conducted a Technical Review visit. 11-29-95 Jacksonville High Participated in Desegregation Monitoring. 11-30-95 Park Hill Elementary Participated in Desegregation Monitoring. Indian Hills Elementary Participated in Desegregation Monitoring. 12-1-95 Meadow Park Elementary Participated in Desegregation Monitoring. Glenview Elementarv Participated in Desegregation Monitoring. BOB PAVLOVICH List of Activities: September 1 - December 1, 1995 9-28-95 Cato Elementary Conducted a Technical Review visit. Met with the building principal and steering committee to discuss the mission statement development, data collection, data analysis, survey interpretation, outcome development, equity goals, action development, tirneline, persons responsible for action implementation, staff development and visiting team process. 9-29-95 Harris Elementary Conducted a Technical Review visit. Met with Kirn Hearn and Sandra Fikes (steering committee co-chairs) 10-4-95 LRSD-IRC Met with Ron Looper to discuss staff development needs and staff development programs provided by LRSD, coordination of these needs by Mr. Looper and Mr. Watts, coordination ofECOE through open communications with Mr. Looper and Mr. Watts, and a district meeting with all ECOE steering committee chairperson 3 BOB PAULOVICH List of Activities: September 1 - December 1, 1995 10-5-95 MeadowcliffElementary Assisted David Watts with Technical Review. Met with the steering committee and recommended the following: incorporate equity goals with each outcome, continue to collect archival and achievement data, specify month and year for each action (implementation), specify the person responsible for action implementation, determine a sub-population not meeting appropriate achievement levels, determine acceptable levels of achievement and contact the LRSD staff development office for assistance. 10-9-95 Dunbar Junior High Met with Alice Simelton, John McKinnon and the steering committee and discussed the following: data collection (archival, achievement, and perceptual), data disaggregation, data analysis, outcome development, incorporation of equity goals, timeline (month and day of action implementation), identifying a sub-population of low achieving students, determination of acceptable and unacceptable achievement levels, mission statement development and equity guidelines. 10-10-95 Fuller Elementary Met with John McKinnon, Alice Simelton, David Watts, and staff members (steering committee, assistant principal, Ms. Kelly Whiddon, and principal, Shyrel Rose) and discussed the following: mission statement development, data collection, data analysis, determination by the faculty of acceptable levels of achievement, action development, outcome selection and development, master timeline with the specific individuals responsible, organized abandonment, and research for ideas. 10-12-95 Cloverdale Elementary Assisted David Watts and Alice Simelton with a technical review. 10-20-95 Mabelvale Junior High Met with the steering committee chairperson in response to a request for assistance with improvement plan maintenance. Recommended the following: continue to revise and update the improvement, continue to collect achievement data, continue to collect archival data, select an equity goal for each outcome in the present plan and explained the infusion document. I 1-6-95 Meadow Park Elementary Participated in Desegregation Monitoring. 11-7-95 Lynch Drive Elementary Participated in Desegregation Monitoring, 4 BOB PAVLOVICH List of Activities: September 1 - December 1, 1995 11-10-95 Indian Hills Elementary Participated in Desegregation Monitoring. 11-17-95 Crestwood Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 Seventh Street Elementary Participated in Desegregation Monitoring. 11-22-95 Lakewood Elementary Participated in Desegregation Monitoring. 11-27-95 Amboy Elementarv Participated in Desel(l\"egation Monitoring. JOHN McKINNON List of Activities: September 1 - December 1, 1995 9-5-95 Warren Dupree Elementary Conducted a Technical Assistance visit with steering a committee chair, Kathy Swift. Reviewed the draft of the improvement plan. 9-6-95 PCSSD Participated in a principals' meeting to discuss procedures for schools in ECOE. 9-7-95 Hanis Elementary Met with steering committee co-chairs (Kim Hearns and Sandra Fakes). 9-12-95 Sylvan Hills High Provided technical assistance. Met with steering committee to plan for cycle I. 9-28-95 Cato Elementary Conducted a Technical Review visit. 9-29-95 Sherwood Elementary Provided a review ofECOE process. Conducted Staff Orientation. Hanis Elementary Provided technical assistance. Taylor Elementary Provided technical assistance. 10-5-95 MeadowcliffElementary Conducted a Technical Review visit. 10-9-95 Dunbar Junior High Conducted a Technical Review visit. 10-10-95 Fuller Elementary Conducted a Technical Review visit. 10-11-95 Rockefeller Elementary Conducted a Technical Review visit. 10-23-95 Dupree Elementary Conducted a Technical Review visit. 10-27-95 Hanis Elementary Provided technical assistance to discuss the plans of the Clear School Purpose Target Committee. 11-1-95 Sylvan Hills High Provided technical assistance. Met with entire faculty for presentation on data collection, disaggregation, and analysis. 5 JOHN McKINNON List of Activities: September 1 - December 1, 1995 11-8-95 Mabelvale Elementary Conducted a Technical Review visit. 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit. 11-14-95 Jacksonville Elementary Participated in Desegregation Monitoring. Arnold Drive Elementary Participated in Desegregation Monitoring. 11-16-95 Mills High Participated in Desegregation Monitoring. Fuller Elementary Participated in Desegregation Monitoring. 11-17-95 Robinson High School Participated in Desegregation Monitoring. Robinson Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 7th Street Elementary Participated in Desegregation Monitoring. Redwood Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Participated in Desegregation Monitoring and conducted a Technical Review visit. 11-29-95 Carver Elementary Participated in Desegregation Monitoring. Scott Elementary Participated in Desegregation Monitoring. 11-30-95 Tolleson Elementary Participated in Desegregation Monitoring. Garland Elementary Participated in Desegregation Monitoring. 12-1-95 Mabelvale Jr. High Participated in Desegregation Monitoring. Mablevale Elementarv Participated in Desegregation Monitoring. DAVID WATTS List of Activities: September 1 - December 1, 1995 9-7-95 Romine Elementary Met with principal and assistant principal to discuss ECOE components of infusion,equity goals, reforming committees, data collection, updating the original COE plan and the status of cycle II schools. Harris Elementary Met with ECOE committee chairs, and conducted a technical review. 9-11-95 LRSD-IRC Met with Ron Looper and developed a tentative plan of progress for the ECOE process. Discussed timelines, staff development requirements, infusion, equity, strategies, technical reviews, and role of the principal. 6 DAVID WATTS List of Activities: September 1 - December 1, 1995 9-12-95 LRSD-IRC Delivered packet and discussed COE guidelines with Ron Looper. 9-18-95 LRSD Met with central office staff, building principals, ECOE steering committee chairs and discussed scan sheets, technical review, Allen letter, infusion, equity goals, team visit overview and tirnelines. 9-21-95 Mabelvale Elementary Met with ECOE committee chairs to discuss data analysis and outcome creation. 10-4-95 Mabelvale Elementary Met with all target committees to discuss progress and make suggestions for the ECOE SIP. 10-5-95 MeadowcliffElementary Met with the principal and ECOE steering committee chairs and conducted a technical review of the rough draft. 10-11-95 Rockefeller Elementary Met with the ECOE steering committee chairs and conducted a technical review of the rough draft. 10-12-95 Cloverdale Elementary Met with all ECOE steering committee chairs and parental representatives. Conducted a technical review of the rough draft. 10-19-95 Southwest Jr. High Met with the High Expectations Target Committee and discussed data analysis and outcome selection. 10-20-95 Mabelvale Jr. High Met with the ECOE chair and principal to discuss updating the original COE plan and infusion of the Allen Letter components. 10-23-95 Warren Dupree Elementary Met with Principal and steering committee chairs and conducted a technical review of the rough draft. Hall High Met with representatives from all target committee. Discussed data analysis, outcome specifics, action specifics, responsibility specifics, timeline, equity, and team visit. 11-2-95 Hall High Met with ECOE steering committee members and discussed expansion of a CPEP program. 11-9-95 Central Office Met with Ron Looper, ECOE contact person, LRSD, to discuss the draft of the master plan/calendar for the LRSD ECOE process. Central Office Met with Dr. Richard Hurley to discuss the state accreditation process. 7 DAVID WATTS List of Activities: September 1 - December 1, 1995 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit of the draft of the ECOE SIP. Held an exit interview with the principal. 11-13-95 LRSD-IRC Met with Ron Looper to discuss the role of various committees in the ECOE process. 11-14-95 Jacksonville Elementary Conducted a monitoring visit. Arnold Drive Elementary Conducted a monitoring visit. 11-16-95 Mills High School Participated in Desegregation Monitoring. Fuller Elementary Participated in Desegregation Monitoring. 11-17-95 Robinson High Participated in Desegregation Monitoring. Robinson Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Conducted a Technical Review of the ECOE rough draft. A monitoring visit was conducted at the same time. 11-29-95 Carver Elementary Conducted a Technical Review of the ECOE draft. Participated in Desegregation Monitoring. Scott Elementary Participated in Desegregation Monitoring. 11-30-95 Tolleson Elementary Participated in Desegregation Monitoring. Garland Elementary Participated in Desegregation Monitoring. 12-1-95 Mabelvale Jr. High Participated in Desegregation Monitoring. Mabelvale Elementary Participated in Desegregation Monitoring. LRSD Delivered the state accreditation status report to Dr. Hurley for corrections. 8\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\u003cdcterms_creator\u003eArkansas. 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