{"response":{"docs":[{"id":"bcas_bcmss0837_1607","title":"Court filings concerning kindergarten and preschool programs, ODM report on Principal selection process, and Little Rock School District and Joshua Intervenors settlement agreement on M-to-M transfers.","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":["1994-09"],"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":["88 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_728","title":"Project Management tool, Bundled","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":["1994-09/1994-12"],"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","Project managers--Implements"],"dcterms_title":["Project Management tool, Bundled"],"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/728"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"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\nA A * IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 3 0 1994 Offica of Oesegrsga'.ion Moniicf.- LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LR8D^8 1995-96 BUDGET/8EPTEMBER PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD), Budget/September Project Management Tool, states: for its 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending September 30, 1994, relating to its 1995-96 budget. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending September 30, 1994, relating to its 1995-96 budget. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE Tcertify that a copy of the foregoing  -7 1995-96 BBuuodggeert//fSaeepptreemmbbeerr PPrroojjeecctt MMaannaaggeemmeenntt Tool has been mailed by First Class Mail, postage pre-paid on September 30, upon the following, except as otherwise indicated: 1994, Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 72201 504 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Heritage West Building, Suite 520 201 East Markham Street Court) Little Rock, AR 72201 Jerry L. Malone ID 1 Name REASSESSMENT OF PROCESS AMP, ORGANIZATION 1994-95 % Complete 17% 2 Analyze, reassess, and revise planning organization and structure 5% 3 Revise, discuss, and reach consensus regarding format and tasking of 1994-95 Management Tool 100% 4 Initial circulation of 1994-95 Management Tool 100% 5 Evaluate tasking of 1994-95 Management Tool weekly 15%  54% 7 Identify data to measure needs of district for FY 95-96 100% 8 Revisit and analyze the results of the budgeting and planning priorities revealed from the 93-94 Needs Assessment Report 100% Page 1 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Mar 27 '94 Scheduled Finish Jun 30 '95 Revised Finish Resource Names_______ Wiiiiams.Matthis.Ciowers Mar 27 '94 Jun 30 '95 Wiiiiams.Matthis.Ciowers May 25 '94 Jun 24 '94 Jul 15'94 May 13 '94 Jun 1 '94 Jun 1 '94 FY96 Jul 29 '94 Jun 30 '94 Jun 30 '95 Jun 30 '95 Jul 29 '94 Jul 29 '94 Council,Cabinet,Bassa Bassa Council,Clowers Williams.Glowers VVilliams,Council Council,Cabinet 9/30/94Little Rock School District Program Planning and Budgeting Tool IO 9 Name Review/revise the mission statement and goals of the District % Complete 100% Scheduled Start Aug 19'94 Scheduled Finish Aug 31 '94 Revised Finish Sep 6 '94 Resource Names Council,Cabinet PERSONNEL STUDY 40% Aug 1 '34 Hurley 11 Define purpose and scope for Personnel Study 100% Aug 1 '94 Aug 22 '94 Council,Hurley .Williams 12 Design data collection plan for study of Personnel Study 100% Aug 22 '94 Aug 29 '94 Hurley, Gadberry 13 Assign responsibilities for study of Personnel Study 100% Aug 29 '94 Aug 29 '94 Hurley 14 Collect data from Personnel Study 40% Sep 2 '94 Sep 29 '94 Oct 21 '94 Hurley 15 Analyze data from Personnel Study 0% Sep 30 '94 Oct 24 '94 Hurley,Gadberry 16 Prepare Personnel Study Report 0% Oct 24 '94 Nov 14 '94 Hurley Page 2 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 17 Name Report data findings from Personnel Study for merge into needs assessment listing % Complete 0% Scheduled Start Nov 14 '94 Scheduled Finish Nov 15 '94 Revised Finish Resource Names Hurley la STANFORD 8 TEST DATA STUDY 69% Aug 1 '94 Oct 31 '94 ClQwers 19 Define purpose and scope for Stanford 8 Test data study 100% Aug 1 '94 Aug 15'94 Clowe rs, Williams,Council 20 Design data collection plan for study of Stanford 8 Test 100% Aug 16 '94 Aug 30 '94 Clowe rs,Dunbar 21 Assign responsibilities for study of Stanford 8 Test data 100% Aug 16 '94 Aug 16 '94 Clowers 22 Collect data from Stanford 8 Test 100% Aug 30 '94 Sep 9 '94 Clowe rs,Dunbar,Savage 23 Analyze data from Stanford 8 Test 100% Sep 12'94 Sep 30 '94 Clowers,Dunbar 24 Prepare Stanford 8 Test Report 0% Oct 3'94 Oct 14 '94 Dunbar Page 3 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 25 Name Report data findings from Stanford 8 for merge into needs assessment listing % Complete 0% Scheduled Start Oct 17'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Glowers,Dunbar 2 ARKANSAS MINIMUM PERFORMANCE TEST lAMPTl DATA STUDY 69% Aug 1 '94 Oct 31 '94 Glowers 27 Define purpose and scope for AMPT study 100% Aug 1 '94 Aug 15 '94 Glowers, Williams,Council 28 Design data collection plan for AMPT study of data 100% Aug 16 '94 Aug 30 '94 Clowers,Penn-Norman 29 Assign responsibilites for AMPT data collection 100% Aug 16 '94 Aug 16 '94 Glowers 30 Collect data from AMPT 100% Aug 30 '94 Sep 9 '94 Glowers, Penn-Norman 31 Analyze data from AMPT 100% Sep 12 '94 Sep 30 '94 Glowers,Penn-Norman 32 Prepare AMPT Report 0% Oct 3 '94 Oct 14 '94 Penn-Norman Page 4 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 33 Name Report data findings from AMPT for merge into needs assessment listing % Complete 0% Scheduled Start Oct 17'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Glowers,Penn-Norman 34 PRE MONITORING REPORTS STUDY 69% Aug 1 '94 Oct 31 '94 Glowers 35 Define purpose and scope for PRE Monitoring Reports Study 100% Aug 1 '94 Aug 15 '94 Glowers,Williams,Council 36 Design data collection plan for PRE Reports Study 100% Aug 16 '94 Aug 30 '94 Glowers 37 Assign responsibilites for PRE Monitoring Reports Study 100% Aug 16 '94 Aug 16 '94 Glowers 38 Collect data from PRE Monitoring Reports Study 100% Aug 30 '94 Sep 9 '94 Glowers, Smith 39 Analyze data from PRE Monitoring Reports Study 100% Sep 12'94 Sep 30 '94 Glowers, Smith 40 Prepare PRE Monitoring Reports Study Report 0% Oct 3'94 Oct 14 '94 Smith Page 5 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 41 Name Report data findings from PRE Monitoring Reports Study for merge into needs assessment listing % Complete 0% Scheduled Start Oct 17'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Clowers,Smith 42 SCHOOL CLIMATE/HUMAN RELATIONS SURVEY ISC/HRI STUDY 74% Aug 1 '94 Nov 15 '94 Clowers 43 Define purpose and scope of SC/HR Survey 100% Aug 1 '94 Aug 15 '94 Clowers,Williams,Council 44 Design data collection plan for study of SC/HR 100% Aug 16 '94 Aug 30 '94 Clowers,Hobby 45 Assign responsibilities for SC/HR data collection 100% Aug 16 '94 Aug 16 '94 Clowers 46 Collect data from SC/HR Survey 100% Aug 30 '94 Sep 23 '94 Clowers,Hobby,Savage 47 Analyze data from SC/HR Survey 75% Sep 26 '94 Oct 14 '94 Clowers,Hobby 48 Prepare SC/HR Survey Report 50% Oct 17'94 Oct 28 '94 Hobby Page 6 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 49 Name Report data findings from SC/HR Survey for merge into needs assessment % Complete 0% Scheduled Start Oct 31 '94 Scheduled Finish Nov 15'94 Revised Finish Resource Names Clowers,Hobby SQ CURRICULUM AUDIT/ADE CURRICULAR STANDARDS 23% Sep 1 '94 Nov 15 '94 Matthis 51 Define purpose and scope of Curriculum Audit/Standards 100% Sep 1 '94 Sep 16'94 Council,Williams,Matthis,Curriculum Supervisors 52 Design plans for data collection for Curriculum Audit/Standards 100% Sep 16'94 Sep 30 '94 Matthis,Curriculum Supervisors 53 Assign responsibilities for data collection of Curriculum Audit/Standards 100% Sep 16'94 Sep 30 '94 Matthis 54 Collect data for Curriculum Audit/Standards 0% Sep 30 '94 Oct 31 '94 Curriculum Supervisors 55 Establish procedures for review and assessment of Curriculum Audit/Standards data 50% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors 56 Organize and label Curriculum Audit/Standards data-findings of Monitoring and Status Reports, Curriculum Objectives, Achievement 0% Sep 30 '94 Oct 31 '94 Matthis,Curricuium Supervisors Page 7 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 57 Name Relate/assess the data results back to the Curriculum Audit/Standards findings % Complete 0% Scheduled Start Sep 30 '94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names___________ Matthis,Curriculum Supervisors 58 Analyze the effectiveness of revised curriculum/standards, policies, etc. 0% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors 59 Identify factors that facilitated attainment of curriculum/standards goals 0% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors 60 Identify obstacles that prevented curriculum/standards goal attainment 0% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors 61 Make recommendations for program additions/deletions/modifications 0% Oct 31 '94 Nov 4 '94 Matthis,Curriculum Supervisors 62 Report data findings from Curriculum Audit/ADE Curriculuar Standards for merge into needs assessment 0% Nov 7 '94 Nov 15 '94 Matthis,Curriculum Supervisors 3 PROPORTIONAL ALLOCATION 71% Aug 1 '94 Oct 31 '94 Milhollen 64 Define purpose and scope of Proportional Allocation Formulas 100% Aug 1 '94 Aug 15 '94 Milhollen, Williams,Council,Hurley,Gadberry Page 8 FY96 9/30/94ID 65 Name Review/revise data collection plan tor Proportional Allocation Formulas % Complete 100% 66 Assign responsibilities for Proportional Allocation Formulas 100% 67 Collect data for Proportional Allocation Formulas 100% 68 Analyze data from Proportional Allocation Formulas 100% 69 Prepare Proportional Allocation Formulas Report 50% 70 Report data findings from Proportional Allocations Formulas Study for merge into needs assessment listing 0% 21 DISTRICTWIDE FACILITIES STUDY 38% 72 Define purpose and scope of Districtwide Facilities Study 100% Page 9 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Aug 15 '94 Scheduled Finish Aug 19 '94 Revised Finish Aug 31 '94 Resource Names Milhollen Aug 19 '94 Aug 22 '94 Sep 12 '94 Sep 26 '94 Oct 13 '94 Jul 15 '94 Jul 15'94 FY96 Aug 19 '94 Sep 9 '94 Sep 23 '94 Oct 12 '94 Oct 31 '94 Nov 23 '94 Aug 15 '94 Milhollen Hurley,Boykins,Eaton.Neal,Milhollen,Gadberry Milhollen, Boykins,Eaton,Neal, Hurley,Gadberry Milhollen.Hurley,Boykins, Eaton. Neal Milhollen Milhollen Williams.Milhollen, Council 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 73 Name Design data collection plan for Districtwide Facilities Study % Complete 100% Scheduled Start Aug 4 '94 Scheduled Finish Aug 15 '94 Revised Finish Resource Names Milhollen.Eaton 74 Assign responsibilities for the Districtwide Facilities Study 100% Aug 8 '94 Aug 15 '94 Milhollen, Eaton 75 Collect data for the Districtwide Facilities Study 10% Aug 15 '94 Oct 21 '94 Milhollen.Eaton 76 Prepare report for the Districtwide Facilities Study 0% Oct 24 '94 Nov 18 '94 Milhollen.Eaton 77 Report data findings from Districtwide Facilities Study for merge into needs assessment listing 0% Nov 21 '94 Nov 23 '94 Milhollen.Eaton za DESEGREGATION MONITORING REPORTS AUDIT from PPM 75% May 13 '94 Dec 9 '94 Mavo 79 Define purpose and scope of Desegregation Monitoring Reports Audit 100% Aug 1 '94 Aug 15 '94 Mayo.Williams. Council 80 Design data collection plan for study of Desegregation Monitoring Reports Audit 100% Aug 8 '94 Aug 19 '94 Mayo Page 10 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 81 Name Assign responsibility for data collection of Desegregation Monitoring Reports Audit % Complete 100% Scheduled Start Aug 16 '94 Scheduled Finish Aug 31 '94 Revised Finish Resource Names Mayo 82 Determine process/strategies for clarifying additional obligations language inseted into the dseg program budget documents at the end of the second quarter (FY94-95) 100% May 13 '94 Sep 1594 Council 83 Collect data 50% Sep 1 '94 Oct 14 '94 Mayo 84 Review with Superintendent's Council and Attorneys 0% Oct 14'94 Oct 24 '94 Mayo 85 Report Findings to PRE 0% Nov 22 '94 Dec 9 '94 Nov 23 '94 Mayo 86 Request Program Managers merge new obligations with Program Budget Document 0% Nov 27 '94 Dec 9 '94 Mayo az COURT ORDERS AUDIT 80% May 13 '94 Dec 9 '94 Mavo 88 Define purpose and scope of Court Orders Audit 100% Aug 1 '94 Aug 15 '94 Mayo, Williams,Council Page 11 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 89 Name Design data collection plan for the study of the Court Orders Audit % Complete 100% Scheduled Start Aug 8 '94 Scheduled Finish Aug 19'94 Revised Finish Resource Names Mayo 90 Assign responsibility for data collection of Court Orders Audit 100% Aug 16 '94 Aug 31 '94 Mayo 91 Determine process/strategies clarifying additional obligations language inserted into the dseg program budget documents at the end of the second quarter (FY94-94) 100% May 13 '94 Sep 15'94 Council 92 Collect data 50% Sep 1 '94 Oct 14 '94 Mayo 93 Review with Superintendent's Council and Attorneys 0% Oct 14 '94 Oct 24 '94 Mayo 94 Report findings PRE 0% Nov 22 '94 Nov 23 '94 Mayo 95 Request Program Managers merge new obligations with Program Budget Document 0% Nov 27 '94 Dec 9 '94 Mayo ae TOWN HALL MEETINGS 42% Jul 15 '94 Dec 7 '94 Williams.Clow/ers Page 12 FY96 9/30/94ID 97 Name Define purpose and scope of Town Hall Meetings % Gomplete 100% 98 Review previous year's data 100% 99 Review/revise data collection plan for Town Hall Meetings 100% 100 Set locations and schedule for Town Hall Meetings 100% 101 Develop advertisement plan and schedule for Town Hall Meetings 100% 102 Prepare Town Hall Meetings' sample agenda 100% 103 Review/revise data collection tool (matrix) for Town Hall Meetings 100% 104 Execute advertisement plan tor Town Hall Meeting I 100% Page 13 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Jul 15'94 Scheduled Finish Sep 5 '94 Revised Finish Resource Names______________ Williams,Glowers,Gouncil,Modeste Jul 15'94 Sep 5 '94 Modeste,Glowers Aug 22 '94 Aug 25 '94 Aug 30 '94 Aug 30 '94 Sep 1 '94 Sep 12 '94 FY96 Aug 25 '94 Aug 30 '94 Sep 15'94 Sep 10 '94 Sep 15'94 Sep 15 '94 Glowers,Wagner Wagner,Modeste Wagner Glowers,Modeste Modeste,Glowers Wagner,Modeste 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 105 Name Conduct Town Hall Meeting I (Terry Elementary) % Complete 100% Scheduled Start Sep 15'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names______ Williams,Board, Modeste 106 Gather feedback data from Town Hall Meeting I for input into matrix 100% Sep 15 '94 Oct 31 '94 Wagner,Penn-Norman 107 Execute advertisement plan for Town Hall Meeting II 100% Sep 12 '94 Sep 22 '94 Wagner, Modeste 108 Conduct Town Hall Meeting II (University Park Adult Center) 100% Sep 15'94 Oct 31 '94 Williams, Board,Modeste 109 Gather feedback data from Town Hall Meeting II for input into matrix 100% Sep 5 '94 Nov 30 '94 Wagner,Penn-Norman 110 Execute advertisement plan for Town Hall Meeting III 100% Sep 12 '94 Sep 29 '94 Wagner,Modeste 111 Conduct Town Hall Meeting III 0% Sep 15'94 Oct 31 '94 Williams 112 Gather feedback data from Town Hall Meeting III for input into matrix 0% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman Page 14 FY96 9/30/94ID 113 Name Execute advertisement plan for Town Hall Meeting IV % Complete 50% 114 Conduct Town Hall Meeting IV 0% 115 Gather feedback data from Town Hall Meeting IV into matrix 0% 116 Execute advertisement plan for Town Hall Meeting V 35% 117 Conduct Town Hall Meeting V 0% 118 Gather feedback data from Town Hall Meeting V into matrix 0% 119 Execute advertisement plan for Town Hall Meeting VI 25% 120 Conduct Town Hall Meeting VI 0% Page 15 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Sep 12'94 Scheduled Finish Oct 6'94 Revised Finish Resource Names Wagner.Modeste Sep 15'94 Sep 15 '94 Sep 12 '94 Sep 15'94 Sep 15'94 Sep 12 '94 Sep 15 '94 FY 96 Oct 31 '94 Oct 31 '94 Oct 13 '94 Oct 31 '94 Oct 31 '94 Oct 20 '94 Oct 31 '94 Williams, Board,Modeste Wagner,Penn-Norman Wagner,Modeste Williams, Boa rd,Modeste Wagner,Penn-Norman Wagner,Modeste Williams,Board, Modeste 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 121 Name Gather feedback data from Town Hall Meeting VI into matrix % Complete 0% Scheduled Start Sep 15'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Wagner, Penn-Norman 122 Execute advertisement plan for Town Hall Meeting VII 25% Sep 12'94 Oct 27 '94 Wagner,Modeste 123 Conduct Town Hall Meeting VII 0% Sep 15'94 Oct 31 '94 Williams, Board,Modeste 124 Gather feedback data from Town Hall Meeting VII for input into matrix 0% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman 125 Finalize and publish Town Half Meeting Report, 1994-95 0% Nov 15 '94 Nov 30 '94 Penn-Norman,Modeste 126 Merge findings of Town Hall Meeting Report, 1994-95, into needs assessment listing 0% Nov 30 '94 Dec 7 '94 Clowers,Penn-Norman 122 23% Jul 15 '94 Dec 7 '94 Williams.Clowers 128 Define purpose and scope of District Dialogues 100% Jul 15'94 Sep 5 '94 Williams,Clowers,Council,Modeste Page 16 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 129 Name Review/revise data collection plan for District Dialogues % Gomplete 100% Scheduled Start Aug 22 '94 Scheduled Finish Aug 25 '94 Revised Finish Resource Names_______ Glowers, Wagner,Modeste 130 Set locations and schedule for District Dialogues 100% Aug 25 '94 Aug 30 '94 Wagner 131 Develop advertisement plan and schedule for District Dialogues 100% Aug 30 '94 Sep 10 '94 Wagner 132 Prepare District Dialogues sample agenda 100% Aug 30 '94 Sep 10 '94 Glowers,Modeste 133 Review/Revise data collection tool (matrix) for District Dialogues 100% Aug 30 '94 Sep 10'94 Glowers,Modeste 134 Execute advertisement plan for District Dialogue I 100% Sep 10'94 Sep 19'94 Wagner 135 Gonduct District Dialogue I (principals, Franklin Elementary) 0% Sep 15'94 Oct 31 '94 Williams 136 Gather feedback data from District Dialogue I for input info matrix 0% Sep 15'94 Oct 31 '94 Wagner,Penn-Nonnan Page 17 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 137 Name Execute advertisement plan for District Dialogue II % Complete 100% Scheduled Start Sep 19'94 Scheduled Finish Oct 1 '94 Revised Finish Resource Names Wagner 138 Conduct District Dialogue II 0% Sep 15 '94 Oct 31 '94 Williams 139 Gather feedback data from District Dialogue II for input into matrix 0% Sep 15 '94 Oct 31 '94 Wagner,Penn-Norman 140 Execute advertisement plan for District Dialoge III 25% Sep 18'94 Oct 14 '94 Wagner 141 Conduct District Dialogue III 0% Sep 15'94 Oct 31 '94 Williams 142 Gather feedback data from District Dialogue III for merge into matrix 0% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman 143 Execute advertisement plan for District Dialogue IV 25% Sep 19'94 Oct 31 '94 Wagner 144 Conduct District Dialogue IV 0% Sep 15 '94 Oct 31 '94 Williams Page 18 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 145 Name Gather feedback data from District Dialogue IV for input into matrix % Complete 0% Scheduled Start Sep 15'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Wagner, Penn-Norman 146 Finalize and publish District Dialogue Report, 1994-95 0% Nov 15 '94 Nov 30 '94 Penn-Norman,Savage 147 Merge findings of District Dialogue Report, 1994-95, into needs assessment listing 0% Nov 30 '94 Dec 7 '94 Penn-Norman,Savage 148 Collect and merge issues from Goal-Setting Work Session (9-6-94) into needs assessment information at Board Retreat 0% Dec 7 '94 Jan 26 '95 Glowers,Penn-Norman 149 Conduct Board Work Session for data analyses of all studies, surveys, forums, dialogues, etc. 0% Dec 7 '94 Apr 28 '95 Williams,Clowers 150 Complete needs assessment listing 0% Dec 1 '94 Dec 7 '94 Clowe rs,Penn-Nomnan, Savage 151 Publish Draft of Needs Assessment Report and disseminate to selected persons 0% Dec 14 '94 Dec 14 '94 Glowers,Savage.Penn-Norman 152 Finalize and publish Needs Assessment Report, 1994-95 0% Dec 15 '94 Dec 15 '94 Glowers,Savage,Penn-Norman Page 19 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 153 Name Begin 1996-97 Needs Assessment Cycle % Complete 0% Scheduled Start Apr 1 '95 Scheduled Finish Jun 30 '95 Revised Finish Resource Names Clowers 154 48% May 2 '94 Sep 15 '95 Clowers 155 Identify and revise DSeg and NonDSeg Programs 100% May 2 '94 Jun 13 '94 Bassa.Milhollen, Ingram 156 Review and adjust primary and secondary leaders for DSeg and NonDSeg programs 100% Jun 6 '94 Jun 13 '94 Ingram,Bassa 157 Finalize listing/leaders of OSeg and NonOSeg Programs 100% Jun 18 '94 Jun 18 '94 Bassa 158 Generate a Program Inventory Report for 1994-95 100% Jun 1 '94 Jun 30 '94 Bassa 159 Review/revise Program Inventory following submisssion of budget to ADE 100% Aug 1 '94 Sep 16 '94 Clowers,Milhollen 160 Conduct 1995-96 Program Inventory 0% May 1 '95 Sep 15'95 Clowers,Milhollen Page 20 FY96 9/30/94 ID IM Name_____________________ ELANNING AND BUDGET GOALS % Gomplete 31% 162 CABINET/COUNCIL PLANNING SESSION 100% 163 Identify process for goal development/revision 100% 164 Determine date and site for work session 100% 165 Identify materials for work session 100% 166 Develop materials for work session 100% 167 Identify and notify participants for the work session 100% 168 Gonduct work session 100% Page 21 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Aug 1 '94 Scheduled Finish Apr 26 '95 Revised Finish Resource Names Matthis.Glowers Aua 1 '94 Aug 1 '94 Aug 1 '94 Aug 1 '94 Aug 1 '94 Aug 1 '94 Aug 22 '94 FY96 Aug 26 '94 Aug 19 '94 Aug 19 '94 Aug 19 '94 Aug 19 '94 Aug 19 '94 Aug 26 '94 Sep 1 '94 Aug 30 '94 Aug 30 '94 Aug 30 '94 Sep 1 '94 Aug 29 '94 Sep 1 '94 Matthis MaHhis,Glowers Matthis,Glowers Ingram,Glowers Ingram,Glowers Matthis,Glowers, Ingram Williams,Matthis, Glowers 9/30/94ID 169 Name GOAL-SETTING WORK SESSION % Complete 100% 170 Identify process for Goal-Setting Work Session 100% 171 Identify participants for the Goal-Setting Work Session 100% 172 Identify and collect background materials for participants 100% 173 Determine date and site for Goal-Setting Work Session 100% 174 Distribute background materials to the participants 100% 175 Conduct work session to develop review/revise mission statement, develop goals, and a list of issues that may enhance or restrict goal attainment 100% 176 Identify materials for Board Work Session 100% Page 22 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Aug 22 '94 Scheduled Finish Seo 6 '94 Revised Finish Sep 6 '94 Resource Names Matthis.Clowers Aug 22 '94 Aug 22 '94 Aug 22 '94 Aug 22 '94 Aug 22 '94 Aug 29 '94 Sep 2 '94 FY 96 Aug 26 '94 Aug 30 '94 Matth is, Ingram,Clowers Aug 26 '94 Aug 31 '94 Matthis,Clowers,lngram Aug 26 '94 Aug 26 '94 Aug 26 '94 Aug 31 '94 Sep 6 '94 Sep 2 '94 Aug 30 '94 Sep 2 '94 Sep 6 '94 Matthis,Clowers Matthis Matthis,Clowers Council,Cabinet Williams,Clowers 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 177 Name Establish date and site for Work Session % Complete 100% Scheduled Start Sep 1 '94 Scheduled Finish Sep 6 '94 Revised Finish Resource Names Williams,Clowers 178 Prepare materials for Board Work Session 100% Sep 2 '94 Sep 6 '94 Sep 12 '94 Matthis,Clowers 122 BOARD WORK SESSION . 91% Seo 5 '94 Sep 26 '94 Matthis.Clowers 180 Distribute background materials to Board members 100% Sep 6 '94 Sep 7 '94 Sep 12 '94 Matthis,Clowers 181 Review of preliminary list of issues for needs assessment by Board 100% Sep 7 '94 Sep IS'94 Board,Williams 182 Define input requirements at Board work session (for broad-based feedback) 100% Sep 5 '94 Sep 12 '94 Sep 14 '94 Board,Williams 183 Review/revise tentative mission statement and goals 100% Sep IS'94 Sep IS'94 Board 184 Review DSeg and NonDSeg Program Inventory 100% Sep IS'94 Sep IS'94 Board Page 23 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 185 Name Review identified proportional allocations % Complete 100% Scheduled Start Sep 15'94 Scheduled Finish Sep 15'94 Revised Finish Resource Names Board 186 Establish written priorities 100% Sep 15'94 Sep 15'94 Board 187 Identify additional extended program evaluation, if needed 25% Sep 15'94 Sep 15'94 Oct 27 '94 Board 188 Identify strategies for funding shortfalls (Note: date extended to allow community input) 0% Sep 15'94 Sep 15'94 Nov 23 '94 Board 189 Develop timeline for identification and researching of funding shortfall strategies (Note: date extended to allow community input) 0% Sep 15'94 Sep 15'94 Nov 23 '94 Board 190 Develop communication strategy for mission statement and goals 100% Sep 19'94 Sep 19'94 Williams,Wagner 191 Distribute mission statement and goals 100% Sep 22 '94 Sep 26 '94 Sep 28 '94 Matthis,Wagner 192 Distribute list of priorities 100% Sep 22 '94 Sep 26 '94 Sep 28 '94 Boa rd, Matthis,Clowers, Wagner Page 24 FY 96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 193 Name BOARD BEIBEAl WORK SESSION % Complete 0% Scheduled Start Dec 8 '94 Scheduled Finish Apr 26 '95 Revised Finish Resource Names Williams.Matthis 194 Determine date and site for Board Retreat 0% Dec 8 '94 Dec 8 '94 Williams,Board 195 Identify agenda items for Board Retreat 0% Dec 8 '94 Dec 15 '94 Williams,Board 196 Establish agenda for Board Retreat 0% Dec 16'94 Dec 20 '94 Williams, Board 197 Identify materials for Board Retreat 0% Dec 20 '94 Jan 6 '95 Williams 198 Gather and distribute materials for Board Retreat 0% Jan 9 '95 Jan 10'95 Williams,Matthis,Clowers, Milhollen 199 Conduct data analysis work session for Board Reatreat 0% Jan 9 '95 Jan 10 '95 Williams,Council 200 Conduct Board Retreat 0% Jan 13'95 Jan 14 '95 Williams, Board Page 25 FY96 9/30/94ID 201 Name Report outcomes of Board Retreat % Complete 0% 202 Determine the need for an additional Board Retreat 0% 2X23 4% 204 Develop philosophy and/or objectives for programs and/or program modifications 0% 205 Schedule and hold meetings for organizing the project 0% 206 Seek copies of source documents from experts, other school districts 0% 207 Examine trends of experts in the designated fields 0% 208 Organize a committee to develop educational specifications 0% Page 26 Little Rock School District Program Planning and Budgeting Tool Scheduled Start Jan 23 '95 Scheduled Finish Jan 26 '95 Revised Finish Resource Names Williams, Board Jan 23 '95 Apr 26 '95 Wiiiiams,Council,Board Aug 1 '94 Nov 16'94 Nov 16 '94 Nov 16'94 . Dec 5 '94 Dec 5 '94 FY96 Jun 30 '95 Nov 25 '94 Nov 25 '94 Dec 2 '94 Jan 6 '95 Jan 6 '95 Matthis Matthis,Williams,Mayo,Milhollen,Clowers Matthis, Williams, Mayo,Milhollen,Clowers Matthis,Williams,Mayo,Milhollen,Clowers Matthis,Williams,Mayo,Milhollen,Clowers Williams,Matthis,Mayo,Milhollen,Clowers 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 209 210 Name Establish framework for curriculum offerings\nservices and support programs\npolicies for instructional delivery\nmaterials/supplies/ equipment\nstaffing needs and staff development needs\nbudget Relate/reference recommendations from curriculum audit needs assessment results to established mission statement, goals, and DSeg Plan % Complete 0% Scheduled Start Dec 5 '94 Scheduled Finish Jan 6 '95 Revised Finish Resource Names___________________ Williams,Matthis,Mayo,Milhollen, Clowers 211 Review recommendations from districtwide needs assessment in order to identify additional programs or program modifications 212 Develop Business Case for program and/or program modifications for submitting to Superintendent and Board of Directors 213 Review program and/or program modifications with Council 214 Develop business case for incentive schools' program modifications for submitting to Supt, and Council 0% 0% 0% 0% 40% 215 Explore, gather, and assess data relative to the transition to the Middle School concept 0% 216 Review of Outsourcing 0% Dec 5 '94 Dec 5 '94 Dec 5 '94 Jan 9 '95 Nov 16 '94 Nov 16 '94 Aug 1 '94 Jan 6 '95 Jan 6 '95 Jan 6 '95 Jan 13 '95 Jan 31 '95 Jan 13'95 Jun 30 '95 Page 27 FY96 Matthis,Williams,Mayo,Milhollen,Clowers Matthis, Williams,Mayo,Milhollen, Clowers Matthis,Williams,Mayo,Milhollen,Clowers Williams,Matthis,Mayo,Milhollen,Clowers Matthis,Curriculum Supervisors Williams,Council Williams.Milhollen.Mayo 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 212 Name SUBMIT BUSINESS GASE FOR PROGRAM AND/OR MODIFIGATIONS TO SUPERINTENDENT % Gomplele 0% Scheduled Start Jan 23 '95 Scheduled Finish Feb 28 '95 Revised Finish Resource Names_____________________ Matthis. Williams.Mavo,Milhollen.Glowers 218 Submit Business Gase for program and/or program modifications to Board of Directors 0% Jan 23 '95 Jan 24 '95 Matthis,Williams,Mayo.Milhollen,Glowers 219 Review of Business Gases/Board approval for funding 0% Jan 24 '95 Feb 9 '95 Matthis, Williams,Mayo,Milhollen,Glowers 220 Gonduct second program review-revisit-reevaluate 0% Feb 13'95 Feb 17'95 Matthis, Williams,Mayo,Milhollen,Glowers 221 Decide to add, implement, modify, or delete programs 0% Feb 20 '95 Feb 26 '95 Matthis, Williams,Mayo,Milhollen,Glowers 222 BUDGETING 0% Nov 21 '94 Aug 25 '95 Milhollen.Gadberrv. Hurley 223 Develop budget preparation training material 0% Nov 21 '94 Nov 28 '94 Milhollen 224 Issue instructions for budget preparation at all levels 0% Nov 28 '94 Nov 30 '94 Milhollen Page 28 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 225 Name Conduct budget preparation training sessions % Complete 0% Scheduled Start Dec 1 '94 Scheduled Finish Dec 9 '94 Revised Finish Resource Names Milhollen 226 Prepare initial financial forecasts for coming year 0% Dec 1 '94 Dec 31 '94 Milhollen 227 Budget managers submit 95-96 budget requests 0% Dec 12 '94 Jan 6 '95 Milhollen 228 Begin budget development 0% Jan 7 '95 Mar 8 '95 Milhollen 229 Prepare current year budget revisions 0% Jan 9 '95 Jan 31 '95 Milhollen 230 Year to date revenue expenditure analysis 0% Jan 9 '95 Jan 31 '95 Milhollen 231 Revise financial forecast for coming year 0% Feb 24 '95 Mar 3 '95 Milhollen 232 Submit proposed budget to Board 0% Mar 9 '95 Mar 9 '95 Milhollen Page 29 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 233 Name Conduct Board Work Sessions on proposed budget % Complete 0% Scheduled Start Mar 10'95 Scheduled Finish Mar 17 '95 Revised Finish Resource Names Board,Williams 234 Revise proposed budget, as needed 0% Mar 20 '95 May 10'95 Milhollen Staffing 0% Jan 26 '95 Aug 1 '95 Hurley 236 Adoption of changes in course offerings 0% Jan 26 '95 Jan 26 '95 Board, Williams,Matthis 237 Meeting with counselors and principals to review course offerings for 1995-96 0% Jan 30 '95 Feb 15 '95 Matthis,Elston 238 Print course selection sheets 0% Jan 30 '95 Feb 15 '95 Matthis 239 Counselors meet with students and complete course selection sheets 0% Feb 16 '95 Mar 10 '95 Principals,Counselors 240 Registrars enter course selections 0% Mar 13 '95 Mar 31 '95 Principals,Registrars Page 30 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 241 Name Identify elementary enrollment (tentative) for 1995-96 % Complete 0% Scheduled Start Apr 3 '95 Scheduled Finish Apr 21 '95 Revised Finish Resource Names Gadberry,Hurley,Mayo 242 Review course tallies for secondary. Note possible cuts based on courses requested. 0% Apr 3 '95 Apr 21 '95 Gadberry,Hurley ,Ass't Superintendents 243 Make determination by subject area (secondary) of possible reductions and by projected elementary enrollment  0% Apr 3 '95 Apr 21 '95 Gadberry,Hurley ,Ass't Superintendents 244 Verification of need, based on manpower report and by program (program managers and principals) 0% Apr 3 '95 Apr 21 '95 Gadberry,Hurley,Assistant Superintendents 245 Check results of above 4 items against known retirement, resignations, and intern positions 0% Apr 3 '95 Apr 21 '9^ Gadberry,Hurley 246 Identify teachers for Reduction in Force (RIF), if needed 0% Apr 20 '95 Apr 28 '95 Gadberry,Hurley 247 Notify certified personnel of Reduction in Forece (RIF), if needed staff reduction 0% Apr 14 '95 Apr 28 '95 Gadberry,Hurley 248 Recall from RIF, if needed 0% Jun 1 '95 Aug 1 '95 Gadberry,Hurley Page 31 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 249 Name Notify classified personnel of staff reduction % Complete 0% Scheduled Start May 3 '95 Scheduled Finish Jul 15'95 Revised Finish Resource Names Gadberry,Hurley 250 Prepare tentative budget 0% May 11 '95 May 11 '95 Milhollen 251 Board review of tentative budget 0% May 25 '95 May 25 '95 Board,Williams,Milhollen 252 Conduct Board Work Session on tentative budget 0% May 29 '95 May 31 '95 Williams,Board 253 Recall from RIF, if needed 0% Jun 1 '95 Jul 15'95 Gadberry,Hurley 254 Account reconciliation and Purchase Order (PO) clean-up 0% Jun 16 '95 Jul 14 '95 Milhollen 255 256 Receipt of state-generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Voc Ed. Sp Ed, Chapters 1 and 2, Compensatory Education, MFPA, Transportation, ABC) Close-out of 1994-95 accounts: adjust physical inventory, (fiscal) federal grants, magnets, state grants, accruals 0% 0% Jun 16 '95 Jul 14 '95 Milhollen Jul 3 '95 Jul 20 '95 Williams,Council Page 32 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 257 Name Compute ending fund balance % Complete 0% Scheduled Start Jul 21 '95 Scheduled Finish Jul 21 '95 Revised Finish Resource Names Milhollen 258 Administrative review of final budget 0% Jul 21 '95 Jul 27 '95 Williams,Council 259 Submit final budget to Board 0% Jul 24 '95 Jul 24 '95 Williams 260 Board review and adoption of 95-96 final budget 0% Jul 27 '95 Jul 27 '95 Board 261 Submit 95-96 final Budget to c'ourt/Parties 0% Aug 4 '95 Aug 22 '95 Williams 262 Submit 95-96 final budget to State 0% Aug 25 '95 Aug 25 '95 Board,Milhollen 2S2 MONITORING AND REPORTING OF QSEG AND NONDSEG PROGRAM BUDGET DOCUMENT REPORTS 11 ST QUARTER: 2ND QUARTER: 3RD QUARTER: 4TH QUARTERI 47% Jun 1 '94 Aug 1 7 '95 Glowers 264 Obtain/Examine feedback from survey on the program budget document process 100% Jun 1 '94 Jul 31 '94 Bassa Page 33 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 265 Name Program budget document diskettes are returned to PRE for summer housing % Complete 100% Scheduled Start Jun 9 '94 Scheduled Finish Jul 29 '94 Revised Finish Aug 12'94 Resource Names__________ Principals,Program Managers 266 PRE performs necessary diskette management functions for the summer (i.e ,archival filing, achievement erasures, copying, etc,) 100% Jul 25 '94 Aug 31 '94 Sep 7 '94 PRE Clerical 267 Revise written program budget document instructions, as needed 100% Aug 8 '94 Aug 19'94 Sep 9 '94 Clowers 268 PRE dispenses program budget document diskettes to principals and program managers 100% Aug 18 '94 Sep 2 '94 PRE Clerical 269 Plan for maintenance education and reorientation regarding the program budget document process, using info which was provided by the survey 100% Jul 25 '94 Aug 30 '94 Sep 8 '94 Clowers 270 271 Conduct maintenance education workshops and reorientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary leaders Disseminate written program budget document instructions to principals and program managers 100% 100% 272 ISI QUARTER PROGRAM BUDGET DOCUMENT REPORTS 37% Page 34 Aug 31 '94 Aug 31 '94 Aug 8 '94 FY96 Sep 30 '94 Sep 30 '94 Nov 21 '94 Clowers Clowers Clowers 9/30/94IO 273 Little Rock School District Program Planning and Budgeting Tool 274 275 276 277 278 279 280 Page 35 Name Advise program managers and principals on program budget document, if problems in data entry Primary leaders provide directions and feedback to their secondary people regarding achievement reporting in the PBD's Generate diskette management flow information to relative staff in School Operations and PRE office Plan training sessions on the Program Budget Document and WordPerfect Gonduct training sessions on the Program Budget Document and WordPerfect DSeg and NonDSeg diskettes returned to PRE PRE performs check-in procedures and data clean-up on diskettes PRE generates hard copies of diskettes % Gomplete 0% Scheduled Start Aug 8 '94 Scheduled Finish Oct 14 '94 Revised Finish Resource Names_____________ Ass't Supts,Glowers,PRE Glerical 75% 100% 100% 100% 0% 0% 0% Aug 8 '94 Oct 14 '94 Primary Leaders Sep 19'94 Sep 23 '94 Glowers Sep 7 '94 Sep 26 '94 Oct 14 '94 Oct 14 '94 Oct 14 '94 FY96 Sep 23 '94 Sep 30 '94 Oct 14 '94 Oct 28 '94 Oct 28 '94 Glowers Glowers Principals,Program Managers PRE Glerical,Glowers PRE Glerical,Glowers 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 281 Name PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Reports % Complete 0% Scheduled Start Oct 28 '94 Scheduled Finish Nov 4 '94 Revised Finish Resource Names___________ PRE Clerical,Milhollen,Clowers 282 PRE combines all relative info for the 1st Quarter Program Budget Reports (DSeg and NonDSeg) 0% Oct 31 '94 Nov 4 '94 PRE Clerical,Clowers 283 PRE disseminates drafts of reports to selected resource people 0% Nov 7 '94 Nov 7 '94 Clowers 284 Revise drafts 0% Nov 8 '94 Nov 8 '94 PRE Clerical,Clowers 285 Prepare for publication of Program Budget Document Reports (DSeg and NonDSeg) 0% Nov 9 '94 Nov 11 '94 PRE Clerical,Milhollen,Clowers 286 Submit revised draft of Program Budget Document Reports to the Attorney for review/revision 0% Nov 11 '94 Nov 14 '94 Williams,Clowers 287 Submit 1st Quarter Program Budget Document Reports to the Court 0% Nov 18'94 Nov 18'94 Attorney 288 Return diskettes and paper copies to managers and principals 0% Nov 21 '94 Nov 21 '94 PRE Clerical Page 36 FY96 9/30/94ID 222 290 291 292 293 294 295 296 Page 37 Little Rock School District Program Planning and Budgeting Tool Name 2ND QUARTER PROGRAM BUDGET Advise program managers and principals on Program Budget Document Primary leaders provide directions and feedback to their secondary people regarding 1st quarter achievement reporting in the PBD's Plan advanced training sessions on the Program Budget Document and WordPerfect Disseminate \"reminder\" instructions for completing the PBD to principals and program managers Conduct training sessions for principals, program managers, and clerical staff Diskettes due back to PRE PRE performs check-in procedures and data clean-up on diskettes % Gomplete 0% Scheduled Start Nov 14'94 Scheduled Finish Feb 20 '95 Revised Finish Resource Names Glowers 0% 0% 0% 0% 0% 0% 0% Nov 14 '94 Nov 14 '94 Dec 5 '94 Dec 5 '94 Dec 12 '94 Jan 13 '95 Jan 13'95 FY96 Jan 13'95 Jan 13'95 Dec 9 '94 Dec 9 '94 Dec 16 '94 Jan 13'95 Jan 27 '95 Ass't Supts.Clowers.PRE Clerical Primary Leaders Matthis,Glowers Glowers Matthis,Glowers Principals,Program Managers PRE Clerical,Glowers 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 297 Name PRE generates hard copies of diskettes % Complete 0% Scheduled Start Jan 13 '95 Scheduled Finish Jan 27 '95 Revised Finish Resource Names PRE Clerical,Clowers 298 PRE develops relative narrative and the controller provides financial info for Program Budget Document Reports (DSeg and NonDSeg) 0% Jan 27 '95 Feb 3 '95 PRE Clerical,Milhollen,Clowers 299 PRE combines all relative info for 2nd Quarter Program Budget Document Reports 0% Jan 30 '95 Feb 3 '95 PRE Clerical,Clowers 300 PRE disseminates drafts of reports to selected resource people 0% Feb 6 '95 Feb 6 '95 Clowers 301 Revise drafts 0% Feb 7 '95 Feb 7 '95 PRE Clerical,Clowers 302 Prepare for publication of 2nd Quarter Program Budget Document Reports 0% Feb 8 '95 Feb 10'95 PRE Clerical,Milhollen,Clowers 303 Submit revised draft of 2nd Quarter Program Budget Document Report to the Attorney for review/revision 0% Feb 10'95 Feb 13'95 Williams,Clowers 304 Submit 2nd Quarter Program Budget Document Report to Court 0% Feb 17'95 Feb 17'95 Attorney Page 38 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 305 Name Return diskeRes and paper copies to principals and program managers % Complete 0% Scheduled Start Feb 20 '95 Scheduled Finish Feb 20 '95 Revised Finish Resource Names PRE Clerical 306 3RD QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% Feb 14 '95 May 22 '95 Clowers 307 Advise program managers and principals on the Program Budget Document 0% Feb 14 '95 Apr 14 '95 Ass't Supts,Clowers,PRE Clerical 308 Primary leaders provide directions and feedback to their secondary people regarding 2nd quarter achievement reporting in the PBD's 0% Feb 14 '95 Apr 14 '95 Primary Leaders 309 Disseminate \"reminder\" instructions for PBD completion to principals and program managers 0% Mar 7 '95 Mar 10'95 Clowers 310 DiskeRes due back to PRE 0% Apr 14'95 Apr 14 '95 Principals.Program Managers 311 PRE performs check-in procedures and data clean-up on diskettes 0% Apr 14 '95 Apr 28 '95 PRE Clerical,Clowers 312 PRE generates hard copies of diskeRes 0% Apr 14'95 Apr 18'95 PRE Clerical,Clowers Page 39 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 313 Name PRE develops relative narrative and the controller provides financial info for 3rd Quarer Program Budget Document Reports % Gomplete 0% Scheduled Start Apr 28 '95 Scheduled Finish May 5 '95 Revised Finish Resource Names___________ PRE Glerical,Milhollen,Glowers 314 PRE combines all relative info for 3rd Quarter Program Budget Document Reports 0% Apr 28 '95 May 5 '95 PRE Clericai,Glowers 315 PRE disseminates drafts of reports to selected resource people 0% May 8 '95 May 8 '95 Glowers 316 Revise drafts 0% May 9 '95 May 9 '95 PRE Glerical,Glowers 317 Prepare for publication of 3rd Quarter Program Budget Document Reports 0% May 10'95 May 12'95 PRE Glerical,Milhollen,Glowers 318 Submit revised draft of 3rd Quarter Program Budget Document Reports to the Attorney for review/revision 0% May 15 '95 May 18'95 Williams,Glowers 319 Submit 3rd Quarter Program Budget Document Reports to Gourt 0% May 19'95 May 19'95 Attorney 320 Return diskettes and paper copies to principals and program managers 0% May 22 '95 May 22 '95 PRE Glerical Page 40 FY 96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 321 Name 4TH QUARTER PROGRAM BUDGET DOCUMENT REPORTS % Complete 0% Scheduled Start May 9 '95 Scheduled Finish Aug 17 '95 Revised Finish Resource Names ClQwers 322 Advise program managers and principals on Program Budget Document 0% May 15'95 Jul 14'95 Ass't Supts.Clowers.PRE Clerical 323 Primary leaders provide directions, formative and summative feedback to their secondary people regarding 3rd quarter and fiscal year achievement reporting in the PBD's 0% May 15'95 Jul 15'95 Primary Leaders 324 Disseminate \"reminder\" instructions for completing the PBD to principals and program managers 0% May 9 '95 May 15 '95 Clowers 325 Principals submit School Operations Diskettes to Ass't Supts 0% Jun 9 '95 Jun 16 '95 Principals 326 Programs' diskettes due back to PRE 0% Jul 14 '95 Jul 14 '95 Program Managers 327 PRE performs check-in procedures and data clean-up on diskettes 0% Jul 14'95 Jul 28 '95 PRE Clerical.Clowers 328 PRE generates hard copies of diskettes 0% Jul 14 '95 Jul 28 '95 PRE Clerical,Clowers Page 41 FY96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 329 Name PRE develops relative narrative and the controller provides financial info for 4th Quarter Program Budget Document Reports % Complete 0% Scheduled Start Jul 28 '95 Scheduled Finish Aug 4 '95 Revised Finish Resource Names___________ PRE Clerical,Milhollen,Clowers 330 PRE combines all relatvie info for 4th Quarter Program Budget Document Reports 0% Jul 28 '95 Aug 4 '95 PRE Clerical,Clowers 331 PRE disseminates drafts of reports to selected resource people 0% Aug 7 '95 Aug 7 '95 Clowers 332 Revise drafts 0% Aug 8 '95 Aug 8 '95 PRE Clerical,Clowers 333 Prepare for publication the 4th Quarter Program Budget Document Reports 0% Aug 9 '95 Aug 11 '95 PRE Clerical,Milhollen,Clowers 334 Submit revised draft of 4th Quarter Program Budget Document Reports to Attorney for review/revision 0% Aug 11 '95 Aug 14 '95 VVilliams,Clowers 335 Submit 4th Quarter Program Budget Document Reports to Court 0% Aug 14 '95 Aug 17'95 Attorney 336 PRE houses diskettes as 1995-96 school year begins 0% Aug 14 '95 Aug 14'95 PRE Clerical Page 42 FY96 9/30/94ID 337 338 339 340 341 342 343 344 Page 43 Name Review Desegregation Plan for potential target programs Review Non-Desegregation Plan tor potential target programs Begin program evaluation instrument and process Distribute program evaluation instruments and process Identify extended evaluation targets, if needed Conduct required training sessions for use of process and evaluation criteria for designated staff, as necessary Develop process for council/cabinet review of program evaluations Little Rock School District Program Planning and Budgeting Tool % Complete 34% Scheduled Start May 27 '94 Scheduled Finish Jan 13 '95 Revised Finish Resource Names Matthis.Clowers 10% 10% 100% 100% 0% 100% 100% Jul 1 '94 Jul 1 '94 Jun 1 '94 Jun 1 '94 Sep 6 '94 Aug 8 '94 May 27 '94 FY96 Nov 30 '94 Nov 30 '94 Aug 15 '94 Aug 31 '94 Jan 13'95 Oct 31 '94 Aug 31 '94 Aug 8 '94 Aug 24 '94 Williams,Matthis,Mayo,Milhollen,Clowers Williams,Matthis,Mayo,Milhollen,Clowers Council Clowers Matthis,Clowers,Williams,Mayo,Milhollen Clowers Clowers,Council 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 345 Name Program evaluations due from secondary or primary leaders % Complete 0% Scheduled Start Oct 14 '94 Scheduled Finish Oct 14 '94 Revised Finish Resource Names___________________ Matthis, Clowers,Williams,Mayo,Milhollen 346 Use program evaluations to recommend program additions, modifications, deletions 0% Oct 17'94 Nov 30 '94 Matthis,Glowers, Williams,Mayo,Milhollen 347 Notify appropriate staff to prepare Business Cases based on results of program evaluations 0% Oct 17'94 Nov 30 '94 Matthis,Clowers,Williams, Mayo, Milhollen 348 0% Feb 1 '95 May 1 '95 Williams 349 Plan for internal and external feedback (Set locations and schedule for internal and external feedback) 0% Feb 1 '95 Feb 28 '95 Williams,Wagner,Modeste 350 PROVIDE INTERNAL AND EXTERNAL FEEDBACK 0% Feb 15 '95 May 1 '95 Williams. Wagner.Modeste 351 Execute advertisement plan for district feedback, Session I 0% Feb 15'95 Apr 28 '95 Wagner 352 Conduct District Feedback, Session I 0% Mar 1 '95 May 1 '95 Williams Page 44 FY 96 9/30/94Little Rock School District Program Planning and Budgeting Tool ID 353 Name Execute advertisement plan for district feedback. Session II % Complete 0% Scheduled Start Mar 1 '95 Scheduled Finish May 1 '95 Revised Finish Resource Names Wagner 354 Conduct District Feedback, Session II 0% Mar 1 '95 May 1 95 Williams 355 Execute advertisement plan, Session ill 0% Mar 15'95 May 1 '95 Wagner 356 Conduct District Feedback, Session III 0% Mar 1 '95 May 1 '95 Williams 357 Execute advertisement plan district for feedback. Session IV 0% Apr 1 '95 May 1 '95 Wagner 358 Conduct District Feedback, Session IV 0% Mar 1 '95 May 1 '95 Williams 359 Execute advertisement plan for community feedback. Session I 0% Feb 15'95 Mar 15'95 Wagner 360 Conduct Community Feedback, Session I 0% Mar 1 '95 May 1 '95 Williams Page 45 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 361 Name Execute advertisement plan lor community feedback. Session II % Complete 0% Scheduled Start Mar 15'95 Scheduled Finish Mar 31 '95 Revised Finish Resource Names Wagner 362 Conduct Community Feedback, Session II 0% Mar 1 '95 Apr 28 '95 Williams 363 SUBMIT MONTHLY MANAGEMENT REPORT (MANAGEMENT TOOL! TO COURT 0% Jul 29 '94 Aug 31 '95 Williams 364 Submit July's monthly management report to Court 100% Jul 29 '94 Jul 29 '94 Williams,Attorney 365 Submit August's monthly management report to Court 100% Aug 31 '94 Aug 31 '94 Williams,Attorney 366 Submit September's monthly management report to Court 100% Sep 30 '94 Sep 30 '94 Williams,Attorney 367 Submit October's monthly management report to Court 0% Oct 31 '94 Oct 31 '94 Williams,Attorney 368 Submit November's monthly management report to Court 0% Nov 30 '94 Nov 30 '94 Williams,Attorney Page 46 FY 96 9/30/9410 369 370 371 372 373 374 375 376 Page 47 Little Rock School District Program Planning and Budgeting Tool Name Submit December's monthly management report to Court Submit January's monthly management report to Court Submit February's monthly management report to Court Submit March's monthly management report to Court Submit April's monthly management report to Court Submit May's monthly management report to Court Submit June's monthly management report to Court Submit July's monthly management report to Court % Complete 0% Scheduled Start Dec 30 '94 Scheduled Finish Dec 30 '94 Revised Finish Resource Names Williams ,Attorney 0% 0% 0% 0% 0% 0% 0% Jan 31 '95 Jan 31 '95 Wiiiiams,Attorney Feb 28 '95 Feb 28 '95 Williams,Attorney Mar 31 '95 Mar 31 '95 Williams,Attorney Apr 28 '95 Apr 28 '95 Willlams,Attorney May 31 '95 May 31 '95 Williams,Attorney Jun 30 '95 Jun 30 '95 Williams,Attorney Jul 31 '95 Jul 31 '95 Williams,Attorney FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 377 Name Submit August's monthly management report to Court % Complete 0% Scheduled Start Aug 31 '95 Scheduled Finish Aug 31 '95 Revised Finish Resource Names Williams,Attorney 378 TASKS FOR SCHOOL CLOSINGS 0% Jul 1 '94 Jun 30 '95 Williams 379 ANALYZE DSEG PLAN FOR CHANGE/MODIFICATION 10% Jul 1 '94 Jun 30 '95 Williams 380 TASKS FOR COURT FILINGS 0% Jun 1 '94 May 31 '95 Williams 381 REGISTRATION AND RECRUITMENT TASKS 35% May 2 '94 Jan 30 '95 Mavo 3fi2 100% May 2 '94 May 31 '94 Wanner.Mavo 383 Recommend adjusted dates based on last year 100% May 2 '94 May 6 '94 Wagner 384 Set locations for 4-year-old programs 100% May 9 '94 May 16 '94 Mayo Page 48 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 385 Name Circulate tentative registration dates in memorandum requesting feedback from Superintendent's Council, Assistant Superintendent, Principals, and Support Administration % Complete 100% Scheduled Start May 17 '94 Scheduled Finish May 31 '94 Revised Finish Resource Names Mayo 386 Present dates to Superintendent's Council for review 100% May 17 '94 May 31 '94 Mayo 387 PUBLICIZE REGISTRATION DATES TO INTERESTED GROUPS 100% Jun 1 '94 Jul 15 '94 Wagner 388 Include approved dates in school year calendar 100% Jun 1 '94 Jul 15'94 Wagner 389 Share with Student Assignment Office staff, all district adminsitrators, Parties in the case, MRC, and ODM 100% Jun 1 '94 Jul 15'94 Wagner 390 DEFINE TARGETED AUDIENCES FOR RECRUITMENT 6% Aug 15 '94 Dec 21 '94 Mavo 391 Review the Plan as it relates to student assignment and racial balance 100% Aug 15 '94 Aug 30 '94 Mayo 392 Review racial balances in each school 0% Sep 15'94 Oct 28 '94 Mayo Page 49 FY 96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 393 Name Collect private school directories % Complete 0% Scheduled Start Nov 1 '94 Scheduled Finish Dec 9 '94 Revised Finish Resource Names Wagner 394 Collect data on number of students not attending attendance zone school 0% Oct 17'94 Dec 21 '94 Mayo 395 Begin entering private school students into the computer 0% Nov 14 '94 Dec 21 '94 Mayo 396 Analyze data on number of students not attending attendance zone school to develop strategies for balancing 0% Nov 1 '94 Dec 21 '94 Mayo 397 PREPARE AWARENESS MATERIALS FOR REGISTRATION 24% Seo 15 '94 Jan 30 '95 Wagner 398 Revise Student Assignment Handbook for schools 0% Nov 15 '94 Dec 20 '94 Weidower 399 Schedule date for inservice for registrars and notify them 0% Nov 15 '94 Dec 20 '94 Weidower 400 Revise registration brochure 75% Sep 15'94 Nov 1 '94 Wagner Page 50 FY96 9/30/94 Little Rock School District Program Planning and Budgeting Tool ID 401 Name Revise Incentive School brochures, if appropriate % Complete 100% Scheduled Start Sep 15 '94 Scheduled Finish Nov 15'94 Revised Finish Resource Names Wagner 402 Prepare PSA's 0% Nov 1 '94 Nov 30 '94 Wagner 403 Prepare posters and flyer(s) 0% Nov 1 '94 Nov 30 '94 Wagner 404 Schedule presentations to realtors, churches, businesses and other interested groups for January and early February 0% Nov 1 '94 Jan 30 '95 Wagner 405 Plan and schedule \"kick-off event for registration 0% Nov 1 '94 Dec 20 '94 Wagner 406 Send reminder memorandum to all district administrators. Parties in the case, MRC, and ODM of dates for registration including who can register, and how they can register 0% Jan 2 '95 Jan 15 '95 Mayo Page 51 FY96 9/30/94ter Little Rock School District Program Planning and Budget Tool ID 1 Name REASSESSMENT OF PROCFSS AMD ORGANIZATION 1994-95 4th Quarter Mar Apr | May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter Oct I Nov I Dec Tan | Feb | Mar 4th Quarter 1st Quarter 2nd Quarter Apr I May | jTT Jul [ Aug | Sep ~Oct | Nov | Dec 3r Jan 2 3 4 5  7 Analyze, reassess, and revise planning organization and structure Revise, discuss, and reach consensus regarding fomtat and tasking of 1994-95 Management Tool Initial circulation of 1994-95 Management Tool Evaluate tasking of 1994-95 Management Tool weekly Identify data to measure needs of district for FY 95-96 Project. FY96 Date: 9/30/94 Critical I MOM Progress Noncritical Milestone Rolled Up Q Page 1Little Rock School District Program Planning and Budget Tool ID 8 9 in 11 12 13 14 Name Revisit and analyze the results of the budgeting and planning priorities revealed from the 93-94 Needs Assessment Report Review/revise the mission statement and goals of the District Define purpose and scope for Personnel Study Design data collection plan for study of Personnel Study Assign responsibilities for study of Personnel Study Collect data from Personnel Study Project: FY96 Date: 9/30/94 ter Mar Critical Noncritical 4th Quarter 1st Quarter Apr I May | Jun Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan I Milestone Summary Rolled Up Q Page 2Little Rock School District Program Planning and Budget Tool ID 15 Name ter Mar 16 17 la 19 20 21 Analyze data from Personnel Study Prepare Personnel Study Report Report data findings from Personnel Study for merge into needs assessment listing STANFORD 8 TEST DATA STUDY Define purpose and scope for Stanford 8 Test data study Design data collection plan for study of Stanford 8 Test Assign responsibilities for study of Stanford 8 Test data Project. FY96 Date: 9/30/94 1 Critical Noncritical 4th Quarter Apr I May | Jun i 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec I Progress Milestone H Rolled Up Q Page 3 3r JanLittle Rock School District Program Planning and Budget Tool ID 22 Name ter Mar 23 24 25 2\u0026amp; 27 28 Collect data from Stanford 8 Test Analyze data from Stanford 8 Test Prepare Stanford 8 Test Report Report data findings from Stanford 8 for merge into needs assessment listing ARKANSAS MINIMUM PERFORMANCE ISI lAMEIi DATA STUDY Define purpose and scope for AMPT study Design data collection plan for AMPT study of data Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Milestone Page 4 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Rolled Up n 3r JanLittle Rock School District Program Planning and Budget Tool ID 29 Name ter Mar 30 31 32 33 34 35 Assign responsibilites for AMPT data collection Collect data from AMPT Analyze data from AMPT Prepare AMPT Report Report data findings from AMPT for merge into needs assessment listing EBE MONITORING BEQBIS STUDY Define purpose and scope for PRE Monitoring Reports Study Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep I Progress Milestone 2nd Quarter Oct I Nov I Dec Page 5 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan Rolled Upa Little Rock School District Program Planning and Budget Tool ID 36 Name ter Mar 37 38 39 40 41 42 Design data collection plan for PRE Reports Study Assign responsibilites for PRE Monitoring Reports Study Collect data from PRE Monitoring Reports Study Analyze data from PRE Monitoring Reports Study Prepare PRE Monitoring Reports Study Report Report data findings from PRE Monitoring Reports Study for merge into needs assessment listing SCHOOL CLIMATE/HUMAN BELATIQNS SURVEY (SC/HRI STUDY Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress Milestone Page 6 3rd Quarter Jan I Feb | Mar Rolled Up n 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 43 Name ter Mar 44 45 46 47 48 49 Project: FY96 Date: 9/30/94 Define purpose and scope of SC/HR Survey Design data collection plan for study of SC/HR Assign responsibilities for SC/HR data collection Collect data from SC/HR Survey Analyze data from SC/HR Survey Prepare SC/HR Survey Report Report data findings from SC/HR Survey for merge into needs assessment Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan I g 1 Progress Milestone Rolled Up Page 7Little Rock School District Program Planning and Budget Tool ID 5fl Name ter Mar 51 52 53 54 55 56 CURRICULUM AUDIT/ADE Define purpose and scope of Curriculum Audit/Standards Design plans for data collection for Curriculum Audit/Standards Assign responsibilities for data collection of Curriculum Audit/Standards Collect data for Curriculum Audit/Standards Establish procedures for review and assessment of Curriculum Audit/Standards data Organize and label Curriculum Audit/Standards data-findings of Monitoring and Status Reports. Curriculum Objectives, Achievement Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter 3r Oct I Nov I Dec Jan Progress Milestone Rolled Up  Page 8Little Rock School District Program Planning and Budget Tool ID 57 Name ter Mar 58 59 60 61 62 ea Relate/assess the data results back to the Curriculum Audit/Standards findings Analyze the effectiveness of revised curriculum/standards. policies, etc. Identify factors that facilitated attainment of curriculum/standards goals Identify obstacles that prevented curriculum/standards goal attainment Make recommendations for program additidns/deletions/modificatio Report data findings from Curriculum Audit/ADE Curriculuar Standards for merge into needs assessment PROPORTIONAL ALLOCATION FORMULAS STUDY Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Milestone Page 9 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan Summary Rolled Up nLittle Rock School District Program Planning and Budget Tool ID 64 Name ter Mar 65 66 67 68 69 70 Project: FY96 Date: 9/30/94 Define purpose and scope of Proportional Allocation Formulas Review/revise data collection plan for Proportional Allocation Formulas Assign responsibilities for Proportional Allocation Formulas Collect data for Proportional Allocation Formulas Analyze data from Proportional Allocation Formulas Prepare Proportional Allocation Formulas Report Report data findings from Proportional Allocations Formulas Study for merge info needs assessment listing Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter 2nd Quarter Jul I Aug I Sep ~Oct | Nov | Dec 3r Jan I p.09. Milestone Rolled Up ^3 Page 10Little Rock School District Program Planning and Budget Tool ID 21 Name ter Mar 72 73 74 75 76 77 DISTRICTWIDE FACILITIES STUDY Define purpose and scope of Districtwide Facilities Study Design data collection plan for Districtwide Facilities Study Assign responsibilities for the Districtwide Facilities Study Collect data for the Districtwide Facilities Study Prepare report for the Districtwide Facilities Study Report data findings from Districtwide Facilities Study for merge into needs assessment listing Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec W//////////^^ Progress Milestone Page 11 3rd Quarter Jan I Feb | Mar Rolled Up n 4th Quarter 1st Quarter Apr I May | Jun Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec __ JanLittle Rock School District Program Planning and Budget Tool ID za Name DESEGREGATION MONITORING REPORTS AUDIT from ODM ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 79 Define purpose and scope of Desegregation Monitoring Reports Audit 80 Design data collection plan for study of Desegregation Monitoring Reports Audit 81 Assign responsibility for data collection of Desegregation Monitoring Reports Audit 82 83 Determine process/strategies for clarifying additional obligations language inseted into the dseg program budget documents at the end of the second quarter (FY94-95) Collect data 84 Review with Superintendent's Council and Attorneys 1 i Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up n Page 12Little Rock School District Program Planning and Budget Tool ID 85 Name ter Mar 86 az 88 89 90 91 Report Findings to PRE Request Program Managers merge new obligations with Program Budget Document COURT ORDERS AUDIT Define purpose and scope of Court Orders Audit Design data collection plan for the study of the Court Orders Audit Assign responsibility for data collection of Court Orders Audit Determine process/strategies clarifying additional obligations language inserted into the dseg program budget documents at the end of the second quarter (FY94-94) Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Milestone Page 13 3rd Quarter Jan I Feb | Mar 1 Rolled Up n 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter 3r Oct I Nov I Dec JanLittle Rock School District Program Planning and Budget Tool ID 92 Name ter Mar 4th Quarter 1st Quarter 93 94 95 3fi 97 98 Collect data Review with Superintendent's Council and Attorneys Report findings PRE Request Program Managers merge new obligations with Program Budget Document TOWN HALL MEETINGS Define purpose and scope of Town Hall Meetings Review previous year's data Apr I May | Jun ~jul | Aug | Sep 2nd Quarter Oct I Nov I Dec Project: FY96 Date\n9/30/94 Critical Noncritical 3rd Quarter Jan I Feb | Mar 4th Quarter 1st Quarter Apr I May | Jun ~Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 3r Jan 1 MOM Milestone Summary Rolled Up Q Page 14Little Rock School District Program Planning and Budget Tool ID 99 Name ter Mar 100 101 102 103 104 105 Project: FY96 Date: 9/30/94 Review/revise data collection plan for Town Hall Meetings Set locations and schedule for Town Hall Meetings Develop advertisement plan and schedule for Town Hall Meetings Prepare Town Hall Meetings' sample agenda Review/revise data collection tool \u0026lt;rnatrix) for Town Hall Meetirigs Execute advertisement plan for Town Hall Meeting I Conduct Town Hall Meeting I (Terry Elementary) Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep I I I Progress Milestone 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter 1 st Quarter Apr I May | Jun ~Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 3r Jan Page 15 Rolled Up QLittle Rock School District Program Planning and Budget Tool ID 106 Name ter Mar 4th Quarter 1 st Quarter 2nd Quarter 107 108 109 110 111 112 Project: FY96 Date: 9/30/94 Gather feedback data from Town Hall Meeting I for input into matrix Execute advertisement plan for Town Hall Meeting II Conduct Town Hall Meeting II (University Park Adult Center) Gather feedback data from Town Hall Meeting II for input into matrix Execute advertisement plan for Town Hall Meeting III Conduct Town Hall Meeting III Gather feedback data from Town Hall Meeting III for input into matrix Critical Noncritical Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec Milestone H Page 16 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec 3r Jan Rolled Up Little Rock School District Program Planning and Budget Tool ID 113 Name ter Mar 114 115 116 117 118 119 Project: FY96 Date: 9/30/94 Execute advertisement plan for Town Hall Meeting IV Conduct Town Hall Meeting IV Gather feedback data from Town Hall Meeting IV into matrix Execute advertisement plan for Town Hall Meeting V Conduct Town Hall Meeting V Gather feedback data from Town Hall Meeting V into matrix Execute advertisement plan for Town Hall Meeting VI Critical 4th Quarter Apr I May | Jun 1st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Ocrt I Nov I Dec 3r Jan 1 Noncritical Milestone Page 17 i Rolled Up nLittle Rock School District Program Planning and Budget Tool ID 120 Name ter Mar 121 122 123 124 125 126 Project: FY96 Date: 9/30/94 Conduct Town Hall Meeting VI Gather feedback data from Town Hall Meeting VI into matrix Execute advertisement plan for Town Hall Meeting VII Conduct Town Hall Meeting Gather feedback data from Town Hall Meeting VII for input info matrix Finalize and publish Town Hall Meeting Report, 1994-95 Merge findings of Town Hall Meeting Report, 1994-95, into needs assessment listing Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter 4th Quarter Oct I Nov I Dec ~J?n | Feb | Mar* Apr | May | Jun i 1 st Quarter 2nd Quarter Jul I Aug I Sep Oct [ Nov | Dec 3r Jan Progress Milestone Rolled Up Page 18Little Rock School District Program Planning and Budget Tool ID 122 Name ter Mar 128 129 130 131 132 133 Project: FY96 Date: 9/30/94 DISTRICT DIALOGUES Define purpose and scope of District Dialogues Review/revise data collection plan for District Dialogues Set locations and schedule for District Dialogues Develop advertisement plan and schedule for District Dialogues Prepare District Dialogues sample agenda Review/Revise data collection tool (matrix) for District Dialogues Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan I I Milestone Rolled Up n Page 19Little Rock School District Program Planning and Budget Tool ID 134 Name tar Mar 135 136 137 138 139 140 Project: FY96 Date: 9/30/94 Execute advertisement plan for District Dialogue I Conduct District Dialogue I (principals, Franklin Elementary) Gather feedback data from District Dialogue I for input into matrix Execute advertisement plan for District Dialogue II Conduct District Dialogue II, Gather feedback data from District Dialogue II for input into matrix Execute advertisement plan for District Dialoge III Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress Milestone Page 20 3rd Quarter Jan I Feb | Mar Rolled Up n 4th Quarter 1st Quarter Apr I May | Jun ~Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 141 Name ter Mar 142 143 144 145 146 147 Project: FY96 Date: 9/30/94 Conduct District Dialogue III Gather feedback data from District Dialogue III for merge into matrix Execute advertisement plan for District Dialogue IV Conduct District Dialogue IV Gather feedback data from District Dialogue IV for input into matrix Finalize and publish District Dialogue Report, 1994-95 Merge findings of District Dialogue Report, 1994-95, into needs assessment listing Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress Milestone Page 21 3rd Quarter Jan I Feb | Mar 4th Quarter 1 st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec 3r Jan Rolled UpLittle Rock School District Program Planning and Budget Tool IO 148 Name Collect and merge issues from Goal-Setting Work Session (9-6-94) into needs assessment information at Board Retreat ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 149 Conduct Board Work Session for data analyses of all studies, surveys, forums, dialogues, etc. 150 Complete needs assessment listing 151 Publish Draft of Needs Assessment Report and disseminate to selected persons 152 Finalize and publish Needs Assessmerit Report, 1994-95 I 153 Begin 1996-97 Needs Assessment Cycle 154 PROGRAM INVENTORY Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up n Page 22Little Rock School District Program Planning and Budget Tool ID 155 Name Identify and revise DSeg and NonDSeg Programs ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 156 Review and adjust primary and secondary leaders for DSeg and NonDSeg programs 157 Finalize listing/leaders of DSeg and NonDSeg Programs 158 Generate a Program Inventory Report for 1994-95 159 Review/revise Program Inventory following submisssion of budget to ADE 160 Conduct 1995-96 Program Inventory 11 PLANNING AND BUDGET GOALS Project: FY96 Date: 9/30/94 Critical Noncritical Rolled Up Page 23Little Rock School District Program Planning and Budget Tool ID 162 Name CABINET/COUNCIL PLANNING SESSION ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 163 Identify process for goal development/revision 164 Determine date and site for work session 165 Identify materials for work session 166 Develop materials for work session 167 Identify and notify participants for the work session 168 Conduct work session I Project: FY96 Date: 9/30/94 Critical Noncritical i Progress Summary Milestone Rolled Up n Page 24ID 169 Name ter Mar 4th Quarter Apr I May | Jun 170 171 172 173 174 175 SESSION Identify process for Goal-Setting Work Session Identify participants for the Goal-Setting Work Session Identify and collect background materials for participants Determine date and site for Goal-Setting Work Session Distribute background materials to the participants Conduct work session to develop review/revise mission statement, develop goals, and a list of issues that may enhance or restrict goal attainment Project: FY96 Date: 9/30/94 Critical Noncritical Little Rock School District Program Planning and Budget Tool 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter 3r Oct I Nov I Dec Jan I I I I I I Progress Milestone Summary Rolled Up Page 25Little Rock School District Program Planning and Budget Tool ID 176 Name ter Mar 177 178 jLza 180 181 182 Identify materials for Board Work Session Establish date and site for Work Session Prepare materials for Board Work Session BOARD WORK SESSION Distribute background materials to Board members Review of preliminary list of issues tor needs assessment by Board Define input requirements at Board work session (for broad-based feedback) Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep I I I I Milestone 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter 3r Oct I Nov I Dec Jan Page 26 Rolled Up QLittle Rock School District Program Planning and Budget Tool ID 183 Name tar Mar 184 185 186 187 188 189 Project: FY96 Date: 9/30/94 Review/revise tentative mission statement and goals Review DSeg and NonDSeg Program Inventory Review identified proportional allocations Establish written priorities Identify additional extended program evaluation, if needed Identify strategies for funding shortfalls (Note: date extended to allow community input) Develop timeline for identification and researching of funding shortfall strategies (Note: date extended to allow community input) Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar I I I I I I I 1 Progress Milestone Rolled Up n Page 27 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 190 Name ter Mar Develop communication strategy for mission statement and goals 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 191 Distribute mission statement and goals 192 Distribute list of priorities 193 BOARD RETREAT WORK SESSION 194 Determine date and site for Board \"Retreat 195 Identify agenda items for Board Retreat 196 Establish agenda for Board Retreat Project: FY96 Date: 9/30/94 Critical Noncritical Milestone I I I I I 1 Page 28 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan Rolled Up nLittle Rock School District Program Planning and Budget Tool ID 197 Name ter Mar 198 199 200 201 202 203 Project: FY96 Date: 9/30/94 Identify materials for Board Retreat Gather and distribute materials for Board Retreat Conduct data analysis work session for Board Reatreat Conduct Board Retreat Report outcomes of Board Retreat Determine the need for an additional Board Retreat Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar I Milestone Page 29 4th Quarter Apr I May | Jun Rolled Up n 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 204 Name Develop philosophy and/or objectives for programs and/or program modifications ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 205 Schedule and hold meetings for organizing the project 206 Seek copies of source documents from experts, other school districts 207 Examine trends of experts in the designated fields 208 209 210 Organize a committee to develop educational specifications Establish framework for curriculum offerings\nservices and support programs\npolicies for instructional delivery\nmaterials/supplies/ equipment\nstaffing needs and staff development needs\nbudget Relate/reference recommendations from curriculum audit needs assessment results to established mission statement, goals, and DSeg Plan Project: FY96 Date: 9/30/94 Critical Noncritical Milestone H Page 30 3rd Quarter Jan I Feb | Mar Summary Rolled Up n 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 211 Name Review recommendations from districtwide needs assessment in order to identify additional programs or program modifications ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter 1st Quarter Jan I Feb | Mar Apr | May | Jun Jul | Aug | Sep 2nd Quarter 3r Oct I Nov I Dec Jan 212 Develop Business Case for program and/or program modifications for submitting to Superintendent and Board of Directors 213 Review program and/or program modifications with Council 0 214 Develop business case for incentive schools' program modifications for submitting to Supt, and Council 215 Explore, gather, and assess data relative to the transition to the Middle School concept 216 Review of Outsourcing 217 SUBMIT BUSINESS CASE FOR MODIFICATIONS TO SUPERINTENDENT Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up Page 31Little Rock School District Program Planning and Budget Tool ID 218 Name ter Mar 219 220 221 222 223 224 Submit Business Case for program and/or program modifications to Board of Directors Review of Business Cases/Board approval for funding Conduct second program review-revisit-reevaluate Decide to add, implement, modify, or delete programs BUDGETING Develop budget preparation training material Issue instructions for budget preparation at all levels Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Milestone Page 32 3rd Quarter Jan I Feb | Mar Rolled Up Q 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 225 Name Conduct budget preparation training sessions ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 226 Prepare initial financial forecasts for coming year 227 Budget managers submit 95-96 budget requests 228 Begin budget development 229 Prepare current year budget revisions 230 Year to date revenue expenditure analysis 231 Revise financial forecast for coming year .. Project\nFY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up  Page 33Little Rock School District Program Planning and Budget Tool ID 232 Name Submit proposed budget to Board ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 233 Conduct Board Work Sessions on proposed budget 234 Revise proposed budget, as needed 235 Staffing 236 Adoption of changes in course offerings I 237 Meeting with counselors and principals to review course offerings for 1995-96 238 Print course selection sheets Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up Q Page 34Little Rock School District Program Planning and Budget Tool ID 239 Name tar Mar 240 241 242 243 244 245 Project: FY96 Date: 9/30/94 Counselors meet with students and complete course selection sheets Registrars enter course selections Identify elementary enrollment (tentative) for 1995-96 Review course tallies for secondary. Note possible cuts based on courses requested. Make determination by subject area (secondary) of possible reductions and by projected elementary enrollment Verification of need, based on manpower report and by program (program managers and principals) Check results of above 4 items against known retirement, resignations, and intern positions Critical Noncritical 4th Quarter Apr I May | Jun i 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 1 Milestone H Page 35 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan Rolled Up QLittle Rock School District Program Planning and Budget Tool ID 246 Name ter Mar 247 248 249 250 251 252 Identify teachers for Reduction in Force (RIF), if needed Notify certified personnel of Reduction in Forece (RIF), if needed staff reduction Recall from RIF, if needed Notify classified personnel of staff reduction Prepare tentative budget Board review of tentative budget Conduct Board Work Session on tentative budget Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar i Progress Milestone Rolled Up Page 36 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep I s 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 253 Name Recall from RIF, if needed ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 254 Account reconciliation and Purchase Order (PO) clean-up 255 256 Receipt of state-generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Voc Ed. Sp Ed, Chapters 1 and 2, Compensatory Close-out of 1994-95 accounts: adjust physical inventory, (fiscal) federal grants, magnets, state grants, accruals 257 Compute ending fund balance 258 Administrative review of final budget 259 Submit final budget to Board Project: FY96 Date: 9/30/94 Critical Noncritical Milestone H Summary Rolled Up Page 37Little Rock School District Program Planning and Budget Tool ID 260 Name Board review and adoption of 95-96 final budget ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 261 Submit 95-96 final Budget to Court/Parties 262 2fia 264 265 266 Submit 95-96 final budget to State MONITORING AND REPORTING OF DSEG AND NONDSEG PROGRAM BUaSEl DOCUMENT BEEQBIS1151 QUARTER: 2ND QUARTER: 3RD QUARTER: 4TH QUARTERI Obtain/Examine feedback from survey on the program budget document process Program budget document diskettes are returned to PRE for summer housing PRE performs necessary diskette management functions for the summer (i.e.,archival filing, achievement erasures, copying, etc,) I Project\nFY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up n Page 38 ILittle Rock School District Program Planning and Budget Tool ID 267 Name Revise written program budget document instructions, as needed ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 268 PRE dispenses program budget document diskettes to principals and program managers 269 Plan for maintenance education and reorientation regarding the program budget document process, using info which was provided by the survey 270 271 Conduct maintenance education workshops and reorientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary Disseminate written program budget document instructions to principals and program managers 222 ElJPfiEI DOCUMENT flEEQBIS 273 Advise program managers and principals on program budget document, if problems in data entry i Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up n Page 39Little Rock School District Program Planning and Budget Tool ID 274 Name Primary leaders provide directions and feedback to their secondary people regarding achievement reporting in the PBD's % Complete 75% ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter 1st Quarter Apr I May | Jun ~~Jul | Aug | Sep 2nd Qua Oct I NotT 275 Generate diskette management flow information to relative staff in School Operations and PRE office 100% I 276 Plan training sessions on the Program Budget Document and WordPerfect 100% 277 Conduct training sessions on the Program Budget Document and WordPerfect 100% 278 DSeg and NonDSeg diskettes returned to PRE 0% 279 PRE performs check-in procedures and data clean-up on diskettes 0% 280 PRE generates hard copies of diskettes 0% .. Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up n Page 40Little Rock School District Program Planning and Budget Tool ID 281 Name ler Mar 282 283 284 285 286 287 Project: FY96 Date: 9/30/94 PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Reports PRE combines all relative info for the 1st Quarter Program Budget Reports (DSeg and NonDSeg) PRE disseminates drafts of reports to selected resource people Revise drafts Prepare for publication of Program Budget Document Reports (DSeg and NonDSeg) Submit revised draft of Program Budget Document Reports to the Attorney for review/revision Submit 1st Quarter Program Budget Document Reports to the Court Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec I I I 0 I Milestone H Page 41 3rd Quarter Jan I Feb | Mar Rolled Up Q 4th Quarter 1 st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec __ JanLittle Rock School District Program Planning and Budget Tool ID 288 Name tar Mar 289 290 291 292 293 294 Return diskettes and paper copies to managers and principals 2ND QUARTER PROGRAM BUDGET DOCUMENT REPORTS Advise program managers and principals on Program Budget Document Primary leaders provide directions and feedback to their secondary people regarding 1st quarter achievement reporting in the PBD's__________________ Plan advanced training sessions on the Program Budget Document and WordPerfect Disseminate \"reminder instructions for completing the PBD to principals and program managers Conduct training sessions for principals, program managers, and clerical staff Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun i 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec I Milestone H 3rd Quarter Jan I Feb | Mar I I i Rolled Up Q 4th Quarter 1st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec 3r Jan Page 42Little Rock School District Program Planning and Budget Tool ID 295 Name ter Mar 296 297 298 299 300 301 Project: FY96 Date: 9/30/94 Diskettes due back to PRE PRE performs check-in procedures and data clean-up on diskettes PRE generates hard copies of diskettes PRE develops relative narrative and the controller provides financial info for Program Budget Document Reports (DSeg and NonDSeg)________________ PRE combines all relative info for 2nd Quarter Program Budget Document Reports PRE disseminates drafts of reports to selected resource people Revise drafts Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar s I 1 Summary Milestone Rolled Up n Page 43 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 302 Name ter Mar 303 304 305 306 307 308 Prepare for publication of 2nd Quarter Program Budget Document Reports Submit revised draft of 2nd Quarter Program Budget Document Report to the Attorney for review/revision Submit 2nd Quarter Program Budget Document Report to Court Return diskettes and paper copies to principals and program managers 3RD QUARTER PROGRAM BUDGET DOCUMENT REPORTS Advise program managers and principals on the Program Budget Document Primary leaders provide directions and feedback to their secondary people regarding 2nd quarter achievement reporting in the PBD's Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter Oct I Nov I Dec ~an | Feb | Mar I 0 I I Progress Milestone Page 44 4th Quarter Apr I May | Jun Rolled Up n 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 309 Name ter Mar 310 311 312 313 314 315 Project: FY96 Date: 9/30/94 Disseminate ''reminder\" instructions for PBD completion to principals and program managers Diskettes due back to PRE PRE performs check-in procedures and data clean-up on diskettes PRE generates hard copies of diskettes PRE develops relative narrative and the controller provides financial info for 3rd Quarer Program Budget Document Reports PRE combines all relative info for 3rd Quarter Program Budget Document Reports PRE disseminates drafts of reports to selected resource people Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec i Progress Milestone Page 45 3rd Quarter Jan I Feb | Mar Rolled Up n 4th Quarter 1st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec I I 3r JanLittle Rock School District Program Planning and Budget Tool ID 316 Name ter Mar 317 318 319 320 321 322 Revise drafts 4th Quarter Apr I May [ Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun I 1 st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | 3r Jan Prepare for publication of 3rd Quarter Program Budget Document Reports Submit revised draft of 3rd Quarter Program Budget Document Reports to the Attorney for review/revision Submit 3rd Quarter Program Budget Document Reports to Court Return diskettes and paper copies to principals and program managers 4TH QUARTER PROGRAM BUDGET DOCUMENT REPORTS Advise program managers and principals on Program Budget Document 1 Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up Q Page 46 I 1ter Little Rock School District Program Planning and Budget Tool ID 323 Name Mar 4th Quarter Apr I May | Jun 324 Primary leaders provide directions, formative and summative feedback to their secondary people regarding 3rd quarter and fiscal year achievement reporting in the Disseminate \"reminder\" instructions for completing the PBD to principals and program managers 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 325 Principals submit School Operations Diskettes to Ass't Supts 326 Programs' diskettes due back to PRE 327 PRE performs check-in procedures and data clean-up on diskettes 328 PRE generates hard copies of diskettes 329 PRE develops relative narrative and the controller provides financial info for 4th Quarter Program Budget Document Reports Project: FY96 Date: 9/30/94 Critical p-.~ Summary Noncritical Milestone Rolled Up n Page 47 1st Quarter Jul I Aug I Sep a 2nd Quarter Oct I Nov I Dec 3r JanLittle Rock School District Program Planning and Budget Tool ID 330 Name ter Mar 331 332 333 334 335 336 Project: FY96 Date: 9/30/94 PRE combines all relatvie info for 4th Quarter Program Budget Document Reports PRE disseminates drafts of reports to selected resource people Revise drafts Prepare for publication the 4fh Quarter Program Budget Document Reports Submit revised draft of 4th Quarter Program Budget Docurhent Reports to Attorney for review/revision Submit 4th Quarter Program Budget Document Reports to Court PRE houses diskettes as 1995-96 school year begins Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec I 0 I PW... Milestone Rolled Up n Page 48 3r JanLittle Rock School District Program Planning and Budget Tool ID 337 Name PROGRAM EVALUATION ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec __3^ Jan 338 Review Desegregation Plan for potential target programs 339 Review Non-Desegregation Plan for potential target programs 340 Begin program evaluation instrument and process 341 Distribute program evaluation instruments and process 342 Identify extended evaluation targets, if needed 343 Conduct required training sessions for use of process and evaluation criteria for designated staff, as necessary 1 Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up  Page 49Little Rock School District Program Planning and Budget Tool ID 344 Name Develop process for council/cabinet review of program evaluations ter Mar 4th Quarter 1st Quarter Apr I May | Jun Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec __3 Jan 345 Program evaluations due from secondary or primary leaders 346' Use program evaluations to recommend program additions, modifications, deletions 347 Notify appropriate staff to prepare Business Cases based on results of program evaluations 348 BROAD-BASED FEEDBACK 349 Plan for internal and external feedback (Set locations and schedule for internal and external feedback) 350 EBQVIDE INTERNAL AND EXIEBNAL FEEDBACK I Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up n Page 50Little Rock School District Program Planning and Budget Tool ID 351 Name ter Mar 352 353 354 355 356 357 Project: FY96 Date: 9/30/94 Execute advertisement plan for district feedback, Session I Conduct District Feedback, Session I Execute advertisement plan for district feedback. Session II Conduct District Feedback, Session II Execute advertisement plan. Session III Conduct District Feedback, Session III Execute advertisement plan district for feedback. Session IV Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun i Progress Milestone H Summary Rolled Up Q Page 51 1st Quarter Jul I Aug I Sep 2nd Quarter 3r Oct I Nov I Dec JanLittle Rock School District Program Planning and Budget Tool ID 358 Name ter Mar 359 360 361 362 363 364 Conduct District Feedback, Session IV Execute advertisement plan for community feedback. Session I Conduct Community Feedback, Session I Execute advertisement plan for community feedback. Session II Conduct Community Feedback, Session II SUBMIT MONTHLY MANAGEMENT BEEQBT [MANAGEMENT TOOLI TO COURT Submit July's monthly management report to Court Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter 1 st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep Oct | Nov | Dec Milestone Rolled Up m Page 52 3r JanLittle Rock School District Program Planning and Budget Tool ID 365 Name Submit August's monthly management report to Court ter Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 366 Submit September's monthly management report to Court 367 Submit October's monthly management report to Court 368 Submit November's monthly management report to Court 369 Submit December's monthly management report to Court 370 Submit January's monthly management report to Court 371 Submit February's monthly management report to Court Project: FY96 Date: 9/30/94 Critical Progress Noncritical Milestone Rolled Up  Page 53Little Rock School District Program Planning and Budget Tool ID 372 Name Submit March's monthly management report to Court ter Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rcl Quarter 4th Quarter Jan I Feb | Mar Apr | May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan 373 Submit April's monthly management report to Court 374 Submit May's monthly management report to Court 375 Submit June's monthly management report to Court 376 Submit July's monthly management report to Court 377 Submit August's monthly management report to Court 378 TASKS FOR SCHOOL CLOSINGS Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up Q Page 54Little Rock School District Program Planning and Budget Tool ID 379 Name ANALYZE DSEG PLAN FOR CHANGE/MODIFICATION ter Mar 4th Quarter 1 st Quarter 2nd Quarter 3rd Quarter 4th Quarter 1 st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep Oct | Nov | Dec Jan | Feb | Mar Apr | May | Jun Jul | Aug | Sep Oct | Nov | Dec 3r Jan 380 TASKS FOR COURT FILINGS 381 BEGISTRATIQN AND RECRUITMENT TASKS 332 383 Recommend adjusted dates based on last year I 384 Set locations for 4-year-old programs 385 Circulate tentative registration dates in memorandum requesting feedback from Superintendent's Council, Assistant Superintendent, Principals, and Support 1 Project: FY96 Date: 9/30/94 Critical Noncritical Milestone Rolled Up Page 55Little Rock School District Program Planning and Budget Tool ID 386 Name ter Mar 387 388 389 390 391 392 Present dates to Superintendent's Council for review PUBLICIZE REGISTRATION DATES TO INTERESTED GROUPS Include approved dates in school year calendar Share with Student Assignment Office staff, all district adminsitrators, Parties in the case. MRC, and ODM DEFINE TARGETED AUDIENCES FOR RECRUITMENT Review the Plan as it relates to student assignment and racial balance Review racial balances in each school Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Milestone Page 56 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3r Jan Summary Rolled Up n Little Rock School District Program Planning and Budget Tool ID 393 Name ter Mar 394 395 396 397 39B 399 Collect private school directories Collect data on number of students not attending attendance zone school Begin entering private school students into the computer Analyze data on number of students not attending attendance zone school to develop strategies for balancing PREPARE AWARENESS MATERIALS FOR REGISTRATION Revise Student Assignment Handbook for schools Schedule date for inservice for registrars and notify them Project: FY96 Date: 9/30/94 Critical Noncritical 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter Oct I Nov I Dec ~Jan | Feb | Ma?  4th Quarter 1st Quarter 2nd Quarter Apr I May | Jun Jul | Aug | Sep ~Oct | Nov | Dec 3r Jan Milestone Rolled Up n Page 57ID 400 Name Revise registration brochure 401 Revise Incentive School brochures, if appropriate 402 Prepare PSA's 403 Prepare posters and flyer(s) 404 Schedule presentations to realtors, churches, businesses and other interested groups for January and early February 405 Plan and schedule \"kick-off\" event for registration 406 Send reminder memorandum to all district administrators, Parties in the case, MRC, and ODM of dates for registration including who can register, and how they can register Project: FY96 Date: 9/30/94 ter Mar i Critical Noncritical 4th Quarter Apr I May | Jun 1 Little Rock School District Program Planning and Budget Tool 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 1 Milestone Rolled Up Q Page 58 4th Quarter Apr I May | Jun 1st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec 3r Jan IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED ys. DISTRICT COURT -------------------------- OCT 3 1 1994 JAMES W. McUUHMAUK. CLERK 8y:____________________ LITTLE ROCK SCHOOL DISTRICT PLAINTir^' VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S 1995-96 BPDGET/OCTOBER PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its 1995-96 Budget/October Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending October 31, 1994, relating to its 1995-96 budget. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending October 31, 1994, relating to its 1995-96 budget. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's 1995-96 Budget/October Project Management Tool has been mailed by First Class Mail, postage pre-paid on October 31, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 Mrs. Ann Brown 72201 (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MOV 1 1994 Oifice ot Desegregaiiof! t LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S 1995-96 BODGET/OCTOBER PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its 1995-96 Budget/October Project Management Tool, states\n1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending October 31, 1994, relating to its 1995-96 budget. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending October 31, 1994, relating to its 1995-96 budget. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's 1995-96 Budget/October Project Management Tool has been mailed by First Class Mail, postage pre-paid on October 31, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone IO 1 2 3 4 5 \u0026amp; 7 8 Page 1 Name REASSESSMENT OF PROCESS AND ORGANIZATION 1994-95 Analyze, reassess, and revise planning organization and structure Revise, discuss, and reach consensus regarding format and tasking of 1994-95 Management Tool Initial circulation of 1994-95 Management Tool Evaluate tasking of 1994-95 Management Tool weekly Identify data to measure needs of district for FY 95-96 Revisit and analyze the results of the budgeting and planning priorities revealed from the 93-94 Needs Assessment Report Little Rock School District Program Planning and Budgeting Tool % Complete 21% Scheduled Start Mar 27 '94 Scheduled Finish Jun 30 '95 Revised Finish Resource Names_______ Williams.Matthis.Clowers 5% 100% 100% 25% 77% 100% 100% Mar 27 '94 Jun 30 '95 Williams,Matthis,Clowers May 25 '94 Jun 24 '94 Jul 15'94 May 13 '94 Jun 1 '94 Jun 1 '94 FY 96 Jul 29 '94 Jun 30 '94 Jun 30 '95 Acf 28 '85 Dec 15 '94 Jul 29 '94 Jul 29 '94 Council,Cabinet,Bassa Bassa Council,Clowers Williams.Clowers Williams,Council Council,Cabinet 10/31/94 Little Rock School District Program Planning and Budgeting Tool ID 9 Name Review/revise the mission statement and goals of the District % Complete 100% Scheduled Start Aug 19 '94 Scheduled Finish Aug 31 '94 Revised Finish Sep 6 '94 Resource Names Council,Cabinet 79% Aug 1 '94 Nov 15 '94 Hurley 11 Define purpose and scope for Personnel Study 100% Aug 1 '94 Aug 22 '94 Council,Hurley .Williams 12 Design data collection plan for study of Personnel Study 100% Aug 22 '94 Aug 29 '94 Hurley,Gadberry 13 Assign responsibilities for study of Personnel Study 100% Aug 29 '94 Aug 29 '94 Hurley 14 Collect data from Personnel Study 100% Sep 2 '94 Sep 29 '94 Oct 21 '94 Hurley 15 Analyze data from Personnel Study 100% Sep 30 '94 Oct 24 '94 Hurley,Gadberry 16 Prepare Personnel Study Report 10% Oct 24 '94 Nov 14 '94 Hurley Page 2 FY 96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 17 Name Report data findings from Personnel Study for merge into needs assessment listing % Complete 0% Scheduled Start Nov 14 '94 Scheduled Finish Nov 15'94 Revised Finish Resource Names Hurley la STANFORD 8 TEST DATA STUDY 98% Aug 1 '94 Oct 31 -94 Nov 4'94 Clowers 19 Define purpose and scope for Stanford 8 Test data study 100% Aug 1 '94 Aug 15 '94 Clowers,Williams,Council 20 Design data collection plan for study of Stanford 8 Test 100% Aug 16 '94 Aug 30 '94 Clowers,Ounbar 21 Assign responsibilities for study of Stanford 8 Test data 100% Aug 16 '94 Aug 16'94 Clowers 22 Collect data from Stanford 8 Test 100% Aug 30 '94 Sep 9 '94 Clowe rs,Dunbar,Savage 23 Analyze data from Stanford 8 Test 100% Sep 12 '94 Sep 30 '94 Clowe rs,Dunbar 24 Prepare Stanford 8 Test Report 100% Oct 3'94 Oct 14'94 Dunbar Page 3 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 25 Name Report data findings from Stanford 8 for merge into needs assessment listing % Complete 90% Scheduled Start Oct 17'94 Scheduled Finish Oct 31 '94 Revised Finish Nov 4 '94 Resource Names Clowers,Dunbar 2\u0026amp; ARKANSAS MINIMUM PERFORMANCE TEST (AMPT) DATA STUDY 98% Aug 1 '94 Pct 31 '94 Nov 4 '94 Clowers 27 Define purpose and scope for AMPT study 100% Aug 1 '94 Aug 15 '94 Clowers,Williams,Council 28 Design data collection plan for AMPT study of data 100% Aug 16'94 Aug 30 '94 Clowe rs,Penn-Norman 29 Assign responsibilites for AMPT data collection 100% Aug 16 '94 Aug 16 '94 Clowers 30 Collect data from AMPT 100% Aug 30 '94 Sep 9 '94 Clowers,Penn-Nonman 31 Analyze data from AMPT 100% Sep 12 '94 Sep 30 '94 Clowers,Penn-Norman 32 Prepare AMPT Report 100% Oct 3'94 Oct 14 '94 Penn-Norman Page 4 FY 96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 33 Name Report data findings from AMPT for merge into needs assessment listing % Complete 90% Scheduled Start Oct 17 '94 Scheduled Finish Oct 31 '94 Revised Finish Nov 4 '94 Resource Names Clowers,Penn-Norman 34 PRE MONITORING REPORTS STUDY 98% Aug 1 '94 Oct 31 -94 Nov 4 '94 Glowers 35 Define purpose and scope for PRE Monitoring Reports Study 100% Aug 1 '94 Aug 15 '94 Glowers, Williams,Council 36 Design data collection plan for PRE Reports Study 100% Aug 16 '94 Aug 30 '94 Glowers 37 Assign responsibilites for PRE Monitoring Reports Study 100% Aug 16 '94 Aug 16 '94 Glowers 38 Collect data from PRE Monitoring Reports Study 100% Aug 30 '94 Sep 9 '94 Glowers,Smith 39 Analyze data from PRE Monitoring Reports Study 100% Sep 12'94 Sep 30 '94 Clowers,Smith 40 Prepare PRE Monitoring Reports Study Report 100% Oct 3'94 Oct 14'94 Smith Page 5 PT 96 10/31/94 Little Rock School District Program Planning and Budgeting Tool ID 41 Name Report data findings from PRE Monitoring Reports Study for merge into needs assessment listing % Complete 85% Scheduled Start Oct 17'94 Scheduled Finish Oct 31 '94 Revised Finish Nov 4 '94 Resource Names Clowe rs,Smith i2 SCHOOL CLIMATE/HUMAN RELATIONS SURVEY (SC/HRI STUDY 98% Aug 1 '94 Nov 15 '94 Clowers 43 Define purpose and scope of SC/HR Survey 100% Aug 1 '94 Aug IS '94 Clowers,Williams,Council 44 Design data collection plan for study of SC/HR 100% Aug 16'94 Aug 30 '94 Clowers, Hobby 45 Assign responsibilities for SC/HR data collection 100% Aug 16 '94 Aug 16 '94 Clowers 46 Collect data from SC/HR Survey 100% Aug 30 '94 Sep 23 '94 Clowers, Hobby,Savage 47 Analyze data from SC/HR Survey 100% Sep 26 '94 Oct 14'94 Clowe rs,Hobby 48 Prepare SC/HR Survey Report 100% Oct 17 '94 Oct 28'94 Hobby Page 6 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 49 Name Report data findings from SC/HR Survey for merge into needs assessment % Complete 90% Scheduled Start Oct 31 '94 Scheduled Finish Nov 15 '94 Revised Finish Resource Names Clowers,Hobby 5fl CURRICULUM AUDIT/ADE CURRICULAR STANDARDS 94% Seo 1 '94 Nov 15 '94 Nov 30 '94 Matthis 51 Define purpose and scope of Curriculum Audit/Standards 100% Sep 1 '94 Sep 16'94 Council,Williams,Matthis,Curriculum Supervisors 52 Design plans for data collection for Curriculum Audit/Standards 100% Sep 16'94 Sep 30 '94 Matthis,Curriculum Supervisors 53 Assign responsibilities for data collection of Curriculum Audit/Standards 100% Sep 16'94 Sep 30 '94 Matthis 54 Collect data for Curriculum Audit/Standards 100% Sep 30 '94 Oct 31 '94 Curriculum Supervisors 55 Establish procedures for review and assessment of Cuniculum Audit/Standards data 100% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors 56 Organize and label Curriculum Audit/Standards data-findings of Monitoring and Status Reports, Curriculum Objectives, Achievement 100% Sep 30 '94 Oct 31 '94 Matthis,Curriculum Supervisors Page 7 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 57 Name Relate/assess the data results back to the Curriculum Audit/Standards findings % Complete 100% Scheduled Start Sep 30 '94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names___________ Matthis.Curriculum Supervisors 58 Analyze the effectiveness of revised curriculum/standards. policies, etc. 100% Sep 30 '94 Oct 31 '94 Matthis.Curriculum Supervisors 59 Identify factors that facilitated attainment of curriculum/standards goals 100% Sep 30 '94 Oct 31 '94 Matthis.Curriculum Supervisors 60 Identify obstacles that prevented curriculum/standards goal attainment 100% Sep 30 '94 Oct 31 '94 Matthis.Curriculum Supervisors 61 Report data findings from Curriculum Audit/ADE Curriculuar Standards for merge into needs assessment 0% Nov 7 '94 Nov 15'94 Matthis.Curriculum Supervisors 62 Make recommendations for program additions/deletions/modifications 0% Oct 31 '94 Nov 4 '94 Nov 30 '94 Matthis.Curriculum Supervisors 3 PROPORTIONAL ALLOCATION FORMULAS STUDY 100% Aua 1 '94 Oct 31 '94 Milhollen 64 Define purpose and scope of Proportional Allocation Formulas 100% Aug 1 '94 Aug 15'94 Milhollen.Williams.Council.Hurley.Gadberry Page 8 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 65 Name Review/revise data collection plan for Proportional Allocation Formulas % Complete 100% Scheduled Start Aug 15 '94 Scheduled Finish Aug 19'94 Revised Finish Aug 31 '94 Resource Names Milhollen 66 Assign responsibilities for Proportional Allocation Formulas 100% Aug 19'94 Aug 19'94 Milhollen 67 Collect data for Proportional Allocation Formulas 100% Aug 22 '94 Sep 9 '94 Hurley,Boykins,Eaton,Neal,Milhollen,Gadberry 68 Analyze data from Proportional Allocation Formulas 100% Sep 12 '94 Sep 23 '94 Milhollen,Boykins,Eaton,Neal,Hurley,Gadberry 69 Prepare Proportional Allocation Formulas Report 100% Sep 26 '94 Oct 12'94 Milhollen,Hurley,Boykins,Eaton,Neal 70 Report data findings from Proportional Allocations Formulas Study for merge into needs assessment listing 100% Oct 13 '94 Oct 31 '94 Milhollen 21 DISTRICTWIDE FACILITIES STUDY 38% Jul 15 '94 Nov 23 '94 Jan 30 '95 Milhollen 72 Define purpose and scope of Districtwide Facilities Study 100% Jul 15'94 Aug 15 '94 Williams,Milhollen,Councjl Page 9 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 73 Name Design data collection plan for Districtwide Facilities Study % Complete 100% Scheduled Start Aug 4 '94 Scheduled Finish Aug 15'94 Revised Finish Resource Names Milhollen,Eaton 74 Assign responsibilities for the Districtwide Facilities Study 100% Aug 8 '94 Aug 15'94 Miihoilen, Eaton 75 Collect data for the Districtwide Facilities Study (for update of 12-15-94 report) 10% Aug 15 '94 Oct 21 '94 Jan 30 '95 Milhollen,Eaton 76 Prepare status report for the Districtwide Facilities Study 0% Oct 24 '94 Nov 18'94 Milhollen,Eaton 77 Report data findings from Districtwide Facilities Study for merge into needs assessment listing (for update of 12-15-94 report) 0% Nov 21 '94 Nov 23 '94 Jan 30 '95 Milhollen,Eaton T\u0026amp; DESEGREGATION MONITORING REPORTS AUDIT from ODM 87% May 13 '94 Dec 9 '94 Mavo 79 Define purpose and scope of Desegregation Monitoring Reports Audit 100% Aug 1 '94 Aug 15 '94 Mayo, Williams,Council 80 Design data collection plan for study of Desegregation Monitoring Reports Audit 100% Aug 8 '94 Aug 19 '94 Mayo Page 10 FY96 10/31/94 Little Rock School District Program Planning and Budgeting Tool ID 81 Name Assign responsibility for data collection of transcripts and Desegregation Monitoring Reports Audit % Complete 100% Scheduled Start Aug 16 '94 Scheduled Finish Aug 31 '94 Revised Finish Resource Names Mayo 82 Determine process/strategies for clarifying additional obligations language inserted into the dseg program budget documents at the end of the second quarter (FY94-95) 100% May 13'94 Sep 15'94 Council 83 Collect data 100% Sep 1 '94 Oct 14 '94 Mayo 84 Review with Superintendent's Council and Attorneys 85% Oct 14 '94 Oct 24 '94 Nov 4 '94 Mayo 85 Report Findings to PRE 0% Nov 22 '94 Dec 9'94 Nov 23 '94 Mayo 86 Request Program Managers merge new obligations with Program Budget Document 0% Nov 27 '94 Dec 9'94 Mayo az COURT ORDERS AUDIT 93% May 13 '94 Dec 9 '94 Mavo 88 Define purpose and scope of Court Orders Audit 100% Aug 1 '94 Aug 15 '94 Mayo.Williams.Council Page 11 FY96 10/31/94 Little Rock School District Program Planning and Budgeting Tool ID 89 Name Design data collection plan for the study of the Court Orders Audit % Complete 100% Scheduled Start Aug 8 '94 Scheduled Finish Aug 19 '94 Revised Finish Resource Names Mayo 90 Assign responsibility for data collection of Court Orders Audit 100% Aug 16 '94 Aug 31 '94 Mayo 91 Determine process/strategies clarifying additional obligations language inserted into the dseg program budget documents at the end of the second quarter (FY94-94) 100% May 13'94 Sep 15'94 Council 92 Collect data 1OO% Sep 1 '94 Oct 14 '94 Mayo 93 Review with Superintendent's Council and Attorneys 100% Oct 14 '94 Oct 24 '94 Mayo 94 Report findings to PRE 0% Nov 22 '94 Nov 23 '94 Mayo 95 Request Program Managers merge new obligations with Program Budget Document 0% Nov 27 '94 Dec 9'94 Mayo as TOWN HALL MEETINGS 88% Jul 15 '94 Dec 7 '94 Williams.Clowers Page 12 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 97 Name Define purpose and scope of Town Hall Meetings % Complete 100% Scheduled Start Jul 15'94 Scheduled Finish Sep 5 '94 Revised Finish Resource Names______________ Williams,Glowers,Council,Modeste 98 Review previous year's data 100% Jui 15'94 Sep 5 '94 Modeste,Glowers 99 Review/revise data collection plan for Town Hall Meetings 100% Aug 22 '94 Aug 25 '94 Glowers,Wagner 100 Set locations and schedule for Town Hall Meetings 100% Aug 25 '94 Aug 30 '94 Wagner,Modeste 101 Develop advertisement plan and schedule for Town Hall Meetings 100% Aug 30 '94 Sep 15'94 Wagner 102 Prepare Town Hall Meetings' sample agenda 100% Aug 30 '94 Sep 10'94 Glowe rs,Modeste 103 Review/revise data collection tool (matrix) for Town Hall Meetings 100% Sep 1 '94 Sep 15'94 Modeste,Glowers 104 Execute advertisement plan for Town Hall Meeting I 100% Sep 12 '94 Sep 15'94 Wagner,Modeste Page 13 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 105 Name Conduct Town Hall Meeting I (Terry Elementary) % Complete 100% Scheduled Start Sep 15'94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names______ Williams,Board, Modeste 106 Gather feedback data from Town Hall Meeting I for input into matrix 100% Sep IS '94 Oct 31 '94 Wagner,Penn-Norman 107 Execute advertisement plan for Town Hall Meeting II 100% Sep 12 '94 Sep 22 '94 Wagner.Modeste 108 Conduct Town Hall Meeting II (University Park Adult Center) 100% Sep IS'94 Oct 31 '94 Williams,Board,Modeste 109 Gather feedback data from Town Hall Meeting II for Input into matrix 100% Sep S '94 Nov 30 '94 Wagner,Penn-Norman 110 Execute advertisement plan for Town Hall Meeting III 100% Sep 12 '94 Sep 29 '94 Wagner,Modeste 111 Conduct Town Hall Meeting III (Pulaski Heights Jr High School) 100% Sep 1S'94 Oct 31 '94 Williams 112 Gather feedback data from Town Hall Meeting III for input into matrix 100% Sep IS'94 Oct 31 '94 Wagner,Penn-Norman Page 14 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 113 Name Execute advertisement plan for Town Hall Meeting IV % Complete 100% Scheduled Start Sep 12'94 Scheduled Finish Oct 6'94 Revised Finish Resource Names Wagner,Modeste 114 Conduct Town Hall Meeting IV (Fulbright Elementary) 100% Sep 15 '94 Oct 31 '94 Williams,Board,Modeste 115 Gather feedback data from Town Hall Meeting IV into matrix 100% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman 116 Execute advertisement plan for Town Hall Meeting V 100% Sep 12 '94 Oct 13'94 Wagner,Modeste 117 Conduct Town Hall Meeting V (Martin Luther King Elementary) 100% Sep 15 '94 Oct 31 '94 Williams,Board,Modeste 118 Gather feedback data from Town Hall Meeting V for input into matrix 100% Sep 15 '94 Oct 31 '94 Wagner,Penn-Norman 119 Execute advertisement plan for Town Hall Meeting VI 100% Sep 12 '94 Oct 20 '94 Wagner,Modeste 120 Conduct Town Hall Meeting VI (McClellan High School) 100% Sep 15 '94 Oct 31 '94 Williams,Board,Modeste Page 15 FY 96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 121 Name Gather feedback data from Town Hall Meeting VI into matrix % Complete 100% Scheduled Start Sep 15 '94 Scheduled Finish Oct 31 '94 Revised Finish Resource Names Wagner,Penn-Norman 122 Execute advertisement plan for Town Hall Meeting VII 100% Sep 12 '94 Oct 27 '94 Wagner,Modeste 123 Conduct Town Hall Meeting VII (Southwest Community Center) 0% Sep 15 '94 Oct 31 '94 Nov 1 '94 Williams,Board,Modeste 124 Gather feedback data from Town Hall Meeting VII for input into matrix 0% Sep 15'94 Oct 31 '94 Nov 4 '94 Wagner,Penn-Norman 125 Finalize and publish Town Hall Meeting Report, 1994-95 0% Nov 15'94 Nov 30 '94 Penn-Norman,Modeste 126 Merge findings of Town Hall Meeting Report, 1994-95, into needs assessment listing 0% Nov 30 '94 Doc 7'94 Clowers,Penn-Norman 122 DISTRICT DIALOGUES 80% Jul 15 '94 Dec 7 *94 Williams.Clowers 128 Define purpose and scope of District Dialogues 100% Jul 15 '94 Sep 5 '94 Williams,Clowe rs,Council,Modeste Page 16 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool IO 129 Name Review/revise data collection plan for District Dialogues % Gomplete 100% Scheduled Start Aug 22 '94 Scheduled Finish Aug 25 '94 Revised Finish Resource Names_______ Glowe rs,Wagner,Modeste 130 Set locations and schedule for District Dialogues 100% Aug 25 '94 Aug 30 '94 Wagner 131 Develop advertisement plan and schedule for District Dialogues 100% Aug 30 '94 Sep 10 '94 Wagner 132 Prepare District Dialogues sample agenda 100% Aug 30 '94 Sep 10'94 Glowers,Modeste 133 Review/Revise data collection tool (matrix) for District Dialogues 100% Aug 30 '94 Sep 10'94 Glowers,Modeste 134 Execute advertisement plan for District Dialogue I 100% Sep 10'94 Sep 19'94 Wagner 135 Gonduct District Dialogue I (principals, Franklin Elementary) 100% Sep 15'94 Oct 31 '94 Williams 136 Gather feedback data from District Dialogue I for input into matrix 100% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman Page 17 FY 96 10/31/94 Little Rock School District Program Planning and Budgeting Tool ID 137 Name Execute advertisement plan for District Dialogue II % Complete 100% Scheduled Start Sep 19'94 Scheduled Finish Oct 1 '94 Revised Finish Resource Names Wagner 138 Conduct District Dialogue II (Transportation) 100% Sep 15'94 Oct 31 '94 Williams 139 Gather feedback data from District Dialogue II for input into matrix 100% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman 140 Execute advertisement plan for District Dialoge III 100% Sep 18'94 Oct 14 '94 Wagner 141 Conduct District Dialogue III (Administration) 100% Sep 15 '94 Oct 31 '94 Williams 142 Gather feedback data from District Dialogue III for merge into matrix 100% Sep 15'94 Oct 31 '94 Wagner,Penn-Norman 143 Execute advertisement plan for District Dialogue IV 100% Sep 19'94 Oct 31 '94 Wagner 144 Conduct District Dialogue IV (Classified) 0% Sep 15 '94 Oct 31 '94 Nov 7 '94 Williams Page 18 FY96 10/31/94Little Rock School District Program Planning and Budgeting Tool ID 145 Name Gather feedback data from District Dialogue IV for input into matrix % Complete 0% Scheduled Start Sep 15'94 Scheduled Finish Oct 31 '94 Revised Finish Nov 9 '94 Resource Names Wagner,Penn-Norman 146 Finalize and publish District Dialogue Report, 1994-95 0%\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_486","title":"Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-08-30/1994-09-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Curricula","Teachers--Training of"],"dcterms_title":["Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/486"],"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\nMARVA COLLINS TEACHER TRAINING SESSION I MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS RECEIVED SEP 0 1994 Office of Desegregation Monitoring 1 MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 1 I AUGUST 30 - SEPTEMBER 1, 1994 I  MARVA COLLINS TEACHER TRAINING SESSION  MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS  I Ii II MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 M H AUGUST 30 - SEPTEMBER 1, 1994 TABLE OF CONTENTS INTRODUCTION 1 - All Children Are Born Achievers 2 - Self Esteem Units 3 4 - Ten Steps Towards Better Disciplined Classrooms - Beginning With The End In Mind Changing Me First How Do I Praise Thee...200 Ways HOW-TO SESSION   5 - The Creed - Westside Preparatory School 6 - Phonics Drill 7 - Poetry Selections From Westside Preparatory School 8 - The Marva Collins' Method 9 - Teaching Shakespeare's MacBeth 10 - Teaching The Song of Roland 11 - Westside Preparatory School Teaching Units 12 - Thinking Exercises 13 - On The Pulse Of Morning 14 - Tigers In The Street 15 - The Three Questions 16 - Momotaro The Peach Boy Reading List For Ages 4, 5, \u0026amp; 6 Song Of The Shirt a 17 - The Punny Jester 18 - Reactive Education vs. Proactive Education 19 - Teaching The Epic a a a I MARVA COLLINS' TEACHER TRAINING SESSION I agenda  August 30, 1994 9:00 11:00 Introduction Session - Beginning with The End in Mind (empowering teachers, changing attitudes, etc.) 11:30 12:00 Question and Answer Session 12:00 1:00 Lunch i 1:00 3:00 3:00 4:00 Handling Discipline Problems Empowering Children \"How-To's\" Role playing with teachers (teachers will \"become discipline problems\" I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA August 31. 1994 9:00 12:00 Teaching Phonic Teaching Reading Comprehension Teaching Every Child to Read (How-To's) 12:00 1:00 Lunch 1:00 3:30 Teaching Poetry Teaching Spelling Complete any material from this morning iI 3:30 4:00 Question and Answer Session SP I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA September 1, 1994 9:00 12:00 Reading Lessons (How-To's) Shifting Paradigms (Changing attitudes as to how we teach and how children learn) Building a New Belief System Teaching Reading, Writing and Spelling Simultaneously 12:00 1:00 Lunch  1:00 3:00  Teaching Parallel Thinking vs. Forward Thinking Teaching Children to Read Analytically Teaching Thinking Skills  3:00 4:00 Question and Answer Session Evaluation of the Program  ^^11 I II h I I I ALL CHILDREN ARE BORN ACHIEVERS 1. i ii i' I, 1 i I i Iq ____THOUGHTS ON THE ABOVE AVERAGE TEACHER BY MARVA N. COLLINS Beginning With The End In Mind I If we were about to erect a house on a certain site, we would see beyond the tangled branches, debris, and other barriers. Otherwise, we would begin With the end in mind. We would begin by picturing in our mind how the picture of the house we have in mind will look Meanwhile, think if you Ocb-Azi _____ItTTTI. -  1 J  . uuuu win looK. Meanwmie, uiiiik u you were asked this question\n\"What is your greatest success story?\" Wouldn't it be with a sense of chagrin if you had to answer, \"I worked miracles with the Jright children\". What about the child that everyone else has written off! What about the child that everyone else predicted would not make it? These are the children that truly means to begin with the end in mind. The TOy we see the problem is the problem. Our belief system plays a great role in the kind of teachers we become. Become A Be Rather Than A Have Examples of the \"BE teacher is\nI will be a great teacher. I will be a great example. I will BE a proactive person. I will BE what I ask my students to be. I will BE an excellent teacher every moment every second. I will BE a circle of influence. I will BE a producer. I will BE a paradigm shifter when needed. There can BE no friendship without confidence. There can be no confidence without integrity. Examples of the HAVE teacher. I will become a better teacher when I HAVE BRIGHTER STUDENTS. If only I HAD better students If only I HAD more materialsB B If only I HAD more obedient student If only.LHAD more motivated students If only I HAD more motivated, caring parents IF only I HAD a better principal and better co-workers Are you a BE or a HAVE? Picking Up Both Ends Of The Stick i When picking up a stick, we pick up both ends. When teaching children, we must deal with the total child\nthe bright student, and the not so bright student. The excellent teacher will make the poor student good and the good student superior. This means dealing with BOTH ENDS OF THE SUCK. J Effective Discipline L L L Create an image and reinforce that image. First of all, are you a kind, caring, consistent teacher? Do you lecture about your own childhood? Do you present a curriculum that includes making choices, consequences, being a creator versus a second-hander? Children are what they learn. What images do we teach? Have children tell why they are too bright to exhibit certain behavior Have children tell you why they made the wrong choice Are you proactive or reactive? Do you react negatively to bad behavior? Have you examined your SET OF BELIEFS? Have you recorded a NEW LIFE TAPE RECENTLY, or you still playing your teaching tape of decades ago? We all live with many scripts given us by our parents, teachers, and others. These scripts may be totally wrong or in conflict with society and our students. Make your own list of TO BE NOT TO BE A Bad Teacher iI Post a list in your classroom classroom and celebrate a ROBERT IS Do you daily utilize creativity and conscience? MAKE A LIST OF THE THINGS THAT MAKES YOU AN ABOVE AVERAGE TEACHER r II I, I S' I 3 I I I I I I I J  I ! 1 ' 1 I , I: I i I I' i i 7teir-esteem unit SelfEsteem#4 WhoAml? Child will begin with the alphabet and continue through Z. A, I am adorable, h.I am beautiful. Clamchanning DI am delightful  I am uger and enthusiastic FI am fantastic Glam gorgeous HI am highly motivated I lam never indolent JI am just fantastic Klamkind , LI am loveable M1 am motivated to readi the zenith of success NI am never, never a Second-Bander, I am a Creator 01 am oh so wonderful PI am pleasing, pleasant, and proud QI am quite audacious RI am really, really great SI am so, so sanguine T1 am never, never timorous Ulam unique VI am very, very valiant WI am wonderful XI am extra special YI am youn to mold successfully Z1 am zooming to success and happiness. I i This session may be used to teadi not only positive reafiirmation, but alto to teach the alphabet and vocabulary words at the tame time. The more a child identifies with bis or her qiedal tdves, the less they will have time to create havoc in the dimnnm Bwnwnber, we orate in image and ranfome that image. What image wouldwe like OUT Students to have? We must then create that image and rcinforceit daily. I WILL NOT LET YOUR PROBLEM BE MY PROBLEM Did your friend ever call you names or ay things to hurt you? ( Did you feel badly? Remember if your friend calls you a name, your friend feels badly at that moment You must not let that friend give you their bad feelings. You will say, \"1 love you very much, and I am sorry you feel badly, but I cannot take your bad feelings for you\". You are then a CIRCLE OF INFLUENCE RATHER THAN A CIRCLE OF CONCbKN. Have students draw CSrdes of Concern (What ate you concerned about, worried about, think about?) Now draw Circles of Influena (How do you solve these problems, what do you make right? Display drawings titled\nMRS. ' JONES' CIRCLES OF INFLUENCE OR MRS. JONES' 1CIRCLES OF CONCERN Children may be concerned about crime, drugs, the homeless, the environment. They may also become circles of influence by not using drugs, by protecting the environment the way they can, etc.. To solve a probTembFto work towards a solution makes us CIRCLES OF INFLUENCE To see a problem and not work towards a solution is to become a CIRCLE OF CONCERN. Eave a Circle of Influence Party Where eadi child tells bow they have become Circles of Concern. Serve circle candy (lifesavers), or dougnuts (bole in the middle), etc., or vegetables with a hole carved in the middle, etc.. Tie in the story, THE LITTLE ENGINE TEAT COULD as being a Circle of Influence. At lint, be was a Circle of Concern (concerned as to how be would teach the top of the hill until he realised that be was the solution to the problem he thought could be sol ved by the older and larger trains.) Create the Little Engine that Could award. Develop a Circle oflnfluena Award.. Develop a Creator's Award, etc.\nCreate a Be and Have Award Talk about the Be's and the Have's. 1 will be great I will be the best in my class I will be the best creator in the world rather than: If only I bad a better family If only I had a sharper pencil If only 1 had a nicer home If only I had less homework If only I had a better teacher If only 1 bad a shorter story to read If only I had less math problems to do, etc.. Create a Be and Have dialogue where some of the children ate Be's and some are Eave's Then discipline the class by saying, John is bong a Have.. Jet's be a Be bright boy, CREATE AN IMAGE AND REINFORCE IT. Create a Be Qassroom SHARPEN THE SAW ESTEEM UNIT Say to duldren, What happens when we attempt to cut with a dull A dull knife? A dull grass cutter? It will not cut. right? Children, likewise, with our skills, we must always sharpen the saw by sharpening our skills. What happens if we get an answer for three plus four equals fifteen? We need to sharpen the saw, right? What happens when our skills saw: becomes dull? How do we sharpen our skills? How do we sharpen our personal saws? Develop bulletin board that says: Sharpening our Saws.What do others say to the person that others think you are? What do people say to the person that you really are? Write a Poem titled: \"The Real Me\", or the Inside Me (Draw a square and have the child write inside the square who they really are). Then under the square, write about the Outside Me (How others see me) Self-Esteem #2 On the Day I Was Born On the day I was born, the world shouted, \"Welcome to the earth (child will say their name)** You are wonderful, you are splendid, you are momentous, you are terrific, you are great, you are destined to make the world a wonderful place. We are so glad that you are here. On the day I,_______________  was bom, my parents said, \"We love you (childs name_) _________________________________(childs name), and we are go glad that you came to live with us. Welcome to our family. We love you so very much. Self Esteeem goal # 3I A, I am adorable. B., I am bold and brave. C., I am cuddly and courteous. D. I am delightful. E., I am eager. F., I am fantastic. G., I am glorious. H. I am Heavenly, I, I am idolized. J., I am just right. K., I am kind. L, I am loveable. M., I am magnificient, N, I am nice, noble, and neat. 0, I am au courant (say oh kuh rahn which means well informed), P, I am pleasant and pleasing. Q, I am quite sensational, R., I am really, really great., S, I am simply wonderful, T., I am timely, U, I am unique, V, I am very, very bright, W, I am a winner, X, I am extra-luminous, Y, I am yours to mold fantastically, Z, I am heading for the zenith of success. Ten Steps Towards Better Disciplined Classrooms By Marva N. Collins 1. Always make friends with each student before there is a discipline problem. 2. Find something positive to say to each student everyday. Example: Tvly what nice gym shoes, or I missed you yesterday Cathy.' d '* 3. Give extra teaching time after school or before school to the slower student. This student is usually the one that causes havoc in the classroom. '* 4. Rather than eating with fellow teachers or staff, instead sit with a different child, or the entire class each day. 5. When a student misbehaves instruct the entire class that they are to repeat the \"T following, when asked why the will not misbehave. Your question\n\"Why aren t you going to misbehave in class?\" Their repose to you should be: \"Because I am too bright to waste my time.\" I 1 6. When younger students misbehave in class, do not have them write punitive lines\n1 will not chew gum in class.\" Instead, have them write a composition on the etymology of gum, where gmn came from or \"A composition entitled I am too Brigh tto Waste My Time * in School. You may also choose to have them deliver a three minute speech detailing Why I am too Bright to Waste Time in School.  7. Write positive notes on your students papers such as\nLef s work on this paper together I or I know that together we can do better. 8. Offer help to slower students with their schoolwork. It is usually these students that prevent teachers from accomplishing what they could with other students. I , 9. Never forget that you are a professional. Never resort to becoming a student. For example, when a student writes a note that says: \"I hate you Mr. Jones. Read the note \u0026lt; I and say, \"I like you too,\" and then call on that student to recite, etc. Reduce ridicule and laughter in the classroom by telling the student that speaks out. 10. JU* 10. Reducendicuie ana laugnier in ------------------r------- that he or she is very courageous, and it took courage to be wrong, but they who stood * silent or laughed took the easy path, the child that speaks out is to be praised not mocked. Encourage students to clap for the other students\ncreate a spirit of group effort in the classroom.  1989 Marva N. CollinsI I I Changing Me First I I will provide a positive environment for my students I will make every child a star. I I will not allow any child to fail. I will begin with the end in mind. I I will be a Circle of Influence for my students I I will agree that I must pick up 'Both ends of the stick\"\nThe good end and the bad end. I will professionally better myself each day. I will never arrive in the Land of the Done. I I I will provide a first-rate academic program for my students. I I will become a universally good teacher. I I will praise the good that my students do, and give options for the bad behavior. I I will not let the kind of home, background, or ambience that my students come from determine my belief system. I I will internalize the fact that the way I see the problem is the problem. I I will love and believe in each child unconditionally. I B II I I I I will not point fingers at the person I feel is to blame for my students' failures. Meanwhile, I shall see each child as a \"lump of coal\" with the potentials of becoming my diamonds\". I I I will make every \"Poor\" student good, and every good student, \"Superior\". I will never use excuses. As a teacher, I will either declare that I am \"Responsible\" or I must declare myself, \"Irresponsible\". I I will be willing to bridge the gap with which my students come. I I will always believe that my influence with each student will become the beginning of a new life for each child. I I will love, respect and honor my students so that they too, may honor, respect and love me. I I I will have my students make life deposits each day by having each child write 200 Reasons Why They Are Fantastic or Wonderful I When a child misbehaves, I will have the child red circle the reason he or she has written that indicates that the behavior is inappropriate at that time. I I will never again write on a child's paper: \"You can do better\". I will monitor each child's work so that his \"better becomes his or her best\". I I will mediate errors before those errors become permanent ones. I will respect each child unconditionally. I I - -    Society will draw a circle that shuts me out, but my superior thoughts will draw me In.  I was bom to win if I do not spend too much time trying to fail. I can become a citizen of the world if I do not spend too many energies attempting to be local.  I will ignore the tags and names given me by society since only I know what I have the ability to become. I will continue to let others predict, but only I can determine what I will, can or cannot do. Failure is just as easy to combat as success is to obtain.  Education Is painful and not gained with ploying games or being average. I have seen failure destroy millions with promised hopes and broken dreams. While I hove the opportunity, I shall not sit on the sidelines bitter with despair and wishing later that I had become a literate lifter of the world instead of a failing leaner.  I will use each day to the fullest. I promise that each day shall be gained, not lost - used, not thrown away. Yet, it is my privilege to destroy myself If that Is what I choose to do.  I hove the right to fail, but I do not have the right to take my teacher and other people with me. God made me the captain of one life - my own. Therefore, if I decide to become a failure, that is my right. We were all promised a pursuit of happiness and that is what I must do: pursue happiness and success for myself.  No one will give It to me on a proverbial platter, and no one will care as much about me as I must care for myself. I must be willing to accept the consequences for my own failure, and I must never think that those who hove chosen to work while I played, rested and slept will share their bounties with me.  I will wave proudly my flag signifying that I am a failure by choice, but I will never envy those who have selected to wove their unfurled banners announcing their success. My success and my education can become a life-time companion which no misfortune can depress, no crime can destroy, no enemy can alienate. No names can hurt me.  Education and success can become a lifetime solace. It guides goodness. It gives at once grace and genius to governments, communities, cities, townships, villages, homes and palaces.   I I I I I I V II Without education, what is a man or woman? Splendid savages, a slave, a beast wandering from here to there believing whatever they are told.  I I God is not some cosmic bellboy that comes at my beck and call. If I want to achieve, the first step must be my own undertaking, rime and chance comes to us all. Whether I decide to take that time and chance is indeed my own decision.  I can either be hesitant or courageous - lite does indeed maroon the hesitant, but inspires the brave. I I will swiftly stand up and shout: \"This is my time and my place. I will accept the challenge, or I will let others make my decisions for meP' I Westside Preparatory School THIS CREED IS MEMORIZED BY ALL STUDENTS AT WESTSIDE PREPARATORY SCHOOL AND IS RECITED DAILY. EVEN THE THREE AND FOUR YEAR OLD CHILDREN MUST MEMORIZE THIS CREED.  CREED COPYRIGHT. 1980 BY MRS. MARVA N COLLINS. THE WESTSIDE PREPARATORY SCHOOL H I i  Cry and Crystal  Th^ ^\"ted^ practice the many sounds for letter comblnaUons. These sheets should be used These sheets are not designed to teach phonics, as reinforcement only after the spellings and sounds have been taught. Add your own words to continue the driU. a I I Cry and crystal (repeat) The y in cry now says The Y In crystal now says 1 Machine and scream (repeat) The I In machine now says e The ELA In scream now says e Nancy and tyrant (repeat) The Y In Nancy now says e\" The Y In tyrant now says 1~ Steak and wealth (repeat) The EA In steak now says a The EA In wealth now says e 1  Therapy and try (repeat) The Y in therapy now says e\" The y In try now says T\" Lead and led (repeat) The EA In lead now says e The e In led now says e Physician and baby (repeat) The y In physician now says 1 The Y In baby now says e\" Physical and adjustment (repeat) The E In adjustment now says IT The Y In physical now says T Break and beak (repeat) The ELA In break now says a The ELA In beak now says e Ski and read (repeat) The I In ski now says e The EA In read now says e Phone and enough (repeat) The PH In phone now says f The GH In enough now says f Though and rough (repeat) The OUGH In though now says o The OUGH In rough now says fI I I I a Christmas and chagrin (repeat) The CH In Christmas now says cr The CH In chagrin now says sh Piece and peace (repeat) Piece and peace are homonyms. They sound alike, but have different meanings. Homonyms change with the Inside vowel Arachne and chap (repeat) The CH In Arachne now says k The CH in chap now says ch Ache and cake (repeat) The CH in ache now says k The C in cake says k Neighbor and straight (repeat) The EIGH In neighbor now says a The AIGH In straight now says a E before I usually says a Receipt and size (repeat) The vowel signal E changes c\" to s\" The S in size says s Note: you may want to add other sounds to the list that has been prepared for you. This is a good way to practice word attack skills so that reading the basal reader becomes easier for children. Leisure and zoom (repeat) The S In leisure now says z The Z in zoom says z Sell and peace (repeat) The S In sell now says s The CE in peace now says s because the vowel signal E changes c\" to an s\". I Session and patient (repeat) The TI In patient now says sh The SI In session too. says sh The vowel signal I changes s\" to sh\". I Curl and pearl (repeat) The R In pearl controls the vowel EA and it neither says EH nor EA, the R in curl controls the vowel Uand it neither says UH norU.Toe-try Sefectivns Trom Ti^estside Treparatory ScfiooC 'These poems have been selected and memorized hy the children of 'Westside VreparatorySchool. Jrom the boolilOl famous Toems. TVe fiope you will ftave as mut/i tiyoyment rcang them as the children have had memorizing them in their entirety.s s  (Dropout by Codtns I i J J- i lichen as a child Id always dream of the things I would Become someday. Somewhere there would Be people who would care. (People who would share the dreams, aspirations andgoals that I had. Little did I realize that I would Be laBeled, Bad\". As time went By I was a statistic that was all too sad. I went to class doing the Best I could, never learning the things that I should. *2^ BTigftte.T students fiad ad tHe chances. Soon I [earned to sunhve hy acting out in class. I [earned to Be tfie c[ass c[own. This is fiau\u0026gt; I drozi/ned my sorroufs and my pain, ^y making others [augh, while I cried inside with so much hurt and shame. I never learned to read, never learned to tvrite, I only learned how to fight. And hating and fighting I did zvith all my might. Soon I decided to take to the streets to learn to Be mean, db Be seen, to yell and scream...to hate ondfight... I was a desperate soul inflight. I dropped out cf school. I was tired of Being the class fool. I was never taught the learning tool. And now I try to Be so cool. Someday soon I hope someone wdl tahe my hand. And care, really care. And show me another way. I do want to learn to read and zvrite. (Please help me in my plight. I, too, want to see the Gght. 1 I t I 1d( p r t p 1 r I t o r y schoolH (Be Strong ly MUUk Saon^pon Sa\u0026lt;c\u0026lt;ic\u0026lt; Strong! TVc are not fiere to p[ay, to dream to drift\nwe have hard worh^to do, [oads to [ift\nshun not the struggCeface it\ntis Qods gift. Be Strong! Say not, VTie days are evil. T^ho s to blame? and fold the hands of aeguiesce-Oh shame! Stand up, speafout, and bravely in Qods name. Be strong! It matters not how deep entrenched the wrong, (Kow hard the hattie goes, the day how long\n(Taint not-fght on! (Tomorrow comes the song. - w  H I I d e preparatory achool 2!}-lelp me 'Teacher, I am Scared I am in danger teacher, you rescue me. I say things when I am angry teacher, and you forgive me, for you hnow that I hurt inside. I am in the darhiteacher, and you show me the light. I am chubtfii[ and you give me faitfi. - I am neglected, and you teac/i me. ignore the tags, labels and the former statistics that have signified that I am a failure...... Qbu show me success. I am a child, and you show me the way. Qbu hnow that I still have to grow, to learn, to become, you hnow that I can be more than what I am, and you are patient enough to never give up on me. Everybody else says that I am \"bad, but you teacher, always see the \"good\" in me, and for you I become good. i I am lost and you give me directions. I waste time and you sfivw me fiow to use my time wisely. you do not nag....you forgive....andyou show me that you care not just by the things you say to me, 'But I see the love for me in your eyes and I dare not let you down. I succeed teacher for you, and before you hnow it, I have learned to love success.I I see only today, but you show me tfU vision of tficfiturc. ~Qi\u0026gt;u mahie me fihe what I su in the future and therefore, I am motivated to use today more wisely. ,3 'When I attempt to go backwards, you push me forward. I am sometimes stunted by thefaibures of my past, and you mab/ me see the gbory of the future. (fou have unbboched my fetid channebs through which now creativity and sebf rebiance conf bow. 'fou see today as my beginning, and you do not remember the decadent past. E ^hen I am afraid, you give me courage..... 'When I am 9darooned by the problems cf bife, you encourage me to stee[ the wid in pleasure or in pain to go forth. I want to [earn...I want to achieve... and you teach me to do both. V 'Ihanl^you teacher. \"lOww what? I (ove you. I [ove you because you are so forgiving. I [ove you because when the worbdsaw faibure, you, teacher saw success. 'Because of you my [ight shad never fbicber, and now I am motivated to [ight the dying embers cf others who too, have been tagged and [abebed. I sfiaff never forget you teacfier......I (ove you. kJ IOpportunity tg Jai* J**at InftCll (KfastcT of kuman dcstiniij am I. Jame, Cove, aruffortune on my footsteps wait, Cities aneffieUs I waf^ I penetrate ^Deserts and seas remote, and passing by ^veb, and mart, andpabace, soon or bate I b\niwcl^unbidden, once at every gate! Ifs be eping, wa^c-iffeasting, rise before I turn away. It is tfie fiour of fate, Sbid they who foblaw me reach, every state 9dortcds desire, and conquer every foe Save death\nbut those who doubt or hesitate. Condemned to faibure, penury and woe, Seebime in vain and lisebess^ impbore- I answer not. Sind I return no more.9 Ihnt lime of year Shakfspun 'That time year tfiou may 'st in me Sefiofd 'Wfien yeffoTi) feaves, or none, orfeto, do fiang Upon tfiose fougfis rofiieh sfia^ against tfie cofd, Bare ruin'd cfioirs, where fate the sweet birds sang: In me thou see 'st the tzoilight of such day As after sunset fadeth in the west, 'Which by and by bfacf^night doth ta^ away, (Death's second seff, that seab up alf the rest: In me thou see st the gfowing of sueh fire 'Ihat on the ashes of his youth doth fie, J4s the death-bed whereon it must e^ire, Consum'd with that which it was nourish'd by: I 1 QJiis tfiau pcrccivst wfiicfi ma^ tfiy [ove more strong, Qb [ove tfot wett wfiicfi tfiou must Uave are (ong. a. e I I I 1 d  preparatory ackoolJI f  I 9{ouse by the Side of Tdie Walter ffiu fl TJiere. are hermit soids that [ive ufithdraiim In the place of their self content\nThere are pioneer souls that blaze their paths 'Where highways never ran- 'But let me live by the side cf the road lind be a friend to man. fl fl Let live in a house by the side of the road, 'Where the race of men go by- The men who are good and the men who are bad, As good or bad as I. I would not sit in the scomer's seat, Or hurl the cynic's ban- Let me live in a house by the side of the road And be a friend to man.  I see from my house by the side of the road, 'By the side cf the highway cf life, 'The men who press with the ardor cf hope, 'The men who are faint with strife. (But I turn not away from their smiles nor their and tears, 'Both parts of the infinite plan- Let me live in a house by the side of the road and be a friend to man. I hnaw there are brooh^baddened meadows ahead And mountains of wearisome height\nTt .c.____r______ ~ tC.And stretches away to the night. (But stid I rejoice when the travelers rejoice And weep with the strangers that moan, 9^ hve in my house by the side of the road Lif^ a man who dweds alone. Let me doe in a house by the side of the road- It's here the race cf men go by. Lhey are good, they are bad, they are wecd^j, they are strong, wisefoolish-so am I! dhen why should I sit in the scomer's seat. Or hurl the cynic's ban? n Let me. Cive in my fioiise Sy tfie side of the road and be a friend to man. [I El Ia SoUtudc t^VI* WUxrMaxJi. i 9 1 1 Laugh, and the. wortd laughs -uhth gou\niVeep and you weep alone. IL or the sad old earth must borrow its mirth, (But has trouble enough of its own. Sir^, and the hills answer\nSigh, and it is lost on the air. The echoes bound to ajcryful sound, (But shrinhjrom voicing care. 1 I a (Rejoice, and men will seeh.you\ngrieve, and they turn andgo. 'They want full measure of all your pleasure, 'But they do not need your woe. (Be glad, and your friends are many\n'Be sad, and you lose them all. 'There are none to decline your nectared wine, 'But alone you must drinh,life sgall. UFeast, and your halls are crowded\nLast, and the woHdgoes by. Succeed andgive, and it helps you live, 'But no man can help you die. 'There is room in the halls cf pleasure Lor a long and lordly train, But one by one we must ad file on through the narrow aisles of pain. oL I turned myself into myself and was Jesus, 9den intone my lozhn^ name praises all praises I am the one who would save I sowed diamonds in my hachyard my howels deliver uranium The filings from my fingernails are semi-precious jewels On a trip north I caught a cold and blew my nose giving oil to the Arab world. I am so flip, even my errors are correct I saifed west to reac/i east and fiad to round off tfie earth as I went The hairffom my head thinned andgofd was [aid across three continents I am so perfect, so divine, so ethereal, so surreal I cannot he comprehended e^^cept hy my permission. I mean I canf[y a bird in tfie s^.I T,go Tripping hf Qiffvanm V I was bom in the Congo I waited the fertile crescent and built the Sphiwc I designed a pyramid so that a star that only glows Dvery one hundred years fall into the center giving divine and pc feet light. I am bad. ' ' 8 I I sat on the throne drinking nectar zvith Allah I got hot and sent an ice age to Durope to cool my thirst (My oldest daughter is (fefertiti The tears from my birth pains created the (h^ I am a beautiful woman.  . 1 '*fi- I /gazed on the forest and burned out the Sahara with a paciiet cf goat's meat and a change of cdothes I crossed it in two hours I am agazeiie so swift, so szvift you can't catch me. I ' 1 ,'t i  yor a Sirtfiday present when he was three I gave my son ^Hannihai an eiephant gave me ^^snnefor (Mother's (Day (My strength fiows ever on. 1 I i i (My son (fpah built a new arl^and I stood proudly at the helm as we sailed on a seft summer day 1 1Q(ccp-a-(foin ynw^Z. Suwn K . If you strike a thorn or rose, l^eep a-poin'! If it ftails or it snows, J(eep a-oin'! V^aint no use to sit and 'whine \"When your fish ain't on your Une\n'Bait your lwok.and ktep a tryin %eep a-oin'! 'When the weather kfihs your crop, TQeep a-goin ! OBough 'tis work.to reach the top, !l(eep a-goin'! 5pose you re out o'eo'ry dime, ^ittin' broke ain't any crime\n001 the world you 're feelin 'prime Qkeep a-goin'! fien it looks like all is up, 7(eep a-goin'! I T\u0026gt;rain tfie sweetness from tfie cup, westelde ereparatery aehoo) 12 'Keep a-poin 7 See tfie ziHid birefs on tfie zoing, f^Uar the beUs that sweetfy ring, 'i^^hen you feeb bihe surginsing  Keep a-goin'! I IL: n II 1 3'5 ft* t  i  i i 9 prtptxaXOTy chool 13 \u0026lt;?Tlic 9v(eTchant of Venice hf WB^Skai^tpten 1 'IfU quality of mercy is not strained\nIt droppetfi as tfie gentfe rain from fieavc Upon the place Seneath: it is twice hfest,- It blesseth him that gives and him that tah^: 'tis mightiest in the mightiest\nit Secomes ndie throned monarch better than his crozvn: ^hs scepter shows the force of temporabpower, TTu attribute to awe and nuyesty, 'H^herein doth sit the dread and fear of hivgs\n(But mercy is above this scepteredsway,- It is enthroned in the hearts of hivgs. It is an attribute to Qod himsebf\n.^nd earthly power doth then show li^t (jod s, When mercy seasons jiestice. 39docni[igfit swut the moanfight sleeps upon this han^ iHiere toU[ we sit, and [et tfie sound music Creep in our ears: Soft stiffness, and the night, (Become the touches cf sweet harmony. Sit Scssica: foo^ how the ffoor of heaven is thic^infaid with patines cf frightgofd: (There's not the smaffest orb which thou behofdst (But in his motion fi^ an angef sings. Stiff quiring to young-ey d cherubims. 9 1 W   t  1 d e 15 pitftrttety ic h o o I t C1  asi 'A ITrees fy 9^hiter H I thinks that I shall never see a poem as lovely as a tree. A tree whose hungry mouth is prest Against the Tarth's sweet flozving hreast. tree tfiat looks at Qod all day, And lifts her leafy arms to pray\n1 1 A tree that may in summer wear A nest of rohins in her hair\nUpon whose hosom snow has lain\nwho intimate^ lives with rain. f I a Toems are made ByfooCs me, Tut only Qod can mal^e a tree. '*\u0026lt;a(atdc preparatory acheol U ifB C^DDSin^g A MANUAL FOR EDUCATING ANO MOTIVATING YOUR CHILO I 1 i I I i: r Introduction The rest of the nation seemingly is just beginning to ask why Johnny and Mary are so bored in school. I posed this question fourteen years ago when I left the public school system in dismay. When others were busy takiiig about fixing the students. I knew that it was the system and the teachers that needed fixing. I knew that Johnny and Mary America did rot need more labels, staining, inkblotting and measuring. I knew that Johnny and Mary America did not need more federal funds, grants, and gimmicks and things. They just needed more teachers who believed that all children are achievers, until they are taught too thoroughly that they are worthless. I also remembered nostalgically the lessons of history and thought of Abraham Lincoln, who at fourteen years of age had not learned to read. I also thought that if Abe had been a student in todays schools, he emphatically never would have become president of the United States. Poor Abe would have been put into one of our Zeitgeists learning disabled rooms. Thousands of visitors visit our school each year to see what they call a miracle. I call it common-sense, dedication, and the efforts of bright, energetic teachers who take personally the failure of just one child. While the rest of the nation is busy telling us to tell our children to just say No\" to dmgs. we. here at Westside Preparatory School are giving our children options. In other words, we have given them a multitude of things to say. Yes* to. In my opinion, it is easier to just say. No\" when we have choices of things to say. Yes\" to. Our children learn not from the banalities of seeing Jimmy and Sue mnning through the pages of a watered-down, easy-to-read-easy-to-leam basal reader, but the lessons of sticktoivness. perseverance, determination, courage, and our responsibility to give something back to the world. I personalty feel that dnjg addiction arises when people fail to take responsibility fortheir own lives. I feel that our children have failed to take responsibility lor their lives because we have failed to teach them these lessons in school. Any normless society is bound for real trouble. The lessons of history tell us this. The lessons in this book are simple, and consist of the kind of common sense that Ralph Waldo Emerson told us astounds people, but the lessons in this workbook do work. Try them and see a child's eyes holding wonder Ike a cup. Try them and see your classroom metamorphose into a miracle right before your eyes. Try them, and become the great teacher that you can be. .Z'7O 'v_ Marva N. illins Director/Founder ot Westside Preparatory School  I i I I I i 1. I p  Copyrighl 1989 by Mrs. Marva N. Collins A 501 (c)3 Non-Profit Organization 4146 West Chicago Avenue  Chicago, Illinois 60651 (312) 227-5995 No parts of this publication may be duplicated without the permission of Marva Collins Cover art: M. Sanders TABLE OF CONTENTS Phonics Drill 1 Caring the Marva Collins Way 7 A Proposal for American Schools 12 Listening and Teaching from Nursery Rhymes 17 Greek Mythology 21 Thinking and Listening Skills for Math 23 Miscellaneous Ideas 26 Excellence the Marva Collins Way 27 The Worst Mistakes Made in the Classroom 34 Monitoring Teacher Success in the Classroom 35 Developirig Effective Reading Materials 36 Proverbs 38 Why I Teach 42 PHONICSDRILL 2 ni-a Hl I I HI I I INTRODUCTION This phonics drill is designed to help students practice the many sounds for letter combinations. The drill is done with handclapping to create a rhythm that is fun and exciting for children. Learning phonics does not have to be tedious. These sheets are not designed to teach phonics. These sheets should be used as reinforcement only aft^r the spellings and sounds have been taught. Add your own words to continue the drill. Cry and crystal (repeat) _ The Y in cry now says i The Y in crystal rraw says i Nancy and tyrant (repeat) The Y in Nancy rxjw say^ e The Y in tyrant now says i Therapy arxt try (repeat) The Y in therapy now s^ e The Y in try now says i Physician and baby (repeat) The Y in physidan rxwr says i The Y in baby now says e Physical and adjustment (repea^ The E in adjustment now s^ i The Y in physical now says i Ski and read (repeat) The l in ski now says \"e _ The EA in read now says e Machiira and scream (repeat) The 1 in machine now says e The EA in scream now says e Steak and wealth (repeat) _ The EA in steak now says a The EA in wealth now says e Lead and led (repeat) The EA in lead now says? The E in led now says e Break and beak (repeat) The EA in break now says a \"Nobody will do your work for you. You have to trust yourself, act for yourself, speak for yourself, and be yourself. Crystal Marshall Age 6 B I d t e P s c h 0 0 I w e s t s I e P PHONICS DRILL The EA in beak now says e can I go out pwth the big boats? I By having Sttif-motivation, pftlf-determination, land self-confidence.\" Phone and enough (repeat) The PH in phone now says f The GH in enough now says ( Though and rough (repeat) The OUGH in though now says o The OUGH in rough now says f yinde Jean-Baptiste Age 6 t 1 a Christmas and chagrin (repeat) The CH in Christmas now says cr The CH in chagrin now says sh Arachne and chap (repeat) The CH in Arachne now says k The CH in chap now says ch Neighbor and straight (repeat) The HIGH in neighbor now says a The AIGH in straight now says a e before i usually says a* Receipt and size (repeat) The vowel signal E changes c to s' The s in size says s Leisure and zoom (repeat) The S in leisure now says z The Z in zoom says z Sell and peace (repeat) The S in sell now says s The CE in peace now says s because the vowel signal E changes c* to an \"s' Session and patient (repeat) TheTI in patient now says sh The SI in session too, says sh The vowel signal i changes *s to sh Curl and pearl (repeat) The R in peari controls the vowel ea and it neither says oh nor 53, the r in controls the vowel u and it neither says uh nor u Piece and peace (repeat) Piece and peace are homonyms__ They sound alike, but have different meanings. Homonyms change with the inside voweL Ache and cake (repeat) The CH in ache now says k The C in cake says k I e s t s 1 d e P r e p s c h o o I fl PHONICS DRILL-Beg and Beige Beg and Beige The G in Beg now says G The G in Beige now says J \"I will determine what I can do.\" Rug and Rouge Rug and Rouge Marcus Patton Ago 7 a The G in Rug now says G The G in Rouge now says J Mag and Magellan Mag and Magellan The G in Mag now says G The G in Magellan now says J Keg and Cage Keg and Cage V The G in Keg now says G The G in Cage now says J I Rag and Rage Rag and Rage The G in Rag now says G The G in Rage now says J Sag and Sage Sag and Sage I The G in Sag now says G The G in Sage now says J I Ache and Chap Ache and Chap 3 Ache says K and Chap says CH Trachea and Chin Trachea and Chin a Trachea says K and Chin says CH* Chip and Bronchitis. Chip and Bronchitis Chip says CH* and Bronchitis says K Charles and Children Charles and Children w e s t S I d G P r e p s c h 0 0 I L  PHONICS DRILL a \"God gave me a mind of my own, and I know how to use it.\" Charles says 'CH\" and Children says \"CH\" Beg and Beige Beg and Beige Adrianna Glanton Ago 7 The vowel signal e changes g to j, and hits the vowel before it arxf makes it say its itame. Supper and Super Supper and Super The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant in super and wo now have supper because the vowel signal is rww too far away to act). Dinner and Diner Dinner and Diner The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant and we now have dinner). Fat and Fate Fat and Fate 9a The vowel signal e hits the vowel before it and makes it say its Less and Lesion Less and Lesion The vowel signal I changes s to z The vowel signal i changes s to z Read and Measure Read arxl Measure The ea in read now says e The ea in measure now says? Real and Steak Real and Steak The ea in real now says e The ea in steak now says's See arxJ read See and read They both say e They both say e Candy and Bread Candy and Bread The y'm candy now says e The ea in bread also says? name. w e s t s I d e P r P s c h o o I  PHONICS DRILL Fly and High Fly and High The y in Fly now says i _ The igh in high now says i Charles and Andromache Charles and Andromache Charles says CH* and Andromache says K Chevrolet and Ache Chevrolet and Ache Chevrolet says \"SH\" and Ache says K Trachea and Chagrin Trachea and Chagrin Trachea says K and Chagrin says 'SH* Bronchitis and Champagne Bronchitis arxf Champagne Bronchitis says K and Champagne says *SH' Chalice arxf Charlotte Chalice and Charlotte Chalice says *CH* arxi Charlotte says *SH' Chord and Chain Chord and Chain Chord says K and Chain says *CH' Tp arxf Type T\u0026lt;3 and Type _ The vowel signal E hits the vowel y and makes it say long L Pan and Pane Pan and Pane The vowel signal E hits the vowel before it and makes it say its name artd makes it say its name. Rob arxf Robe Rob arxf Robe The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. Sam arxi Same Sam and Same \"1 am on the road I want to be on. I am on the road to brightness. Tia Hudson Ago 7 I ' * w e s t s 1 d e P r e p s c h o 0 I PHONICS DRILL The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. nt is my right to Sjcceed.\" Ran and Reign Ran and Reign dith Jones le 6 The a in ran now says A. _ The ei in reign now says A, now says A. Rub and Ruby Rub and Ruby The vowel signal Y hits the vowel before it and makes it say its name.... and makes it say its name. Sing and Singe Sing and Singe The G in Sing now says G The G in Singe now says J Cry arxf Dandy Cry and Dandy The Y in cry now saysT, and the Y in dandy now says E 1 Yet and Handy Yet and Handy The Y in Yet now says Y, and the Y in handy now says E 1 Machine and Bee Machine and Bee The I in machine now says^ Double ee in bee too says E 1 Read and Ski Read and Ski The I in ski now says E _ The ea in read, too says E Cat and Ice Cat and Ice t The C in Ice now says S (Because the vowel signal E changes C to S). The C in cat now says C Can and Nice Can and Nice  The C in can now says C The C in nice now says S (Because the vowel signal E changesC to S) d r e p s c h o o I w e s t s I e P I a CARING THE MARVA COLLINS WAY ' r/ '1 Prologue Often teachers develop belief systems about students and that is alright if those systems don't become rigid and inflexible, not albwing new evidence to come in and change them. Belief systems alter the way students are treated. If teachers believe that children cannot learn\nthose students, of course, will not learn. If teachers believe that the kind of home a student comes from has anything to do with what that child can achieve, then, of course, the curriculum becomes watered down and it becomes an impossible feat for the child to learn. I take the position that the more fetid a home environment might be. the harder a teacher must work to break that self-perpetuating cycle. When I worked in Chicago's public schools, I often heard teachers say, \"I am so sick of these children.\" When one takes this kind of attitude, it of course, rubs off on the children. If we are not excited about what we do. then children can sense this. Can we imagine a doctor saying. \"I do not believe this patient will ever gel well?\" When wo create a positive environment for our students, wo can see some miraculous things happen. When we expose children to the great world masterpieces in literature, we always ask them: \"Why are wo reading this?' We let them know that groat works are for great minds, and wo do consider their minds great. When we use a vocabulary book for the younger children entitled. \"VOCABULARY FOR THE COLLEGE BOUND STUDENT.\" we tell the students. \"YOU ARE COLLEGE BOUND.\" We give our students the idea that each of them are winners. When a child misbehaves in school, we have \"brainwashed\" them to respond to us when questioned about their behavior that they are just too bright to misbehave. This, of course, cannot be just a one day endeavor, it must be our consistent reply to them whenever a problem arises. Just as children respond to the \"brainwashing* around them before they come to school, we, too, at school must wash out the negative \"brainwashing\" and replace it with positive reinforcement. Just as the children have learned meanness, decadence, fetidness, and other negative attitudes, we must reteach them the positive forces npeded to win in life. I care a great deal about our children, and they know this. How do we convey this attitude? Consistently, we tell our children .that they are of royal blood, that they are born to win. We tell our children each day that they are special, unique, and this becomes a daily routine for our children. When we are constantly told that we are bright, we become bright. Of course, rhetoric is never a replacement for skills, and first we attempt to tell our children that they are bright, and then we use the positive attitudes that we have taught our children to encourage academic skills. We find that once we take care of the basic child, teaching then becomes an easier endeavor. Thousands of visitors come to visit Westside Preparatory School each year to see what they can a miracle. We call it dedication, common-sense, determination, and a love for our students. We hope that the following information will help you see some of the miracles others come here to see, and hopefully, too, your dassroom win become a beacon of hope tor our children.the children that will one day lead us. \"When we create a positive environment for our students, we can see somie miraculous things happen II \"I don't want anyone telling me what to do. I am the captain of m^ own life.\" Meghan Coleman Age 7 w e s t s I d e P r e P s c h o o I a -  } CARING THE MARVA COLLINS WAY I \"Nobody can tell me what I cannot do.\" Helena Hopkins Me 6 * is Why arent you going to continue talking to your friend? Child responds: \"Because I am too bright to waste my time.\" Turn arourxf sweetheart, your life is in front of you\nnot behind you. When one child calls another child a name or uses a racial slur then say. Perhaps you would like to make an appointment with God and say, \"God you made something ugly and I am angry about that\" When a student passes a negative note written about the teacher say, I love you too.\" Thon continue teaching. When a student insist on arguing a point, simply say in a soft and loving tone: \"I love you very much and I will not let you fail.\" When a student insist on talking more than they listen. Say, If God had meant for us to talk more than we listen, he would have given us two mouths and one oar, would you like to go arxf ask God for another mouth?\" Reinforce what has be^n learned in class. If a vocabulary word learned is in order, say to a child, I am chagrined at your behavior right now.\" Chagrin would bo one of our vocabulary words, or we often use the lines learned from Brownings sonnet, \"Lot mo count the ways I am going to punish you if you do not get in your seat.\" Or a child will write a composition as to why they are too bright to waste their time in school. We never use punitive lines to punish a child such as: I will rxjt chew gum.\" etc., or a child will stand an give an impromptu speech as to why they are too bright to waste their time in school, or they will find the etymology of gum if they insist on chewing gum. a To get a rather rowdy and noisy group from the bathroom, say, Out out little spots, you should have taken care of that foolishness at home.* This, of course, is from Shakespeares Macbeth. When a child makes a mistake, say, *# you cannot make a mistake, you cannot make anything.* Create an ambience of positivenass in the classroom where children learn that it takes more courage to be wrong than to play it safe without ever resporxling to questions. a As simplistic as it may sound, love moves the world. Children respond to love, positive feedback rather than negative programming. Remember, you must be different, they have heard the negative comments all their Bfe. 8 Do not be afraid to be wrong atvf to admit that you are wrong. None of us have all of the answers alt of the time. Have children proofread the blackboard for errors, remember, children cannot create havoc and find your errors too. Make children a part of the learning environment Write encouraging notes to chitdren\nnot just when they are in trouble. One troubled child got a note from me each dajt that said, \"Charles was very .very, very, good today.* and I signed it He looked forward to taking this note home each day to a very negative parent Soon the parent too. became positive, and the parent looked forward to receiving this note each day. When the child did not behave, I would say, *What do you have to do to get your rrote today?* This was all I needed to curb this child's behavior. Never resort to becoming child-Ike with your students. H a child persists in calling you names, consistently say, \"I love you, and whatever you may call mo or say, I still love you very much.' w e s t s I d e P r e P s c h o o I CARING THE MARVA COLLINS WAY Some students are not easy to I3\u0026lt;e, but never pick on a student If you firxl a student with undesirable behavior, go out of your way to like this student and you will find that one day you will like the student.  Never place problem students in the corners or in the back of the dassroom. Keep them near you, remember, we need to reach the troubled child quickly. Say to the class down, * I realize how tough it must be to go home each day and try to figure out a new act, and so I \u0026amp;m going to help you with your work so that your friends will think that you got smart all by yourself.*  I shall not complain all day because I did something wrong, but I will keep trying until I get it right, Touch students as you pass their desks, ask. 'Are you okay?* Never let students say. \"I cant*, say to them. We remove the T from cant and we have can.* Regina Marshall Age 7 Daily have the students repeat. * I am great, there is nothing that I cannot do. I am smart. I was born to win. I am royal. I am the greatest..! will not fail. This is a school where we learn to succeed...etc.* Do this each day. 1 Write positive notes on the childrens papers. When a child gets something wrong, do not redmark the paper, take the child alone and help them get the errors right Remember if they had known how to do the paper correctly in the first place, they would have done so. With child abuse being what it is today, avoid telling parents negative things about their children. You and the child attempt to solve the problems that arise in your classroom. You earn the respect and trust of your students, and you become a more effective teacher. Stay out of the teachers lounge where you will hear negative things that will make you less of an effedive teacher. Believe in your students\nlet m one break this trust Do not send students to the office. Remember, you, the teacher must be able to handle your own family and your own household.* Your household in this case, being your classroom. 1 Do rxjt become a two-by-four teacher bound by the four walls of your classroom and the two covers of a book. Dare to bring in extra materials. Never assign students what you have not read or do rwt know yourself. Never teach so long that you feel that you have aG the answers\nyou will never arrive in the Land of the Done. Do not become a slave to teaching aids. You must become the master of your classroom. Do not assign reading groups. AH children loam better when they are alltaught together. Read orally, not silently. i r Invite parents into the classroom rwf just when there is a problem. Have children write invitatwns to their parents that welcome them each day into the dassroom. Do rot talk to parents in academic vernacular which puts them out of touch with being able to communicate with you as a teacher. Be willing to bridge the gap with which your children come to you. Do not use statistics or the kind of home your children came from to determine what they can become. Remember Abraham Lincoln did not learn to read until he was fourteen years old. What possble chance would he have in our classrooms today? Do not predetermine that certain children will not learn certain things. All children will learn if wo w e s t s I d e P r e p s c h o o I 9 CARING THE MARVA COLLINS WAY I plan to succeed y doing my part, bother to teach\nthey will not learn if wo feel that they are too inferior to learn. Positive statements\nthere is no turning ack now.\" Brandon Collins 10 7 ...You can make your life anything you want it to be. ...Every person has free will and can choose to make their life better or worse. ...School can give you the tools to lead a better life. Wo all come to make life better. ...Tho knowledge you put in your head is going to save you. ...You are so clever and so bright. ...You can do it. ...There are no excuses for not learning. ...Today will decide whether you succeed or fail tomorrow. ...We shall work together. I am always hero to help you. Fl ...I don't know everything children. I am learning all of the time myself. I am just another human being whos lived longer than you. I am not smarter. I am rt greater than any of you. ...Let us do well and speak well. ...If you want to be a leader you must learn to lead yourself first ...You are what you learn. ...The world is rtot looking lor average people. ...Where there is no order there is disorder. Where there are ordered minds there is an ordered sodety. When a child is misbehaving say, *You knew how to do that when you came to school Doing that (name the behavior) is a good way to get a job isn't it? Someone is actually going to pay you (or doing that?* When reading and students are not paying attention say, *1 am not here to entertain you. There is a lesson here. We had all better start paying attention to these lessons or this world is surely headed (or trouble. I love you all the time even though I may correct you or disagree with you some o( the time.* , To a misbehaving child say. That is not how the brightest child in Km world behaves. You were bom to win, so don't make yourself a loser.' To a child who is worried about lunch time or dismissal say, 'Are you worried about getting one hour's worth of food when Tm trying to teach you how to get food for a lifetime?' When a child gave an incorrect answer say, \"Very good try but rx3t quite.* a 1 1 1 II w e s t s I d e P r e P s c h o o I  CARING THE MARVA COLLINS WAY a When a child is not paying attention say, Pay attention. Why? Because you are too bright not to. - 3' Statement to develop trust \"I love you and I am rxjt going to go home or to the teacher's lounge to talk about you behind your back. I am going to tell you the way it is to your face. Look at your (name a condition or a behavior: dirty face, tom shirt). Without a good education you will always have that (name the condition). I expect you to act like someone who is getting an education starting right now.' Concentrate and you will radiate. Hold your head up high so that I can see your bright eyes. \"Opportunity knocks only once, and if you don't heed it, you will regret it.\" Excellence is not an act but a habit The more you do something the betteryou will become. Both statements can be used to inspire practice when practice becomes tedious. Tasha Griffin Age 7 Trust yourself. Think for yourself. Act yourself. Be yourself. Imhalion is suicide. A statement reinforcing the importance of individuarity. Can you act like a bright child? H you know it. then show it? If you can do it, then prove it. State to the class that you have a room filled with mentally gifted minors. ADD YOUR OWN IDEAS. \u0026lt; \"You can make your life anything you want it to be v 11 w e s t s I d e P r e p s c h o o I V IA PROPOSAL FOR AMERICAN EDUCATION I Will pursue fcpiness.\" America will no longer be labeled A NATION AT RISK when the following changes occur in all . school systems: minah Darby  St , f: b '5 S' El 12 1. Fewer studies done and loss rhetorizing about our problems and work harder at the problems. Rather than getting it written let's get it right. 2, When wo cease blaming the students in America for the failure federal dollars created. 3. When we learn to teach earth science, chemistry, and other sciences beginning in grade four. When we hire the brightest of the crop to teach rather than hiring the dullest graduates who cannot find employment in other fields. 4. When educators stop spending so much lime writing what children cannot do on their evaluation sheets and begin to spend that time teaching and planning. 5. When we remove the audio-visual aids from the classroom and use the innate tools given manthe brain, curiosity, and a determination from educators that they will not let children fail. 6. Science and math teachers must be specially trained to teach these subjects, and not thrown into a classroom to teach a subject they are not prepared to teach. 7. Teach geography classes beginning in grammar school. Geography is rarely taught in most American classrooms. 8. Extend the school day from 8:00 until 4:00 with Saturday classes for poor achievers. 9. Prevent drop-out by providing poorer students or high-risk students with better teachers who are paid for performance. 10. Students usually drop out of school rx3t because they want to but because elementary teachers deprived them of the needed foundation to succeed in school. Students should be tracked for non-failure from the time they begin school. The first three teachers should be held responsible for those children reading below grade level by the end of third grade. It is too late to worry about failure in our students when they have already failed. 11. Teachers who prevent drop-outs through high motivation should benefit from higher pay. These monies are cheaper than building more and more incarceration centers. 12. This same program will also improve the rate of competent college graduates. They lack basic skills that should have been offered in grammar school. 13. inspire children and students with good literature so that they will become fife-time learners and will continue to read serous books and master new bodies of language. Usually with a graduate degree American students cease learning. 14. Children must return to writing a daily precis and compendium so that they are not forced to go through fife thinking by the mile and writing by the inch. Writing should begin in kindergarten, and children should be taught to follow the guidelines for writing, as well as creative forms. One w e s t s 1 d e p r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION fl cannot master creative writing until you have the basics. 15. Eliminate extracurricular activities until students are achieving at least one grade level above their present level. Why participate in extra activities until we have mastered the necessary ones. Competitive sports and other activities can stunt a student's intellectual growth if over emphasized. 16. We could prevent incarcerations and psychologically depressed citizens by making certain that each student learns to feel good about themselves beginning in kindergarten. The good teacher will always make the poor student good and the good student superior. 11. There must be more uniformity in the American curriculum rather than each state doing its own thing. There should be a compulsory education act that would require all students remain in school until they master the ninth grade curriculumnot according to age but according to ability. This would lower the dropout rate arxf decrease the nation's deficit fortaking care of failing dependent citizens. \"Our ancestors have come too far in this bloody mess. As Dr. King has said: \"Kee[ the Dream alive.\" Jason Swan Age? 1 8. There should be a wider scope of educational television utilized in America. 19. We must begin to use standardized tests not just to measure acquired knowledge. Realize that success depends not on innate ability, IQ, or general aptitude, but on the capacity to use innate ability for disciplined study. If an American child scores well on a test, we declare them acceptable,* but can they think well enough to use the knowledge they possess? 20. Memory work must return to the American curriculum. To knowfactsforaday is not teaching, it is performing for a day. 21. American students and teachers should be required to pass the same test. We would be astonished at the large proportion of teachers who would fail an eighth grade examination. 22. We should motivate students to realize that success or failure in school reflects on us as a nation collectively and also on our families. We should compete with each other to become lifters not leaners. 23. A spedal ceremony should be held for all teachers in this country who have made certain that all their students excel in class. 24. There must be more competition among schools to turn out the best students. This to me is acting collectively for the country. 25. Once a student enters an academic institution, they should not have to worry about being terminated for academic failure. This allows the student to develop a feeling of belonging in a mutually supportive group environment When a student does enter a university or the work world the student will have learned to consistently internalize attitudes about hard work. 26. Our grammar schools must become places which begin to teach children language. English, social studies, arithmetic, science, music, health, physical education, industrial arts, sociology. Great Books, foreign language, and geography. They must not be day-care centers and play centers. 13 h d I c t s 0 p r P o e e e s I w sh \"Before kingdoms can change, men must change. That Is what I will try to do with my life, bring about change.\" Kenneth Simmons Age 12 1 9 [9 ^1' 14 A PROPOSAL FOR AMERICAN EDUCATION 27. Rather than school superintendents sitting behind desks laden with paper, enunciating hopes and expressing principles, they should get into the classrooms and make certain that all teachers are motivating, teaching, and producing litters for the world and not leaners on society. 28. The curriculum for American schools should be prepared by excellent classroom teachers and not the experts who have never taught a day in their lives. 29. Oral presentations should return to the classroom. Children should be encouraged to speak standard English, in complete grammatically correct sentences. They must do more writing and less marking of true or false on prepackaged lesson plans or sheets run off on a mimeographed machine. This is one reason for the decline of handwriting in our country. 30. Textbooks must bo well-written, theeasy-to-read, oasy-to-teach method must bo eliminated. The text must cease the banalities of: \"See Jane and see Spot.\" Our books must bo filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought. 31. Daily compositions should follow each reading to make certain comprehension of reading material has taken place. In America there are thousands of inferior publishers of textbooks for children. Only the best publishers should be selected and a high standard must be set as a criterion for these publishers so that inferior materials will never reach the hands of our children. 32. There are no national standards for writing textbooks which are used in American schools. Yet there are standards for success orfailure in our society. Wo then have boon very hypocritical. Real textbooks should be used in a real world. 33. Every parent must be assured that his child win be presented the knowledge and well considered ideas of tho best educators. Tho best education for some is tho best education for all, in terms of national security and national longevity. 34. Teachers should be retrained or retested every two years. This would keep teachers learning rather than settling for complacency. 35. Discipline will cease to be a problem when the academic situation in schools begins to challenge the children rather than boring them. When one learns how to tick, they ultimately want to learn to tick better. 36. As well as giving standardized tests, oral tests should also be administered to students in America. Special attention should bo given to pronunciation, emphasis, inflecton, and pause. Tho students should road both intoingontly and intelligibly. Twenty linos, at least, should be read byeach candidate. We will then realize that poor reading instruction or no instruction has been given our students. ORAL roading is all but extinct in American schools. 37. Standardized national graduation requirements should be established for every American state. 38. There should be an opportunity for new teachersto conference with olderteachors who have w e s t s 1 d e P r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION-demonstrated success with their students. These meetings should occur after school atxf on weekends. 39. There should be a definite criterion for each teacher to follow rather than a, Do your own thing* kind of ambience in the American dassroom. 40. Less experimentation and innovation. These things should be kept to a minimum until all children have mastered basic skills. \"I am a leader. I work hard, and I care how my work looks. I have pride in myself, and everything I do.\" fl ia I I 1I B1 LI a 41. Each local school should be tested by an outside testing source. Many of the funds presently used for studies and other such nonsense could be used to have objective testers test each school district. This would automatically point out the good and bad teachers. 42. A federal agency should set standards to define what students at a given age must know. No national data is presently used to determine how well schools are doing or how poorly they are doing. 43. American schools are so prepared to accept that some students are unteachable that they give up on difficult students. We as educators must see to it that every student in every classroom has achieved grade level by the end of the school year. Students must not only be given an opportunity to learn, but we must make certain that they do learn. 44. American schrxjis spend far too many tax dollars for cleaning personnel ratherthan teaching students the responsibility for their own cleaning. Teachers and students could share the cleaning responsibility. 45. Discipline can be taught through ethics, morality, and philosophy. These courses are extinct in today's schools. An exemplary way would be to read about great men and great deeds in reading class. Students must be erxxiuraged to talk about their inadequacies. When discipline problems occur, a visit should be made to the homes of the students to remind parents that a black mark* on a students record can mar the child's future success. 46. What children learn in real He is out of step with our present curriculums. Standardization of curriculum makes for special mobility of pupils a less serious problem. 47. No student should not be passed along until all requirements for universal citizenship have been met Passing students along only creates disgruntled and angry people that end upon relief rolls or incarceration centers. These students will never compete in the marketplace until we have a standardized curriculum for all children and untS good dedicated teachers refuse to let students fail 48. If we attempt to educate the entire population in America rather than meeting the needs of some, we will find the failure rate in the country rapidly decreasing. 49. We must provide standardized opportunities for aO groups of people in America so that we may dare to have a universal bench mark to gauge performance. The burden of performance will fall upon the individual student if we as educators have supported them in every way possble to ensure that no child fails. Aisha Jean-Baptiste Age 12 I w e s t s I d P r e P s c h o o I  1 w I APTOPOSAL FOR AMERICAN EDUCATION ^hat you do day, reflects lupon tomorrow.\" hl lahil Liddell Age 12 h 3 16 50. Work organizations cannot demand high standards from workers until those standards have been taught in schools, in a society that will except nothing less than excellence from every student. This would automatically boost our sagging economy. 51. For students with special needs, educational television courses could be utilized. Data would be collected by a national federal agent in order to gauge the success of the televised courses. The agent would also be required to see to it that those skills in which the students lack most would appear on educational television. These programs cannot bo based on popularity, but on the basis of meeting educational needs and conveying informative content. 52. Students that achieve in high schools should meet with their respective teachers in a national yearly forum to bo honored and to discuss how they can collectively help poorer students roach their potential. This also helps to teach national unity. 53. Teachers should teach their peers al least once a month. The teacher should then bo critiqued by his colleagues. 54. Students should evaluate their teachers and give them report cards too. These evaluations should be examined in a group session attended by teachers and students. This would encourage teachers to become responsible for their performance, and to give them an opportunity to explain their deficiencies. Presently it is only one hand clapping, and that is the hand of the teacher. 55. Every student should have his work posted, even if the papers contain errors. This encourages students to continue trying. Instead of posting commercial bulletins use the work of the students to decorate your school. 56. Schools should become more supportive of children. We must teach the total child. Rather than dwell on what the student has not accomplished, we must concentrate on what they can do. The average child hates school and this indicates that educators have failed. Our books must be filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought.\" I i d h I 1 P e P r e s I c s s o e oLISTENING AND TEACHING FROM NURSERY RHYMES Grades Kindergarten-Second Jack and Jill went up the hill To fetch a pail of water. Jack fell down artd broke his crown. And Jill came tumbling after. \"Hope alone is not enough. One must work to make drea come true.\"  1. 2. 3. 4. 5. 6. 7. 8. How many people went up the hill? 2 What were their names? Jack and Jill What word means to get or obtain? Islsdl Do we use the word fetch today? In what did they put the water? ajlsS. How do you know? The ooem tells me so on line 2. Who fell down first? j/acfl What word means rolling? tumbling Spelling and Seat work Jack water Jill tumbling hill after letch Complete the sentences: 1. Jack and went the fell and broke his to fetch a____ of and came after. Thomas Lewis Age 13 I Teaching punctuation and proofreading from blackboard until children learn the skill. I 1. jack end jille wente Upe teh heal 2. jack felle downe 3. fill caem tumelin aeftr 1 STEP THE WORDS Turn Iblii rI Play blackboard game, \"Give Me a Vowel\" Child must say, *ni take an a . m take an 4 an eforwent, a ufor up. They continue untit they finish all the sentences from Jack and Jitt. Have children write letters to Jack and JiH and illustrate letters. Put a sample letter on the blackboard. You have now given them enough exercises to avoid spelling errors. w e s t s I d e P r e P s c h o o I p I LISTENING AND TEACHING FROM NURSERY RHYMES A leader always Listening and Comprehension Skills cognizes what important. A flower always ^ognizes the rlvial.\" 3' \u0026lt;gG 12 ha Vaughn 9 1 Z I el L1 9 9 18 Little Boy Blue Come blow your hora The sheep are in the meadow. The cows are in the corn. Where's the little boy. Who looks after the sheep? He's under the haystack. Fast asleep. 1. What is the boy's name? Little Bov Blue 2. Why do we use a capital T.'. capital \"B' and capital \"B\" in the first line? They are someone's name. 3. What doos Blue blow? A horn. 4. How do you know? Line two tells me so. 5. Where are tho cows? In the com. 6. Why aren't the sheep in the corn? Sheep do not eat com. 7. Whore are tho sheep? In the meadow. 8. How many sheep are there? How do you know? Here vou can develoo the concept of singular 9. Is Blue dependable? Why or why rtot? 10. Whore is Blue? Blue is under the havstack. 11. What is Blue doing? Blue is fast asleeo. 12. Do we sleep while we work? Talk about good work habits. 13. Why do you think the boy is called Blue? 14. Discuss homonyms, blew-blue Use orally h sentences. Spelling and Seat Work from Little Boy Blue Little Boy Blue com asleep cows meadow sheep haystack II I Complete the Senterx^es: 1.______________________ 2. The sheep are_______ 3. The cows are in______ 4. Littla Boy Blue_______ come blow your horn. fast asleep. Teach Punctuation and Proofreading from the Blackboard 1. little boy blew come bowl your hone 2. the cows is in teh cone 3. wheres leh lell buoy who kxMcs aeftr teh shep e s t s I d e P r e p s c h o o I f s LISTENING AND TEACHING FROM NURSERY RHYMES I Step the Words fit ~~LlLe hi stack mea Idow aJ sleei Have one child interview Blue as to why he was not watching the sheep. Have an anchor person do the news of the day's events of the sheep and the cows and Farmer Jones' loss over Boy Blue's laziness. \"I want to get a good education, in order to teach those that are considered unteachable. Fannie Hopkins Age 13 Directions for Listening and Thinking Skills Farh child is given the figures above on a xeroxed sheet. The teacher reads the directions, the children listen and follow the directions. 3 1. K Boy Blue's name was Boy Red. write the sum ot two plus one in the first figure, which is a triangle on line two. If Boy Blue wore blue, write yes in figure one on line one. 2. If Boy Blue fell asleep, write your name three times under the third figure on line three. If Boy Blue did not fall asleep, write the other word that also says blue, but is not a color, under the third figure on line three. 19 e s t s I d e P r e p s c h o o I w 1 LISTENING AND TEACHING FROM NURSERY RHYMES \"A leader does not limit his options.\" 3. If the cows are in the meadow, write the boys last name in the first figure, which is a square on line 3. If the cows are not in the meadow, write the sum of one plus two over the last figure on line three, which is a triangle. Kortez Eaton Ago 13 *As with any exercise, cons'tstency and dose teacher observation is a must at first until students perceive the idea. The geometric figures can be used with math, algebra, science, literature or any subject Here, the entire group must listen. This alleviates discipline problems, and creates thinkers. It does however require an active not a passive teacher. TEACHING MORAL AND THINKING SKILLS WITH THE FAIRY TALES a Jack and The Bean Stair 1. First of all, wo cant plant a seed overnight, and have it grow overnighL 2. Was it right to kill the giant because it was evil? 3. Do we commit wrong against someone who has wronged us? 1 Developing Characterization: Jack was: courageous', determined The Giant was: evil, a thief, large, obese, had a voracious appetite, loved money and things. I I i Goldikxks and the Three Bears LI 1. Why wa have three* in stories El a Ei 2. 3. 4. 5. 6. 7. 8. 9. a. the Id b. the ego c. the super-ego Why was Goldilocks allowed to travel away from home alone? Where were her parents? Did the parents search for Goldilocks? Why did the bears leave the door open? Do we just walk into people's homes arxl eat their food? What kind of little girl was Goldilocks? What do you think her parents said to her (Goldilocks) when she returned home. Recreate a conversation between the three bears after Goldilocks escaped bears regarding Goldilock's destruction. 11. Have the children dramatize Goldilocks and the Three Sears where the story line is changed to Goldilocks going for a walk alone and meets the three bears. Mother Boar b^ins to ask in a motherly voice, \"Child, why are you out hero aloner Baby Bear says, 'Please Mom, can she come home and play with me?* Develop dialogue from this point varying the traditional story. E I w e s t s I d e P r P s c h o o I 2j H GREEK MYTHOLOGY S Read Prometheus and Epimetheus. Pandora. Compare the Greek version with Genesis. Compare Pandora to Eve. Make a written list of famous couples: \"To have no goals in one's life is a sin. I I *I Adam and Eve, Prometheus and Pandora, Napoleon and Josephine, Prometheus and Pandora, Macbeth and Lady Macbeth, Romeo and Juliet, Baucis and Philemon, Samson and Delilah, Anthony and Cleopatra, Julius Caesar and Cleopatra, Medea and Jason, Troilus and Cressida, Joseph and Mary, Jack and Jill, etc. Have students write letters to their favorite couple. Assign homework research on other famous couples. Why are they famous? Assign famous couples' names for spelling. Read Orpheus ar^ Eurydice. Compare Lot and his wife (Bible). Have one person interview Orpheus after his departure from Hades. Rhonda Carroll Aga 13 ETYMOLOGY il Have children find Greek words that are still used today. Learn from where/whom they originated. ifi I Siren - from the Greek Sirens, who are very loud. Echo - from the Greek Goddess, Echo. Hectorian - from Hector of the Iliad. Cereal - from Ceres, Goddess of grain. Bacchanalian - intoxicated or drunk from the Greek god Bacchus, god of wine. Terpsichorean - a fine performer or dancer from Terpsichora. r Muse - from the nine Muses meaning to think, study or as in museum meaning study ol mankind. Have the students memorize the nine muses: 3 1. Terpsichore - Muse of dance. 2. Erato - Muse of love and poetry. 3. Calliope - Muse of heroic poetry. 4. Melpomene - Muse of tragedy. 5. Clio - Musa of History. 6. Urania - Muse of astronomy. 7. Polyhymnia - muse of sacred song. 8. Thalia - muse of comedy. 9. Euteipe - Muse of lyric poetry. (symbol: laurel wreath). (symbol: the lyre). (symbol: the magic harp). (symbol: the magic mask) (symbol: laurel wreath). (symbol: the compass). (symbol: the veil). (symbol: a staff). (symbol: the flute). Have your students write their own myths. Dictate to sentences, daily, trom readings. Then diagram on the blackboard. Proofreading sessions... 1. jason sot the goldun flees 2. hector was a bully 3. pandora was two qurious 4. Orpheus sad do knot luk bake 5. eurtdice did Knot obeye d e P r e p s c h o o 1 w e s t s I a GREEKJVIYTHOLOG Y AM lleeaadaeerr rh as ^iomething he or she works joward. A follower lias something he or she works ligainst.\" Have a Greek Myth contest. (Divide the class into groups). The teacher begins a statement, students finish it or guess characters from the clues given, e.g: 1. In Greek mythology, I was tho first woman. (I am Pandora ) 2. I could have escaped Hades, but I looked back. (I am Eurydice.) 3. I fought in the Trojan War. I am known as a bully. (I am Hector.) 4. I helped Jason find the Golden Fleece. (I am M^ea.) VOCABULARY David Lyons Ige to Oevebp 20 words from each myth. Have students dramatize Orpheus and Eurydice. Invite another class. Have one child do research on Ovid, who wrote The Metamorphoses. Have that child pretend to be Ovid, and come in to speak to the class. Students should take notes and ask questions. TEACHING THE EPICS Sortg of Roland (French Epic) Nibelungenlied' (German Epic) say knoe-buh-lung-en-let \"El Cid (Spanish Epic) The Epic of Gilgamesh (Sumerian Epic) 3,000 years old An epic is a long narrative tale of some heroic deed and it begins when the action has already begun. All epics begin in Madias Res in the middle of things, say mee-de-yuhs race (a Latin term) America does not have an epic because we are not an ok) enough country. 1: 22 I w e s t s I d e P r G p s c h o o I THINKING AND LISTENING SKILLS FORMATK A r 1 a/ \"Followers don't think about what they are saying, they just say an^hing.\" Preston Collins Age 12  El -V.c,I B AA A aa n 0 19 I Each child is given the figures above on a xeroxed sheet The teacher reads the directions, the students fisten and follow directions. 1, H one-fourth plus three-fourths equals two and one-haH. then write the author of Macbeth in the first figure on fine one. If seven-fourths plus three-fourths equals two and one-half, then write the product of 9 x 9 over the third figure on line two. which is a triangle. ? H the square root of 81 is seven, then write the sum of eight plus seventeen, minus one in the first figure on line three. If seven is not the square root of 81. write the sum of seven-eights plus w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH two-fourths inside the last triangle on line three. *'l am a leader H because of my talent to manage crisis situations.\" 3. If 8 times 8 plus 5 equals 67. write the product of 7 times 7 beside the second figure on line two. If 8 times 8 plus 5 does not equal sixty-seven, write the nine Muses inside the second figure on line three. Pierre Rachal Age 13 4. Add the numerals 78.69,128,212. Write the sum, minus 17, over the first figure on line one which is a square. 5. Add six and two-eights plus eight and two-fourths. Write the sum underneath figure 2 on line one, which is a triangle. 6. Divide 795 by 3. Write the answer underneath the second figure on line two, which is a square. 7. If seven times eight equals 59, write your first name, five times in front of figure two on line two which is a circle. 'NOTE: For younger children, use the same geometric figures, but use appropriate Math problems. 1 Try Rapid Ouesfnns Ask child one: *7 plus 8* Ask child two: \"Plus 2*' (15 plus 2-17) Ask child three: \"Minus 8* (7) Ask child four \"Plus 18\" (25) Ask child five: \"Minus 4\" (21) Do this quickly. If a student is not fast enough, continue the rapidity. This promotes agile thinkers and promotes good discipline, for correct answers depend on rapid thinkers and good discipline. This same approach can ba used for any subject. Ask child one: \"What are the seven continents?\" Ask child two: \"Can you repeat the confinents in the same order. Then include the five Groat Lakes.\" Ask child throe: \"Repeat the order of the continents, Groat Lakes and name five steles in our country.\" A lack of memory work is why students do so poorly on tests and on general tasks. Have a student repeat a Rtany of numbers such as: 7. 8, 9, 12. 18. 24 Ask student number two to repeat the same numbers backwards. If wo want woll-disciplinod classrooms we must give children a reason to Rston rather than bo authoritative. \"Bo quiof usually falls on deaf ears. w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH _ -fj  -i\n\"I will lead myself. I will discard the wishes and whims of others.\" Continue the pattern\n1) 2) 3) 4) 6,12,18.24, 7,14,21.28, 2. 4, 6, 7. 9, 10, 12, 14, 15. 17. 4. 2. 8. 3.2.6. 7.2.14 Tiffany Owens Age 12 I 5) 6) 9x9. 8x8. 7x7. 6x6. 3x3. 2 + 7.  + 2. S 25 t s I d e P r e p s c h o o I w e s  MISCELLANEOUS IDEAS 'No one can ake my mind away from me.\" Poems Keeping His Word by Henry W. Longfellow House by the Side of the Road by Sam Walter Foss eidah Ashshaheed Age 13 Stories The Ugly Duckling by Hans Christian Anderson The Selfish Giant by Oscar Wilde Damon and Pythias Book Silas Marner *No greater love has he than he who would give up love for a friend.\" The Bible SYMBOUSM These stories represent kindness arxf friendship. Teach the poem Somebody's Mother (learn from memory) Composition-Oiscuss friendship. Each student participates. Write a class contributed sample on the blackboard. Have children copy in rxatebooks, then assign compositions. Have two students interview each other regarding some unusual friendship happening. Use a TV interviewer and subject Dictate sections of a good paragraph from one of the previous books read. Take spelling words from books read. Diagram ten sentences daily from books read. Teach the eight parts of speech from books read. Cross out the one that does not belong: 1. 2. 3. 4. 5. 6. 7. 8. 9. Hades, Orpheus, Eurydice, dark. Cavern, blood, stygian Dante, Divine Comedy, Inferno, Alighieri, Mitton, purgatory Charles Dickens, Worst of Times, England, Irelarid, Little Dorritt Between Good and Evil, Dostoevsky, Nietzsche, Fredrick, German Ydor Happy Prince, par excellence, emeralds, ruby, diamonds, bird, good heart, Oscar Wilde Nectar, Athena, Hera, Cupid, Lady Macbeth, Narcissus, Terpsichore, Erato Telemachus, Ulysses, Circe, No-Man, sirens, shipwreck. Pandora London Bridge, Little Miss Muffet, Jack Sprat, Prometheus, Jack and Jill bete noir, denouement, chagrin, creme de la creme, potpourri, fabulous, bon vivant to. Rome, Copenhagen. Venice, Paris, Bonn, Austria 11. final, finish, begin, complete, end, thats all I w e s t s I d e P r e P s c h o o I  EXCELLENCE THE MARVA COLLINS WAY The Habit of Winning by Manra N. Collins Winning is not a sometime thing. You don't win once in a while. You don't do things right onca-in-a-whib. You do them right all the time. Excellence and winning must become a lifetime pursuit There is no pbce in the worb for second-best pursuits. The seoorid-best in life is for losers, ft is and must always be your zeal to do all that you can to ensure that you will be first. \"Without leaders followers are afra to do anything.\" Frank Borom Age 14 \u0026lt;   1 The objective in life is to win by carrying your own load. This does mean that you walk over the excuses made by others for not succeeding. Those who win always refuse to have others lift their bads for them. Winners in life refuse to become leaners\nthey prefer to lift the bads of life. Winners in life do not bemoan the diffbulties of life as problems. They see what others call a problem to be a challenge for them. Things will often go wrong in life as they often do. The road will often seem difficult and many will tell us in life, It can't be done.' Never however, give up and shout budly and bng, I will be the one to do what others sab coub not be done.* Don't give up a task with a sigh , but stick it out until you have captured the victor's cup knowing that on the day of victory none of us are tired. The goal is often nearer just when we decide to quit trying. Success is usually failure in disguise. The silver tint of the cbuds may only be doubt, and we will never know how cbse we were to winning until we dedde to give up. Even when we are hardest hit in life, never quit The person who wins in life is the person who realizes that they are bom with all the qualities needed to win in life. We have two hands, two eyes, a brain, and the equipment that we all have in which to win in life. Aint Got Time by Marva N. Collins I ain't got time to shed rw tears I will be gone in a few years. And the time I spend with our chibren of today. Hopefully will make their worb better in every way. There are just too many chibren to save before I die. So every moment must be used to teach our chibren to fly. I must teach them to be unprogrammabb They must be in command, Every black boy must bam to b e a real man and bad others to a free land. So. I ain't got time to talk back to you to answer your criticism w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY gi believe that a Hl an really achieves success when he is Ijolng something he wally wants to do in life.\" There is just too much for me to do. Success for our children is all too few. And saying what our children cannot do is not now. Too many of my people are poor and blue And, so you see, I aint got time to talk back to you. Thore is just too much to do. eeb Thomas Age 12 I am Excellence by Marva N. Collins I bear the flame that enlightens the world. I fire the imagination. I give might to dreams and wings to the aspirations of man. fl J  28 I create all that is good, stalwart and long-lasting. I build for the future by making my every effort superior today. I do not believe in can\",, might-have-been, or maybe. I will find a way or make my own way. When society draws a circle that will shut me out, I will design my own circle that will draw mo in. I am the parent of progress, the creator of creativity, the designer of opportunity, arxf the molder of human destiny. Because of me, man holds dominion over himself, his home, his community, and his world. I leash the lightening and plumb the ether. From out of the shadows of the past I come wearing the scars of mistakes made by others. Yet I wear the wisdom and contrbutions of all ages. I dispel yesterday's myths and find today's facts. I am ageless and timeless. I have no time for vice, crime and destruction. I banish mediocrity and discourage being average. I can function in pleasure or in pain. I can steel the will to do what must be done. Fortunate are the individuals, communities, and nations that know me. Men and the world are my workshops. Here I stir ambition, forge ideas, and create the keys that open the doors to worlds never dreamed. Earth awakes unfolding to me. Life is always calling me. My greatest success is yet to be discovered. I am the source of craat'ion. the outlet of inspiration, the dream of aspiration. I am excellence! Won't you too light my candle? Please don't let me flicker away.  w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINSWAY-The Creed by Marva N. Collins Society will draw a circle that shuts me out, but my superior thoughts will draw me in. I was bom to win if I'do not spend too much time trying to fail. \"My definition of success is when all black children are literate and have good jobs.\" I can become a citizen of the world if I do rwt spend to many energies attempting to become local. Oan*iel Kendricks Age 13 I will ignore the tags and names given me by society since only I know what I have the ability to become. 1 I will continue to let society predict, but only I can determine what I will, can, or cannot do. Failure is just as easy to combat as success is to obtain. Education is painful and not gained by playing games, but I have seen failure too destroy millions with promised hopes and broken dreams. a While I have the opportunity, I shall not sit on the sideline bitter with despair and wish later that I had become a literate lifter of this world instead of a failing leaner. H I will use each day to the fullest. I promise that each day shall be gained, not lost, used, not thrown away. Yet it is my privilege to destroy myself if that is what I choose to do. I have the right to fail, but I do not have the right to take my teacher and other people with me. I God made me the captain of only one life, my own. Therefore if I decide to become a failure, it is my right Ia We were all promised a pursuit of happiness, and that is what I must do, pursue happiness and success for myself. No one will give it to me on a proverbial platter, and no one will care as much about me as I must care about myself. But I must be wilting to accept the consequences forthat failure arxf I must neverthink that those who have chosen to work while I played, rested, and slept, will share their bounties with me. u I will wave proudly my flag signifying that I am a failure by choice. But I will never envy those who have selected to wave their unfurled banners announcing their success. My success and my education can be a companion. Which no misfortune can depress, no crime can destroy, no enemy can alienate, no envy or names can hurt me. a Education and success can be a lifetime solace. It guides goodness, it gives at once grace and genius to governments, communities, cities, townships, villages, homes, and palaces. Without education, what is a man? A splendid slave, a savage, a beast, wandering from here to there believing whatever they are told. God is not some cosmic bellboy who comes at my beckon and call. If I want to achieve, the first step must be my own undertaking. Lkewise. if I want to fail, that too is my choice. Time and chance comes to us all. Whether I decide to take that time and chance is indeed my own choice. w e s t s I d e p r e P s c h o 0 I 4 EXCELLENCE THE MARVA COLLINS WAY \"My definition of success would be to graduate from Harvard University.\" I can either be hesitant or courageous. Life does indeed maroon the hesitant arxf inspire the brave. a I can swiftly stand up and shout, 'This is my time and my place. I will accept the challenge, or I will lot others make my decisions for mo.' a Seidah Ashshaheed Ago 13 I Am Teacher by Marva N. Collins I am teacher, I am ancient as Jesus himself or Socrates. I am more than ancient, I am eternal. I mold my students for the future by making today different, my dassroom is a workshop where all children find the opportunity to give might to their brains. Hero they can plumb the ether arxJ shackle the lightning. When the first trees, flowers, and grasses appeared I was here... I was the teacherthat taught the universe the beauty of the trees... The fragrance of the flowers... It was my student's words that recorded the first history of mankind. When men and women struggled to find the good nhem,* I influenced them to never let the \"bad\" conquer the good, thus enabling them with the powerto go through lilerwith dear and unfettered channels. I am all ages and times I have inspired men and women with lofty thoughts, determination, and perseverance. I make my students excited about the voyage of life, I refuse to have any of my students sit on the side lines catching the crumbs of the mainstream. I hurt when my students hurt, I am sad when they are sad. I understand their private pain and I help them succeed despite their denial that they need my help. I do not believe in stanining. inkblotting, and measuring my students. I believe that all of them can achieve if they are rat taught too thoroughly that they cannot achieve. What Shall I Tell My Students Who Are Poor by Marva N. Collins What shall I tell my children who are poor? Of what it means to bo judged by where one lives? What shall I ten my students who are the day, sculptured by my humble hands? 30 What shall I tell my students who did not grow under my heart, but whom I have allowed to enter my heart? How can I tell my students how bright they are when everywhere they turn they see failure, fetidness, decadence, and statistics of how miserably they have failed? How can I teach my students that hope does rat have to be yesterday's scattered ashes or a dingy yellow sheet flapping over a dismal alley? 8 1Ia e s t s I d e P r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY I a The poor cannot travel, the poor never have enough of anything, not even dreams. The poor cannot make decisions. The poor are isolated into forgotten regions where conditions become more and more decadent that makes way for those more verbal than they to speak for them. a What shall I tell my dear students raised in a world where everything that is good is given to the heirs of the rich? How can I tell my dear students that they must begin to be the generic heirs that will make tomorrow different because together, we dared to dream today? a a I \"i will know I am successful when I have helped the needy and the BlacI Africans of America What can I say to give my students strength, fortitude, perseverance, and the determination to rise above today's poverty and to reach out and touch another man who may have lost his way? What shall I tell my students who are poor when the teacher's guide not once alludes to the hurt that is inside of them? What shall I tell my students who are poor how to ignore the injustices of an imperfect and callous world and to learn despite the many wrongs of society? What can I say that will make my students grow strong and make such gigantic contributions that even the most apathetic person will feel shame at having ignored their inalienable right to become first class citizens. Rhonda Carroll Age 13 I What can I tell my students who are poor of how much they are needed to discover a cure for cancer. Or to chart the course for others who trod the same fetid ways that he once knew? How can I teach my students to survive for the good of all humanity? How can I teach my students that to hate and to get revenge with our adversaries is to keep our own wounds green? I 1 What shall I say about the truths that have often been obscured arxl omitted. I now find that I have much to say to my students who are poor. I will demonstrate by example that to be number one is to never look back at number two lest we trip and fall. I will tell my students the illustrious stories of the poor children of old and how with perseverance, sticktoiveness, and yes with a good teacher somewhere in between, these same poor men grew up to make some of the greatest contributions ever made in America. I will take my students to the once upon a time era, when men, because of their poverty burned the midnight oil while their fellow men slept in order to make sure that the setting sun in which they were bom would one day rise and give off and illuminating light. This light would announce to the world that difficult does not mean impossible. 1 I will say to my students who are poor that if their lives are ever to be better, then they are the ones who will have to do it. Yes, I will tell my students that if the ghetto is ever to become a part of history, that it is they, my students today, who must envision rebuilding tomorrow using the toil of their own backs, the might of their brains, and the vision of a dream that they did not allow to die. None will do it for them. So this I will do for my students because I love them. My children who are poor must find the truth for themselves and pass that truth on to their children arid to their children's children. In years to come, I believe that I have armed my children with the ability to fish rather than having a fish given to them, that their children's children will venerate them. Then of course, my love and guidance will not have been in vain. For my students who are pdor, it is education arxJ the ability to lead themselves that will set them free. 3.1 h f d s c o o p e r 1 P e I s w e sEXCELLENCE THE MARVA COLLINS WAY 1 i dont want success ------ ..Mori ltthe money, I want It for my own piece of f^ind.\" Fannie Hopkins \\ge 12 1 I I 32 INTO MY HEART by Marva N. Collins I give might to the brain, determination to those that feel they could never have made it without my help. I build all that is stalwart, longlasting and good. I discourage being average. I believe that all students can learn if they are not taught to thoroughly that they cannot learn. I do not believe in maybe, might-have-been, or we will see. I do not believe in tagging, labeling, stanining, inkblotting, and measuring my students until they are left feeling illusive and low in self-esteem. I do not believe that the kind of home a student comes from has anything to do with what that child can become. I do not make prior predictions without allowing my students to determine their own capabilities. I refuse to let my students fail for they are yet to young to realize what is best for them. They are still in the twilight of their years and therefore, failure has not left its whips and scorns on them. Because I love them, I shall protect them from the hydra-headed monster called failure, knowing that their solace in the years to come will truly be the skills they have learned. These skills will never rust, tarnish, or go out of style. Knowledge is forever. I shall make my students comfortable with their locals. Yet with equal comfortability they too can function as universal citizens of the world. I will teach them to think for themselves so that they will not be girdled about in gusty winds like leaves bbwn from here to there believing whatever they are told. I will learn to listen to their thoughts as well as get them to try to understand my own. I will earn their love so that they will respect me when it is time to chastise them. Then they will understand that I love them all of the time, but I disagree with them some of the time. They too have the same opportunity to disagree with me, arxf to let me know that they too can teach me lessons of life. I'will not enunciate my hopes and express my principles for my students. I will not get more and more studies written rather than spend my time getting their lives right. I will love them as I do my own children. I did not carry these children under my heart, but I will allow them to grow into my heart. I cannot build enough bridges for all of them, but I will teach them to have the fortitude to build w e s t s I d e p r e P s c h o o I B EXCELLENCE THE MARVA COLLINS WAY their own bridges. To take paths never taken and always leave a path for those who may wish to follow. I will attempt to teach them to be courageous enough not to run away from everything that is difficult, but to face unflinchingly the problems of fife and rot see them as problems, but as challenges of living. \"Failure is just as easy to combat as success is to obtain.\" I shall encourage themnot to rest on their past laurels. That good today does not mean forever. And to know that they wifi ne ver be out of the stress of doing, achieving, pursuing. That excellence is a non-ending pn^cess, and they will never arrive in the land of the done. Tiesha Vaughn Age 12 I will attempt to make my students curious and discontent, for without the two. there is no progress. I want always to say with pride. \"Those are my students, of them I am proud, when cometh more?\" Like Romeo's Juliet, I would like to feel that when I am no longer on earth, that my students will light the world with excellence, with self-determination, and with pride. They too will say, \"Come with me. I will show you the way.\" I would like for them to say. \"Your problems are my problems, you are my brother and you are rot heavy.\" My work is ageless and timeless. My influence never dies, never ends. Because youmystudents carry on what I have begun. I HAD WE BEEN, WE TOO by Man/a N. Collins Had we been a dishonest people, we never could have been fooled away from our native land, for dishonesty never sleeps. Had we been a violent people, you never could have caught us and today we would be free. Had we been liars, we could have fooled you. We are a tired, proud people. Oh so disgusted. Artd so tired of living with a carpet of glass instead of a carpet ol grass. Cant you understand? We too want dignity in this land. Just a chance to prove that we can be a man. We are tired of being stuck in worthless sarxi, while you lule the land. Proving more and more that I am rot a man. All we ask is justice as a demand. To prove too that wo are tired of your plan. I. too, want to be a man. w e s t s I d e P r e p s c h o o I  H IHE TEN WORST MISTAKES MADE IN THE CLASSROOM \"The best way to uccess is to pursue a goal, follow through n this ooal. ar 1. Tolling ourselves Ihat things will improve, instead of taking prompt adion when we susped a child has problems in school, whether its academic or behavioral problems. win!\" this goal, and 2. Testing without teaching. 'avid Lyons Age to 3. Assuming that children will know certain skills. 4. Failure to encourage students rather than telling them all of the things that they do wrong. First deal on the things that they do right Example: \"Mary, I like the way you wrote your name, but let's look at this.' 5. Assuming that the kind of background a child comes from is indicative of what a child can, or will become. I 6. Not dearly defining a task to be accompTished. 7. Not taking the time to establish communication with a student before the child is in trouble. t 8. Attempting to put a band-aid on a hemorrhage. If a child has a personal problem, that problem must be taken care at before academics. 9. Taking it for granted that a child's interests and abilities match._.or should match those of his/ her parents. a 10. Assuming that our views as teachers are always right, and that the views of our students are always wrong. Students have rights and views too. w e s t s I d e P r e P s c h o o I MONITORING TEACHER SUCCESS IN THE CLASSROOM Are the same methods used (or each child? Children are not nuts and bolts. Are students excited about the learning process? Ooes the teacher tend to focus only on the brightest students? Ooes the material Used include the slower student? Is seat work a reinforcement of what has been taught in the classroom? fl na Fl II o a StI Is seatwork simply busy work? Are all the students involved in the classroom process? How do children utilize their time when the teacher is transcending from one subject to another? Does the teacher check papers before errors are made rather than grading papers AFTER the children have already made the errors. Ooes the teacher walk from student to student remediating errors before these errors become permanent errors? Are the teachers good disdplinarians? Oo they resort to punitive measures ratherthan positive reinforcement as to why a child is too bright for certain behaviors? Eg., when a child acts out in class, do you have the child write a given number of lines as to why this behavior should not exist, or do you have the child write a composition entitled, *1 am too bright to waste my time in school?' Are the teachers knowledgeable in their field? Are they able to add to what the textbook gives? Oo children like to come to this classroom? Oo more children succeed than fail? Is the teacher excited about her or his students? Are the teachers professional enough to handle their own discipline problems or do they resort to having the office solve all of their problems? Ooes the teacher solve the problems in her dassroom, or does she repeatedly send for parents? \"In spite of the difficulties and fru^rations of our times, I still believe in the American Dream Quinton Bryant Age 12 w G s t s I d e P r e P s c h o o I P^ELOPING EFFECTIVE READING MATERIALS L^reedom is not FUpmething that can be bought th money. It is mething we must work tor.\" \u0026lt;L nus Miller Age 12 I II II I HI IS EH DEVELOPING EFFECTIVE READING MATERIALS THAT PROMOTE HIGH INTEREST FOR ALL STUDENTS by Marva N. Collins Reading can be compared to tho porlormance of a symphony orchestra. This analogy illustrates throe points. First, like the performance of a symphony, roading is a holistic act In other words, while reading can be analyzed into subskills such as discriminating letters and identifying words, performing the subskills one at a time does not constitute reading. Reading can bo said to take place only when tho parts are put together in a smooth, integrated performance. Second, success in reading comes from practice over long periods of time, like skill in playing musical instruments. Indeed, it is a life time endeavor. Third, as with a secure musical score, there may be more than one interpretation of a text. The interpretation depends upon the background of the reader, the purpose for reading, the amount of vocabulary tho reader brings to the task, and the context in which reading occurs, (reference\nWhat is Reading?\nThe Report on Making a Nation of Readers Department of Education) First, we need to disband our traditional three reading groups. We need to teach beginning reading skills as a total group. Teach phonics first before the whole word approach. When teaching children the sound of letter A, why not teach them all of the spellings for the sound simultaneously. The spellings for long A are\n*a-e', \"ey\". ea\", aigh\", \"eigh\", ay\", af. Why teach them only some of tho sounds and then later say. These too, boys and girls are the sounds for \"a\". By teaching all sounds together, I have found that we prevent confusion of the spellings. The way wo traditionally teach reading in American schools actually impedes tho lifelong process of becoming a good reader. ViZhon teaching the sound for the letter C, one should also teach that tho spellings for C are: \"ck as in tack, single \"c\" as in cat, \"ch\" as in ache, trachea, bronchitis, Achilles, and Andromache. Single \"k\" makes the same sound as single C. Single k\" as in king, kilt, kill, etc. This way the children will learn all of tho spellings for C at the same time. With daily dictation, patience and practice, tho spelTings become easy for tho children. Also tell them tho rule for using ck\"\ntho vowel before the \"ck\" is always short. Before reading any story in a basal textbook, have the students preroad tho words in the selection. Have oa^ student fake a turn and say. Tho vowel is \"a\" and tho word is bat Tho vowel is \"o\" and tho word is lot. The vowel is T and the word is hit.\" Develop a roading list and copy it. using the words from the story. Sot aside a time during tho day when each child individually reads the list by following tho examples given above. Each day tho students should road as an entire group rather than the traditional approach of throe reading groups. Usually while tho Rod Birds are reading the Blue Birds are causing dtsc^Hno problems. When the entire group roads at tho same time, this causes each child to pay Mention especially when tho \"Stop-Go\" reading approach bused. It abo helps wjth word recognition. oxatpple. if one child calb a word \"angle\" instead of \"anger, the other students hearthe correction and they loam a now word. By having all students road orally, tho teacher encourages comprehension, and can immediately correct errors before they become permanent sitent errors never detected oxcopt,on tho standardized test and by this time it b usually too late. When students read orally the teacher can ask for synonyms, antonyms, or homonyms for words read rather than attempting to teach these in an bolatod unit Reading tends to be taught as an isolated subject. I believe that tho most effective roading program becomes most valuable when roading is intograted with all subjects. After ah. if a child cannot read, they cannot do anything. e s t s I d e P r e P s c h o o I DEVELOPING EFFECTIVE READING MATERIALS I 1 1 I  I F I I I JI Whan teaching arithmetic, tell them that the word arithmetic is a Greek word meaning skilled in numbers.\" This begins the word etymology process. If children can read, write and understand the meaning ot such words as:quadrilateral, volume, capacity, hypotenuse, etc., they will not only understand better the processes involved in finding solutions, but they will have a better grasp of what solution they are seeking. For example, if students are learning the Pythagorean theorem, have the students do a report on Pythagoras, and discuss further his influence on Greek culture. Compare Pythagoras as a philosopher with Aristophanes' work. Plato, Socrates, arxf Marcus Aurelius. This could be done in a literature session aside from the math class. But think how the parallel in reading class would make the math class on Pythagorean theorem come alive. When teaching Greek mythology, teachers must know what connects. After teaching the elementary \"Jason and the Golden Fleece\", one should go right into \"Medea\" by Euripides. \"Medea* is simply another version of the basic Greek myth. Our fourth graders give their own theatrical production of \"Medea\" each school year. Invitations are written to the classes and parents. The children also love to memprize the Greek alphabet and each child does a comprehensive study of ancient Greek culture and literature. In other words, we combine literature, social studies, art, science, and all subjects into reading, comprehension, and spelling. We do not pull out another book to teach spelling from. We teach spelling words straight from our math, reading, social studies, etc. The words may be hypotenuse, obtuse, Aristophanes, Plato, etc. Writing likewise, should be a part of the total reading program. After our students read orally each day, we have them write letters to the characters in the story. We have them conduct interviews with the characters. For example, children interviewOdysseus, or they conduct mock interviews with Homer the author of The Iliad\". Every student must learn the etymology of words such as: sandwich came from the Earl of Sandwich, boycott came from John Boycott of Ireland, kangaroo from Captain John Cook, the state of Delaware from Lord De La Ware. The best education is the education ol constant inquiry. We want our students to continue to ask why and to develop an insatiable curiosity. We realize that we can never satisfy inquiring minds that constantly probe arxf seek information. To teach a student to read but not love reading is not, in my opinion a good education. We must eradicate the opinnn that inner-city children will not understand excellent literature. These children should receive a first-rate education if they are ever going to break the unending cycle of poverty and degradation. These students do not need more remedial classes, they need to be mainstreamed into society where they will be able to furxztion in the national arxf international marketplace. \"By having ail students read orally, the teacher encourages comprehension, and can immediately correct errors before they become permanent silent errors never detected except on the standardized test and by this time It is usually too late.\" \"I am glad that we can vote, and that blacks and whites, can talk, work, play, and struggle together.' Paul Orange Age 10 37 h I d s c o o p e P r t e I s s w efl fl PROVERBS HIntellegence ne better the serves than talk.\" omas Hamilton e9 At Westside Preparatory School proverbs are used to motivate and inspire children into discovering the tnith about themselves and the world around them. The children use a proverb list for memory work and during writing and discussion times. Proverbs can also be found posted throughout the school as visual reminders of the lifestyle the children are called to live. This section is a collection of those proverbs. A man of words and not of deeds, is like a garden full of weeds. Nursery Rhymes n 38 Mediocrity does rrot inspire men to greatness. Zarlenga Better to hear the scorn of the wise than the song of fools. Ecclesiastes 7:11 He who conquers others is strong\nHe who conquers himself is mighty. Tao Te Ching I'd rather die on my feet than beg on my knees. Life maroons the hesitant and inspires the brave. Marva N. Collins Dr. Thomas Dooley Thinking well is wise\nplanning well, wiser\ndoing well wisest best of all. Persian Proverb All things great and small, the good Lord lovefh them all. Samuel Coolrldge from The Ancient Mariner Here Lord is my life. Place it on the alter today. Use it as you will. Albert Schweitzer We must all live together as brothers or perish alone as fools. Dr. Martin Luther King If you live with a lame man, you will learn to limp. The mass of men lead Fives of quiet desperation. Plutarch Henry David Thoreau Great rpen are those that know that the spiritual force is greater than material force and that thoughts mle the world. Concentrate and you will radiate. Ralph Waldo Emerson .1. d h I H w e s t $ I e P r e P $ c o o I PROVERBS 1I I fl nn nnn a a .4\u0026gt;- Zarlenga A great flame follows a little spark. Dante The beautiful is that which gives pleasure upon being seen. Thomas Aquinas Cowards die many times before their deaths, the valiant only taste of death but once. From Shakespeares Julius Caesar Look like the innocent flower, but be the serpent under it. From Shakespeare's Macbeth Education was not meant for all people\nit was meant to take only a few people to great arxl lasting heights. Nietzsche With a good conscierK:e our only sure reward, with history the final judge of our deeds, let us go forth to lead the larxl we love, asking His blessing and His help, but knowing here on earth God's work must truly be our own. John F. Kennedy Some people see things and say\n'Why? I see things arxl say 'Why not?\" Robert F. Kennedy Learning is never an easy enterprise\nrtor is truth an easy master. The Great Books Hope is wishing for a thing to come true\nfaith is believing that it will come true\nwork is making it come true. Norman Vincent Peale If neither foes nor loving friends can hurt you, if all men count with you, but none too much\nif you can fill the unforgiving minute with sixty seconds' worth of distance run, yours is the Earth and everything that is in it, and-which is more- you'll be a man my son! From Rudyard Kipling's It Have patience for the small things of life, courage for the great sorrows, and when you have done your work, go to sleep krxiwing that God is awake. From Victor Hugo's Les MIserables We canrxit put a noose around amther man's neck without first hanging ourselves. Henry David Thoreau I can never go too far wrong, for I have the best guide in the worldGod guides me. Marva N Collins w e s 1 s I d e P r e P s c h o o I \"Your enemies are the people who make life easy.\" Sharquita Holmes Former student I  a I' I PROVERBS 1 \nHow is anyone  become wise ithout reading )out the past.\" Ammon Johnson Me 12 I 40 Fortune favors the bold. Virgil To be intimate with a fool is like going to bed with a razor. Benjamin Franklin The real fault is to have faults and rwt try to mend them. Confucius Stand with anybody that stands right. Stand with him while he is right and part with him when he goes wrong. Abraham Lincoln Give me the storm and tempest of thought and action, rather than the dead calm ot ignorance and faith. Ingersoll Belter to be a nettle in the side of your friend than his echo. Emerson If your neighbor's team is stuck in the mud, it is not quite enough to advise him to ,Hitch his wagon to a star.\" Hubbard Every day that is bom into the world comes like a burst of music, arxf rings itself all the day through\nand thou shall make of it a dance, a dirge, or a life march, as thou will Carlyle God never closed one gap but he opened another. Irish Proverb Thoughts are things, and their airy wings are swifter than carrier doves, they follow the law of the universe and they spe^ o'er the track to bring you back whatever went out from your mind. Ella Wheeler Wilcox Great works are performed not by strength but by perseverance. Samuel Johnson The world is my country, all mankind are my brethren, and to do good is my religion. Thomas Paine Go put your creed into your deed. Ralph Waldo Emerson All service ranks the same with God, there is no last rwr first. Robert Browning No virtue is higher than love, and there is no loftier aim in life than to do good to all men. Confucius d h I t e P s P r e c s s I e o o wPROVERBS The actions of men are the best interpreters of their thoughts. John Locke One single sunbeam is enough to chase away many shadows. St. Francis of Assisi \"You should not follow everyone' mind. If you are a conformist, th: is what you are doing.\" Kenya Kimball Age 12 41 I h o o c $ p d e r P G t I S s e wI WHY I TEACH \"If you don't plan your future now, all you are really doing is planning to fail.\" Often I am in the company of people who run billion-dollar corporations, and have amassed fortunes through the expertise of selling one product or one service or arwther. Those people seem to have all of the,material things that are inherent of our idea of the American Dream. It is during these moments that I reflect again and again as to why I teach. Shelisa Washington Former student When 1 return to the classroom and see childrens eyes holding wonder like a cup, then I know why I teach. I hoar a child say, I love you Mrs. Collins, and I am the recipient of many gifts such as rings that tarnish, candy that is sti^y from being in a sweaty palm and I must courageously eat that piece of candy given to me by a benevolent child, or when a child says to mo, You smell good\nI love you'....I then know why I teach. When I see a precis written by my students filled with ideas germinated in my classroom, arxJ when I hoar ideas that I have given expanded upon with tofty thoughts of their own\nI know why I leach. I then too think that most human beings are as good as they are because some unknown teacher cared enough to continue polishing until a shiny luster came shining through\nbecause some teacher cared enough to remove the previous tetid tags and labels of failure from their psyches. I then think of how many times visitors from all over the world have come to Westside Preparatory School and replied, 'It's amazing, what you do here with children. I then think how many times wo have called the profits of a billion dollar corporation a miracle\nwo expect profits\nwo expect success. Why then cant wo expect the same success from our children? That is why I teach. a Thon there is Tiffany, a child considered autistic who had not spoken, who had been tokJ by the experts that sho was an unlovable and unteachable child. Then one day after much patience, prayers, love and determination Tiffany's first words to mo were, I love you Mrs. Ollins,\" The consonant *C was left off\nbut I realized that the tears that flowed from Tiffany's declaration made me the wealthiest woman in the world. Today to see Tiffany writing her numerals, beginning to road single words, talking, and most of all to seo that glee in her eyes that says, I loo, am special, I too, can learn, this to me is worth all of the gold in Fort Knox. a I dont know much about tax-shelters, balance sheets and takeovers mentionod in big business, but the biggest business on earth to mo is to see a child whose eyes proclaim you his or her heroine. Another reason I teach is Durville. Durville is a student from the Cabrini- Green Housing Project This is an area whore one keeps score of the murders, rapes, and crimes that prevail in the area every minute. Yet, this lad came to our school in September with a fourth grade level in reading and now in April ho has scored at a twelfth grade reading level. Durville squints, because ho has difficulty seeing, yet despite the odds, he is the brightest lad wo have over had at our school. Durville confuses the stat ist icians and the people who do all of the baleful studios as to what one can become when one is a resident of a fetid area. Right on, Durvillel Ono day you will show the world that all you need is an opportunity. Despite the fact that you are rwt a paying pupil at Westside Preparatory School, and we are always financially strapped, it is worth all of my sleepless nights wondering how I am going to balance our doficils to see the glow in your eyes that will one day light the world. There is Takiesha. a three-year old that is roading, knows her alphabets, and can compute with two-digit numerals and takes pride in her knowledge, proving again that young children can do more than take naps, drink milk, and go homo at the end of an average school day. w e s t s I d e p r e p s c h o o I WHY I TEACH These are the real reasons why I loach. To seo people grow right in front of my eyes b Iru^ s work on Earth, if is my miracle. 11 is the kind of mirado that one cannot see from totals on a balaiw sheet, from profits and take-overs. I may not bo mentioned in Fortune magazine u one ot the wealthiest women in America, but my wealth cannot be measured on a balance sheet I do ria have financial power, but I have the power to mob. to nu\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_1632","title":"Court filings concerning majority to minority (M-to-M) transfers, District budgets, Stephens Elementary School, motion to release incentive school Kindergarten seats and four-year-old program seats, and reinstatement of ADE as defendant","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 Court of Appeals for the Eighth Circuit"],"dc_date":["1994-08-24/1994-08-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Special districts--Arkansas--Pulaski County","Joshua Intervenors","Knight Intervenors","Education--Arkansas","Education--Evaluation","Education--Finance","Arkansas. Department of Education","Education, Elementary","Educational law and legislation","Educational planning","School improvement programs","School management and organization","School integration","Stephens Elementary School (Little Rock, Ark.)","Student assistance programs"],"dcterms_title":["Court filings concerning majority to minority (M-to-M) transfers, District budgets, Stephens Elementary School, motion to release incentive school Kindergarten seats and four-year-old program seats, and reinstatement of ADE as defendant"],"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/1632"],"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":["judicial records"],"dcterms_extent":["87 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"Court of Appeals, brief for appellee, Pulaski County Special School District (PCSSD); District Court, stipulation for proposed order on voluntary majority to minority (M-to-M) transfers; District Court, notice of filing, Pulaski County Special School District (PCSSD) revised budget for 1994-95; District Court, notice of filing, Little Rock School District (LRSD) program planning and budgeting process; District Court, order; District Court, status report regarding Stephens Elementary School; District Court, response to motion for extension; District Court, motion to release incentive school Kindergarten seats and four-year-old program seats; District Court, memorandum brief in support of motion to release incentive school Kindergarten seats and four-year-old program seats; District Court, order; District Court, Joshua intervenors' motion to supplement the basis for its prior motion to reinstate the Arkansas Department of Education (ADE) as a party defendant; District Court, notice of filing, Little Rock School District (LRSD) project management tool; District Court, Arkansas Department of Education (ADE) project management tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  RECEIVED - AUG 2 41994 IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT Office of Desegregation Morntonng LITTLE ROCK SCHOOL DISTRICT APPELLANT vs. No. 94-2070 PULASKI COUNTY SPECIAL SCHOOL DISTRICT APPELLEE Appeal From The United States District Court For The Eastern District of Arkansas Western Division Honorable Susan Webber Wright District Judge BRIEP FOR APPELLEB PULASKI COUNTY SPECIAL SCHOOL DISTRICT Submitted by: M. Samuel Jones, III WRIGHT, LINDSEY \u0026 JENNINGS 200 West Capitol Avenue suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 Attorneys for Pulaski county Special School District TABLE OP CONTENTS TABLE OF AUTHORITIES . . . . . . . . . . . . . SUMMARY OF THE CASE AND WAIVER OF ORAL ARGUMENT PRELIMINARY STATEMENT. STATEMENT OF THE ISSUES STATEMENT OF THE CASE. ARGUMENT CONCLUSION ADDENDUM . . . . . . . . . . . i ii 1 3 4 5 7 13 TABLE OF AUTHORITIES CASES: Appeal of Little Rock School District, 949 F.2d 253 LRSD v. PCSSD, 921 F.2d 1371 (8th Cir. 1990) ii Page 10 1, 7, 10 SUMMARY or THE CASE AND WAIVER or ORAL ARGUMENT on January 7, 1994, the PCSSD moved the District Court to require the LRSD to pay over to PCSSD approximately $167,000 which PCSSD claimed LRSD owed it pursuant to the Settlement Agreement. This appeal arises from the District Court's order of March 16, 1994, awarding a mone'T judgment to PCSSD based upon the District Court's interpretation and enforcement of the Settlement Agreement approved by this Court on December 12, 1990, as reported at LRSD v. PCSSD, 921 F.2d 1371 (8th Cir. 1990). That Settlement Agreement, among other more weighty matters, settled a dispute between the PCSSD and the LRSD concerning which district was entitled to receive certain state payments for majority-to-minority transfers pursuant to a stipulation originally entered into on August 26, 1986, and approved by the District Court and adopted as its order on February 27, 1987. To settle that disputed entitlement, the parties agreed to \"pool\" almost all state payments for interdistrict majority-tominority transfers. In addition to the pooling of the state payments, the PCSSD committed to contribute an additional $200,000 to the \"pool\" for the first five years of its operation. Because the payments received by the state include \"incentive\" or \"bonus\" payments above and beyond the cost of educating the transferring children, and because of the PCSSD's additional contribution of $200,000, the pool presently generates excess sums over and above the costs of educating these transferring students. 1 The PCSSD successfully moved the District Court for an order directing LRSD to pay PCSSD approximately $167,000 generated during the 1992-93 school year which LRSD had refused to pay. No hearing was sought by either party. This case presents the issue of whether or not the District Court abused its discretion in interpreting the parties' Settlement Agreement in favor of the PCSSD. PCSSD does not believe oral argument is necessary to resolve the issues presented on appeal. 2 PRELIMINARY STATEMENT The PCSSD agrees with the preliminary statement submitted by LRSD. 3 STATEMENT OF THE ISSUES I. THE DISTRICT COURT DID NOT ERR IN FINDING AS A MATTER OF LAW THAT LRSD'S OBLIGATION UNDER THE SETTLEMENT AGREEMENT TO POOL M-TO-M PAYMENTS IS INDEPENDENT OF PCSSD'S OBLIGATION TO EQUALIZE THE INSTRUCTIONAL BUDGETS OF INTERDISTRICT SCHOOLS BECAUSE LRSD CANNOT DEMONSTRATE AN ABUSE OF DISCRETION BY THE DISTRICT COURT. II. III. Appeal of Little Rock School District, 949 F.2d 253 LRSD v. PCSSD, 921 F.2d 1371 (8th Cir. 1990) THE 1989 DISPUTE BETWEEN LRSD AND PCSSD OVER THE ALLOCATION OF M-TO-M FUNDING WHICH LED TO THIS FEATURE OF THE SETTLEMENT AGREEMENT SUPPORTS THE DISTRICT COURT'S HOLDING IN FAVOR OF THE PCSSD. EVEN THOUGH NO HEARING WAS NECESSARY TO CONSTRUE THE MEANING OF AN AGREEMENT PREVIOUSLY APPROVED BY THIS COURT; NEVERTHELESS, LRSD WAIVED ANY OPPORTUNITY FOR A HEARING BY FAILING TO REQUEST ONE EITHER BEFORE OR AFTER THE RULING OF THE DISTRICT COURT. 4 1. STATEMENT OP THE CASE The Factual Background of Section II, 0(3} of the Settlement Agreement The LRSD correctly observes that the Settlement Agreement is dated March 1989 (as revised September 28, 1989). LRSD Brief at 5. Pursuant to the State's obligation to pay the entire costs of M-toM students, the parties entered into a stipulation with the State which detailed the method and manner by which the state would reimburse these costs. Ad. 5-7 (Majority-to-Minority Stipulation). However, as late as September 25, 1989, the LRSD and PCSSD were still in dispute concerning whether the receiving district for Mto- M students should receive the sending district's costs per average daily membership or its own costs per average daily membership. The difference was approximately $700 per student at that time. App. 73. This issue over allocation of money between the two districts was ultimately resolved as of September 28, 1989, by agreeing to the pooling arrangement. In addition to these state reimbursements for the actual costs of educating the students, the State agreed to provide incentive monies to encourage such transfers. Each sending district is reimbursed by the State for one-half of the regular state aid the district would otherwise receive had the student stayed in the home district. Ad. 6. These sums were likewise pooled. The incentive amount paid to PCSSO is almost double that paid to LRSD, but all is now pooled. 5 To finalize the Settlement Agreement, PCSSD further agreed to pay an additional $200,000 per year into the pool over and above its M-to-M payments. 2. The Dispute Between LRSD and PCSSD LRSD did not challenge the worksheet appended to the PCSSD motion dated January 7, 1994 (App. 64); neither did it seek a hearing either before or after the ruling of the District Court. LRSD's only argument is that because this paragraph of the Settlement Agreement contains a statement concerning the equalization of instructional budgets at interdistrict schools, and because it contends without any appropriate record support that this has not been accomplished, then the entire pooling provision fails. PCSSD contends, as endorsed by the District Court, that the equalization provision has nothing to do with the independent obligation to distribute the excess funds. App. 58 (Order, March 16, 1994), and that the Settlement Agreement should not be modified. 6 ARGUMENT I. THE DISTRICT COURT DID NOT ERR IN FINDING AS A MATTER OF LAW THAT LRSD'S OBLIGATION UNDER THE SETTLEMENT AGREEMENT TO POOL M-TO-M PAYMENTS IS INDEPENDENT OF PCSSD' S OBLIGATION TO EQUALIZE THE INSTRUCTIONAL BUDGETS OF INTERDISTRICT SCHOOLS BECAUSE LRSD CANNOT DEMONSTRATE AN ABUSE OF DISCRETION BY THE DISTRICT COURT. standard of Review. The LRSD goes to great lengths to reduce the Settlement Agreement to an ordinary contract in its effort to seek de novo review by this Court. (LRSD Brief at 5.) Significantly, however, LRSD ignores the clear holding of this Court in LRSD v. PCSSD, 921 F.2d 1371 at 1394, that: 8. The District Court is instructed to monitor closely the compliance of the parties with the settlement plans and the Settlement Agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the plans and the agreement, and otherwise to proceed as the law and the facts require. [emphasis supplied) This is precisely what the District Court did in this instance. Application of the Standard of Review. PCSSD filed its \"Motion to Enforce settlement Agreement.\" The District Court found noncompliance with the Settlement Agreement by LRSD and ordered LRSD to come into compliance. This is just the kind of discretion this Court decided to grant the District Court in enforcing compliance with the Settlement Agreement. Accordingly, LRSD's arguments that this Court should exercise de novo review are misplaced and are probably made only because LRSD knows it has no chance to prevail pursuant to the abuse-ofdiscretion standard. 7 At most, LRSD's argument is that there are two possible interpretations of the Settlement Agreement. However, LRSD has neither shown nor argued anything to demonstrate that the District Court's interpretation is arbitrary, capricious or unreasonable. on its face, and at a minimum, the District Court's conclusion is reasonable that: The Court agrees with PCSSD that the provision regarding the equalization of the instructional budgets has nothing to do with the PCSSD's entitlement to a distribution of the excess M-to-M funds generated by the interdistrict school transfers, and that these provisions \"simply happened to appear in the same section of the Settlement Agreement.\" App. 59. Lending ever more reasonableness to the Court's order is its finding that: As the PCSSD points out, the LRSD may itself be on the receiving end of an annual distribution of excess M-to-M funds once the mix of students changes over time. App. 59. In what is partly a finding of fact and partly a conclusion of law, the District court concluded by finding that: The PCSSD has honored its commitments and requirements under the terms of the Settlement Agreement as regards this motion, and the LRSD offers no valid reason for refusing to withhold the distribution of $167,113 that is owed the PCSSD by the LRSD. App. 60. Thus, LRSD's argument that PCSSD was in \"anticipatory breach\" of the Settlement Agreement (LRSD Brief at 9) was rejected by the District court as a matter of fact, and LRSD has offered this Court 8 no evidence to set aside the finding as either clearly erroneous or - constituting an abuse of discretion. 1 Not only is the District Court's interpretation of the Settlement Agreement neither an abuse of discretion nor clearly erroneous, it is entirely reasonable. Indeed, if LRSD has some real concern with the instructional budgets (beyond utilization of this statement to seek relief from its pooling obligation), then its clear remedy is to file a motion with the District Court to test that separate issue. LRSD has not done this. Even if this Court were to agree with LRSD's alternative argument that the Settlement Agreement could be found to be ambiguous, this would avail the LRSD nothing. Again, if the paragraph is susceptible to more than one reasonable interpretation, with any of the interpretations being plausible, then the District Court, in its discretion, may adopt any of the alternative interpretations. The issue of \"intent\" should be reached if and only if the agreement were subject to I1Q reasonable interpretations without receipt of extrinsic evidence. In its conclusion stated at page 10 of its brief, LRSD seeks to be released from its pooling obligation. This would be 1 Although LRSD contends at least twice in its brief that PCSSD had given LRSD notice that it would be \"impossible to equalize the instructional budgets of the interdistrict schools\" (LRSD Brief at 8-9), the only record support it offers for this assertion is the same statement contained in its own brief filed with the District Court. ~ App. 66. Even assuming that a \"notice\" had any relevance to the instant issue, LRSD neither sought a hearing to make proof on this issue nor did it tender any documentary evidence of this assertion in any of its filings with the District Court, nor did it move to \"enforce\" this provision. 9 tantamount to this Court's reversing the opinion it issued in LRSD v. PCSSD, 921 F.2d 1371 (8th Cir. 1990), where this Court approved the entire Settlement Agreement of which the paragraph before the Court today represents a part. In the 1990 appeal, Little Rock was one of the prominent proponents of the proposition that: \"Of course, the District court may suggest modifications, but ultimately, it must consider the proposal as a whole and as submitted. Approval must then be given or withheld.\" ~ at 1388. Indeed, in rejecting the District Court's conclusion in that instance that the parties had waived their right to object to court-imposed modifications, this Court stated: What they said was something quite different; that if differences of opinion as to the meaning of the Settlement Agreement arose in the future, they could be authoritatively resolved by the courts. ML. at 1389 n.14 (emphasis supplied]. That is precisely what happened in this instance. The District Court exercised its discretion and resolved a dispute between two parties as to the meaning of the Settlement Agreement. That which Little Rock now seeks would serve to emasculate the Agreement, eliminate a key condition which induced PCSSD to enter into it in the first instance and constitute a \"remedy\" foreclosed by this Court's 1990 decision. As this same panel observed in 1991 in Appeal of Little Rock school District. 949 F.2d 253 at 257: The District Court should proceed with that discretion and flexibility that characterizes courts of equity. Its decisions, whatever they are, are of course subject to review on appeal, but the review will be on an abuse of discretion basis, and we will give a healthy measure of 10 deference to reasoned choices made by the District Court. (emphasis supplied] This Court should simply do now what it said it would do in 1991: Give a healthy measure of deference to the reasoned choices made by the District Court. II. THE 1989 DISPUTE BETWEEN LRSD AND PCSSD OVER THE ALLOCATION OF M-to-M FUNDING WHICH LED TO THIS FEATURE OF THE SETTLEMENT AGREEMENT SUPPORTS THE DISTRICT COURT'S HOLDING IN FAVOR OF THE PCSSD. It is undisputed that because the PCSSD is a relatively poor district in terms of local resources and the LRSD is a relatively wealthy district in terms of local resources that PCSSD receives substantially more state aid per student than does LRSD. Pursuant to Section 13 c. of the M-to-M Stipulation: Each home district (sending district] shall receive from the State for each student who voluntarily transfers from his/her home district to a host district (the receiving district) one-half of the State aid (table rate) it would have received had the student remained in his/her home district. Ad. 6. Accordingly, by agreeing to pool all M-to-M monies, including these \"incentive\" monies, the PCSSD surrendered a financial entitlement that is much more valuable per student than is the same entitlement in the Little Rock District. Further, the PCSSD relinquished the claim it had asserted that it should receive from the State LRSD's cost per student, reasoning that since the PCSSD would be educating those same students, that same money should follow those students. Finally, for a period of five years the PCSSD agreed to contribute $200,000 a year to the pool to finalize the settlement. 11 Although it should be obvious, given the foregoing financial - details, this Court is entitled to infer that because this was the last issue resolved between the LRSD and the PCSSD, that it is an important one as respects the PCS SD' s agreement to fully and completely settle financial issues with the LRSD. Because the PCSSD surrendered significant financial claims and makes substantial financial contributions to the pool, such circumstances support the interpretations made by the District Court. III. EVEN THOUGH NO HEARING WAS NECESSARY TO CONSTRUE THE MEANING OF AN AGREEMENT PREVIOUSLY APPROVED BY THIS COURT; NEVERTHELESS, LRSD WAIVED ANY OPPORTUNITY FOR A HEARING BY FAILING TO REQUEST ONE EITHER BEFORE OR AFTER THE RULING OF THE DISTRICT COURT. LRSD does not contend it sought or desired a hearing on this issue. It simply observes that there was not one. The record developed in this case since its assignment to the current Judge indicates that hearings have been matters of routine and held with great frequency in this case. App. i-viii (Docket entries). Further, the PCSSD is hard pressed to understand how such a \"hearing\" could have amounted to little more than oral argument, a matter which is entirely discretionary with the District Court. Finally, the District Court does consider requests for reconsideration, but none was sought by LRSD in this instance and no post-ruling request for a hearing was made. 12 CONCLUSION The District court's order of March 16, 1994 should be summarily affirmed and the PCSSD should be awarded its reasonable costs, including attorneys' fees, for this appeal. O:dnl20l.030 Respectfully submitted: WRIGHT, LINDSEY \u0026 JENNINGS 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 By ~ J-J -~90---- M. Samuel/Jones III ,76060) Attorn~y~-~-~or Pula~i County Specia~l Distr'-fct 13 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT MRS. LORENE JOSHUA, ET AL. vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL, SCHOOL DISTRICT NO. 1, ET AL. STIPULATION FOR PROPOSED ORDER ON VOLUNTARY MAJORITY TO MINORITY TRANSFERS PLAINTIFF INTERVENORS DEFENDANTS Plaintiff Little Rock School District (\"LRSD\"), and defendants Pulaski County Special School District (\"PCSSD\"), North Little Rock School District (\"NLRSD\"), and Arkansas State Board of Education (\"State Board\"), being in agreement on the voluntary majority-to-minority transfers, submit the following stipulations for the proposed order: 1. Beginning in the 1987-88 school year and continuing thereafter, LRSD, PCSSD and NLRSD will permit and encourage voluntary majority-to-minority interdistrict transfers. The three districts will cooperate in the development of programs to acquaint parents, guardians and students with interdistrict opportunities. The implementation of majority-to-minority transfer provisions is contingent upon the implementation of all other provisions of the remedy ordered by the Court. 2. Eligibility: ADD-1 a. Black students who are members of the racial majority at a school in any participating district which district is 50 percent or more black in its enrol l ment shall be eligible to transfer voluntarily to a school and district in any other participating district in which school and district they would be in the racial minority. b. White students who are members of the racial majority at a school in a participating district which C  district is more than 50% white in its enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which they would be in the racial minority. Prior to the transfer of any student, the home district shall issue a statement that the transferring student is in good standing. If the student is not in good standing, the student may be permitted to transfer on a provisional basis. 3. Students wishing to transfer shall file applications with their home districts. Applications must be filed before May 1 of the preceding school year and a student may not transfer more than once in any school year. The home district will process all applications and forward copies to the host districts. The home district will furnish its complete file on each student with his/her application. 2 ADD-2 4. Transfer assignments will be made subject to av lability of space in schools and grade levels, and the host districts' ability to comply with state standards. 5. The host district shall honor the placement for the students as certified by the home district, which shall be communicated to the parent or guardian prior to transfer. If, during the first semester, testing, performance, remedial efforts, and consultation indicate that an adjustment of placement should be made, it shall be made after the first semester in consultation with the student's parent or guardian. 6. The commitment to accept a student shall be for the duration of the student's voluntary participation. Once a student exercises his or her right to participate, the student will continue in the initially selected school for at least one full school year or until the student graduates or affirmatively withdraws from participation as herein set out. Students will not have to transfer each year or exercise a transfer choice to remain in the host district. Students shall be encouraged to continue to participate at their initial school of choice. It is expected that the student will follow the pattern of assigned schools for the resident students in the school in which the transfer student first enrolls. 7. Students who have elected to transfer shall remain students of the host district until they choose to return to the district where they reside. 3 ADD-3 8. Host districts shall not have the authority to remand tr sfer students to the home district. Host districts shall have the authority to discipline, suspend or expel a transfer student using the same due process procedures applicable to resident students. 9. Once admitted, transfer students will be expected to meet the same general standards, academic and other, as applied to students of the host district. 10. Information about each district's academic and disciplinary policies and procedures will be made available to prospective transfer students on request. This should include information on pupil-teacher ratios, promotion and retention, counseling assistance, grading, student code of conduct, disciplinary action, and suspension and expulsion. 11. The host district shall respond to the educational needs of students without regard to their status as a transfer or resident student. Transfer students shall be eligible and encouraged to participate in all school programs funded and sponsored by the host district (academic, athletic, extra-curricular and other) and shall not suffer any disability or ineligibility because they are voluntary interdistrict transfer students. Participation in after-school activities will be facilitated by the provision where needed of extra-curricular buses or other forms of transportation which will be available to all such transfer students, the cost of which shall be borne by the State as provided in paragraph 12. 4 ADD-4 12. The State Board shall pay the full cost of tt isporting students opting for interdistrict transfers. However, the State Board shall have the 09tion of (1) ?aying the school districts for trans9orting the students o r (2) contracting for the services or (3) transporting the students with a state operated system. 13. The State Board shall pay the home and host districts in accordance with the following procedures: a. Each year school districts shall calculate and certify to the State Board of Education their cost per student in regular schools (grades K-12) including all add-ons for special education, TAG, vocational education and other purposes. The cost per student shall include all costs for instruction and support services minus student transportation, food service, and restricted federal program costs. (To the extent that the host district does not receive pro-rata increases in restricted federal program costs by hosting transfer students who are eligible to participate in federal programs, the cost per student shall be increased on a pro-rata basis for such transfer students.) The State shall pay the costs for full-time equivalent students who have been transferred to the host district. Payments made for the current year shall be based on costs for the 5 ADD-5 previous year. The host district shall report each transfer student on forms as required by the State Department of Education. b. Each host district shall estimate the cull-time equivalent of transfer students and transmit such estimate, along with the names of the students, to the State in September of each year when payment begins. A correction will be made in January of each year. Payments shall be made by the State monthly through forward funding to each district based upon the September estimate as corrected. The students transferred to the host district shall not be counted in the number used to calculate regular state aid for the district. c. Each home district shall receive from the State for each student who voluntarily transfers from his/her home district to a host district one-half of the State aid (table rate) it would have received had the student remained in his/her home district. Information about these students shall be reported on forms as required by the State Department of Education and shall be reported at the same time as the reports are made by the host district. The students transferred from the home district shall not be counted in the number used to calculate regular 6 ADD-6 state aid for the home district. All transfers of handicapped students shall be contingent on the availability of appropriate programs a~d resources, as identified in the IEP, at the hos: school. d. The provisions contained herein do not apply to magnet schools and programs. 14. All parties to this stipulation recognize that the present racial balance of the North Little Rock School District approximates that of the entire county and they are desirous of not upsetting that balance through the operation oE the Majority to Minority Transfer Program. The parties further recognize that any court approved student assignment plan by any party could be compromised if the Majority to Minority Transfer Program caused significant changes in student assignment plans. To avoid this result, all parties agree that any party may choose to include or not include said Majority to Minority transfer students for purposes of student assignment under any court order. Further, all parties recognize that substantial participation in the Majority to Minority program could have the result of creating technical departures from targeted student ratios at one or more schools. All parties agree that any such departure resulting from the lawful operation of the Majority to Minority program shall not give rise to a claim or contention that such departure from targeted ratios constitute 7 ADD-7 violations of any law or regulation and, specifically, shall ne ~ be urged or suggested as grounds for liability in this or similar litigation. Additionally, any such resulting departures from targeted ratios shall not require the districts affected to reconstitute or recompose the student body of any affected school. Agreed this 26th day of August, 1986. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NOR DIS 2258L 8 LITTLE ROCK SCHOOL DISTRICT ARKANSAS STATE BOARD OF ~ ADD-8 CERTIFICATE OF SERVICE On August 23, 1994, a copy of the foregoing was mailed to: Mr. Christopher Heller FRIDAY, ELDREDGE \u0026 CLARK 2000 First Commercial Building 400 West Capitol Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026 JONES, P.A. 3400 Capitol Towers Capitol \u0026 Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell ROACHELL AND STREETT First Federal Plaza 401 West Capitol, Suite 504 Ms. Ann Brown Desegregation Monitor Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter ARKANSAS DEPARTMENT OF EDUCATION 4 State Capitol Mall Little Rock, AR 72201-1071 O:dnl201.030 14 AUG 2 4 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation t\\/lc:,: .. ,. LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL DEFENDANTS INT ERVEN ORS INTERVENORS NOTICE OF FILING Attached to this notice of filing is the revised PCSSD budget for 1994-95 as approved by the PCSSD Board of Directors on August 23, 1994. The court will note that the PCSSD proposes to balance this budget by, if necessary, closing school one or two days early. However, even though the PCSSD used this means as its - device to balance the budget, under all present revenue forecasts, sufficient additional state aid should be received by the PCSSD during the 1994-95 school year to enable it to operate a full school year. Respectfully submitted: WRIGHT, LINDSEY \u0026 JENNINGS 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 By on, M. S At s I (76060) u aski County istrict CERTIFICATE OF SERVICE On August ll, 1994, a copy of the foregoing was mailed to:. Mr. Christopher Heller Friday, Eldredge \u0026 Clark 200 First Commercial Building Little Rock, Arkansas 72201 Mr. Stephen Jones Jack, Lyon \u0026 Jones 400 TCBY Tower Little Rock, Arkansas 72201 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Mr. Richard Roachell Roachell \u0026 Streett 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Ms. Ann Brown, Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ms. Elizabeth Boyter Arkansas Department of Education 4 State Capitol Mall Little Rock, Arkansas 72201 ~~~\\J J:jlpl238 .030 2 AUG 2 4 i994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS NOTICE OF FILING/PROGRAM PLANNING AND BUDGETING PROCESS The Little Rock School District (\"LRSD\"), for its Notice of Filing, states: 1. Attached hereto as Exhibit No. 1 is a true and accurate copy of the Program Planning and Budgeting Process document for the 1994-95 school year which will guide the development of the LRSD's planning and budgeting activities for the 1996 fiscal year. Ind.Iii 1 WHEREFORE, the Little Rock School District does hereby submit this Notice of Filing and requests that it be awarded any and all legal and proper relief to which it may be entitled. lnd.lil Respectfully submitted, FRIDAY, ELDREDGE \u0026 CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing copy of same in the United States mail on this ~'iday of August, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026 JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026 JONES, P.A. 3400 Capitol Towers Capitol \u0026 Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown (hand delivered pursuant to the order of the Court) Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street . Little Rock, AR 72201-~~4 ~ ~ -~~c~yiJ? -~ ~ - Jerry L. Malone lnd.m 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER AUG 2 ~ 1994 DEFENDANTS INTERVENORS INTERVENORS Before the Court is the motion of the Joshua Intervenors for an extension of time within which to exchange documents they intend to offer as evidence as well as the names of witnesses they intend to call at the hearing scheduled for the week of September 12, 1994. The motion is granted. The time for exchanging documents and witnesses is extended until and including September 6, 1994. The parties and the State are reminded that they must provide the ODM with copies of the above material at the same time. SO ORDERED th i s _2.J/ day of August 1994. UNITEIY'STATES DISTRICT JUDGE 2 2 8 AUG 2 5 199.t LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SC "},{"id":"bcas_bcmss0837_223","title":"Little Rock School District (LRSD) Fourth Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs","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":["1994-08-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) Fourth Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs"],"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/223"],"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\nLITTLE ROCK SCHOOL DISTRICT 1993-94 FOURTH QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT August 15, 1994 Exhibit 2 TABLE OF CONTENTS SEQUENCE # PAGE# SEQUENCE # PAGE # Preface 1 SCHOOL OPERATIONS CLUSTER (BUFF) Mission Statement 2 Goals 3 209 210 211 212 Elementary Junior High School High School Athletics 69 72 74 76 District Financial Summary 4 Definitions 5 SCHOOL SUPPORT CLUSTER (BLUE) Organization of the Report 7 Cluster Budget Documents 8 CURRICULUM CLUSTER (PINK) 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 10 18 21 29 34 37 43 46 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 Guidance Services Drug Abuse Prevention Health Services Curriculum 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 Family Life/New Futures Indebtedness Contingencies 84 89 97 104 115 118 123 128 132 135 137 142 147 150 167 173 177 181 185 189 191PREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the Fourth 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 Fourth 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 provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS 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. The LRSD will develop and maintain a staff that is well-trained and motivated. 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. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD wilt provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Year-To-Date Non-Desegregation Expenses Program Seq. No. 201 202 209 210 211 212 203 204 205 206 207 213 215 208 217 218 219 220 221 222 223 224 225 226 227 228 229 230 232 233 231 Program Name FOUR YEAR OLD/HIPPY KINDERGARTEN ELEMENTARY__________________ JUNIOR HIGH___________________ HIGH SCHOOL ATHLETICS SPECIAL EDUCATION VOCATIONAL EDUCATION ADULT EDUCATION COMPENSATORY EDUCATION GIFTED AND TALENTED GUIDANCE SERVICES HEALTH SERVICES CURRICULUM 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 INDEBTEDNESS CONTINGENCIES FAMILY UFE/NEW FUTURES TOTAL Budget 93-94 197,600.57 3,261,957.72 20,856,738.39 10,037,956.63 10,081,463.38 255,021.92 6,442,364.21 5,217,443.54 753,499.46 1,119,707.27 1,106,358.49 2,821,387.51 759,421.38 1,959,459.27 2,157,025.96 705,851.08 200,221.49 665,048.02 375,521.82 9,884,857.01 5,704,598.46 1,221,697.63 536^47.72 371,527.05 182,767.29 1,719,479.12 98,865.00 886,895.99 8,470,123.40 700,000.00 530,400.00 99,301,506.78 PTE'S 1.00 92.00 706.60 284.20 272.00 0.00 181.00 119.88 25.00 37.00 42.00 78.00 40.20 44.60 62.00 0.00 3.00 3.00 12.00 251.26 347.10 16.00 0.00 7.00 4.00 9.00 1.00 9.00 0.00 0.00 0.00 2,647.84 YTD Expense 151,522.95 3,119,581.40 20,749,645.93 9,878,340.02 9,293,594.21 246,759.74 6,781,186.21 5,057,740.99 792,080.93 802,122.85 1,099,215.02 2,788,158.33 789,705.59 1,923,426.92 2,230,908.79 985,962.61 353,465.87 1,121,928.36 357,102.71 9,631,938.75 6,108,196.97 1,050,185.13 562,177.12 274,110.20 120,638.00 1,655,579.02 96,931.98 873,722.82 8,513,935.10 0.00 561,642.48 97,971,507.00 1st  3rd Quarters 106,842.82 1,858,568.00 12,350,100.83 6,014,468.69 5,823,632.27 233,241.52 3,942,217.51 3,436,904.84 477,378.46 644,149.95 663,084.05 1,786,775.75 476,731.82 1,395,236.75 1,491,905.22 701,315.92 148,090.39 227,453.55 318,422.24 7,005,188.54 4,000,743.37 819,364.25 478,106.37 160,540.24 87,684.45 1,285,029.56 73,638.77 660,353.67 8,207,712.68 0.00 276,582.49 65,151,464.97 4th Quarter 44,680.13 1,261,013.40 8,399,545.10 3,863,871.33 3,469,961.94 13,518.22 2,838,968.70 1,620,836.15 314,702.47 157,972.90 436,130.97 1,001,382.58 312,973.77 528,190.17 739,003.57 (166,328.71\n205,375.48 1,345,450.21 38,680.47 2,626,750.21 2,107,453.60 230,820.88 84,070.75 113,569.96 32,953.55 370,549.46 23,293.21 213,369.15 306,222.42 0.00 285,059.99 32,820,042.03 % Budget Spent__ _____76.68% 95.64% 99.49% 98.41% 92.18% 96.76% 105.26% 96.94% 105.12% 71.64% 99.35% 98.82% 103.99% 98.16% 103.43% 139.68% 176.54% 163.77% 95.10% 97.44% 107.07% 85.96% 104.84% 73.78% 66.01% 96.28% 98.04% 98.51% 100.52% 0.00% 105.89% 98.66% 4DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Fourth Quarter Status Report Program Planning and Budget Document for Non- Desegregation Programs. 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\nA 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\nProgram 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\nThis 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 ri 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, (04/01/94). If an activity toward a strategy has been started but not completed, a percent of completion (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 Fourth Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. Pagination: Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (i.e., 1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface. The \"Table of Contents\" is on page i. 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 #) 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 Services 9LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 201 Page: Revision Date: August 9. 1994 1 Program Name: Four-Year-Old Program/HIPPY Program Code: Primary Leader: Estelle Matthis 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 are difficult to desegregate by incorporating Early 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, 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 establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan References: ] FY Program Budget: $197,600.57 1st Qtr Expend: 3rd Qtr Expend: FTE 1 YTD Expenditures: $151,522.95 2nd Qtr Expend: 4th Qtr Expend: $44,680.13 Related Function Codes: ] 10Program Saq #: 201 Program Name: Four-Year-Old Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Objectives Strategies Page: 2 Revision Date: August 12, 1994 Secondary Leader: Beginning Date Completion Date Pat Price Responsibility Evaluation Criteria 1. Implement early childhood education programs that provide experiences for young children which meet their needs and stimulate learning in all developmental levels. July 1. 1993 June 30. 1994 Dep. Supt., Asst. Supt., Supervisor, Principals, Teachers, Instructional Aides 1. (Annual review of assessment data beginning at the erxi 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 participate in the program.!  (Starxiardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data irtdicating the success of the Early Childhood Program as an intervention strategy.! 1.1 Identify sites for program implementations. July 1, 1993 June 30. 1994 Dep. Supt., Asst. Supt., Supervisor. Plant Services, Principals 1.1 Sites established for program implementations. A. Recommendations turned in to Associate Superinterxlent. 12/13/93 June 30. 1994 1.2 Assisted in recruiting teachers and aides as needed. July 1. 1993 June 30, 1994 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.2 Employment of teachers and aides for new arxl open positions. A. Teachers arKi aides hired for every classroom. 07/09/93 08/16/93 11Page: 3 Program 8eq *\n201 Revision Date: August 12, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To establish arxJ maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategiee Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Obtain materials, supplies and equipment for all new programs. A. Orders sent to vertdors for materials, supplies, arxi equipment. 1.4 Provide inservice arxJ technical assistance for principals, teachers, arxl instructional assistants. A. Inservice provided: July 28 and 29, 1993  August 17, 1993  September 30, 1993  October 15 arxl 16, 1993  November 4 and 5, 1993  December 6, 1993 July 1. 1993 07/01/93 July 1, 1993 07/28/93 June 30. 1994 07/01/93 June 30. 1994 June 30, 1994 Supervisor, Purchasing Dept. Supervisor, Staff Development 2. At the erxl of each year in HIPPY, 80% of the children served will exhibit readiness skills for kirxJergarten. 1. To provote the HIPPY program (To compose and mail public service announcements to local radio arrd television stations channel 14 \u0026amp; 16 arxJ flyers) 07/01/93 06/30/94 Supervisor A. Staff member appeared on channel 16 B. Mailed PSA to channels 4,7,14,\u0026amp; 16 C. Forwarded PSA to LRSD Communications Department D. E. Printed \u0026amp; distributed flyers (342 distributed) Mailed announcements arxl flyers 07/08/93 07/08/93 08/23/93 08/03/33 08/22/93 07/08/93 07/08/93 09/30/93 08/03/93 2. To select HIPPY aides (Interview and select sides\ninitial training of aides arxl staff\nto enroll families into the program) 12 07/01/93 06/30/94 Staff 1.3 Materials, supplies, and equipment will be in place to meet LRSD curriculum and licensing requirements. 1.4 Agendas arxl documentation of inservice evaluations. The Early Prevention of School Failure screening instrument will be used for pre \u0026amp; post assessment for the children upon entering kindergarten to 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 corxfucted annually to provide information relating to readiness skills.Program Seq #: 201 Page: 4 Program Name: Four-Year-Old Program Revision Date: July 12, 1994 Program Code: Primary Leader: Estelle Matthis Program Goal: Secondary Leader: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Pat Price Plan Reference Page Number Objectives Strategies 2. To select HIPPY aides (Interview and select aides\ninitial training of aides and staff\nto enroll families into the program) A. Interview and select fourteen(14) aides B. Interview \u0026amp; select aides C. Printed \u0026amp; mailed forty two (42) flyers to area churches D. Mailed job announcement to channels 14. 16, \u0026amp; 38 3. Arrange logistics with st\u0026amp;te for the initial training Comment: This is done through HIPPY State Regional Office (Initial training of aides and staff) A. Contacted principal at Washington Magnet school to assist \u0026amp; arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 4. Conduct home interview and enroll families into program (To enroll families into the program) A. Conducted registration for interested parents 5. To recruit families (Compose and mail correspondence to recruit families \u0026amp; intructional aide trainees) 13 Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/93 07/01/93 08/23/93 09/28/93 08/03/93 07/01/93 08/24/93 09/02/93 07/01/93 08/17/93 07/01/93 06/30/94 06/30/94 10/11/93 09/28/93 08/03/93 06/30/94 08/24/93 09/02/93 06/30/94 08/18/93 06/30/94 Staff Staff Supervisor Supervisor/Coordi nator Staff Teacher surveys will be conducted annually to provide information relating to readiness skills. A standarized achievement test will be given to each child at the end of the thrid grade as a comparison between the HIPPY students and a control group.Page: 5 Program Seq *: 201 Revision Data\nAugust 12, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal\nTo establish arxl maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Oete Completion Date Responsibility Evaluation Criteria  A. Mailed correspondence to forty two (42) area churches 6. Identify families to be served by each coordinator (To determine service of coordinators) 7. Identify families to be served by each aide (To assign families to be served by each aide) A. Assign families to aides 09/28/93 07/01/93 07/01/93 08/30/93 09/28/93 06/30/94 06/30/94 08/30/93 Supervisor Coordinators Supervisor Coordinator Coordinators Assignment of families to Coordinators 8. A. B. To organize instructional material Print curriculum material Ordered printed curriculum from Dushkin Publishing 9. Conduct three (3) day workshop (To familiarize aides of the HIPPY implementation of LRSD) A. Invited five (5) LRSD personnel and other experts to Inservice Training B. Invited four (4) LRSD personnel and other experts to Inservice Training C. Invited seven (7) LRSD personnel erxl other experts to Inservice Training 14 07/01/93 07/01/93 08/17/93 07/01/93 09/07/93 10/26/93 01/04/94 06/30/94 06/30/34 08/17/93 06/30/94 09/21/93 12/07/93 02/22/94 Secretary Supervisor Coordinators SupervisorPage: 6 Program Seq 201 Revision Date: Program Name: Four-Year-Old Program July 12, 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat 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 10. Obtain material for program (Order material) A. Requisitioned materials for program implementation B. Requisitioned materials for program implementation C. Acquisitioned materials for program continuance 11. To orientate enrolled families to the HIPPY program (Conduct orientation meeting) A. Conduct orientation meeting Orientation conducted 09/21/93 B. Secured space for orientation/requisited us of Adult Education Auditorium from Adult Education Director, Paulette Martin C. Invited speakers to orientation. Pat Price, LRSD Early Childhood Coordinator, Maria Mitchell, LRSD Baseline Elementary Teacher C. Prepared program agenda for orientation 12. Identify meeting sites of group meetings (Secure meeting sites for group meetings\nmail out notification of meeting sites) 15 07/01/93 06/30/94 Supervisor 07/01/93 10/10/93 11/18/93 July 1. 1993 07/01/93 09/07/93 09/16/93 07/01/93 09/30/93 12/30/93 02/01/94 06/30/94 06/30/94 09/07/93 09/16/93 06/30/94 Nov. 1993 Supervisor/Coordi nator CoordinatorProgram Seq #: 201 Page: 7 Revision Date: Program Name: Four-Year-Old Program July 12. 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat 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 A. Identified appropriate school site for group meetings B. Developed flyers C. Distributed flyers to parents 13. To schedule implementation of HIPPY curriculum (Schedule aides weekly home visits\nschedule 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) A. Book Fair B. How to Develop Self Esteem\" Wilma Kirk Lee C. Parent Appreciation/Motivational Program 15. To evaluate aide trainees mid-point 15th week. (To evaluate each aide trainee) 16. CorxJuct survey of parents-print materials (To determine program success) 10/13/93 10/12/93 10/12/93 07/01/93 07/01/93 11/11/93 10/19/93 03/08/94 07/01/93 07/01/93 10/13/93 10/12/93 10/12/93 06/30/94 06/30/94 11/11/93 10/19/93 03/08/94 06/30/94 06/30/94 Supervisor/Coordi nator Supervisor/Coordi nator Coordinators Coordinators Coordinator Supervisor 1\u0026lt;6Page: 8 Program Seq #: 201 Revision Date: July 12, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat 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 17. Implement second part of HIPPY curriculum. A. print material B. print flyers C. mass mail out (Begin second part of program implementation) 07/01/93 06/30/94 Supervisor/Coordi nator 18. Evaluation of aides 07/01/93 06/30/94 Coordinator 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 self esteem (Activities) 21. Graduation of HIPPY children and aides reception (Staff will organize) 22. Evaluate aides (Schedule final evaluation of traineees in program) 23. To begin implementation of HIPPY program (Staff in place) 24. Maintain regular staff (Secretary) 25. Aides made home visit (To assist in traveling expense) 17 07/01/93 07/01/93 07/01/93 07/01/93 07/01/94 07/01/94 07/01/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/95 06/30/95 06/30/95 Supervisor Staff Staff Coordinator Supervisor Supervisor StaffLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 202 Page: 1 Revision Date: August 9, 1994 Program Name: Kindergarten Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat 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: 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. Goat #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. To provide appropriate instructional services to all kindergarten students. Plan References: I FY Program Budget: $3,261,957.72 1st Qtr Expend: 3rd Qtr Expend: FTE 92 YTD Expenditures: $3,119,581.40 2nd Qtr Expend: 4th Qtr Expend: $1,261,013.40 I Related Function Codes: ] 18Program Seq #: 202 Program Name: Kindergarten Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader\nPage: 2 Revision Date: June 27, 1994 Pat Price To provide appropriate instructional services to all kindergarten students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Implement kindergarten programs in accordance with state standards and district guidelines. 07/01/93 06/30/94 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. 07/01/93 06/30/94 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.1 Employment of teachers for new and open positions. A. All teachers hired. 07/01/93 08/23/93 1.2 Obtain materials, supplies, and equipment for alt new programs. 07/01/93 06/30/94 Supervisor, Purchasing Dept. 1.2 Materials, supplies, and equipment will be in place to meet L.R.S.O. curriculum and state standards. A. Equipment and supplies ordered and disseminated. 07/01/93 09/10/93 1.3 Provide inservice and technical assistance for teachers. 07/01/93 06/30/94 Supervisors, Staff Development, Principals 1.3 Agendasand documentation of inservice evaluations. A. Inservice provided for all Kindergarten teachers - August 16 and 17, 1993 and January 10 and 11,1994. Also, thematic units were provided for teachers during monthly work sessions at the IRC. 08/16/93 05/05/94 1.4 Ensure proper documentation and evaluation of student progress. 07/01/93 06/30/94 Asst. Supt., Supervisor, Principals Annual reviews of data pre and post EPSF assessments. A. Pre-EPSF testing completed. 08/23/93 09/10/93 B. Post-EPSF testing completed. 04/18/94 06/03/94 1.5 Provide inservice and technical assistance for principals, teachers, and instructional assistants. 07/01/93 06/30/94 Supervisor, Staff Development 1.5 Agendasand documentation of inservice evaluations 19Page: 3 Program Seq #: 202 Revision Date: June 27, 1994 Program Name: Kindergarten Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat 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. Inservice provided for all kindergarten staff and principals - August 16 and 17, 1993 and January 10 and 11, 1994. Also, thematic units were provided for teachers during monthly work sessions at the IRC. B. Technical assistance provided throughout the year. 20 08/16/93 08/18/93 05/05/94 06/10/94Program Seq #: 203 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: Revision Date: 1 August 9, 1994 Program Name: Program Code: Special Education Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Description: Purpose Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities, conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education, services are provided in accordance with each child's Individual Education Program (lEP). A student is determined eligible for special education serviceswhen disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the corresponding need for special education services. A full continuuii of services is provided which includes multiple options for placement. Students served through special education services have been identified as having disabilities defined by the IDEA.  ' ------  district's population or 2,026 students received special education services (Dec. 1, 1992 count). This includes instruction Scope and Content Special education a Participants/beneficiaries During the 1992-93 school year, 8.13X of the District Goal Support: Goal #1 - Implement integrated educational programs that will ensure that all students grou academically, socially and emotionally with Cephas is 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, adsinistration, 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 comnunity and nation con 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.   and orderly climate that is conducive to learning for all students. '   ' .... ... ... Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal *5 - Provide a safe Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: 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. Plan References: 3 FY Program Budget: $6,442,364.21 1st Qtr Expend: 3rd Qtr Expend: FTE 181 YTD Expenditures: $6,781,186.21 2nd Qtr Expend: 4th Qtr Expend: $2,838,968.70 Related Function Codes: 1210, 1220, 1230, 1240, 1290, 1292, 2142 21Program Seq 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: July 11. 1994 Patty Kohler 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 1. 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. 1,1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 1.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 1.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/93 12/17/93 Director, Teachers, Supervisors 1.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified A. Materials ordered, disseminated 07/01/93 12/17/93 1.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored D. Annual reviews completed 1.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional vision inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Memo to Romine re: inservice needs E. Hearing Impairment Inservice 07/01/93 07/01/93 10/01/93 10/06/93 01/31/94 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 06/30/94 12/17/93 01/05/94 12/02/93 06/06/94 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 Supervisors, Examiners, Principals, Teachers Director, Supervisors 1.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 1.4 Inservice participants, dates, and topics will be provided 22Program Seq #: 203 Page: 3 Program Name: Special Education Revision Date: July It, 1994 Program Code: Primary Leader\nEstelle Matthis Program Goal: Secondary Leader: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related Patty Kohler services in each child's least restrictive environment. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Paraprofessionals Inservice 10/22/93 10/22/93 G. Elementary Resource Inservice 11/09/93 11/09/93 H. Speech Therapists Inservice 11/09/93 11/09/93 I. Secondary Resource Inservice 11/09/93 11/09/93 J. Elementary Self-Contained Inservice K. Secondary Self-Contained Inservice L. Inclusion training M. Materials Fair N. Abacus Training 0. Schools Are For All Kids training P. Statewide Inclusion Conference Q. Special Education Committee meeting 11/16/93 11/16/93 01/07/94 02/03/94 02/02/94 03/07/94 05/12/94 05/31/94 11/16/93 11/16/93 01/10/94 02/03/94 02/25/94 03/08/94 05/13/94 05/31/94 2. Provide Resource instruction to eligible students In accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 2.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director. Human Resources, Supervisors 2.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 2.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/93 12/17/93 Director. Teachers, Supervisors 2.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified A. Materials ordered, disseminated 07/01/93 12/17/93 2,3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 07/01/93 06/30/94 Supervisors, Examiners, Principals. Teachers 2.3 Monitoring reports will indicate increased .levels of compliance with applicable law and mandates A. Test materials ordered, received 07/01/93 12/17/93 23Page: 4 Program Seq #: 203 Revision Date: Program Name: Special Education July 11, 1994 Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Program Goal: Patty Kohler 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. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. New forms ordered, delivered 10/01/93 01/05/94 C. Alt folders monitored 10/06/93 12/02/93 D. Annual reviews completed 2.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional visual inservice C. AAMR inservice attended by 2 examlners/4 supervisors D. Memo to Romine re: inservice needs E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elementary Resource Inservice H. Speech Therapists Inservice I. Secondary Resource Inservice J. Elementary Self-Contained Inservice K. Secondary Self-Contained Inservice L. Inclusion training M. Materials Fiar N. Abacus Training 0. Schools Are For All Kids Training P. Statewide Inclusion Conference Q. Special Education Committee Meeting 01/31/94 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 01/07/94 02/03/94 02/02/94 03/07/94 05/12/94 05/31/94 06/06/94 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 01/10/94 02/03/94 02/25/94 03/08/94 05/13/94 05/31/94 Director, Supervisors 2.4 Inservice participants, dates, and topics will be provided 24Page: 5 Program Seq #: 203 Revision Date: July 11. 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: 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. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. Provide special class instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 3.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 3.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 3.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/93 12/17/93 Director, Teachers, Supervisors 3.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified A. Materials ordered, disseminated 07/01/93 12/17/93 3.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored D. Annual reviews completed 3.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice 6. Functional vision inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Memo to Romine re: inservice needs E. Hearing Impairment Inservice 25 07/01/93 07/01/93 10/01/93 10/06/93 01/31/94 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 06/30/94 12/17/93 01/05/94 12/02/93 06/06/94 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 Supervisors, Examiners, Principals, Teachers Director, Supervisors 3.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 3.4 Inservice participants, dates, and topics will be providedProgram Seq #\n203 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Program Goal: Plan Reference Page Number Page\n6 Revision Date\nJuly 11, 1994 Patty Kohler 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 F. Paraprofessionals Inservice 10/22/93 10/22/93 G. Elementary Resource Inservice 11/09/93 11/09/93 H. Speech Therapists Inservice 11/09/93 11/09/93 I. Secondary Resource Inservice 11/09/93 11/09/93 J. Elementary Self-Contained Inservice 11/16/93 11/16/93 K. Secondary Self-Contained Inservice 11/16/93 11/16/93 L. Inclusion training 01/07/94 01/10/94 M. Materials Fair 02/03/94 02/03/94 N. Abacus Training 02/02/94 02/25/94 0. Schools Are For All Kids training 03/07/94 03/08/94 P. Statewide Inclusion Conference 05/12/94 05/13/94 Q. Special Education Committee meeting 05/31/94 05/31/94 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 07/01/93 08/16/93 Director. Human Resources, Supervisors 4.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 4.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/93 12/17/93 Director, Teachers, Supervisors 4.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified A. Materials ordered, disseminated 07/01/93 12/17/93 4.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 07/01/93 06/30/94 Supervisors, Examiners, Principals, Teachers 4.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates A. Test materials ordered, reviewed 07/01/93 26 12/17/93Page: 7 Program Seq #: 203 Revision Date: July 11. 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: 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. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8. New forms ordered, delivered 10/01/93 01/05/94 C. All folders monitored 10/06/93 12/02/93 D. Annual reviews completed 01/31/94 06/06/94 4.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 07/01/93 06/30/94 Director, Supervisors 4.4 Inservice participants, dates, and topics will be provided A. Preschool inservice 08/17/93 08/17/93 B. Functional vision inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Memo to Romine re: inservice E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elemenatry Resource Inservice H. Speech Therapists Inservice I. Secondary Resource Inservice J. Elementary Self-Contained Inservice K. Secondary Self-Contained Inservice L. Inclusion training M. Materials Fair N. Abacus Training 0. Schools Are For All Kids Training P. Statewide Inclusion Conference Q. Special Education Committee meeting 27 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 01/07/94 02/03/94 02/02/94 03/07/94 05/12/94 05/31/94 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 01/10/94 02/03/94 02/25/94 03/08/94 05/13/94 05/31/94Page: 8 Program Seq #: 203 Revision Date: July 11. 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: 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. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. Provide extended year services to eligible students in accordance with State and Federal Mandates 5.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 06/30/94 Director, Human Resources, Supervisors 5.1 A list of certified teachers will be provided A. Work with UALR to identify staff 5.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials identified and place in schools 5.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. All conferences completed 5.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Inservice conducted at UALR 28 04/01/94 05/01/94 03/15/94 06/10/94 06/06/94 06/17/94 06/06/94 07/22/94 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Directors, Supervisors 5.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified 5.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 5.4 Inservice participants, dates, and topics will be providedLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 204 Page: 1 Program Name : Vocational Education Program Code: Primary Leader: Estelle Matthis Secondary Leader\nCarol Green Revision Date: August 9, 1994 Program Description: Vocational education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to pursue additional learning opportunities that will result in more productivity. Vocational education also develops abilities, attitudes, 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 \"about\" things. - . ___... _____ -......It is concerned with the development of the individual student in five 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 specifically to the students proficiency in a chosen occupation. Such a course of study may include related physics, English (applied communications), applied math, applied biology and chemistry, or other subject matter or information needed to make the learner a more efficient worker. Course offerings in vocational education are available in all secondary schools and include the following programs: (1) Business arxi 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 Industrial Technology Education I and II. Specialized courses are offered at Metropolitan Area Vocational Center. Vocational education instruction is offered to all students who need, desire and can profit from it. backgromd, or handicapping conditions are included within the scope of vocational education. All youth, regardless of race, gender, economic or social 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 Little Rock School Board administration staff and students will demonstrate in their day to day behavior that they accept each individual as a 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 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. 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 References: FY Program Budget\n$5,217,443.54 1st Qtr Expend: YTD Expenditures: $5,057,740.99 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: $1,620,836.15 FTE 120 [ Related Function Codes\n1321, 1331, 1332, 1333, 1341, 1351, 1352, 1353, 1354, 1362, 1371, 1392, 1360, 1362, 2410 1 29LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 204 Revision Date: June 23, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education 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 Ntirber Objectives Strategies Beginning Date Completion Date Responsibility 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. 07/01/93 08/10/93 Director, Assistant Director, Principals, Human Resources Director and Teacher Recruiter 1.1 A list of certified teachers or applicants will be provided. A. Teachers have been identified through an audit and information disseminated regarding planned inservice. 07/01/93 54X have completed this training 1.2 Identify equipment, materials and supplies needed. 07/01/93 04/15/94 Director, Assistant Director, Teachers 1.2 Equipment, materials and supplies will be listed and prioritized A. Teacher requested purchase orders approved upon submission if proper forms. B. Task Force recoirmendation submitted to the Review Board for approval. 1.3 Provide inservice training for teachers as needed to deliver quality instruction to students. 07/01/93 06/01/94 Director, Assistant Director, Staff Development Director 1.3 A listing of inservice dates, topics, and participants will be provided. A. Pre-school inservices held August 4 and August 11. B. Race Relations Inservice October 18, 1993 C. Exploring Industrial Technology Education Teachers Inservice, UCA, Conway 30 07/01/93 08/11/93 07/01/93 07/01/93 10/18/93 03/17/94Page: 3 Progran Seq *: 204 Revision Date: June 23, 1994 Prograa Naae: Vocational Education Program Code: Priaary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Prograa 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 Nudier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Review, update, or revise course offerings to reflect the needs and trends of the 21st century. 3. Maintain all equipment used in skilled training labs. 4. Awareness activities to promote vocational education will be made available to all students. 1.4 Provide an opportunity for teachers to keep abreast of changing technological needs and training in the workplace. A. Business Education teacher sent to Authorized Training Associate for WordPerfect Corporation and Southwestern Bell. 2.1 A vocational task force will be organized to address issues of the course offerings. A. Task Force meetings held December 9, January 5, and January 20. 3.1 Identify equipment in need of repair or replacement in the vocational skilled training labs. A. Requests for equipment repair submitted as needed to the Vocational Office. B. Equipment inventories completed by all vocational teachers. 4.1 Recruitment activities through advertisement, flyers, videos, and student presentation will be made available to all students. A. recruitment flyers and course offerings flyers developed for teacher recruitment. 31 07/01/93 04/02/94 07/01/93 07/01/93 05/26/94 07/01/93 01/05/94 06/30/94 SOX complete 06/30/94 06/30/94 100X completed 06/30/94 03/01/94 Director, Assistant Director Vocational Director, Staff Development Director Director, Assistant Director Director, Assistant Director, Principals, vocational teachers. Vocational teachers, Director, Task Force, and Advisory Committees. 1.4 A list of professional meetings and conferences teachers have attended will be provided. 2.1 Recommendations made by the task force wi11 be identified and completed. 3.1 All skilled lab equipment wi11 be identified for needed repair and maintenance. 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.Page: 4 Prograa Seq *: 204 Revision Date: June 23. 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education 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 Referervze Page Nuitier Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria B. Vocational teachers begin student recruitment for 94-95. C. Public Service announcements done on KARK-TV, and KATV-7. D. Public Service announcements done by radio stations KKYK, KHLT, KHJX. KOLL. KSYG, KYTN. KAAY, KSSN. E. Assistant Vocational Director appeared on Dave Woodman early morning show to talk about vocational offerings at Metropolitan. F. Vocational Director appeared on radio talk show with T.J. Raney, K-LITE to discuss course offerings at Metropolitan. 4.2 Tech Prep committee auareness campaign to inform parents about Tech Prep and it's benefits. A. Vocational Director addressed PTA Council on Tech Prep B. Vocational Director briefly explained Tech Prep to televised LRSD Board Meeting audience C. Vocational Director spoke to parents at Cloverdale Junior High's College Might about Tech Prep. 0. Tech Prep brochures developed, printed and distributed at junior high levels. E. Vocational counselor and Tech Prep Coordinator visited Pulaski Heights Junior High to talk with ninth grades about Tech Prep. 03/01/94 06/01/94 06/01/94 04/26/94 06/02/94 07/01/93 12/14/93 01/20/94 01/25/94 02/01/94 03/07/94 35X complete 100X complete 100X complete 100X complete 100X complete 04/15/94 100X complete 100X complete 100X complete 03/18/94 25X complete Director, Assistant Director, Tech Prep Coordinator 4.2 List of all awareness sessions and Public Relations Activities will be compiled. 325 Page: Prograa Seq f: 204 Revision Date: June 23. 1994 Prograa Naae: Vocational Education Prograa Code: Priaary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Prograa 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 Nurbcr Objectives Strategies Beginning Date Coirpletion Date Responsibility Evaluation Criteria F. Vocational Director attended Parent Cluster Meetings at Mann Jr. High and Fair High Schools to explain/discuss Tech Prep. G. Vocational Guidance Counselor attended Parent Cluster Meeting at Hall High School to explain/discuss Tech Prep. H. Declaration Forms for College Prep/Tech Prep developed, printed and distributed to jr. high schools. 04/04/94 04/94 06/10/94 100% complete 100X complete 100X complete 33Program Seq #: 205 Program Name: Adult Education Program Code: Primary Leader: Program Description\nDistrict Goal Support: Program Goal: [ Plan References: FY Program Budget\nYTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Hatthis Secondary Leader: Page: 1 Revision Date: August 9, 1994 Paulette H. Martin Adult Education is specially designed instruction at no cost to students to upgrade their educational level and or to help them obtain a high school equivalency (GEO) diploma. This includes instruction at the Adult Education Center and its satellite programs in businesses, industries, various conmunity and state agencies and chures. 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. school. During the 1992-93 school year, 3078 students received Adult Education serves. Participants/beneficiaries Students served in Adult Education are identified as having withdrawn or dropped out of public Goal #1 - Implement integrated educational programs that willl ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment whiUe closing disparties in achievement. 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 conmunity as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. support our schools. school activities and operations. Goal #4 - Solicit and secure financial and other resources that are necessary to full 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 The goal of the Adult Education Program is to upgrade the basic literacy skills of adults and to assist adults in obtaining their high school equivalency (GED) diploma. 1 $753,499.46 $792,080.93 1st Qtr Expend: 2nd Qtr Expend\n3rd Qtr Expend\n4th Qtr Expend: $314,702.47 1410, 1420, 1445, 1490 1 34Program Seq 205 Program Name: Adult Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: June 27, 1994 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 (GEO) diploma. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide instruction to eligible students in Basic Literacy, General Adult Education, and Computer Literacy using the annual Effective and Efficient Criteria as mandated by the State Department of Education for review of programs. 1.1 Identify and employ qualified teachers to deliver services to students 07/01/93 06/30/94 Director, Human Resources\nDirector, Adult Education 1.1 A list of certified teachers will be provided A. Al) teachers hired 08/02/93 08/16/93 1.2 Identify equipment, materials, and supplies needed in order to deliver services to students 07/01/93 06/30/94 Director, Ass't Director, Teacher, examiners 1.2 Equipment, materials and supplies will be listed A. Materials Ordered 08/02/93 08/17/93 B. Materials disseminated 08/02/93 09/20/93 1.3 Provide Inservice training for teachers as needed to ensure that students are served appropriately 07/01/93 06/30/94 Director 1.3 Inservice participants, dates and topics wilt be provided A. Preschool Inservice 08/17/93 08/18/93 B. Safety \u0026amp; Security 09.23/93 09/23/93 1.4 Promote the Adult Education Program A. Recruiter distributes posters/brochures to grocery stores, barber/beauty shops, medical clinics, public health units, churches B. Tapes made and running on local TV and radio stations C. Assistant Director speaks to Incentive School parents about services offered 35 07/01/93 08/02/93 11/15/93 10/18/93 06/30/94 50% 50% 10/18/93 Director, Ass't Director, Recruiter, teacher 1.4 Copies of tapes, brochures, and posters will be provided as well as a schedule of places visited by the recruiter.Page: 3 Program Seq #: 205 Revision Date: June 27, 1994 Program Name: Adult Education Program Code: Primary Leader: Estelle Matthis 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 to assist adults in obtaining their high school equivalency (GED) diploma. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Submit Proposals and secure financial resources that are necessary to support the Adult Education Program A. Direct and Equitable proposal B. Correctional/lnstitutionalized C. Adult Basic Education, General Adult Education 1.6 Set up additional satellite Adult Education classes when requested A. McClellan Community School B. Tomberlin Church of God In Christ C. Word of Outreach Christian Church D. Crystal Hill Baptist Church E. University of Arkansas Medical Services F. Old Martin Luther King G. Sysco Foods, Inc. H. Salvation Army I. IRC J. Timex 36 07/01/93 01/06/94 03/04/94 06/08/94 07/01/93 11/08/93 10/04/93 01/10/94 01/03/94 02/08/94 09/08/93 02/07/94 03/07/94 05/07/94 05/31/94 06/30/94 01/11/94 03/08/94 06/09/94 06/30/94 05/12/94 05/26/94 05/26/94 05/26/94 03/15/94 06/07/94 04/20/94 06/05/94 06/30/94 06/30/94 Director Director 1.5 Copies of proposal will be provided 1.6 List of satellite classes will be providedLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 206 Page: 1 Revision Date: August 9, 1994 Program Name\nCompensatory Education Program Code\nPrimary Leader: Estelle Matthis Secondary Leader\nAdams/Stovall/Trowell/Parker Program Description\nCompensatory Education funded programs are designed to improve the quality of LRSD's academic programs. Activities include supplemental instruction for students, resource materials, inservice education for teachers, and support for parental invokement. 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 arts and mathematics learning for all students in the mainstream setting. Plan References\n1 FY Program Budget: $1,119,707.27 1st Qtr Expend: 3rd Qtr Expend: FTE 37 YTD Expenditures: $802,122.85 2nd Qtr Expend: 4th Qtr Expend: $157,972.90 Related Function Codes: 1560, 1570. 1595 37Program Seq 206 Program Name: Compensatory Education Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: August 3, 1994 Adans/Stovail/Trowe1l/Pafkof To assist low achieving students to make accelerated progress and catch up. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To use an integrated shared reading/writing approach of instruction to promote student independence as readers, writers, and learners, (fourteen schools, K-3) 03/01/94 06/03/94 Principals and Teachers 1. Student profiles on LRSD Language Arts Curriculum will be used to assess student achievement. 1.1 Purchase and distribute materials and supplies to schools. A. Materials distributed with coding instructions to participating schools. 1.2 Provide additional time for instruction using the Shared Reading/Writing Approach through thematic units utilizing these materials. A. Fourteen on-site visits by reading specialists reflect additional time provided for instruction utilizing these materials. 1.3 Provide whole group instruction for all K-1 students and additional small group and individual instruction as needed. A. Daily whole/smalt group instruction was provided to K-1 students in shared reading/writing instruction. 1.4 Provide secorxt and third grade students with instruction using the Shared Reading/writing Approach. A. Reading teachers schedules reflect the additional instructional time for identified students. 38 02/16/94 02/25/94 03/01/94 03/07/94 03/01/94 02/25/94 03/01/94 03/07/94 02/25/94 02/25/94 06/03/94 04/21/94 06/03/94 06/09/94 06/03/94 04/21/94 Director of Reading and IRC Reading Specialists Principals, First Grade Teachers, and Reading Specialists Principals and Classroom Teachers Classroom Teachers Principals, Classroom Teachers, and Reading Specialists 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.Page: 3 Program Seq 206 Revision Date: August 3, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Goal: To assist tow achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Provide participating teachers and administrators with a minimum of nine hours staff development. A. Shared Reading/Writing Workshop (6 hours) B. Shared Reading/Writing Workshop (6 hours) C. Shared Reading/Writing Workshop \u0026lt;3 hours) 1.6 Provide summer scholarships to train the trainers. A. Eight teachers are scheduled to attend training in July, 1994. B. Participating schools: Mabelvale - 3 teachers\nCloverdale - 1 teacher\nBrady - 1 teacher\nIRC  2 Reading Specialists (Director of Reading to attend a 3-day workshop in Chicago July 28-30, 1994.) 11/02/93 11/02/93 11/03/93 04/06/94 06/30/94 04/20/94 06/03/94 11/02/93 11/03/93 04/06/94 08/01/94 08/01/94 Director of Reading and Rigby Consultants Director of Reading and Rigby Consultants 1.5 List of participants with evaluations. 1.6 List of trainers. 2. To improve students' abilities to analyze, explain, arxJ summarize materials from books and tapes utilizing the reading styles approach, (two schools) 03/01/94 06/03/94 2. The evaluation criteria includes the recognition of the sound of letters in isolation and in words, and in how to blend sounds together. 2.1 Diagnose students' reading styles in four areas: tactic, visual, kinesthetic, auditory. A. Thirty-three reading style inventories were completed at Chicot. 2.2 Structure students' work around identified reading styles. A. Reading styles inventories have been completed by 173 students. 03/01 /94 01/14/94 03/01/94 01/05/94 06/03/94 06/03/94 06/03/94 Principals and Classroom Teachers Principals and Classroom Teachers 2.1 The number of Reading Styles Inventories completed. 2.2 Students' Individual Learning Plan. 39Page: 4 Program Seq #: 206 Revision Date: August 3. 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovail/Trowell/Parker Program Goal\nTo assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Actively involve students in learning activities. A. Thirty-three individual learning plans have been completed, placing the learning styles inventory into group instruction and individuals. 2.4 Send home appropriate books arxf corresponding tape recordings for the reading styles of targeted students. A. Four purchases have been completed and 3,185 items have been received and categorized. 03/01/94 01/14/94 03/01/94 01/14/94 06/03/94 03/24/94 06/03/94 03/24/94 Principals and Classroom Teachers Principals and Classroom Teachers 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) 4. To promote communications between home and school. 03/01/94 06/03/94 3. The criteria consists of: a) reference data in reading\nb) amount of peer tutoring\nc) number of discipline problems\nd) parental communication\ne) number of identified reading styles. 3.1 Use the Direct Instruction Program in phonics to teach students. A. Kindergarten, 60% students showed gains\ngrade 1  improvement plan will be developed, 1994-95. 3.2 Provide target students with presentation books, story books, homework, and materials. 40 03/01/94 04/01/94 03/01/94 03/01/94 06/03/94 06/03/94 06/03/94 06/03/94 Principals and Classroom Teachers Principals arxl Classroom Teachers 3.1 Activities contained in the daily lesson plan will comprise the evaluation. 3.2 Record of books students read annually. 4. Record of take-home materials.Page\n5 Program Seq 206 Revision Date: August 3, 1 994 Program Name\nCompensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader\nAdams/Stovall/Trowell/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 4.1 Inform parents regarding instructional approaches. A. Organized instructional setting  24 hours of training. B. Three workshops have provided thirteen hours of staff training in Corbo's Reading Styles Based Instruction. 4.2 CoruJuct conferences with parents on student progress. 4.3 Provide take-home books and materials for parents. 03/01/94 08-12-93 01/05/94 03/01/94 03/01/94 06/03/94 06/23/94 03/16/94 06/03/94 06/03/94 Principals and Teachers Principals and Teachers Principals and Teachers 4.1 Documentation of communications. 4.2 Documentation of conferences. 4.3 Record of send-home materials. 5. To reduce education deficit in reading of target students in grades seven through twelve by reinforcing the regular education program with Language Arts Plus. 6. To prevent school failure and dropout with additional assistance from tutors in reading and mathematics. 08/23/93 06/03/94 Language Arts Supervisor 5. Criteria consists of Pre and Post Norm Referenced data in Reading/Language Arts for participating students. 5.1 Reduce language arts class size arxJ add an enrichment class to the schedule. 5.2 Provide tutorial and remedial learning experience in the enrichment class. A. Three secondary schools served 96 students showing 51% of students with an NCE gain. 5.3 Employ a variety of instructional strategies which permit teachers to clarify, enhance or remediate in the academic setting. 07/01/93 08/23/93 04/01/94 08/23/93 08/23/93 41 08/23/94 06/03/94 06/03/94 06/03/94 06/03/94 Principal Principal/ Classroom Teacher Principals and Language Arts 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.Page\n6 Program Seq iV: 206 Revision Date\nAugust 3, 1994 Program Name\nCompensatory Education Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Adams/Stovall/Trowell/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 6.1 The Little Rock School District will purchase the following tutoring services from the Cornerstone Project: A) Ten certified tutors who has special training in working with remedial students: B) Tutors will work with students through one-on-one situation or in groups not to exceed four students\nCj Students will receive one hour of instruction in reading and one hour in mathematics\nDi Review individual student performance with parents\nE) Cornerstone Project's Parent Action Committee will provide a forum for communication among parents, tutors and staff: F) Parent education seminars will be offered for parents awareness\nG) The service will be Monday through Thursday for nine months or 160 days. A. Forty-two students show gains in reading (62%) and math (43%). 08/23/93 06/10/94 Director of Federal Programs 6.1 Students' progress will be monitored by receiving school report, quarterly grade reports, contact with school counselors, and progress with tutoring materials.LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 207 Page: 1 Revision Date: August 9, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Description: The Little Rock School District's Gifted Program offers to its students through a design that consists of observation and enrichment for all students 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 with 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 Io these students 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 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 conductive 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 identified students. Plan References: Ff Program Budget: $1,106,358.49 1st Qtr Expend: 3rd Qtr Expend: FTE 42 YTD Expenditures: $1,099,215.02 2nd Qtr Expend: 4th Qtr Expend: $436,130.97 Related Function Codes: ] 43LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 207 Revision Date: June 13, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Goal: To provide appropriate instructional services to all identified gifted students. Plan Reference Page Number Objectives Strategies 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 07/01/93 06/30/94 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. B. Requested materials and supplies ordered. 1.3 Ensure proper documentation and evaluation of student records (placement) according to district and state guidelines. A. Monitoring of school records scheduled B. Monitoring visits conducted 1.4 Provide inservice training for teachers (specialists) to ensure that students are receiving appropriate instructional services /4 07/01/93 07/01/93 07/01/93 07/01/93 11/9/94 07/01/93 07/01/93 01/10/94 07/01/93 06/30/94 09/17/93 06/30/94 06/30/94 04/05/94 06/30/94 06/03/94 06/03/94 06/30/94 Supervisor, Coordinator, Human Resources Dept. Supervisor, Coordinator. Principals Supervisor, 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 evaluationsPage: 3 Program Seq #: 207 Revision Date: June 13, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Goal: To provide appropriate instructional services to all identified gifted students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Eleven workshops/inservices were held for curriculum and instructional enhancement. 08/17/93 03/22/94 ^5LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 206 Page: 1 Revision Date: August 10, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Description: The Little Rock School District's Division of Curriculum Services seeks to improve curriculum design and delivery K-12 that is consistent with state guidelines and national recommendations. This division 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. 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 welLtrained 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. 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 References: ] FY Program Budget: $1,959,459.27 1st Qtr Expend: 3rd Qtr Expend: FTE 45 YTD Expenditures: $1,923,426.92 2nd Qtr Expend: 4th Qtr Expend: $528,190.17 Related Function Codes: 1190, 1193, 2211, 2212, 2490, 3800, 4900, 2219 /6LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: June 23, 1994 Sterling Ingram 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 1. Develop a coordinated and articulated curriculum that is comprehensive and demonstrates congruence between what is written, taught, and tested. 07/01/93 06/30/94 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 07/01/93 80% Curriculum Directors, Supervisors and Coordinators, Certified Teachers, Principals 1.1 Curriculum guides are in place and are aligned with District objectives A. Curriculum guides were revised in all areas in July, 1992 B. Business case was prepared to revise the science curriculum guide during the 94-95 school year C. Additions made to G/T K-6 Resource Guides to provide additional support in K-2 area D. Revision of Special Education Appraisal Guide 09/01/91 02/01/94 07/01/93 07/01/93 E. Revision of Language Arts Curriculum Guide 05/16/94 F. Business case was prepared, presented, and approved to revise language arts curriculum guide during spring of 1994 02/01/94 07/01/92 03/09/94 03/15/94 06/01/94 06/30/94 03/09/94 G. Business case was prepared, presented, and approved to write a K-12 foreign language curriculum guide during spring of 1994 H. Business case was prepared, presented, and approved to revise mathematics curriculum guide during spring of 1994 /I? 02/01/94 02/01/94 03/14/94 03/09/943 Page: Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 1.2 Provide inservice training for teachers to assist in effective delivery of the curriculum 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals 1.2 Documentation of inservice activities are available 1.2 Test scores will demonstrate improvement A. Inservices provided for G/T specialists and facilitators B. Inservice training provided in social studies and multicultural education with an emphasis on integrating the curriculum C. Eisenhower Staff Development Specialists in science and math provide inservice for individual teachers and groups of teachers regarding strategies and techniques for delivering the curriculum D. Approximately eighty-five (85) inservices and/or minicourses were conducted to assist in effective delivery of the core curriculum areas E. Inservice provided to all special education staff F. Reading inservice provided to all K-6 new teachers G. Inservice provided to all academic support teachers H. Inservice training provided in writing, grades K-6 I. Inservice training provided in integrating the language arts curriculum, grades 7-12 J. Inservice training provided for language arts plus teachers K. Inservice training provided in planning the instructional process in language arts, grades 7-9 /18 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 08/16/93 08/16/94 07/01/93 07/01/93 02/01/94 08/01/93 06/30/94 06/30/94 06/30/94 06/30/94 01/04/94 06/09/94 06/07/94 06/30/94 06/30/94 05/30/94 05/30/94Program Seq #: 208 Page: Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 4 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 1.3 Provide technical assistance as needed for individual school sites and/or individual teachers 08/17/93 06/30/94 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. Technical assistance is provided as needed or requested in all curricular areas B. Special education supervisors are assigned to and visit all schools regularly C. Reading specialists are assigned to and visit all schools regularly D. Technical assistance provided to principals and teachers in coordinating language arts plus programs E. Technical assistance provided to principals and teachers in serving ESL students 1.4 Assist schools in the selection of appropriate materials and resources for delivering the curriculum effectively to students A. Assistance provided to twenty-four (24) schools in the selection, purchase, and delivery of materials and resources for all K-1 B. Assistance as requested was made to schools in the area of multicultural materials C. Replacement \"hands-on science supplies are provided for schools to help in the implementation of the curriculum 07/01/93 08/07/93 08/16/93 07/01/93 07/01/93 07/01/93 08/16/93 08/01/93 08/16/93 06/30/94 06/01/94 06/07/94 06/30/94 06/30/94 06/30/94 10/01/93 06/30/94 06/01/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 1.4 Materials and resources are in place 1.4 Requisitions for materials are on file5 Page: Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curricuium Services Program Code: Primary Leader: Estelie Matthis Secondary Leader: Steriing ingram 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. Appropriate G/T materials ordered for all programs E. Assistance provided to equip new King school with appropriate G/T materials for students and curriculum development F. Special education supervisors assist in selection/provision of materials G. Assistance was made to schools in purchase of reading materials H. Foreign languages textbooks were selected and adopted I. Assistance as srequested was made to schools in the area of language arts materials J. Assistance was made to all schools in the area of ESL materials 1.5 Analyze standardized test results together with Abacus and/or other appropriate data to revise and/or modify curriculum as needed 07/01/93 07/01/93 07/01/93 07/01/93 02/01/94 07/01/93 07/01/93 07/01/93 10/01/93 08/16/93 06/01/94 05/15/94 04/21/94 06/30/94 06/30/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals, Teachers 1.5 School improvement plans reflect emphasis on identified areas of need A. Results of tests and other data were used to identify target schools for assistance by Eisenhower Staff Development Specialists in science 07/01/93 09/01/93 2.0 Identify and secure resources, both material and human, to support the program of studies offered by the District 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Director of Procurement, Principals 2.0 The courses in the program of studies have resources available for full implementation 50Page: 6 Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 07/01/93 04/19/94 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 and supplies requested by schools to help implement their science program were ordered and provided B. Social Studies instructional materials identified and ordered for all schools to implement the curriculum C. Materials identified and ordered for G/T program D. Equipment needs for children with disabilities have been addressed through lEPs E. Materials, supplies, and equipment identified and ordered for pre-K and kindergarten programs P. Language arts materials were identified and ordered 2.2 Provide direct services to schools through the deployment of curriculum and technical specialists to help implement the schools' instructional program 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 03/24/94 04/19/94 03/24/94 06/01/94 08/16/94 09/01/93 06/30/94 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 A. Eisenhower Staff Development Specialists in science and math provide technical assistance to elementary schools 08/17/93 06/30/94 51Page: 7 Program Seq #: 208 Revision Date\nJune 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader\nSterling Ingram 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 B. Supervisory staff made over 250 on-site visits for technical assistance to schools and 22 visits by Dennis Glasgow during the fourth quarter C. Technical assistance provided to schools by G/T Supervisor and Coordinator D. Technology provided for students with disabilities through lEPs E. Technical assistance provided to schools by Reading Supervisor and specialists 2.3 Maintain a library of audio-visual materials, staff development materials, and other specialized materials for loan to schools A. G/T library established in G/T office. Materials available for checkout upon demand and sent to schools to provide curriculum support B. Specialized reading, language arts, E.S.L. and math materials are available through checkout at the reading/English/math offices C. Instructional social studies multicultural materials loaned to schools periodically D. Library of audio visual materials is maintained at the IRC and circulated to the schools E. Library of Scottish Rites and related materials established in Special Education office 08/17/93 08/17/93 07/01/93 08/16/93 07/01/93 08/17/93 07/01/93 08/17/93 08/17/93 07/01/93 06/30/94 06/30/94 06/01/94 06/07/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/01/94 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 logs will document the loan of other specialized materials to the schools 52Page: Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 8 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 2.4 Interview prospective candidates for teaching positions as well as other certified and non-certified positions to assure the best qualified applicants are selected for employment 07/01/93 06/30/94 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. Forty-three 143} teacher candidates were interviewed in the areas of reading, language arts, E.S.L., and math B. Prospective G/T Specialists were interviewed and hired to fill vacancies C. Curriculum staff members interview prospective teachers in their area of expertise D. Special education supervisors monitor placement of all special education staff E. Prospective Early Childhood teachers were interviewed and hired for expanded programs F. English supervisor assisted in interview process for teachers, ESL tutors, communications assistants, and principals G. Interviewed minority candidate for a science position H. Interviewed candidates for principalship vacancies at Carver and Forest Heights Jr. High 53 07/01/93 07/15/93 07/01/93 07/01/93 07/09/93 07/01/93 05/25/94 06/06/94 03/24/94 09/01/93 06/30/94 06/01/94 08/16/93 06/30/94 05/25/94 06/08/949 Page: Program Seq tf: 208 Revision Date: June 23. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 2.5 Print District documents for dissemination to teachers, principals, students, and/or parents 07/01/93 06/30/94 Curricuium 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\nsign-off lists document the distribution of parent home study guides to parents\nstudent/parent records document that students and parents received \"Rights and Responsibilities Handbook\" A. Revised curriculum guides distributed in August, 1992 B. Phased in social studies guides distributed in August, 1993 C. Curriculum guides provided for newly assigned teachers and specialists in all areas 0. Regular correspondence regarding special education updates are mailed to all schools 2.6 Prepare instructional activities and materials for teachers and explain/demonstrate their use A. IRC staff prepares and explains materials and activities for teachers at monthly IRC open houses 6. Eisenhower Staff Development Specialists in science prepare model materials and equipment and demonstrate its use during demonstration lessons and teach teaching 09/01/91 08/17/93 08/16/93 07/01/93 07/01/93 10/07/93 08/17/93 08/15/92 08/17/93 09/01/93 06/08/94 06/30/94 05/05/94 06/01/94 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 54Page: 10 Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 3.0 Provide technical assistance to principals, teachers, and other personnel to facilitate the effective implementation of District programs C. Copies of reading/language arts/mathematics/E.S.L/ foreign language materials and activities are on file D. Editorial cartooning materials developed and dissiminated by G/T and Social Studies Departments E. Thematic units developed monthly for Early Childhood F. Special education supervisors work with individual teachers/students through lEPs 3.1 Assist the schools through the services of roving computer technicians to keep computer labs and equipment up and running 08/17/93 01/06/94 09/01/93 07/01/93 07/01/93 07/01/93 06/30/94 03/24/94 05/05/94 06/01/94 06/30/94 06/30/94 Curriculum Directors, Supervisors and Coordinators Coordinators of Technology, Computer Technicians, Principals 3.0 District programs in the area of curriculum operate smoothly, without undue break-downs of equipment, lack of training of personnel, or lack of information by district personnel 3.1 Computer labs provide good service and have little \"down\" time A. Computer specialists and technicians maintain regular schedule of school visits to monitor lab operation 08/17/93 06/30/94 3.2 Assist teachers with self-identified or principal-identified needs to improve the teaching/learning process through content specific training as well as training in using various instructional strategies 07/01/93 06/30/94 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. Supervisory staff made over 300 on-site visits for technical assistance to schools 08/17/93 06/30/94 55Page: Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 11 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 B. Assistance provided by G/T Supervisor and Coordinator C. Provided assistance to principals/identified science teachers at high schools D. Special education supervisors work with individual teachers/students through lEPs 3.3 Help schools identify staff development needs and plan inservice to address those needs A. All schools were provided assistance in identification delivery and/or resources needed for staff development B. Each school has an assigned staff development specialist to provide ongoing assistance as needed or requested C. Inservice has been conducted for all groups working with students with disabilities 3.4 Monitor program implementation through classroom visitations A. Over 350 on-site visits were made to schools by supervisory staff to monitor classrooms for program implementation B. Monitoring of G/T program ongoing by Supervisor and Coordinator C. Monitoring of Early Childhood programs ongoing by Supervisor 08/17/93 02/01/94 07/01/93 07/01/93 07/15/93 07/15/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 06/30/94 03/25/94 06/01/94 06/30/94 06/30/94 06/30/94 06/01/94 06/30/94 03/24/94 06/10/94 06/10/94 Director of Staff Development, Principals, Curriculum Directors, Supervisors and Coordinators Curriculum Directors, Supervisor and Coordinators 3.3 The Staff Development Catalog contains training that meets the needs identified in the schools' Schoo! Improvement Plan 3.4 Weekly visitation logs document program monitoring ^6Page: 12 Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code\nPrimary Leader: Estelle Matthis Secondary Leader\nSterling Ingram Program Goal\nThe purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as vrell as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Special education supervisors visit schools regularly E. Monitoring of language arts plus program is ongoing F. Monitoring of ESL program is ongoing 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. Multicultural and social studies related events/activities and opportunities to enhance the District's instructional program has been disseminated to all schools periodically B. Twenty mailings per month are distributed district-wide through reading, language arts, and math departments C. Supervisory staff provide information to teachers and other staff through council meetings and mail-outs about special events and opportunities D. Information on academic events, opportunities, etc. provided to schools by G/T Supervisor and Coordinator E. Inclusion grant received/implemented 3.6 Assist schools with special needs students to address the identified needs to improve the learning process 57 07/01/93 06/01/94 09/01/93 09/01/93 07/01/93 08/17/93 08/17/93 07/01/93 08/17/93 08/01/93 07/01/93 05/30/94 05/30/94 06/30/94 06/30/94 03/24/94 06/30/94 06/30/94 06/01/94 06/01/94 Curriculum Directors, Supervisors and Coordinators Curriculum Directors, Supervisors and Coordinators, Principals 3.5 Memos, council agendas, and other written correspondence containing pertinent information is on file in each curriculum area 3.6 Programs to address special needs students are in placePage: 13 Program Seq 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curricuium 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 A. G/T Supervisor and Coordinator provide assistance for schools in providing needed services to identified gifted students 8. Academic support programs and E.S.L. programs are in place at all schools C. Early Childhood Coordinator worked through Division of Exceptional Children to meet the needs of identified children D. Special education supervisors work with individual teachers/students through lEPs 4.1 Provide inservice training through district- wide minicourses, training courses as well as school-based workshops to maximize the delivery of the curriculum A. Twenty-six (26) training courses were offered district-wide to assist teachers in effective instruction and classroom management B. Fifteen (15) follow-up training sessions for Abacus were offered district-wide C. Sixty (60) minicourses designed to assist teachers with hands-on delivery of the curriculum were offered district-wide D. Forty-six (46) school-based inservice programs with emphasis on content methodology were presented 08/17/93 08/23/93 09/15/93 07/01/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 08/17/93 06/15/94 03/24/94 06/10/94 06/01/94 06/30/94 06/30/94 03/24/94 03/24/94 06/10/94 06/10/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 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 Catalogue reflects inservice opportunities 4.1 Computer generated record reflects all inservice topics, dates, participants 4.1 Evaluations are on file S8Page: 14 Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 E. Approximately eighteen (18) inservices were provided to teachers and/or instructional aides who work in the Early Childhood Program F. Inservice provided to all special education staff 4.2 Maintain professional materials and supplies that can be accessed by local school sites for identified needs and/or professional development A. Science office maintains a library of professional science tradebooks for use by teachers who desire assistance 8. Professional materials incorporated into G/T office library. Materials available for checkout C. Specialized reading, language arts, E.S.L., and math materials are available through checkout at the reading/English/math offices D. Materials kept in central office for checkout by special education staff E. English office maintains a library of ESL materials for use by school personnel 4.3 Provide technical assistance to individual schools/teachers through demonstration lessons, team-teaching as well as individual/group planning at the local school 59 08/17/93 07/01/93 07/01/93 08/17/93 08/17/93 07/01/93 07/01/93 07/01/93 07/01/93 06/10/94 06/01/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Staff Development Specialists Curriculum Directors, Supervisors and Coordinators, Staff Development Specialists 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 availablePage: 15 Program Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 A. Eisenhower Staff Development Specialists in science and math conduct demonstration lessons, team teaching, and small group inservice sessions at the local school level B. Individual/group planning of G/T curriculum provided by G/T Supervisor and Coordinator C. Supervisory staff made over 250 on-site visits for technical assistance to schools D. On-site assistance provided by special education supervisors E. On-site assistance provided by reading specialists 4,4 Provide opportunities for teachers to work at the IRC to design and create their own activities A. G/T inservices held to provide opportunities for teachers to develop materials 6. Copies of reading/language arts/mathematics/E.S.L./foreign language materials and activities are on file C. Monthly IRC open houses provide teachers an opportunity to design and create instructional materials 4.5 Provide specialists and technicians to'assist local schools in the implementation of the Abacus Instructional Management Program 60 08/17/93 08/17/93 08/17/93 07/01/93 08/17/93 10/07/93 08/17/93 08/17/93 10/07/93 07/12/93 06/15/94 06/15/94 03/24/94 06/10/94 06/07/94 05/94 03/24/94 06/30/94 05/05/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Staff Development Staff Development, Computer Central 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 systemPage: 16 Program Seq #: 208 Revision Date: June 23. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 5.0 Develop and evaluate programs to meet needs established by the district in the curriculum area A. Three (3) specialists and five (5) technicians provide bi-weekly visits to schools as well as any requests for additional assistance as needed B. Abacus training provided to alt elementary special education resource teachers 5.1 Plan programs for magnet, interdistrict, incentive, and other schools established by the District to incorporate selected themes A. Assistance by Department of Instructional Technology provided to three (3) Incentive Schools with theme implementation B. Supervisory staff helps plan programs for schools with identified themes or areas of emphasis C. Supervisory staff reviewed and revised the Incentive Schools' brochures 61 08/17/93 02/01/94 07/01/93 07/01/93 01/03/94 07/01/93 02/01/94 06/15/94 03/01/94 06/30/94 06/30/94 03/24/94 06/30/94 03/25/94 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals, Associate Superintendent for Desegregation 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 programs 5.1 Schools with special themes have programs in place that infuse the theme throughout the curriculumPage: 17 Program Seq #\n208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 5.2 Develop District-wide programs to meet the special needs of identified populations of students 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals, Director of Federal Programs 5.2 Student populations with special needs identified by the District in the curriculum area have programs in place to address their needs A. Academic Support Programs and E.S.L. programs are in place at all schools B. Programming for identified gifted students available at all schools C. Special education supervisors work with individual teachers/students through lEPs 5.3 Assess the effectiveness of District programs in the curriculum area A. Program evaluation of gifted program conducted each spring B. Standardized test results, Abacus results, and various types of alternative assessment results are used to assess curriculum program C. High school and junior high school science fairs were held in February and provided a measure of the science program's effectiveness D. A Sixth Grade Challenge and Quiz Bowls for elementary and junior high students were held in May and provided a meassure of the GT Program's effectiveness 08/23/93 08/17/93 07/01/93 07/01/93 03/01/94 07/01/93 02/01/94 05/03/94 06/07/94 06/07/94 06/01/94 06/30/94 06/01/94 06/30/94 02/28/94 05/27/94 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation 5.3 Utilization of manpower and resources in the curriculum area will reflect the use of program assessment results R2Program Seq #: 208 Page: 18 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 5.4 Seek funding for District programs that qualify for grants from external funding sources 07/01/93 06/30/94 Director of Federal Programs, Curriculum Directors, Supervisors and Coordinators 5.4 Grant applications are on file in the Office of Federal Programs A. Submitted application for and received funding from Dwight D. Eisenhower Math and Science program B. Researched and prepared grant application Title VII Compensatory Ed Act 453 C. The Early Childhood Department applied for and received $35,000.00 for an Enhancement Improvement Grant from the Arkansas Early Childhood Commission for developmentally appropriate playgrounds for four-year-old children 0. The Early Childhood Department and the HIPPY program applied for and received $233,992.00 from the Arkansas Early Childhood Commission for a Continuance Grant for the Early Childhood Programs E. The Early Childhood Department has applied for and received $3,128.70 from the Early Childhood Commission for a Child Care Training Grant F. The Early Childhood Department. U.A.L.R. and Rockefeller school has applied for and received $7,500.00 from the Arkansas State Department of Education for a Parent Involvement Grant. G. Inclusion grant received/implemented 07/01/93 01/15/94 11/01/93 09/01/93 09/01/93 07/01/93 07/01/93 04/13/94 12/15/93 08/01/93 11/19/93 12/07/93 04/1 5/94 08/31/93 05/31/94 04/16/94 06/30/94 06/01/94 R3Page: 19 Program Seq #: 208 Revision Date: June 23. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 J I 5.5 Plan programs of study for students that meet local, state, and national standards A. New graduation policy and regulations approved by the Board reflect local, state, and national standards B. Foreign language framework pilot program - mathematics/reading/language arts curriculum correlations with state framework C. State special education standards provided to all schools 5.6 Identify or develop alterative means of assessing student achievement of curricular objectives 07/01/93 07/01/93 09/01/93 07/01/93 07/01/93 06/30/94 03/24/94 06/30/94 12/01/93 80% Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals 5.5 Curriculum and program of studies reflect stale curriculum frameworks, and program of studies meets local and state requirements and reflects national recommendations and trends 5.6 Criterion referenced test items will be cleaned- up/revised in Abacus test item bank for use by pilot schools: kindergarten and elementary report cards will be revised: portfolio assessment workshops will be held for groups of teachers A. Fifty-three (53) workshops on portfolio assessment were conducted to facilitate the use of alternative assessment 08/17/93 06/10/94 B. Portfolio workshops held for G/T specialists 09/14/93 01/25/94 C. Portfolio notebook developed for G/T program D. Portfolio pilot program for third grade identified students 09/29/93 07/01/93 01/23/94 06/30/94 R4 /Page: 20 Ptogram Seq #: 208 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 6.0 Develop and expand a cooperative relationship between home and school that will encourage positive home learning E. Social Studies test items in Abacus have been revised to better address the district's curriculum F. Elementary and kindergarten report cards were revised for the 93-94 school year G. Completed through lEPs 6.1 Develop and print parent home study guides for distribution that can be used throughout the year to reinforce positive learning 07/12/93 07/15/93 07/01/93 07/01/93 07/01/93 06/30/94 12/15/93 06/01/94 06/30/94 09/15/93 Curriculum Directors, Supervisors and Coordinators, Principals, Teachers Curriculum Directors, Supervisors and Coordinators 6.0 Home and school cooperation and parental involvement will increase as reported on survey of parents and VIPs records 6.1 Guides are available A. Parent Home Study Guides were developed, training at PTA meetings was provided, and the guides were distributed to parents of students in grades K-6 07/01.93 10/01/93 6.2 Prepare information for dissemination to public regarding curriculum and parent home study guides 08/15/93 09/15/93 Curriculum Directors, Supervisors and Coordinators 6.2 Results of surveys from parents reflect their use A. An informational video on the Parent Home Study Guides was produced for use on cable TV B. Special education parent meetings held monthly 07/01/93 08/01/93 09/01/93 06/01/94 R5Page: 21 Program Seq #: 208 Revision Date: June 23. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curricuium 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 6.3 Provide inservice training for local school personnel and identified parents in the appropriate use of the study guide 08/15/93 09/15/93 Curriculum Directors, Supervisors and Coordinators, Staff Development, Principals, Teachers, Parents 6.3 Record of inservices and attendees is available A. Principals, teachers, and parents were provided training on the Parent Home Study Guides 07/01/93 10/15/93 6.4 Participate in recruitment activities for parents and students, particularly for newly developed programs 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators 6.4 Record of activities 6.4 Increase in number of students recruited for new programs A. Staff Development Director served on Recruitment Planning Committee B. Early Childhood Coordinator participated in recruitment activities for Fair Park and Forest Park C. Early Childhood Coordinator participated in recruitment activities at McCain, Park Plaza, and University Malts and Riverfest 6.5 Share information with parents about trends in the area of curriculum and about features of LRSD instructional programs 01/15/94 02/01/94 01/15/94 05/21/94 07/01/93 03/01/94 05/27/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals, PTA Council 6.5 Agendas or records of information that is shared with parents A. A curriculum staff member has presented each month at the PTA council meetings about a trend or feature of a LRSD instructional program 07/01/93 06/30/94 RRProgram Seq #: 208 Page: 22 Revision Date: June 23, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 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 B. Parent meetings are held in the fall and spring to inform parents of G/T programs and opportunities available in the district C. Three (3) local PTA meetings have requested curriculum specialists to share aspects of instructional program with parents 09/15/93 09/15/93 06/02/94 03/24/94 A 7School Operations Cluster  Elementary  Junior High School  High School  Athletics A 8LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 209 Page: 1 Revision Date: August 9, 1994 Program Name: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary School Principals Program Description: The elementary school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting. District Goal Support: Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. Program Goal: To provide a quality integrated education for elementary school students. Plan References: FY Program Budget: $20,801,455.73 1st Qtr Expend: 3rd Qtr Expend: FTE 732 YTD Expenditures: $20,749,645.93 2nd Qtr Expend: 4th Qtr Expend: $8,399,545.10 Related Function Codes: 1120,2410,2590,1120 \u0026lt;59Progran Seq f: 209 Program Name: Elementary Schools Program Code: Program Goal: Plan Reference Page NuiRier LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Larry Robertson, Margaret GremiIlion To provide a quality integrated education for elementary school students. Objectives Strategies Page: 2 1.0 Provide sufficient support to achieve a quality integrated education for all students. 1.1 Develop annual school budgets A. Assist principals in the monitoring of their school's budgets. B. Review and update budget with building principals. C. Monitor budget expenditure through purchase request. 1.2 Reconmend appropriate personnel to deliver the educational program. A. Assist in the assignment of appropriate personnel for the school's vacancies in the staff. B. Provide technical assistance to principals in the evaluation process of individual staff members. C. Assist in the scheduling of hours for support staff in under to achieve maximum building coverage. 1.3 Requisition materials, supplies, and equipment necessary to deliver the eciucational program. A. Assist the principal in identifying needed materials and equipment for specific programs in his program. 70 Revision Date: July 21, 1994 Secondary Leader: Beginning Date 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 Elementary School Principals CGaf\u0026gt;letion Date 06/30/94 06/30/94 100X 03/31/94 03/31/94 03/31/94 06/30/94 100X 03/31/94 03/31/94 03/31/94 06/30/94 100% 03/31/94 Responsibility Principals, Assistant Superintendents Principals, Assistant Superintendents Principals, Assistant Superintendents Principals, Assistant Superintendents 1.1 1.2 1.3 Evaluation Criteria Completed and approved budget document detailing how furxJs will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant SuperintendentsPage: 3 PrograM Seq *: 209 Revision Date: July 21, 1994 Program Naaie: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary Scho\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\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_219","title":"Little Rock School District (LRSD) Fourth Quarter Status Report, Volume II, part 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":["Little Rock School District"],"dc_date":["1994-08-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) Fourth Quarter Status Report, Volume II, part 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/219"],"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\nVOLUME II LITTLE ROCK SCHOOL DISTRICT RECEIVED 1993-94 FOURTH QUARTER STATUS REPORT AUG 1 5 1994 Office o( Desegregation Monitoring PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT August 15, 1994 SEQUENCE # Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents SCHOOL SUPPORT CLUSTER (BLUE) 19 20 21 22 23 24 25 26 27 28 29 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) TABLE OF CONTENTS PAGE# 1 2 3 4 6 8 10 12 34 60 72 76 85 95 109 119 125 SEQUENCE # 30 31 32 33 34 35 36 Summer Learning Program - JTPA Unassigned Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 38 39 40 Parent Involvement - Recruitment VIPS-Recruitment Public Relations Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 42 43 44 45 46 47 48 49 50 51 52 Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips Unassigned Transportation Unassigned Unassigned PAGE# 134 145 152 166 169 176 196 223 250 261 264 268 272 276 279 294 312 1SEQUENCE it PAGE# SEQUENCE It PAGE# 53 54 55 56 57 58 59 60 61 62 63 64 Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Other Incentive Schools Academic Programs  Peer Tutors/Retired Teacher mentors  Themes  Kindergarten  Reading Across the Curriculum  Oral 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 315 319 324 332 335 349 361 386 389 ii 65 66 67 68 69 70 Social Skills  Family Folklore - Positive Imaging  Interpersonal Skills  Rites of Passage  Mentoring Program Special Activities -- Peer Tutoring Program  Academic Reinforcement Clubs - Special Interest Clubs Latin Enrichment Program Unassigned Career Skills Development Incentive Schools Operations -- Support Services  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 409 420 426 434 444SEQUENCE # PAGE# 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness  Study Skills  Home/Neighborhood Meet  Wellness Program 452 72 73 School Policies and Procedures - Other Unassigned 484 74 Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) 496 501 509 515 518 523 536 ORGANIZATIONAL CHART (WHITE) 538 iiiPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Fourth Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim and/or summative decision-making for the district. Specifically, programs with poor performance or expenditure problems will have been addressed with conective action continuously during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several reporting practices should be noted. First, the fourth quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the fourth quarters report for desegregation programs consists of Volume I (Seq #s 1-18) and Volume 11 (Seq #s 19-82). Principals and Central Office Administrators have reported achievements in the fourth quarters report. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit was completed during the third quarter. Additional desegregation obligations continue to be reflected in the program budget documents of the fourth quarter report. These additional obligations come from the desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court Hearing transcripts. (Underlined print denotes additional desegregation obligations language.) A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District will endeavor to make the language more consistent and uniform with the spirit and intent of the various obligations. The Fourth 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. TLITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education.1. 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 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 students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 I 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 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 SECURITY____________________________ D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS_________ 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 PREJUDICE REDUCTION______________ CONTINGENCY FUND_________________ OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 93~94  266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 48,299.53 465,627.29 1,815,582.10 197,446.69 352,294.55 4,488,582.00 55,695.66 756,878.66 792,523.74 2,254,912.65 387,378.66 8,000.00 16,867.82 170,112.24 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 19,090.73 5,000.00 300,000.00 1,749.42 6,000.00 PTEs 21.0 66.5 2.0 10.0 1.0 7.0 70.0 1.0 38.0 4.0 64.0 4.0 2.0 25.0 30.0 2.0 YTD Expense 262,369.25 1,687,767.37 96,590.16 457,137.16 4,962.82 48,299.53 366,534.47 1,392,556.81 133,733.55 234,362.12 3,944,705.41 53,652.29 779,564.72 788,70249 1,882,670.33 416,602.39 7,420.00 66,047.22 170,112.24 733,656.11 1,667.23 4,608.61 369,772.74 22,400.02 34,478.27 0.00 0.00 29,669.61 0.00 :1st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.62 9,695.16 69,080.94 158,246.87 19,443.65 26,486.11 _________0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 _________0.00 0.00 62,090.64 70,413.69 153.36 ________75.16 61,580.87 ________10.26 5,857.49 0.00 _________0^ 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.65 111,334.76 _________0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 _________0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 0.00 0.00 38,451.48 195,153.72 212.33 1,643.82 110,920.97 2,012.50 8,585.07 0.00 ________OW 0.58 0.00 3rd Quarter 77,045.71 371,664.65 22,976.74 107,969.35 0.00 6,500.61 80,868.95 409,425.82 23,107.72 43,379.45 ________0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 206,189.31 323.25 1,215.42 91,974.51 3,671.19 6,361.01 0.00 0.00 752.73 0.00 4th Quarter 84,238.25 789,946.12 22,990.85 137,512.56 _________0.00 21,626.67 137,399.59 325,846.03 67,874.50 160,636.35 3,944,705.41 19,273.64 249,092.08 35,687.26 686,722.33 (73,728.90\n0.00 12,153.62 20,828.76 261,899.39 978.27 1,874.21 105,296.39 16,706.07 13,674.70 0.00 ________0.00 28,859.53 0.00 % Budget Spent 98.36% 110.76% 102.34% 105.55% 99.25% 100.00% 79.15% 76.70% 67.73% 66.52% 87.86% 96.33% 103.00% 99.52% 83.49% 106.06% 92.75% 391.56% 100.00% 86.27% 152.56% 94.90% 77.04% 56.00% 160.60% 0.00% 0.00% 1697.11% 0.00%Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code S3 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS________________ _ COMPUTER LABS COMPUTER LOAN PROGRAM EXTENDED DAY FIELD TRIPS_________________________ TRANSPORTATION (ADD'L)____________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR INCENTIVE/RECOGNIT1ON____________ RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 93-794 ' FTE's 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 18,253,447,10 42.0 31.0 420.5 YTD Expense 0.00 0.00 0.00 901,086.26 32,998.03 14,960.92 431,734.23. 71,462.59 11,407.45 765,939.27 25,028.78 35,713.00 64,361.65 16,348,997^12 1 st Quarter _________0.00 _________0.00 0.00 25,550.48 3,210.95 0.00 36,306.87 31,884.03 1,428.45 58,107.61 1,459.85 24,542.02 20,724.59 2,136,064^.74 2nd Quarter __________ow 0.00 __________0.00 192,460.04 7,404.63 14,960.92 114,714.15 1,295.45 3,093.35 190,826.11 16,290.74 5,393.24 11,775.22 3,097,75^.18 3rd Quarter $ 0.00 _________0.00 0.00 239,020.26 10,063.17 _________0.00 108,005.96 _________0.00 4,366.15 203,400.97 5,017.06 4,335.48 12,558.44 3,038,560.75 : 4th Quarter 0.00 _________0.00 0.00 444,055.46 12,319.28 _________0.00 170,707 25 36,283jT 2,519.50 313,602.36 2,261.13 1,442.26 19,303.40 i9,Q76,569 45 % Budget Spent 0.00% 0.00% 0.00% 120.59% 99.99% 99.74% 86.96% 71.51% 78.23% 94.74% 47.33% 49.11% __125.98% 89 57% 5 '!'DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program\nA 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\nA 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\nThis 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.Definitions 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. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 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 Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a 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, (09/30/93). 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, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7 VORGANIZATION OF THE REPORT This section provides guiding information about the text of the Fourth Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. 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 has been inserted verbatim in the third quarter report of FY 93-94. These additional obligations come from the desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court hearing transcripts. 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 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 If) 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 fourth reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 04/01/94 and 06/30/94, respectively. These inclusionary dates represent the boundaries for the fourth quarter. The generic dates of 04/01/94 and 06/30/94 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. i Organization of the Report (continued) 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\nFranklin, Garland, Rockefeller, Mitchell, Stephens 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.CLUSTER BUDGET DOCUMENTS 10School Support Cluster *  * * *  * * * * * * *  * Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Contingency Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) 11LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 20 Page: 1 Revision Date\nJuly 28, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader: 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 sterxfards which have the following limits: Grade: Maximum Number of Students Per Class (Averagel 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 arxj Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that et least 600 black LRSD students will attend Interdistrict Schools. District Goal Support: Ensure that equity occurs in ail phases of school activities artd operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan I Plan References: L 139 FY Program Budget: $433,102.41 1st Qtr Expend: $100,300.49 3rd Qtr Expend: $107,989.35 FTE 10 YTD Expenditures: $457,137.16 2nd Qtr Expend: $111,334.76 4th Qtr Expend: $137,512.56 Related Function Codes: IProgram Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code\n06 Program Goal\nPlan Reference Page Number L 139 LRSD FY 93-94 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\nJuly 26, 1994 Secondary Leader: Beginning Date Completion Date Responsibility Evaluation Criteria (1.0 To implement magnet school assigments) (2.0 To implement interdistrict school assignments) (3.0 To implement elementary area school assignments). The total capacity of the elementary area schools is 9,678. 07/01/93 06/30/94 Assoc. Supt. for Desegregation 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 will not change under this Plan. A. Assignment process reviewed to verify need for change. Completed 100% 9/30/93 2.1 Interdistrict Schools - LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Five of the six interdistrict schools have been established. Completed 83% 9/30/93 B. Six interdistrict schools have been established. Completed 100% 6/30/94 1 ,5 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 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 3.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment dataPage: 3 Program Seq #: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Elementary area school students assigned. Completed 98% 9/30/93 Completed 99% 3/31/94 Completed 100% 6/30/94 B. Parents receive notification of assignment. Completed 98% 9/30/93 Completed 100% 6/30/94 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 to 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. Attendance zones reviewed prior to and after student assignments. B. Racial balance monitored prior to and after student assignments. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 100% 6/30/94 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). A. Targeted students were notified of options. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. A. Students are assigned and notified of assignments to attendance zone school. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 100% 6/30/94 07/01/93 08/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc Supt. for Desegregation Assoc Supt. for Desegregation Assoc. Supt. for Desegregation 3.3 Student requests to remain in area schools are granted. 3.4 Attendance zone students are assigned based on available seats 14Page: 4 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goat\nTo implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 139 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,558. 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 and notified. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 100% 6/30/94 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. Completed 100% 3.7 Students in elementary area school zones will be given the option to select an incentive school. A. Parents were notified of options. Completed 100% 3/31/94 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Completed 100%. 4.2 Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). A. Students were advised of options. Completed 100% 3/31/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 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 Incentive School Assignments are made in accordance with the Desegregation Plan requirements.Page: 5 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader\nDr. C. Russell Mayo Secondary Leader: 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 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 were assigned as space was available. 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. Completed 80% 3/31/94 Completed 100% 6/30/94 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 are reserved. B. Assignments are monitored to ensure acceptable racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94 4 6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation Assoc. Supt. for Desegregation 4.5 Reserved seats are available by race for prekindergarten and kindergarten students. ^6Page: 6 Program Seq *: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 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. 4.8 Assign students with sensitiyity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive programs or student achievement. 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. 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. 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94  i7 Page: Program Seq #: 20 Revision Date: July 26. 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 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 80% 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 funding fulfills the plans commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated expehences/activities.\" 4.12 The District is obligated to reserve 40 to 50% of seats in the incentive schools at the kindergarten level for white students. 07/01/93 07/01/93 06/30/94 6/30/94 * a8 Page: Program Seq #: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russeii Mayo Secondary Leader\nProgram 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 4.13 With regard to reserved seating at incentive schools, the court indicated that the parties' representations to the Eighth Circuit required that a target racial balance at incentive schools be 50% of each race, at least in the prekindergarten and kindergarten levels. It stated that this proportion is to guide the District in the number of seats which are initialiy reserved for pre- kindergarten and kindergarten students. The court \"reluctantly\" allowed seats reserved for white students to be released after a reasonable period only if timely, vigorous, and sustained recruitment efforts to fill the seats with white children were unsuccessful. The court stated that recruitment efforts must be thoroughiy documented by the District to the extent that the court can determine that the parties are diligentiv trying to recruit white students to the incentive schools before releasing any reserved seats. The court encourages the parties to implement any additional recruitment measures that would aid desegregation of the incentive schools as a whole. With regard to pupil-teacher ratio, the court ordered the maximum individual classroom enrollment at incentive schools would be as follows: 16 students in four- year old classes, as agreed by the parties\n20 students in kinder-garten, 23 students in grades 1 through 3\n25 students in grades 4 through 6. In addition, the court ordered that there be at least one full time instructional aide per incentive school classroom in those schools where any classroom contains more than 20 students. XT/Page: 9 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (5.0 To implement Desegregation Transfers) 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*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). Completed 80% 3/31/94 Completed 100% 6/30/94 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. Requests for transfers were reviewed/approved in accordance with criteria. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.1 Racial composition of student enrollments are within acceptable ranges. 5.2 Transfers reflect an improvement in racial balance. 0 OPage: 10 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (6.0 To implement Sibling Transfers) 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. Requests for desegregation transfers are reviewed to ensure compliance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94 5.4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). A. Completed 80% 3/31/94 Completed 100% 6/30/94 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A. Requests for transportation are fonwarded to transportation deparbnent. (Desegregation Transfer Students assigned to existing bus routes.) Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94 21 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 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.Page: 11 Program Seq #: 20 Revision Date\nJuly 26, 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (7 To implement Transfer of Children of Employees Assignments) 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. Patrons/schools advised of constraints. Completed 100% 3/31/94 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. 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. 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. Completed 60% Completed 100% 6/30/94 6.5 Sibling transfer applicants must have a sibling current enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 22 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc Supt. for Desegregation Assoc. Supt. for Desegregation, 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. 6.5 Sibling transfer requirements are in accordance with established requirements.Page: 12 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 7.1 LRSD employees may enroll their children at the schools where they work. A. LRSD employees advised of options via printed materials. Completed 60% 2/3/94 Completed 100% 6/30/94 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. Completed 100% 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. Completed 60% Completed 100% 6/30/94 7.4 LRSD is not obligated to provide transportation. 7.5 This provision Does not apply to magnet schools. A. In compliance 100%. 7.6 The order of preference for assigning the children of employees is listed below\nA. In compliance 100% 23 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 7.1 Employees' children are enrolled in schools requested in accordance with established requirements. 7.2 All interdistrict transfers are court approved 7.3 Student transfers are consistent with capacities and desegregation requirements. 7:4 Transportation is provide by patrons of employees. 7.6 Documentation of assignments.Page: 13 Program Seq *: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (8 To implement the Reassignment Process) 7.6.1 First preference: attendance zone students with siblings 7.6.2 Second preference: attendance zone students without siblings 7.6.3 Third preference: children of employees 7.6.4 Fourth preference: desegregation transfers 7.6.5 Fifth preference: M-to-M transfers 7.6.6 Sixth preference: Act 609, Act 624, legal transfers. 07/01/93 07/01/93 07/01/93 07/01/93 and 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 reassigned to the nearest school that has a seat available in the students feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Requests for portables are reviewed. Alternate assignments made in compliance with capacity requirements and court mandates. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 100% 6/30/94 B. Waiting lists compiled for area schools. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94  24 06/30/94 06/30/94 06/30/94 06/30/94 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 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 8.0 The assignment process is consistent with the desegregation requirements. 8.1 Portables are installed in accordance with Deseg. PlanPage: 14 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (9 To establish effective and efficient student assignment procedures) 6.2 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 made in compliance with desegregation requirements. Completed 97% 9/30/93 Completed 96% 12/31/93 Completed 99% 3/31/94 Completed 100% 6/30/94 25 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 6.2 Rosters reflect student assignment percentages are within acceptable racial balance. 9.0 Assignment procedures are effective and consistent with the desegregation requirements.Page: 15 Program Seq #: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goat: 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 9.1 The Student Assignment Office will\nmonitor 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 overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts (transferred to recruitment program)\nprocess desegregation transfer\nassign all earty childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). A. Assignments are reviewed to ensure racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/93 Completed 100% 6/30/94 B. Appeals committee reviews/approves/rejects assignment appeals. Completed 25% 9/30/93 Completed 50% 12/31/93 Completed 80% 3/31/93 Completed 100% 6/30/94 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. 26 07/01/93 07/01/93 06/30/94 06/30/93 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. B. Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students with their attendance zone.Page: 16 Program Seq #: 20 Revision Date: July 26. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (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 wiil be developed by the Student Assignment Office and distributed to the schools and the parties each year. A. Edit and update Student Assignment Handbook. Completed 50% 12/31/93 Completed 100% 2/10/94 10.1 Review Program Budget Documents to identify potential problems. A. Completed 80% 3/31/94 Completed 100% 6/30/94 10.2 Conduct site visits as necessary. A. 50% of necessary sites are visited. B. Completed 60% 3/31/94 Completed 100% 6/30/94 27 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 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 documented.Page: 17 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr, C Russell Mayo Secondary Leader: 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 10.3 Develop and implement improvement plans as needed. A. Improvement plans are developed at Building Level and implemented by principals and staff. Plans are reviewed by Desegregation office. Completed 80% 3/31/94 Completed 100% 6/30/94 10.4 Monitor implementation of improvement plans. A. Recruitment plans are monitored. Improvement plans are monitored by Assistant Superintendents. Completed 80% 3/31/94 Completed 100% 6/30/94 10 5 LRSD will assist the ADE in identifying existing and proposed statutes and regulations that impede desegregation. 10.6 LRSD, if applying for approval of new construction or major school expansion shall provide a desegregation impact statement setting forth evidence that the proposed improvements do not have a segregative effect (Submission to ADE). 10.7 Loan proceeds from State shall be used for desegregation purposes and will not be utilized or indirectly as a vehicle for generating income for LRSD through higher interest rates. 10.8 A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of qualitv desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. 28 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 07/30/94 06/30/94 06/30/94 06/30/94 06/30/94 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.Page: 18 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code\n06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nProgram 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 10.9 The desegregation facilitator will report directly to the Associate Superintendent for Desegregation. However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. 10.10 The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to. achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement. 10.11 LRSD shall make quarterly reports to the Office of Deseqregation Monitoring. 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 10.11 At the end of each year a determination of the effectiveness of the District's implementation of the desegregation plans shall be conducted by the District subject to the Court's review. LRSD's monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. 29Page: 19 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code\n06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.12 Where disparities in programs and activities exist, LRSD will identify, analyze for cause and share with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. LRSD shall give special attention to any imbalance and placement into special education, honors, talented and gifted, advance placement classes, extra curricular activities, expulsions and suspensions, and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socjoeconomic status. 10 13 Long-term goals and desegregation goals have to be incorporated into the study of junior high capacity. 10 14 The court wants a plan to address junior high capacity, relieving busing burden on blacks and recruiting white students into junior high schools. 1015 This order concerns LRSD's motion to close Ish Incentive School on the ground that the survey process approved by the court indicated that only 82 students wish to attend Ish. The court granted the motion. The court notes that its approval of LRSDs motion to close Ish does not excuse LRSD from its obligation to recruit white students to desegregate the remaining incentive schools. The court states that it will closelv watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens white increasing the capacity of schools in areas largely inhabited by white citizens. 30 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: 20 Program Seq #: 20 Revision Date: July 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.16 Court grants in part a motion of LRSD for approval of various construction projects. The court approves construction of a cafeteria at Chicot Elementary School as long as the new construction does not increase the schools capacity. The construction project at Jefferson Elementary School is not approved because of potential effect of the attendance zones of the new King Interdistrict School on the Jefferson satellite zones. The court indicates that LRSD may petition the court for approval of the Jefferson construction after the attendance zones for King are firm and court approved. In its renewed petition, the court states LRSD must include the following information: the current capacity of Jefferson, any changes in school capacity that will resuH from the proposed construction: and the precise number of portable buildings that will be removed and the number that wiil remain at the school as a result of the proposed construction. 10.17 Prior to granting approval for the Williams Elementary School construction project, LRSD must provide the court with the following information: the school's current capacity\nthe number of square feet that will be added to the school by the construction: any change in the proportional allotment of the school's magnet seats among the LRSD, NLRSD, and the PCSSD\nthe precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction\nand clarify how the present administration area will be rearranged, i.e., a single muHi-putpose area or two separate areas, one for expanded cafeteria space and one for indoor recreation. 31 07/01/93 07/01/93 06/30/94 06/30/94Page: 21 Program Seq #: 20 Revision Date: July 26. 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 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 sguare feet difference between the 3,450 square feel 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. 10.19 This LRSD motion seeks approval of construction projects at Chicot, Jefferson, Williams and Fair. The court approved only the construction of the cafetorium at Chicot Etementary School (see Order dated April 30, 1993 (Docket No. 1815). The combination of the LRSD motion and the court Order approving it in part requires LRSD to construct a cafetorium at Chicot School which will increase the size of the school by approximately 3,000 square feet and have sufficient capacity to seat at one time more than one-half of the children enrolled at Chicot. The cafetorium should have been constructed in time for the beginning of the 1993-94 school year. 10.20 LRSD filed its \"Special Study  Jr. High Capacities and Projections\" and \"Custodial Calculation - Omaha Formula\". The Jr. High Capacity Study contains no desegregation reguirements and is in the process of being revised. With respect to the calculation of the required number of custodians per building. LRSD has told the court that it utilizes the Omaha formula, that this calculation is checked at least once per year and that the number of full-time equivalent positions is adjusted where specific building requirements require an adjustment. 10 21 Limit enrollment in the four-year-old program to 18 students per class. 10.22 Limit enrollment in grades K-6 to class sizes that are consistent with state standards. 32 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94Page: 22 Program Seq #: 20 Revision Date: duty 26, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.23 With respect to grandfathering, students are encouraged to return to their school zones. They were notified by letter March, 1994. 07/01/93 06/30/94 ^3LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #\n21 Page\n1 Revision Date\nJuly 28, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Description: The Staff Development Department was established to promote the implementation of the desegregation plan through activities that will result in improved academic achievement. Inservice opportunities designed to increase the effectiveness of curriculum delivery together with training tailored to improve interactions among and across all lines will occur. Additionally, this department will provide support and resources for site-based staff development experiences. District Goal Support: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrighment while closing disparities in achievement. 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 relations skills that value people as human beings and that are consistent with an appreciation and understanding 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. Program Goal: The Staff Development Department wilt provide activities that will promote the implementation of the desegregation plan resulting in improved academic achievement. In support of the goal of providing ongoing staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Plan References: L 126-128 Pf Program Budget: $465,627.29 1st Qtr Expend: $69,080.94 3rd Qtr Expend: $80,888.95 FTE 7 YTD Expenditures: $368,534.47 2nd Qtr Expend: $81,164.99 4th Qtr Expend: $137,399.59 Related Function Codes: 34Program Seq 21 Program Name: Staff Development Program Code: 09 Program Goal: Plan Reference Page Number L 126 L 126 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dennis Glasgow Secondary Leader: Page: 2 Revision Date: June 23. 1994 Donita Hudspeth 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 Responsibility Evaluation Criteria 1. To provide staff development inservice to improve race relations and equity (07/01/93) (06/30/94) (Superintendent, Staff Development, Central Office Staff) 1.0 1.0 1.0 1.1 Continue to articulate vision/mission of LRSD to community Fall 1988 (07/01/93) Ongoing (06/30/94) Superintendent (Central Office, Director of Communications) 1.1 1.1 1.1 A. Six Community Forums were held by the Superintendent to articulate vision/mission as well as to hear ideas from the public 10/11/93 12/06/93 B. Three (3) District dialogues with employee groups 01/06/94 02/03/94 C. Washington Magnet PTA 01/18/94 01/18/94 D. Two (2) dialogues with Little Rock City Board 02/01/94 02/28/94 E. Press Conference in concert with Little Rock City Hall 02/03/94 02/03/94 (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)Page: 3 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Forest Part PTA 02/07/94 02/07/94 G. Garland PTA 03/01/94 03/01/94 H. Mann Magnet PTA 03/03/94 03/03/94 I. Hall High Kindergarten parents 03/07/94 03/07/94 J. Dunbar PTA 03/08/94 03/08/94 K. Early Childhood Task Force 03/14/94 03/14/94 L. Two (2) Community Forums 03/21/94 03/24/94 M. Romine Interdistrict PTA 03/22/94 03/22/94 1.2 Schedule and implement workshops and activities related to improving race relations for the following grouops: a. Board of Directors b. District Administrators c. Certified Staff d. District Support Staff A. Desegregation Inservice - New Principals B. Desegregation - All District Administrators C. Everybody Means Everybody (Inclusive for all students) All District Administrators D. Human Relations/Race Relations - Martin L. King, Jr. Interdistrict Staff E. Operationalizing Equity  Dunbar Junior High 36 1988-89 School Year (07/01/93) 07/27/93 07/28/93 07/28/93 08/04/93 08/19/93 Ongoing (06/30/94) 07/23/93 07/28/93 07/29/93 08/04/93 08/19/93 Deseg. Asst. Center (DAC) and Central Office Staff (Staff Development Department, Principals) 1.2 1.2 1.2 1.2 Roster of participants (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 reace relations and equity)Page: 4 Program Seq #: 21 Revision Date: June 23, 1994 Program Name\nStaff Development Program Code\n09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Human Relations/Race Relations - Stephens Incentive School G. Human Relations/Race Relations * Garland Incentive School H. Staff Development Specialists - two days training  Inclusion for 21st Century I. Race Relations Inservice - Metropolitan J. Race Relations Inservice - Baseline 09/13/93 09/27/93 10/05/93 10/18/93 11/01/93 09/13/93 09/27/93 10/06/93 10/18/93 11/01/93 K. Staff Development Director - Equity Assistance Center - Healing Racism 11/05/93 11/05/93 L. Operationalizing Equity - Fair Sr. High 12/06/93 12/06/93 M. Building an Effective Multicultural Climate - Department of Exceptional Children N. Cultural Diversity (Variants Across the Curriculum) Grades 3-6 0. Race Relations - Dodd P. Race Relations - Brady Q. Human Relations - Mitchell R. Race Relations - Baseline S. Cross Cultural Relations/Operationalizing Equity Leadership Class 1.3 Plan and implement an evening symposium for the community on \"Community Involvement in a Desegregated School Setting\" 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 DAC Consultant 1.3 Roster of participants 1.3 (Symposium was held in April and August, 1988) 1.3 (Item completed in April and August, 1988, and is not recurring) Page: 5 Program Seq #: 21 Revision Date: Jutie 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 126 L 126 2. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 Monitor implementation of above strategies Fall 1988 (07/01/93) Ongoing (06/30/94) Assoc Supt for Educational Prog (Superintendent, District Biracial Committee) 1.4 1.4 1.4 Meetings held (Attendance at public meetings) (District-wide Biracial Monitoring Report will reflect improvement in minority representation in all areas needed) Provide inservice on cooperative learning strategies in a heterogeneous classroom (07/01/93) (06/30/94) (Staff Development s Department, Content Area Supervisors) 2.0 2.0 (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students) 2.1 Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) A. Cooperative Learning Inservice - Martin L. King, Jr. Interdistrict School B. Cooperative Learning Refresher (Voluntary District-wide) C. Cooperative Learning Cycle (Voluntary District-wide) D. Cooperative Learning Refresher (Voluntary District-wide) E. Cooperative Learning in Social Studies and Science - Williams Magnet 38 July 1991 (07/01/93) 08/05/93 10/29/93 11/10/93 11/30/93 12/06/93 Ongoing (06/30/94) 08/05/93 10/29/93 11/17/93 11/30/93 12/06/93 Staff Dev Dept Content Area Supvs 2.1 2.1 2.1 Training model (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students)Page: 6 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader\nDennis Glasgow Secondary Leader: Donita Hudspeth 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 126 L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Two Cooperative Team Learning Cycles (Voluntary District-wide) G. Cooperative Team Learning Overview - Geyer Springs 2.2 Monitor teachers' use of cooperative learning strategies 01/27/94 03/21/94 (07/01/93) 03/17/94 03/21/94 (06/30/94) Principal (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 trained) (Random survey of cooperative learning participants regarding effects of implementation in their classrooms) (Principal will observe cooperative learning strategies during routine classroom 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) (07/01/93) (06/30/94) (Staff Development, Content Area Supervisors) 3.0 (Increase in achievement of students of teachers in identified programs) 3.1 Provide inservice opportunities on: a. 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) 39 July 1991 (07/01/93) Ongoing (06/30/94) 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)Page: 7 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Inservice for Effective Schools Model - PET Teams from Mitchell, Brady, Bale, Otter Creek, and Booker 07/01/93 07/15/93 a. PET Refresher - Voluntary District-wide 01/24/94 01/24/94 b. Effective Schools Training Leadership Class 02/08/94 02/22/94 c. PET Refresher  Geyer Springs 04/06/94 04/06/94 B. Teaching/Learning Styles a. Early Intervention ADHD - District Administrators b. Overcoming the Barriers - District Administrators c. Early Intervention in ADHD - Special Education Teachers) d. Early Prevention of School Failure - All new kindergarten teachers e. Staff Development Director attended 3 day Institute - Making Education Meaningful for African-American Children (should have been included in first quarter report) f. Strategies for Working with At-Risk - Voluntary District-wide g. Strategies for Working with At-Risk - Voluntary District-wide h. Learning Styles Cycle - Voluntary Districtwide i. Early Intervention of ADHD/Developmental Differences - Voluntary District-wide 07/29/93 07/29/93 08/17/93 08/17/93 07/19/93 10/18/93 11/15/93 11/17/93 11/29/93 07/29/93 07/29/93 08/17/93 08/17/93 07/21/93 10/18/93 11/15/93 12/08/93 11/29/93 4 0Page: Program Seq #: 21 Revision Date: June 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 8 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria j. Working with At-Risk - Brady Elementary 11/29/93 11/29/93 k. Two (2) Early Intervention of ADHD/Developmental Differences - Voluntary District-wide I. Strategies for Working with At-Risk Children - Voluntary District-wide m. Three (3) Learning Styles Cycle Workshops - Voluntary District-wide n. Learning Styles Overview  Bale Elementary o. Learning Styles Overview - Fair Park p. Two (2) Thinking Skills Training courses - Voluntary District-wide q. Learning Styles Overview - Mabelvale Elementary r. Learning Styles - Washington Interdistrict s. Shared Reading  Voluntary District-wide t. K-3 Summer School Integrated Mathematics Language Arts training C. TESA - Registered four (4) staff members for Trainer of Trainers TESA - October a. Three staff members trained as coordinators for TESA b. TESA (Cycle 1) Sessions 1-2 - Voluntary District-wide c. TESA (Cycle 2) Sessions 1-2 - Voluntary District-wide d. TESA (Cycle 1) Sessions 3-4-5 01/10/94 01/11/94 01/11/94 01/12/94 01/24/94 01/24/94 03/07/94 04/04/94 04/06/94 04/19/94 10/19/93 11/22/93 11/30/93 01/11/94 03/07/94 01/11/94 03/24/94 01/12/94 01/24/94 02/28/94 03/07/94 04/04/94 04/06/94 05/19/94 10/22/93 11/22/93 11/30/93 03/14/949 Page: Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria e. TESA (Cycle 2) Sessions 3-4-5 01/18/94 03/22/94 f. TESA (Cycle 3j Sessions 1-4 02/01/94 03/15/94 g. TESA (Cycle 3) Session 5 04/19/94 04/19/94 D. Classroom Management a. Classroom Management  Martin L. King, Jr. Interdistrict Staff 08/05/93 08/05/93 b. Positive Discipline - Carver Magnet c. Behavior Modification * Mabelvale Jr. High d. Positive Discipline - Rightsell Incentive School e. Positive Discipline - Brady Elementary f. Discipline Management - Cloverdale Elementary g. Classroom Management Cycle - Voluntary District-wide h. Classroom Discipline - Watson Elementary i. Positive Discipline - McDermott Elementary 08/18/93 08/19/93 09/13/93 10/11/93 10/11/93 10/21/93 10/26/93 11/02/93 08/18/93 08/19/93 09/13/93 10/11/93 10/11/93 10/28/93 10/26/93 11/02/93 j. Cooperative Discipline Cycle - Stephens Incentive School 11/08/93 11/29/93 k. Positive Discipline - Garland Incentive School I. Positive Discipline - Mabelvale Elementary m. Positive Discipline  Voluntary District-wide n. Positive Discipline - Mabelvale Jr. High 11/08/93 11/15/93 11/16/93 01/10/94 11/08/93 11/15/93 11/16/93 01/10/94 0. Classroom Management Cycle - Voluntary District-wide 42 01/11/94 01/11/94Page: 10 Program Seq #: 21 Revision Date: June 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p. Two (2) Positive Discipline Workshops - Voluntary District-wide q. Training Seminar - Working with Difficult Students r. Discipline Management - Wakefield Elementary s. Discipline Management Incentive Schools' Instructional Aides E. (and/or other appropriate inservice opportunities) a. Abacus Training (all teachers at non-pilot elementary schools) b. Abacus Training/Technical Assistants c. Self-Esteem/Elementary - Voluntary District- wide d. Self-Esteem/Secondary - Voluntary Districtwide e. Self-Esteem/Elementary - Voluntary - Districtwide f. Abacus Training (extra assistance) - Voluntary District-wide - 8 sessions g. Performance Management Training - Staff Development Director h. Abacus Training Sessions - Eighteen Voluntary District-wide and all Resource Teachers i. Two (2) Self-Esteem/Elementary/Secondary - Voluntary District-wide 43 01/20/94 02/03/94 02/07/94 03/09/94 08/30/93 09/30/93 10/19/93 11/02/93 11/10/93 10/19/93 09/21/93 01/11/94 01/05/94 02/24/94 02/04/94 02/07/94 03/10/94 09/29/93 10/04/93 10/19/93 11/02/93 11/10/93 12/07/93 10/15/93 03/23/94 02/03/94Page: 11 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 127 4.0 Provide inservice on \"Effective Implementation of the LRSD Discipline Management System\" ). Leadership for Change Training Leadership Class/Vice Principals - Voluntary District-wide k. Curriculum Frameworks Training - Director of Staff Development and Six (6) Curriculum Supervisors I. Leadership for Change SEDL Training - Staff Development Director m. Positive Confrontation - Bale Elementary 3.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 3.3 Provide district-wide program of staff development 01/24/94 02/07/94 02/15/94 02/23/94 07/01/93 07/01/93 (07/01/931 01/24/94 02/09/94 02/17/94 02/23/94 06/30/94 06/30/94 (06/30/94) (Director of Pupil Personnel) 4.0 (Decrease in the number of students who receive disciplinary sanctions) 4.0 (Decrease in the disproportionate number of minority students who receive disciplinary sanctions) 44Page: 12 Program Seq 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.1 Continue to involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting A. Positive Interventions in the Discipline Management System - Inservice Secondary Administrators B. Each building has a building discipline plan C. Students have received training in Rights/Responsibilities Handbook 0. Focus Group/Peer Sharing - Discipline Management System - Voluntary District- wide/Administrators 4.2 Monitor use of discipline managment system July 1991 (07/01/931 07/29/93 08/16/93 08/30/93 12/08/93 Fall 1988 (07/01/931 Ongoing (06/30/941 07/29/93 09/03/93 09/30/93 12/08/93 Ongoing (06/30/94) Director of Pupil Services (Pupil Services Department, Principals. Counselors) Principals Counselors School Teams 4.1 4.1 4.1 4.2 4.2 4.2 4.2 Roster of participants (Building Level Discipline Managment Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities Handbook) Documentation (Quarterly Behavior Managment Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee) \u0026amp;Page: 13 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 127 L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 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) (07/01/93) (06/30/94) (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 achievement 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 instructional practices within heterogenous classes A. Five articles distributed to Academic Support teachers B. Six articles distributed to Academic Support teachers C. Six articles distributed to Academic Support Teachers D. Five articles distributed to Academic Support Teachers 46 Fall 1988 (07/01/93) 08/16/93 10/01/93 01/03/94 04/04/94 Ongoing (06/30/94) 09/30/93 12/17/93 03/24/94 06/09/94 Assoc Supt for Eductional Prog (Staff Development Department, Content Area Supervisors, Academic Support Supervisors) 5.1 5.1 Identification of sources (Provide staff with information from current research monthly)Page: 14 Program Seq Xf: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.2 Conduct workshop to address the following: a. grouping theory and strategies b. demonstration of strategies for varied instruction Fall 1988 (07/01/93! Fail 1988 (06/30/941 Supervisor of Math and English (Content Area Supervisors, Staff Development Department) 5.2 5.2 5.2 5.2 5.2 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) A. Cooperative Learning Inservice - Martin L. King, Jr. Interdistrict B. Language Arts and Reading Workshop - New Teachers C. Integrated Learning  Garland Incentive D. Hands-On Science - Rightsell Incentive E. Making Language Learning Meaningful Session 1-2 - Southwest Jr. High F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Applied Math 9th Grade Teachers - Districtwide H. Developing Thematic Units - Voluntary District-wide 08/05/93 08/05/93 10/04/93 10/04/93 10/04/93 10/08/93 10/15/93 10/12/93 10/21/93 10/14/93 10/04/93 10/04/93 11/11/93 11/12/93 10/13/93 10/21/93Page: 15 Program Seq #: 21 Revision Date: June 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria I. Cooperative Learning Refresher - Voluntary District-wide J. Literature Instruction/Shared Reading and Writing - Voluntary District-wide K. Literature-Based Instruction Grades 1-3 - Voluntary District-wide L. Hands-On Equations Grades 5-8 - Voluntary District-wide M. Cooperative Learning Cycle - Voluntary District-wide N. Hands-On Science Grade 3 - Voluntary District-wide 0. Integrating Math and Science Grades 1-2 - Voluntary District-wide P. Hands-On Science Grade 6 - Voluntary District-wide Q. Hands-On Equations Grades 5-8 - Voluntary District-wide R. Cooperative Learning Refresher - Voluntary District-wide S. Cooperative Learning in Social Studies and Science - Williams Magnet T. Integrating Math and Science - Gibbs Magnet U. Hands-On Science Grade 5, Voluntary District-wide V. Flips, Slides, Turns Grades 4-6 Math Teachers W. Hands-On Science - Bale Elementary 4R 10/29/93 11/02/93 11/04/93 11/09/93 11/10/93 11/11/93 11/15/93 11/18/93 11/29/93 11/30/93 12/06/93 12/07/93 12/09/93 12/09/93 01/05/94 10/29/93 11/03/93 11/04/93 11/16/93 11/17/93 11/11/93 11/15/93 11/18/93 12/06/93 11/30/93 12/06/93 12/07/93 12/09/93 12/09/93 01/05/94Page: 16 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal\nTo 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria X. Hands-On Math - Science (New Teachers Grades K-6) Y. Three (3) Training Sessions Integrating Math and Science  Voluntary District-wide (2-6) Z. Two (2) Math in Literature - Voluntary District-wide (Grades K-6) AA. Integrating Geography Through Children's Literature (Grades 4-8) 6B. Three (3) Hands-On Science  Voluntary District-wide CC. Making Language Learning Meaningful Session 3-4 - Southwest Junior High School DD. Cooperative Team Learning (2 cyclesi - Voluntary District-wide EE. Skills Through Literature - Stephens FF. Language Arts Integration - Rightsell GG. Increasing Effectiveness in Working with Groups - incentive School Instructional Assistants HH. Fractions, Fractions. Fractions (Grades 4-8) - Voluntary District-wide II. Positive/Negative Numbers (Grades 6-8) - Voluntary District-wide JJ. K-3 Initiative Integrated Mathematics Language Arts Approach 01/05/94 01/11/94 01/13/94 01/19/94 01/20/94 01/27/94 01/27/94 01/31/94 02/07/94 03/09/94 03/10/94 03/15/94 04/19/94 01/19/94 02/17/94 02/24/94 01/19/94 03/17/94 01/27/94 03/17/94 01/31/94 02/07/94 03/10/94 03/10/94 03/15/94 05/19/94 4Page: 17 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 127 L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.0 Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth \u0026lt;07/01/931 (06/30/94) (Asst. Superintendent, Planning, Research and Evaluation, Staff Development, Content Area Supervisors) 6.0 6.0 (Increase in achievement for all students) (Decrease in achievement gap in representative population) 6.1 Continue to provide inservice for principals on methods for developing their school improvement plan A. \"What Works\" - directed sharing for new principals B. Evaluating Literature Based Instruction * District Administrators C. Portfolio Assessment * District Administrators D. Monitoring the At-Risk Child  District Administrators E. Monitoring Instructional Effectiveness - District Administrators F. Next Step in Portfolio Writing - Jefferson G. Redesign Portfolios - Garland Incentive 50 Fall 1988 (07/01/93) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/14/93 Ongoing (06/30/94) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/15/93 Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) 6.1 6.1 6.1 Comprehensive and accurate product (Number of workshops in Integrating the Curriculum, Literature-based Instruction, Authentic Assessment and/or other relevant methodologies) (Better school improvement plans are submitted)Page: 18 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. Writing/Getting Started  Pulaski Heights Elementary I. Integrating the Curriculum/Thematic Units - Washington/Woodruff J. Portfolio Assessment - Wilson Elementary 09/23/93 09/28/93 10/18/93 09/23/93 09/28/93 10/18/93 K. Grant Writing Workshop - Academic Incentive Grant 10/27/93 10/27/93 L. Portfolio Assessment - Washington Magnet M. Portfolio Assessment  Watson Elementary N. Portfolio Assessment (2 Sessions) - Rockefeller Incentive School 0. Focus Group - Technical Assistance - Academic Incentive Grants P. Portfolio Assessment - Bale Elementary 11/01/93 11/02/93 11/08/93 11/17/93 12/06/93 11/01/93 11/02/93 12/06/93 11/17/93 12/06/93 Q. Six (6) Portfolio Assessment Training Sessions 01/04/94 03/09/94 R. Effective Schools Training Leadership Class 02/08/94 02/22/94 S. Achieving Equity Leadership Class 03/15/94 03/15/94 T. Seven (7) Reading Inservices to Promote 02/02/94 03/15/94 Instructional Practices U. Learning Styles - Washington Interdistrict 04/04/94 04/04/94 V. Stress Management - Fair Park 04/25/94 04/25/94 W. Scientific Method * Stephens Incentive 05/02/94 05/02/94 X. Social Studies - Bale Elementary 05/04/94 05/04/94Page: 19 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.2 Continue to assist principals in revising school improvement plans through the analysis of disaggregated data 6.3 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 A. Integrated Learning - Garland Incentive B. Hands-On Science  Rightsell Incentive C. Making Language Learning Meaningful Session 1-2 - Southwest Junior High D. Positive Discipline - Brady Elementary E. Discipline Management - Cloverdale Elementary F. Making Language Learning Meaningful Session 1-2 * Cloverdale Jr. High G. Race Relations Inservice - Metropolitan H. Portfolio Assessment * Wilson 52 July 1991 (07/01/931 1991 School Year (07/01/93) 10/04/93 10/04/93 10/08/93 10/11/93 10/11/93 10/15/93 10/16/93 10/18/93 Ongoing (06/30/94) Ongoing (06/30/94) 10/04/93 10/04/93 11/11/93 10/11/93 10/11/93 11/12/93 10/18/93 10/18/93 Assoc and Asst Supts Staff Dev Dept Content Area Supervisors Principals 6.2 6.2 6.2 6.3 6.3 6.3 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 evaluations (A computer based compilation of individual employees/school-wide staff development activities wiil be available) (Student achievement wilt increase\ndisparity gap in representative population will decrease)Page: 20 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria I. Classroom Discipline - Watson 10/26/93 10/26/93 J. Race Relations Inservice - Baseline K. Portfolio Assessment  Washington Magnet L. Portfolio Assessment - Watson Elementary M. Positive Discipline  McDermott N. Positive Discipline - Garland Incentive 0. Cooperative Discipline Cycle - Stephens Incentive P. Portfolio Assessment (2 Sessions) - Rockefeller Incentive Q. Positive Discipline - Mabelvale Elementary R. Working with At-Risk - Brady Elementary S. Operationalizing Equity - Fair Sr. High T. Cooperative Learning in Social Studies and Science - Williams Magnet U. Portfolio Assessment - Bale Elementary V. Integrating Math and Science - Gibbs Magnet W. Portfolio Assessment - Brady X. Hands-On Science  Bale Y. Positive Discipline  Mabelvale Junior High Z. Compton's Encyclopedia Computers - Franklin AA. Children's Writing  Franklin BB. More Portfolios - Rockefeller 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 11/08/93 11/08/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 11/29/93 12/06/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94Page: 21 Program Seq 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria CC. Making Language Meaningful - Southwest Junior High DD. Race Relations - Dodd EE. Language Arts Strategies - Stephens FF. Race Relations - Brady GG. Language Arts Integration - Rightsell HH. Improving Human Relations - Mitchell II. Portfolio Assessment - Dodd JJ. Positive Confrontation  Bale KK. Portfolio Assessment - Hall 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 02/21/94 02/23/94 03/02/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 02/21/94 02/23/94 03/02/94 LL. Learning Styles - Mabelvale Elementary MM. Cross-Cultural Relations - Baseline NN. Integrating Math/Science - Mitchell 00. Literature in Social Studies - Geyer Springs PP. Cooperative Learning Refresher - Geyer Springs QQ. Learning Styles - Washington Interdistrict RR. Stress Management - Fair Park SS. Scientific Method - Stephens Incentive 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 04/04/94 04/25/94 05/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 04/04/94 04/25/94 05/02/94 TT. Social Studies - Bale Elementary 05/04/94 05/04/94 6.4 To provide special assistance for teachers 07/01/93 06/30/94 as requested, 54Page: 22 Program Seq #: 21 Revision Date: June 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7.0 Form tri-district committee for collaborative procedures July 1, 1991 (07/01/93) Ongoing (06/30/94) (Directors of Staff Development from LRSD, PCSSD, ar^d NLRSD) 7.0 7.0 Ongoing analysis (Tri-district workshops will be held) 7.1 Establish tri-district committee A. Tri-district Committee is formed 7.2 Meet four times per year, two times each semester. The committee functions will be to identify and implement staff development strategies that will assist the districts in fulfilling expectations of \"maintaining quality\" desegregated school districts. A. First meeting is scheduled for October 1, 1993 B. Tri-District Committee Meeting C. Tri-District Committee Meeting 7.3 Plan any activities appropriate for collaboration, e.g., community meetings, etc. A. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit at its completion July 1, 1991 (07/01/93) 07/01/93 10/01/93 10/01/93 05/10/94 (07/01/93) 08/26/93 Ongoing (06/30/94) 06/30/94 10/01/93 10/01/93 05/10/94 (06/30/94) 12/15/93 (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 7.2 7.3 Ongoing analysis (Tri-district committee was formed in August, 1991) (Record of meetings and collaborative nature of areas addressed) (Documentation of number of activities among the three districts)Page: 23 Program Seq #: 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 128 8.0 Provide staff development component for effective staff development in desegregated school setting B. Meeting with Media Speciaists and Curriculum Specialists from North Little Rock and Pulaski County to plan Multicultural Fair C. Teachers from LRSD were granted salary credit for classes taken through Pulaski County Staff Development Department D. Meeting with Associate Superintendent for Desegregation from Pulaski County E. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit F. Tri-district Multicultural Fair 56 11/16/93 09/01/93 11/30/93 12/01/93 02/23/94 (07/01/93) 11/16/93 12/17/93 11/30/93 01/07/94 02/23/94 (06/30/94) (Board of Directors, Superintendent Director of Staff Development) 8.0 (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their specific needs)Psge: 24 Program Seq 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader\nDennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.1 Establish staff development component a. Staff Development Dept Personnel b. Staff Development Office c. Staff Development Catalogue/Calendar July 1991 July 1991 July 1991 (07/01/93) Ongoing Ongoing Ongoing (06/30/94) Board of Directors/Supt Human Resources Dir of Staff Dev 8.1 Implementation of Staff Development Dept Employment of Director, four specialists and one secretary 8.1a (Implementation of Staff Development 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 Development Catalogue/Calendar distributed annually A. Department personnel is functioning at 86% B. Office is operational 07/01/91 06/30/94 C. Catalogue was distributed on October 1 09/01/93 10/01/93 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black an educationally-advantaged students. 8.3 The Little Rock School District will hire a five-member staff development team for this purpose. 8.4 The Little Rock School District Staff Development Department will be responsible for implementing the staff development services. 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94Page: 25 Program Seq if'. 21 Revision Date: June 23. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8,5 The staff development goats and programs currently used by the District, such as TESA, PET and others, will be continued, but a far more creative and comprehensive staff development program suitable for the needs of all employees and volunteers will be implemented. 8-6 The districts will cooperate in designing a fresh and extended approach to staff development. Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and 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 banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 8.10 Computer data bases will be used to record each employee's staff development history. 58 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94Page: 26 Program Seq 21 Revision Date: June 23, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.11 Carefully planned \"training of trainers\" events will be actively used to expand inhouse training expertise. 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. 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 22 Page: 1 Revision Date: July 28, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Dennis Glasgow Secondary Leader\nLucy Lyon Program Description: 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 students 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 task\" or enrichment that many students need in order to internalize the material initially presented. The Districts plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed to 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 teaming 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 Districts diverse population. 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 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 ail phases of school activities and operations. Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan. Plan References: L 106, L 107, L 109, L 110 PT Program Budget: $479,954.32 1st Qtr Expend: $61,580.87 3rd Qtr Expend: $91,974 51 FTE 30 YTD Expenditures: $369,772.74 2nd Qtr Expend: 4th Qtr Expend: $105,29639 Related Function Codes\n60Program Seq 22 Program Name: Library/Media Program Code: 32 Program Goal: Plan Reference Page Number L109 L106 L109 L109 L109 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: June 23, 1994 Lucy Lyon The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Implement the district's proposed new elementary library/media program. 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all students.) 1.1 Hire consultant, coordinator, and clerical help A. Consultant, coordinator, clerical help were hired. 1.2 Review recommendation/outline new program. A. New was program outlined. 1.3 Identify equipment and material necessary for new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. (July 1, 19931 09/20/88 09/01/88 (June 30. 1994) 10/16/88 11/01/88 (Coordinator of Library Services, Principals, Librarians) Dir of Human Serv, Supv of Inst Tech Consultant, Supv of Inst Tech. Advisory Committee Librarians Coordinator of Library Services 1. Comparison of survey results 1988-1993 will show increased use. 1. Comparison of data collected monthly will show:  Student visits will increase.  Volume of books checked out wilt increase.  Independent research by students will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. 1.1 Contracts (Contracts are on file in Human Resources.) 1.2 Agenda for meetings (Agendas are ort file in the Dept, of Instructional Technology.) 1.3 Report/List (Surveys and list are on file in the Dept, of Instructional Technology.)Page: 3 Program Seq 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Ltrcy Lyon Program Goal: The 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 L109 L109 L109 L109 L109 L109 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Equipment/materials were identified. 1.4 Order equipment and materials necessary including AV software. (Determine/purchase core materials needed for each elementary school.) A. Books and reference materials supporting curriculum ordered for each school. 1.5 Prepare a tentative supplemental list of new AV film/videos, etc., and distribute. A. List of film/videos was prepared. 1.6 Develop procedures, guidelines, policy statements, and curriculum guides. A. Procedures, guidelines, policy statements and curriculum guides were completed. B. Library curriculum committee established to examine curriculum. 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. A. Inservice and curriculum classes were held. 1.8 Process new material including cataloging. A. New material was processed. 1.9 Receive requests for AV materials for fail semester 1989. 62 10/16/88 (July 1, 1993) 01/03/94 02/01/89 (12/01/89) 04/01/94 07/01/93 12/01/89 11/01/88 April 1, 1989 12/05/88 (June 30, 1994) 03/31/94 03/01/89 05/30/90 06/30/94 06/30/94 05/30/90 10/01/89 May 30. 1989 Supv of Inst Tech, Coor of Lib Services, (Librarians) Supv of Inst Tech Consultant, Supv of Inst Tech, Coor and Advisory Committee Consultant, Supv of Inst Tech, Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.5 Supplemental list (List on filo in Dept, of InstrucfinnBi Technology.) 1.6 File copies (Cuiriciiliiin guide, polices, and procedures on file in Dept, of Instructional Technology.) 1.7 (Agendas and memos) (Agendas and memos on file in Dept, of Instructional Technology.) 1.8 Completion memo 1.9 Checkoff list (List on file in Dept, of Instructional Technology.)Page: 4 Program Seq 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lticy Lyon Program Goal: The 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. AV requests for fall semester 1989 were received. 04/01/89 05/30/89 L109 1.10 Schedule film$\\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of 16mm film is outdated.) (July 1. 19931 (June 30, 1994) Supv of Inst Tech (Cool Lib Serv) 1.10 Schedule (Videos correlated to curriculum will be used in each school.) A. Videos are scheduled daily and were current on: September 30, 1993\nDecember 17, 1993\nMarch 25, 1994\nJune 30, 1994 08/23/93 06/30/94 L110 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. July 1, 1993 June 30. 1994 Dir of Human Serv, Supv of Inst Tech, Coor Lib Serv, Principals 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will be staffed according to LRSD formula, based on enrollment.) A. Full-time librarians were in place in ail elementary libraries. Clerks were in place according to LRSD formula. 07/01/93 09/30/93 L110 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) July 1. 1993 June 30, 1994 Supv of Inst Tech (Coor Lib Serv) 1.12 Copy of proposal Ninety percent of equipment sent in will be repaired within a week. A. Third quarter repair record: 145 AV machines repaired - 63 within one (1) week or receipt\n70 computer monitors repaired\n33 computer cable jobs completed B. Fourth quarter repair record: 140 AV machines repaired\n7 computer monitors repaired\n22 cable jobs completed 01/03/94 04/01/94 03/31/94 06/30/94Page: 5 Program Seq #: 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Esinilo Matlhis Secondary Leader: I (ii\ny t yon Program Goal: The 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 L110 L109 L110 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 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.) A. Teachers are notified on a weekly basis of current videos. 1.14 Supply films/videos per schedule. A. Videos are supplied weekly. 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 A. An AV equipment purchase plan was developed. B. Revision of AV equipment purchase plan was begun. 1.16 Order supplies and printing. A. Supplies and printing were ordered. 1.17 Conduct inservice for librarians and library clerks. 64 July 1, 1993 09/30/93 July 1, 1993 08/23/93 Sept. 5, 1989 09/05/89 04/01/94 Oct. 15. 1988 August each yr. (July 1) June 30, 1994 06/30/94 June 30, 1994 06/30/94 Nov. 1. 1989 11/01/89 06/30/94 June 30. 1990 Ongoing (June 30) Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech Supv of Inst Tech Coor of Lib Serv Librarians 1.13 File copy (Videos correlaied to the curriculum will be used in each school.) 1.14 Weekly delivery (Videos correlated to curriculum will show 1.15 Copy of plan (Copy of pl\u0026lt;in on filo in Deparimtjnt of Instructional Technology.) 1.16 Copies of purchase orders (Copies of purchase orders on file in Dept, of Instructional Technology.) Agendas (Quarterly data will reflect an increase in library use.)Page: 6 Program Seq #: 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L106 2. (To extend and enrich the basic skills in ways that meet students varied learning styles and promote life long learning.) A. Inservice for elementary librarians held 08/12/93, and for secondary on 08/10/93. 8. Inservice for librarians offered as follows: Abacus - October 26, 27\nGreat Books  December 2, 3, 6, 7\nSecondary Inservice - December 2 C. Inservice offered third quarter as follows: Tri-Oistrict 01/11/04\nCelebrate Literacy 03/09/94\nSecondary Chapter II 03/16/94 D. Inservice for librarians held as follows: Etementary - 04/27-83/94\n05/04/94 Secondary  04/27/94 2.5 Library media specialists will plan with classroom teachers for materials needed for classroom units. A. Librarian/Teacher Planning for Materials: Secondary Librarians have consulted with teachers 1,950 times\nElementary Librarians have consulted with teachers 4,828 times B. Librarians/Teacher planning for Materials for Dec., Jan., Feb.: Secondary Librarians consulted with teachers 4,518 times\nElementary Librarians consulted with teachers 10,375 times C. Librarians/Teachers planning for materials for March, April, May: Secondary Librarians consulted with teachers 4,190 times\nElementary Librarians consulted with teachers 9,197 times 08/10/93 08/12/93 10/01/93 01/03/94 04/27/94 July 1. 1993 07/01/93 10/01/93 01/03/94 04/01/94 12/31/93 03/31/94 05/04/94 June 30, 1994 06/30/94 12/31/93 03/31/94 06/30/94 Principals, Librarians Principals, Librarians 2. (As a result ut increased planning and instruction by LM Specialist, test scores will increase on norm and criterion referenced tests.) 2.1 (linpruved planning with teachers will increase student tests scores.)Program Seq #: 22 Page: 7 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2,6 Library media specialists will itlan with classroom building staff for at least one school - wide reading motivation activity each year. 07/01/93 06/30/94 Principals, Librarians 2.2 (Moto books will bo checked out in each school.) A. Reading Motivation Activities Held: Secondary = 20 sessions\nElementary = 23 sessions B. Reading motivation activities held in Dec., Jan., Feb.: Secondary = 36\nElementary  67 C. Reading motivation activities held in March, April, May: Secondary = 22\nElementary = 149 2,7, Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. A. Librarian/Teacher planning for instruction: Secondary - 345 sessions\nElementary = 774 sessions 6. Libfarian/Teacher planning for instruction: Secondary = 1,146\nElementary = 3,339 C. Librarian/Teacher planning for instruction: Secondary = 994\nElementary = 4,167 2.8 Library media specialists will instruct students in literary skills and reference/study skills. A. Instruction of students in Library skills: Secondary 29,212 sessions 22,674 sessions\nElementary - B. Instruction of students in library skills: Secondary  59,401\nElementary =: 68,254 C. Instruction of students in library skills: Secondary = 42,971\nElementary - 91,263 66 10/01/93 01/03/94 04/01/94 07/01/93 10/01/93 01/03/94 04/01/94 07/01/93 10/01/93 01/03/94 04/01/94 12/31/93 03/31/94 06/30/94 06/30/94 12/31/93 03/31/94 06/30/94 06/30/94 12/31/93 03/31/94 06/30/94 Principals, Librarians Principals, Librarians 2.3 (Improved planning with teachers will result in higher achievement for students.I 2.4 (Abacus assessment will show mastery of reference/study skills.)Page: 8 Program Seq 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan 133 133 134 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. The selection of materials/resources to support the curriculum in desegregated school districts is a multi-district goal of the library media programs. 2. The inservice training library media staff members to desegregated school districts is a multi-district goal of the library media programs. 3. Utilization of television technology in desegregated school districts is a multi-district goal of the library media programs. 1.1 Continue hosting Multi-District, Multicultural Resource Sharing Fair. In the future, the fair site will rotate among the three districts. A. Two tri-district meetings held to plan Pair. Date of Fair set for 02/22/94 with NLR hosting B. Multicultural Materials Fair, with NLR hosting, held at North Little Rock High School, East Campus. 1.2 Begin hosting Multi-District Resource Sharing Fair with book and AV materials, vendors, rotating the site among the three districts. 2.1 Plan to host multi-district inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain the new national guidelines for school library media program planning. 2.2 Plan to host inservice training for multidistrict library media specialists using district employees. A. Tri District meeting planned for 01/11 /94. B. Tri-District Inservice held 01/11/94. 3.1 Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basis skills, etc. 67 Annually 11/30/93 02/22/94 07/01/93 Ongoing To be established 11/16/93 01/11/94 To be established Ongoing 11/30/93 02/22/94 06/30/94 Ongoing Ongoing 11/16/93 01/11/94 To be established Library Media Director or responsible person (including NRLSDI 1 ihrary Media Directors or responsible person (including NLRSD) Library Media Directors or responsible person Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts. liKScrvice iiaiiiing wilt dcvulop skills for litirary medial specialists who work in desegiegaied school districts Students will gain practical vocational experience in running a television studio\nstudents will benefit from instructional units provided over cable system or recorded for later classroom usePage: 9 Program Seq 22 Revision Date: June 23, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Est\u0026lt;!lle Matlhis Secondary Leader: I ucy I yon Program Goal: The district will provide each student with library/niedid services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.\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\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_217","title":"Little Rock School District (LRSD) Fourth Quarter Status Report, Volume II, part 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":["Little Rock School District"],"dc_date":["1994-08-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) Fourth Quarter Status Report, Volume II, part 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/217"],"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\nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prog raw Seq if: 46 Page: 1 Revision Date: July 18, 1994 Program Name: CoMfXJter Loan Program Program Code: 56 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: (Portable laptop computers and software will be available for home check-out to students to improve skills In basic core curriculum areas, provided by staff, parents and teachers.) Training on their use will be District Goal Support: I element integrated educational programs that will insure that all students grow academically, socially and eationally with emphasis on basic skills and academic enrichment trfille closing disparities in achievement. Program Goal: The intent of the academic progratas, instructional methodologies and instructional technology is to promote excellence in education for all students in the incentive schools. Plan References: L 153 FY Program Budget: $2,500.00 1st Qtr Expend: 3rd Otr Expend: FTE YTD Expenditures: 2nd Otr Expend: 4th Otr Expend: Related Fiviction Codes: 1LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: kb Revision Date: July 18, 1994 Prograa Maae: Coafuter Loan Prograa Prograa Code: 56 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: The intent of the acadeaic programs, instructional methodologies and instructional technology is to promote excellence in education for all students in the Incentive Schools. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 153 1.0 (A computer loan program will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based experiences. The program will augment the academic program and meet the cognitive, social and emotional needs of students.) 1.1 (Students and parents will be trained on the use of the laptop computers and will check them out to allow students practice skills and remediate deficiencies and/or enrichment skills in the core curriculim areas.) A. Laptop computers are available for check-out at each school. Completion - 1991 lOOX. B. Department of Instructional Technology has assisted in providing training for parents and students at Stephens. FRANKLIN C. Training was provided for parents on the use of laptop computers. 0. Training for parents and students will continue to be scheduled on the building level, as needed. 07/01/93 06/30/94 (Deseg. Facilitator, Technology Coordinator, Principals, Teaches, parents. Asst. Supt.) 1.0 (Students will improve on teacher-made tests and Abacus assessment) 1.1 (A check-out list will indicate the number of computers and software checked out by students.) 1.1 (Software purchased for remediation and enrichment checkout will be available.) 08/23/93 11/13/93 12/11/93 07/01/93 12/31/93 11/13/93 12/11/93 06/30/94 0 7Page: 3 PrograM Seq *: 46 Revision Date: July 18, 1994 Program Name: Computer Loan Progran Program Code: 56 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: The intent of the academic programs, instructional methodologies and instructional technology is to promote excellence In education for all students in the Incentive Schools. Plan Reference Page Nimijer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria MITCHELL C. Computers are available for checkout by parents. They have been checked out seven times. RIGHTSELL C. Laptop computers are used in the library during free-flow. They are checked out for use in the classrooms and during Extended Day. 0. There are three laptop computers available for checkout. E. Laptop computer training held for parents. ROCKEFELLER C. Three laptop computers are available. They have been checked out a total of 150 times. 0. Laptops are used in the classrooms during the regular school day. STEPHENS C. Laptop training uas held for parents and for students In grades 4 - 6 during Extended Day. 278 09/01/93 10/01/93 10/01/93 11/20/93 01/03/94 06/01/94 10/01/93 10/01/93 10/11/93 06/30/94 06/30/94 06/30/94 11/20/93 01/03/94 06/01/94 06/07/94 06/30/94 12/02/93LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq i: 47 Page: I Revision Date: July 28. 1994 Program Name: Extended Day/Week Program Code: SI Primary Leader: Sterling Ingram Secondary Leader: Incentive Schot\u0026gt;l Principals Program Description: An after*achool program will be planned at each school to meet the educational, social and emotional needs of students. Staff at the school will assist in identifying programs and resources to enhance student development. A major con^nent of the after school program is the Homework Center which assists students with educational activities that reinforce, remediate, or enrich classroom work. Extended Week activities are provided through the Saturday Program. The Saturday Program itKiudes course offerings, field trips, tutoring and other activities that enrich or reinforce the cognitive social and emotional needs of the students. Transportation is provided. Staff members receive additional compensation for the additional work. Although it is anticipated that the school day shall extend from 8:00 a.m, to 5:00 p.m.. Homework Centers will be extant in each school at least three divs per week to assist students who are in need of specific help with class material. It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the center. If atudents choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer* rotating basis, community volunteerv and peer tutors. Staff will be compensated. Homework Centers will have a certified teacher working, If the number of atudents reaches 25, an instructional aide shall be added to assist studenta. When the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of 25 atudenta attend, instructional aides and teachers will be added on an alternating baaia. A Homework Hotline is available for students who do not attend the Homework Centers. Homework Hotlines should also be put into place fif survey of parents indicates a desire for a hotline) to be open from 6:00  8:00 Monday through Thursday evenings. Thia too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evenings service approximately every 45 class days. 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 devdop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan References: L180- 181 FY Program Budget: $747,247.70 1st Qtr Expend: $25,550.48 3rd Qtr Expend: $239,020.28 FTE YTD Elxpenditures: $901,086.26 2nd Qtr Expend: $192,460.04 4th Qtr Expend: $444,055.46 I Related Function Codes: ]LRSD FY 93-94 PROGRAM BUDGET DOCUMEMT Page: 2 Program Seq *: 47 Revision Date: July 18, 1994 Program Name: Extended Day/Ueek Program Code: 57 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To develop siffiort programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria L 180-181 L 180-181 1.0 Special skills programs to be offered after school on a four-day per week basis (or whatever the desi(piated time for extended day activities) p. 173 - K (A designated schedule is established for extended day by the LRSD) 07/01/93 06/30/94 Principals, School Staff (Counselor, Director of Pupil Services) 9.0 (The interest of students will be determined by an increase in the number of students participating Day Programs.) in Extended 1.1 Establish offerings to include some of the following: choir, music and dance in addition to Hoamwork Center and peer tutoring. A. Programs are in place at each incentive school FRANKLIN B. Students in grades 1-6 are given the opportunity to participate in 6 hours per week of Extended Day activities. C. The Extended Day activities were revised during the third nine- weeks. Each Wednesday the students participate in two 45 minute activities. D. The Extended Day program continued with the revision made during the 3rd nine week period. GARLAND e. Heritage singers established during Extended Day program. 07/01/93 09/28/93 01/18/94 05/12/94 06/30/94 05/12/94 05/12/94 05/12/94 c. Ui Ison-Robinson's Dance Troop established for primary and intermediate gra^s. 280 Principals, School Staff Principal, School Staff 9.1 (The interest of students will be determined by an increase in the number of students participating in Extended Day Programs.) (The students are exposed to a broader range of extra-curricular activities.)Page: 3 Progrm Seq *: 47 Revision Date: July 18, 1994 Progran Name: Extended Day/Ueek Prograa Code: 57 Priaary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To develop sifport prograas and procedures which will allow incentive schools to provide enhanced educational opportinities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria GARLAND (continued) 0. Odyssey of the Mind established for intermediate students. E. Wellness Club opportunities are open to all students in grades 1 - 6. F. CHESS - Children Helping Envision Sure Success is in place from Pre- K through the 6th grade. G. Intramural Sports Club has been established (volleyball, badminton, bowling, croquet, tennis and endball). H. Taekwondo-Korean Martial Arts Club has been established emphasizing self discipline and \"doing the right thing.\" Five students went to Memphis and seven went to Daitas. trophies were won. I nail, 14 Three First Place, seven Second Place, and three Third Place. I. Girl Scout Troop #320, and Boy Scout Troop #49, continue to offer traditional scouting activities and opportunities. Girl Scouts are open to students in grades 1-6. The girls have performed several service projects this year. They made placemats for the Oaks Nursing Home\nsent articles to the Red Cross, and corresponded with other Scout troops. Students have also performed activities to help them earn badges. 09/01/93 05/30/94 28 JPage: 4 Progran Seq f: 47 Revision Date: July 18, 1994 Progran Name: Extended Day/Ueek Program Code: 57 Prinary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To develop si^iport programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nudier Objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria GARLAND (continued) The Boy Scouts are open to students in grades 1-6. The boys have experienced camping, canoeing, hiking, and fishing. They will incorporate woodworking and painting skills while constructing a wooden model derby 09/01/93 05/30/94 car. They will be introduced to some carpentry tools, such as a drill, sander, a coping saw, and a small band saw. J. Garland had two teams to compete in the Odyssey of the Hind competition in Clarksville, AR. They built a structure out of 10/01/93 03/30/94 K. balsa wood. Weights were put on the structure until in crushed. Extended Day activities wre held three days per week. The students work on homework, spend more time working on skills, creative storytelling, paired reading, choral reading, plays poetry writing, math skill games, one on one reinforcement, tutoring, incorporating computers, clubs, and activities. MITCHELL B. Extended Day activities include: theater, movement, ballet, cooking/catering, scouting, chess, art club, drawing, sewing, educational games, arts \u0026amp; crafts, and boys and girls athletics. The Homework Center is a part of the Extended Day program. 28 O 09/01/93 09/21/93 05/30/94 06/30/94Page: 5 Progm Seq *: 47 Revision Date: July 18, 1994 Program NaMe: Extended Day/Ueek ProgrtH Code: 57 Priaury Leader: Sterling Ingram Secondary Leader: Incentive School Pi incipals Prograa Goal: To develop st^iport prograas and procedures which will allow incentive schools to provide enhanced educational opportmities for all students. Plan Reference Page Nuaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria RIGHTSELL B. Extended Day includes: Homework Center, Boy Scouts, Girl Scouts, Art Clib, Reading Club, Spanish Club, Alphabet Phonics, Career Mentors Club, Band, Great Books Alive, Cheerleaders, Photography Club, Just Say NO Club, Student Council, Newspaper Staff, Math Olympiad, Quiz Bowl ROCKEFELLER B. Survey sent out to parents to determine interest in activities to be offered during Extended Day - September 1993 C. Extended Day offerings include: Art, Choir, Tennis, Swinning, Cooking, Computer, Drama, Hath Manipulatives, Aerobics, Dance, Spanish, Science Extension, Cub and Brownie Scouts, Crafts, Book Making, String Instrunents. D. 200 students are enrolled for Extended Day. E. Children were rotated at semester to participate in new activities. STEPHENS B. 97 students are enrolled for Extended Day. The programs offered are as follows:  (mixed), Boys' Chorus, Cheerleading, Dance Team, Choir Calligraphy, Boy Scouts, Girl Scouts, Young Astronauts, Spanish, Computer, Drama, Leisure Activities (rope-jumping, board games, arts and crafts), Homework Center and Peer-Tutoring. 283 10/01/93 10/01/93 01/04/93 09/21/93 06/06/94 05/12/94 05/12/94 05/12/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 6 Prograa Seq *: 47 Revision Date: July 18, 1994 Program Name: Extended Day/Ueek Program Code: Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To develop si\u0026lt;]port programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nudier L 188 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 2.0 Areas to be investigated for possible plan inclusion. 07/01/93 06/30/94 Assoc. Stpts., Asst. Sipts. 1.0 (School community members (input from members of the school conmunity) 2.1 (Saturday enrichment programs. Programs will be developed at the building level based on the educational needs and interests of (Principals, teachers, parents) students to enhance learning. These 1.1 (An increase in the number of students participating in Saturday Program.} programs will include but shall not be limited to: field trips, enrichment activities, tutoring, parent maketake, book fairs, PE A. Saturday programs are scheduled twice per month and include suggested activities. GARLAND B. Saturday Programs are scheduled weekly and include suggested activities. 09/01/93 05/30/94 C. Field trips are held on Saturdays. They are listed under Field Trips. MITCHELL B. Saturday programs are scheduled twice per month and include suggested activities. RIGHTSELL B. The Rightsell Saturday Program is scheduled twice per month. The program offers field trips, enrichment activities and parents are encouraged to attend. Enrichment Activities/School Tutoring 284 09/01/93 09/21/93 10/01/94 10/09/93 06/30/94 06/30/94 06/30/94 10/09/93 1.1 (Students educational growth will be evidenced by improvement on Abacus assessment and teacher-made tests.)Page: 7 Prograa Seq *: 47 Revision Date: July 18, 1994 Program Name: Extended Day/Ueek Program Code: Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To develop st^port programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria RIGHTSELL (continued) Pinnacle Mountain Mann Days 10/23/93 10/23/93 Native American Festival 11/13/93 11/13/93 Bradberry Tree Farm 11/20/93 11/20/93 Pryamid Gallery * Ed Dwight Exhibit, Arkansas Territorial Restoration, Old State House and Decorative Arts Museum Rightsell Enrichment Activity Day * Movie and Tutoring Mahogany Visions Art Studio Arkansas Agri Museum - Black History Exhibit and Scott Winfield Bond Exhibit Decorative Arts Museum - Quilt Exhibit  Little Rock Zoo - North American Exhibit School Carnival 9:00 - 2:00 12/11/93 02/05/94 02/19/94 03/05/94 04/09/94 04/23/94 05/07/94 12/11/93 02/05/94 02/19/94 03/05/94 04/09/94 04/23/94 05/07/94 ROCKEFELLER B. Saturday Field Trips: Old State House Wilderness Gallery 10/02/93 10/02/93 War Memorial Fitness Center/Music Aerobics 10/16/93 10/16/93 Razorback Football Game 11/06/93 11/06/93 Arkansas Territorial Restoration 12/04/93 12/04/93 Pizza Hut 01/22/94 01/22/94 Children's Museun/Train Station 02/05/94 02/05/94 Husetxn of Natural History 285 02/19/94 02/19/94Page: 8 Progran Seq *: 47 Revision Date: July 18. 1994 Progran Nane: Extended Day/Ueek Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportmities for all students. Plan Reference Page Nmber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) 03/05/94 03/05/94 Storytelling with Curtis Tate Images of Africa 03/10/94 03/10/94 Climb Pinnacle Mountain 04/09/94 04/09/94 Heifer Project 04/23/94 04/23/94 Junior Jog 05/14/94 05/14/94 STEPHENS B. Homework/Tutoring C. Field Trips Birnam Wood Nursery 10/16/93 10/16/93 Baptist Medical Center (Gr. 1-6) The Children's Museum (Gr. 1-6) Territorial Restoration (Gr. 1-6) Old State House (Gr. 1-6) State Capitol 10/23/93 11/20/93 12/04/93 12/11/93 12/11/93 10/23/93 11/20/93 12/04/93 12/11/93 12/11/93 Arkansas Museum of Science \u0026amp; History (Gr. 1-6) 01/08/94 01/08/94 Omujo Studio (Gr. 1-6) 01/22/94 01/22/94 Arkansas Museum of Science \u0026amp; History (Gr. 1-6) - Food Chains Arkansas Museum of Science \u0026amp; History (Gr. 1-6)  African American Heritage William F. Layman Library (Gr. 1- 6) Pulaski Heights Jr. High - Fathers' Basketball Tournament (Gr. 1-6) 28G 02/05/94 02/19/94 03/05/94 03/19/94 02/05/94 02/19/94 03/05/94 03/19/94Page: 9 Prograa Seq *: 47 Revision Date: July 18, 1994 Prograa Name: Extended Day/Ueek Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To develop support prograas and procedures which will allow incentive schools to provide enhanced educational opportixiities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coi^letion Date Responsibility Evaluation Criteria STEPHENS (continued) Museum of Science and History (Gr. 1-6) National Civil Rights Museum (Gr. 1-6) Mahogany Visions Community Arts Center (Gr. 1*6) 2.2 Transportation will be provided for children attending extended day. A. Transportation is provided for students as needed. STEPHENS B. A Saturday bus route schedule has been provided to all students 04/19/94 04/23/94 05/07/94 10/01/93 11/01/93 04/19/94 04/23/94 05/07/94 12/17/93 11/01/93 3.0 To provide compensation to staff. 3.1 Additional compensation will be given to teachers/principals who work extra periods of time at the incentive 07/01/93 06/30/94 schools. Investigate conwunity education classes for parents in the incentive school communities and conduct Saturday enrichment programs, A. Staff members are paid according to appropriate compensation records. 287 09/21/93 06/30/94 Manager of Support Services, Principals (Payroll records)Page: 10 Prograa Seq *: 47 Revision Date: July 18, 1994 Prograa Name: Extended Day/Ueek Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To develop support prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nudier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 4.0 The Little Rock School District should keep statistics on the Saturday Programs and transmit these statistics to the monitoring office, Adopt a uniform method of recording attendance to accurately reflect student participation in the extended week program, Records should indicate the nuirber of participating children from each school by grade level gender for each Saturday. , race, and A school should maintain records not only for the host Saturday, but should also be able to account for its students* participation when the partner school is host. Cumulative documentation should record the number of participants on any given Saturday, the total number of incentive school students who have participated at least once, and the number of times any one student has participated. 5.0 Include strategies for incorporating parental involvement into the extended week activities. 288LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 11 PrograM Seq *: 47 Revision Date: July 18, 1994 PrograM Name: Extended Dey/Ueek PrograM Code: 57 PriMBry Leader: Sterling Ingram Secondary Leader: Incentive School Principals PrograM Goal: To develop st\u0026lt;:port prograaB and procedures Uiich Mill allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page HiMber L 180 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6.0 To provide Hoaework Centers for the students at these schools through the extended day program. 07/01/93 06/30/94 1.0 (By monitoring the student activities in Homework Center during extended day, students will improve academically on teacher-made tests, Abacus assessment and standardized tests.) 6.1 (Schedules will be set at the schools to meet their students needs. Hours will meet students needs. (Homework Centers will be provided as a part of extended day.) A. Homework Centers are offered to assist students with homework. FRANKLIN B. Students are offered homework assistance through the Extended Day program three days per week. 10/05/93 06/30/94 GARLAND B. Homework Centers are offered during the first hour of each extended day period. MITCHELL B. Homework Centers are offered during the first hour of each extended day period. RIGKTSELL B. The homework center is offered Tuesday through Thursday from 2:45 to 3:15 p.m. 289 09/21/93 09/21/93 10/01/93 06/30/94 06/30/94 06/30/94 All divisions (principals, staff, and the deseg. facilitator)Page: 12 Prograa Seq *: 47 Revision Date: July 18, 1994 Prograa Name: Extended Day/Ueek Prograa Code: 57 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To develop S4\u0026lt;port prograas and procedures which will allow incentive schools to provide enhanced educational opportoiities for all students. Plan Reference Page Nuitier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ROCKEFELLER B. Homework Centers are offered to assist students on Tuesday, Wednesday and Thursday of each week. 09/28/93 06/30/94 C. Instruction during extended day focused heavily on skills that ere tested on Stanford-8. Strengths and weaknesses were identified and children were taught in small groups to address areas of greatest need. 01/03/94 04/19/94 D. Homework Hotline bulletin with telephone number sent as a reminder to parents. STEPHENS B. Homework Centers are established. Tuesday, Wednesday, and Thursday from 2:50 p.m. to 3:50 p.m. Homework Centers are established on Saturday twice monthly. 97 students are enrolled in Homework Centers. 04/11/94 09/21/93 04/11/94 05/12/94 7.0 Evaluate the relationship of homework hotline use to the Homework Centers and to awareness of the hotline. 290 IPage: 13 Progran Seq *: 47 Revision Date: July 18, 1994 Progran NaMe: Extended Day/Ueek Program Code: 57 Priaary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To develop sifiport prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Mimber Objectives Strategies Beginning Date CcMpletion Date Responsibility Evaluation Criteria 8.0 Conduct a study to determine what types of activities would be most appealing to students and their parents for incorporation into future extended activities The extended programs should be based upon information gleaned from the SEP*s and other input from school staff, parents, and the students themselves planned as a logical reinforcement and expansion of the individual plan created to meet each student*s learning needs. 9.0 Students who live in the Washington attendance zone and cannot attend Washington will have access to extended day activities, extended year activities, and the scholarship program if a plan to manage this arrangement is approved by the Court. 291LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 14 Progran Seq f: 47 Revision Date: July 18. 1994 Program Name: Extended Day/Ueek Program Code: 57 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To develop st^iport programs and procedures which will allow incentive schools to provide enhanced educational opportuiities for all students. Plan Reference Page Ntadier L 180 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.0 To provide Homework Hotlines for the students at these schools through the extended day program. 07/01/93 06/30/94 1.0 (By monitoring the student usage of the Homework Hotline during extended day, students will improve academically on teacher-made tests. Abacus assessment and standardized tests.) 8.1 (Homework Hotlines (or another option) should be put in place (if survey of parents indicates a desire 07/01/93 06/30/94 for a hotline). The hotlines wiII be staffed by teachers on a rotating basis.) A. AP\u0026amp;L hotline information is available to parents. MITCHELL B. Fliers are sent home periodically informing parents of the homework hotline. A copy is available RIGHTSELL B. Homework Hotline  1-800-283-4321 1-800-753-MATH C. Parent notices sent quarterly. 0. Stickers with AP \u0026amp; L Homework Hotline rxfnber were sent home. ROCKEFELLER B. AP \u0026amp; L hotline information is available to parents. 4321 1-800-283- C. Homework Hotline Bulletin with phone number sent to parents as a reminder. 292 10/01/93 09/21/93 10/01/93 10/01/93 01/03/94 10/01/93 04/11/94 06/30/94 06/30/94 06/30/94 06/30/94 01/03/94 06/30/94 04/11/94 All divisions - principals, staff, and desegregation facilitatorPage: 15 Prograa Seq f: 47 Revision Date: July 18, 1994 Prograai Naae: Extended Day/Ueek Prograa Code: 57 Priaery Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograai Goal: To develop sipport prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria STEPHENS B. Bi-monthly fliers are sent home announcing the scheduled day and time the homework hotline is available. 08/23/94 06/07/94 293LRSD FY 93 94 PR(XjRAM BUDGET 1XX?UMENT Program Seq 48 Page: 1 Revision Date: July 28, 1994 Program Name: Field Trips Program Code: 59 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: (Field trips are planned to allow students in the Incentive Schools cultural and hands-on experiences beyond the regular classroom setting. Community access field trips are planned to allow students in the incentive schools and students in other Little Rock schools to have educational and cultural experieiKes together by visiting various segments of the community. The field trips are planned by principals, staff members and parents.) Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. Field trips will be made an integral part of student life in every incentive school. Field trips must also fiimish the incentive school children with racially desegregated experiences as stipulated in the Interdistrict Desegregation Plan. District Goal Support: Implement integrated educational programs that will insure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal: To develop and implement a quality academic program for Incentive Schools. To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. I Plan References: L 158 -181 FY Program Budget: $33,000.00 1st Qtr Expend: $3,210.95 3rd Qtr Expend: $10,063.17 FTE YTD Expenditures: $32,998.03 2nd Qtr Elxpend: $7,404.63 4th Qtr Expend: $12,319.28 Related Function Codes: 294LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 1 Prograa Seq *: 48 Revision Date: July 18, 1994 Prograa Maae: Field Trips Prograa Code: 59 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Mffeer L 158 Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 1.0 Field trips will be used to enhance learning, to broaden cultural experiences, tp provide hands-on experiences for knowledge of the world and to assist in the development of coping skills for students. 1.0 (Local field trips (see Support Program) may be supplemented with a state or national trip.) 07/01/93 06/30/94 (Staff, Parents, VIPS) 1.0 (Review relationship of field trips to subject area taught and students' educational, social and emotional needs and determine the effectiveness through iirprovement in classroom performance. Abacus assessment and teacher-made tests.) A. Local field trips are taken each month. GARLAND B. Field trips taken include the following: 09/01/93 06/30/94 Old State House (Gr. 1-6) 02/12/94 02/12/94 St. Paul Church - Heritage Singers and the Winson-Robinson Dance Troupe Uilbur Mills High School - Heritage Singers and Ui Ison- Robinson Dance Troupe Black Access TV CHannel 4 (Gr. 2) Calabash Restaurant (Gr. 1-6) 02/13/94 02/16/94 02/18/94 02/19/94 02/13/94 02/16/94 02/18/94 02/19/94 David 0. Dodd Elementary - Heritage Singers and the Wilson- Robinson Dance Troup 02/23/94 02/23/94 Little Rock Zoo (Gr. 2) 02/25/94 02/25/94 Geyer Springs Elementary - Heritage Singers and the wiIson- Robinson Dance Troupe Arkansas Flower Show - Statehouse Convention Center (Gr. 1-6) 02/25/94 02/26/94 02/25/94 02/26/94 ^52 Page: Program Seq *: 48 Revision Date: July 18, 1994 Program Name: Field Trips Program Code: 59 Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Program Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for alt students. Plan Reference Page Nimber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria GARLAND (continued) KABF Radio Station (Gr. 2) 03/04/94 03/04/94 Geyer Springs Elementary  Heritage Singers Memphis, TN - Taekwondo Tournament (Gr. 2-6) Children's Museum of Arkansas (Gr. 2) Fulbright Elementary - Heritage Singers and the Wilson-Robinson Dance Troupe Dallas, TX - Taekwondo Tournament Old State House (Gr. 1-6) Mahogany Visions Community Arts Center (Gr. 1-6) Robinson Music Hall (4-year-olds through Gr. 1) Arkansas Arts and Science Center - Pine Bluff Robinson Music Hall (Gr. 4-6) Friends of the Carousel (Gr. 1-6) Horace Mann Jr. High (Grades 4-6) Millington, TN - Taekwondo Tournament (Gr. 2*6) * 5 students Party in the Park - McArthur Park (Gr. 1-6) - The Wilson-Robinson Dance Troupe end the Heritage Singers Ark. Game \u0026amp; Fish Commission (Gr. 4) 296 03/04/94 03/04/94 03/09/94 03/09/94 03/11/94 03/17/94 03/19/94 03/21/94 03/22/94 03/24/94 04/09/94 04/13/94 04/15/94 04/16/94 04/22/94 03/04/94 03/04/94 03/09/94 03/09/94 03/12/94 03/17/94 03/19/94 03/21/94 03/22/94 03/24/94 04/09/94 04/13/94 04/15/94 04/16/94 04/22/943 Page: Progran Seq *: 46 Revision Date: July 18, 1994 Prograai Naae: Field Trips Prograai Code: 59 Prinary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograai Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nudjer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Kingwood, TX * Taekwondo Tournament (Gr. 2*6) 7 students Shrine Circus * Barton Coliseum (Gr. 1-6) Native American Day at the L.R. Zoo (Gr. 1-6) Friends of the Carousel (Gr. 1*2) Ark. State Capitol (Gr. 4*6) Discovery Zone (Gr. 4-6) Parkview High School The Children's Museun (Gr. 3*6) The Wilson*Robinson Dance Troupe Musetin of Science and History (Gr. 1*6) Hurray Lock and Dam (Gr. 3) Sol Alman Company (Gr. 3) 04/22/94 04/22/94 04/23/94 04/23/94 04/26/94 04/27/94 04/28/94 04/29/94 04/29/94 04/30/94 05/03/94 05/03/94 04/23/94 04/23/94 04/26/94 04/27/94 04/28/94 04/29/94 04/29/94 04/30/94 05/03/94 05/03/94 Arts Center - Children's Theatre (Gr. K, 4) 05/03/94 05/03/94 Little Rock Zoo (Gr. 4-6) 05/05/94 05/05/94 Ark. Territorial Restoration Central Ark. Library (Gr. 2) UALR Planetariun (Gr. 1, 2) Ark. Territorial Restoratiwi (Gr. 1*6) Mardi Gras in the Heights (Gr. 1- 6) Children's Museum of Ark. L. R. Zoo (Gr. 2) Hid-America Museum (Gr. 6) 05/07/94 05/10/94 05/13/94 05/14/94 05/14/94 05/17/94 05/17/94 05/17/94 05/07/94 05/10/94 05/13/94 05/14/94 05/14/94 05/17/94 05/17/94 05/17/94  aaa4 Page: Prograa Seq *: 48 Revision Date: July 18, 1994 Prograa Maae: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Kayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Mcwber Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria Horace Mann Jr. High (Gr. 3-6) The Wilson-Robinson Dance Troupe and The Heritage Singers 05/18/94 05/18/94 Blanchard Springs Caverns (Gr. 6) Children's Museum (Gr. 1*6) 05/18/94 05/21/94 05/18/94 05/21/94 Wildwood Center for the Performing Arts (Gr. 1) 05/23/94 05/23/94 L. R. Airport (Gr. 2) 05/24/94 05/24/94 Pinnacle Mountain State Park (Gr. 6) 05/25/94 05/25/94 National Park Duck Tour (Gr. 6) 06/03/94 06/03/94 MITCHELL B. Field trips taken: Arkansas Arts Center Childrens' Theatre Lorenzen \u0026amp; Co. Booksellers Little Rock Central Library Game \u0026amp; Fish Connission Calabash African Cafe Pet Store Arkansas State House St. Vincent Hospital University Mall Classic Productions RIGHTSELL B. List of field trips (see files for dates) 10/01/93 06/30/94 Dino's Alive non5 Page: Prograa Seq f: 48 Revision Date: July 18, 1994 Prograa Maae: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria UALR Planetarium Peer Helpers Training  Ferndale Arkansas State Fair Pmpkin Patch Pinnacle Mountain Hann Oays/Native American Festival Red Ribbon Parade Arkansas Flag and Banner Museum of Science and History AAC - Snow White Sylvan Hills High - Aladdin Anne Franks Conmunity Exhibit - Arkansas Childrens Museum Southwest Hospital Baucum Nursery Sol A Iman Recycling Center Davis Tire and Rubber Co. Paris Towers Rosamond Nursing Home Casa Viva Mann  The Little Match Girl 01/03/94 06/30/94 KTHV Charnel 11 Arkansas Geology Learning Center Toltec Mounds Arkansas Children's Hospital Old State House6 Page: Progran Seq *: 48 Revision Date: July 18, 1994 Progran Nane: Field Trips Progran Code: 59 Prianry Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Niafcer Objectives Strategies Beginning Date CoB^letion Date Responsibility Evaluation Criteria Aesop's Fables - AAC Dunbar International Magnet Calabash Restaurant Metropolitan Vocational Center Old State House Decorative Arts Museum Pyramid Gallery - Ed Dwight Exhibit State Capitol North Little Rock Library AAC * Giants (play) Plantation Agriculture Museum Arkansas Territorial Restoration Robinson Center - Freedom Train (play) Kids Against Tobacco Teleconference (St. Vincent) Jordan Davie Portrait Studio Andy Warhol Exhibit  University Mall Heifer Project International Carver Magnet - Invention Convention L. R. Air Force Base Kohler Bakery UALR Planetariun L. R. Zoo/War Memorial Park 3007 Page: PrograM Seq *: 48 Revision Date: July 18, 1994 PrograM NaMe: Field Trips PrograM Code: 59 Priaery Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart PrograM Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Mvfeer Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria Booker Arts Magnet Blanchard Springs Caverns Arkansas Children's Museum Riverfest Horace Mann/RightselI Party in the Park Earth Day Celebration * Ark. Game \u0026amp; Fish Commission Andy Warhol Exhibit University Hall ROCKEFELLER B. First semester field trips taken: McArthur Park Museum of Science and History Arkansas Arts Center Fire Station Little Rock Zoo, Dino's Alive Hidden Valley Dairy Farm Harvest Foods Governor's Mansion Sylvan Hills Senior High Play Robinson Center Theater Arkansas Tech University (gifted and talented students) C. Third quarter field trips: 01/03/94 03/25/94 Arkansas State Capitol Museun of Science and HistoryPage: 8 PrograM Seq f: 48 Revision Date: July 18, 1994 PrograM HaMe: Field Trips PrograM Code: 59 Prinary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Kart PrograM Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page NiMber Objectives Strategies Beginning Date Ccaf\u0026gt;letian Date Responsibility Evaluation Criteria Central Arkansas Transit Authority Bus ride McArthur Park Arkansas Repertory Theater St. Vincent Infirmary D. Fourth quarter field trips: Mexican Dancers at Mann Magnet 04/13/94 04/13/94 McArthur Park Fire Station 04/15/94 04/15/94 Arkansas Arts Center - The Emperor's New Clothes 04/22/94 04/22/94 Heifer Project 05/20/94 05/20/94 Little Rock Zoo 04/27/94 04/27/94 International Art Exhibit and Young Artists 05/03/94 05/03/94 Southwest Hospital 05/12/94 05/12/94 Arkansas Game \u0026amp; Fish Commission 04/28/94 04/28/94 Petit Jean Mountain 04/28/94 04/28/94 Post Office 05/22/94 05/22/94 Airport 05/25/94 05/25/94 Murry Lock \u0026amp; Dam 05/11/94 05/11/94 Calabash Restaurant 05/18/94 05/18/94 Little Rock Club - Lunch for graduating 6th graders Arkansas Museum of Science \u0026amp; History STEPHENS 302 05/16/94 06/01/94 05/16/94 06/01/94Page: 9 Prograa Seq *: 46 Revision Date: July 18, 1994 Prograa Naae: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nudxr Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. Field trips taken include the following: Arkansas Arts Center (Pre*K, K) Arkansas State Fair (Pre-K, K) 09/22/93 10/11/93 09/22/93 10/11/93 Arkansas State Fair (Gr. 6 and GT classes) 10/12/93 10/12/93 Pumpkin Patch (Pre-K, K) 10/21/93 10/21/93 Baucum Tree Nursery (Gr. 2, 3) 10/22/93 10/22/93 Drug Parade (Gr. 4-6) 10/25/93 10/25/93 Baucim Tree Nursery (Gr. 4-6) 10/26/93 10/26/93 Fire Station (Pre-K, K) 10/28/93 10/28/93 Robinson Center - Beauty and the Beast (Gr. 4) Ark. Geology Learning Center (Gr. K-2) Ark. Game and Fish Connission (Gr. K-3) Ron Mining - Jessieville, Ar (Gr. 4*6) Pinnacle Htn. State Park (Gr. K) Baptist Hospital (Gr. 1-6) The Children's Museum (Gr. 1*6) Pizza Hut (K) Bradbury Christinas Tree Farm (Pre-K, K) Robinson Center - Nutcracker (Gr. 4-6) 11/01/93 11/02/93 11/02/93 11/11/93 11/17/93 11/13/93 11/20/93 12/01/93 12/08/93 12/10/93 11/01/93 11/02/93 11/02/93 11/11/93 11/17/93 11/13/93 11/20/93 12/01/93 12/08/93 12/10/93 ^3Page: 10 Progm Seq *: 48 Revision Date: July 18, 1994 Program Nane: Field Trips Progran Code: 59 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nudier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Umoja Studio (Gr. 1*6} 12/11/93 12/11/93 Arkansas Arts Center - Snow White and the Seven Dwarfs (Pre-K, K) 12/15/93 12/15/93 Arkansas Arts Center (Gr. 5*6) 12/17/93 12/17/93 Arkla Gas Co./Ark. Nursing Home (mixed choir) 12/15/93 12/15/93 Arkansas State Capitol (Pre K*K\u0026gt; 01/12/94 01/12/94 Children's Hospital (K) 01/25/94 01/25/94 National Weather Service (Gr. 5 \u0026amp; 6) 02/08/94 02/08/94 Murray Lock \u0026amp; Dam (Gr. 3 \u0026amp; 4) 02/09/94 02/09/94 U.S. Post office (Pre K-K) 02/09/94 02/09/94 Museun of Science and History (Pre K - K) 02/17/94 02/17/94 Ark. Symphony (Gr. 4-6) 02/21/94 02/21/94 Central Library (Pre K-K) 02/23/94 02/23/94 Ui Ison Water Treatment (Gr. 4*6) AP\u0026amp;L Power Plant (Gr. 4-6) Blanchard Springs (Gr. 5-6) North Little Rock Electric Co. (Gr. 4-6) North Little Rock Electric Co. (Gr. 2-3) Kinder Zoo - MannaIs (K) North Little Rock Electric Co. (Gr. Pre K  1) West Helena - Delta Cultural Center (Gr. 3-6) Wilson Water Treatment (Pre-K - 1) 02/24/94 02/28/94 03/02/94 03/08/94 03/09/94 03/09/94 03/10/94 03/11/94 03/15/94 02/24/94 02/28/94 03/02/94 03/08/94 03/09/94 03/09/94 03/10/94 03/11/94 03/15/94 304Page: 11 PrograM Seq *: 48 Revision Date: July 18, 1994 PrograM Maae: Field Trips PrograM Code: 59 PriMary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart PrograM Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Huiiier Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria Kinder Zoo - Reptiles (K) 03/16/94 03/16/94 Wilson Water Treatment (Gr. 2-3) 03/17/94 03/17/94 Kinder Zoo - Birds (K) 03/23/94 03/23/94 Robinson Center (Gr. 4-6) 03/24/94 03/24/94 St. Vincent - Surgeon General, Jocelyn Elders (Gr. 6) 03/24/94 03/24/94 Ark. Territorial Restoration (K) 04/07/94 04/07/94 Museum of Science \u0026amp; History (Gr. 1-6) 04/09/94 04/09/94 Heifer Project (PreK - K) 04/14/94 04/14/94 Ark. Game \u0026amp; Fish Coninission (4th) 04/22/94 04/22/94 National Civil Rights Huseim, Memphis TN (Gr. 1-6) 04/23/94 04/23/94 Fourche Treatment Plant (PreK - 1) Ark. Arts Center (PreK  K) Fourche Treatment Plant (2-3) Fourche Treatment Plant (4-6) L. R. Zoo (Pre K - K) Animal Habitats, UALR Art Exhibit (5-6) Mahogany Visions Community Arts Center (Gr. 1-6) L. R. Zoo - Identify Animals (Gr. 3) David Carter's Farm (PreK - 1) UALR Art Exhibit (K) 04/26/94 04/27/94 04/27/94 04/28/94 05/04/94 05/06/94 05/07/94 05/10/94 05/10/94 05/16/94 04/26/94 04/27/94 04/27/94 04/28/94 05/04/94 05/06/94 05/07/94 05/10/94 05/10/94 05/16/94 Horace Hann Magnet School (Dance Team) 05/17/94 05/17/94  M atfPage: 12 PrograM Seq *: 48 Revision Date: July 18, 1994 Program Name: Field Trips Program Code: 59 Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Program Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nimtier L179 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.1 Pinnacle Mountain (2-3) Wildwood Center for the Performing Arts (5) McArthur Park Fishing Derby (PreK  6) (Choices for each school will be determined by the needs/interests at buiIding level.) 1.2 (School Program Plans - to include national field trips  must be submitted to the Board and Acbiinistration on an annual basis.) 05/18/94 05/24/94 05/27/94 05/18/94 05/24/94 05/27/94 1.1 (Names of students and lists of field trips taken) a. Lists of field trips taken are maintained at the school level and VIPS office. 1.2 (Copy of request to administrators and board members. 2.0 (Field trips will be offered during extended week programs.) (Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to: --field trips --enrichment activities tutoring --parent/child \"make \u0026amp; take*' sessions --book fairs --physical education activities A. Saturday Programs include field trips MITCHELL B. Saturday activities include enrichment activities. qnr. 07/01/93 06/30/94 Principal and Staff, VIPS, parents) (Review relationship of field trips to subject area taught and students' educational, social and emotional needs and determine the effectiveness through improvement in classroom performance on Abacus and teacher-made tests.) 10/02/93 09/01/93 06/30/94 06/30/94Page: 13 Prograa Seq *: 48 Revision Date: July 18, 1994 Prograa Naaa: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Saturday field trips taken: 09/01/93 06/30/94 National Civil Rights Museum McClellan High School UiIdwood Park Ark. Territorial Restoration Friends of the Carousel Ark. Musetin of Science \u0026amp; History Ricks Armory (UiIdwood Blooms) RIGHTSELL B. Saturday Program enrichment activities at Rightsell include: Tutoring - Rightsell 10/09/93 10/09/93 Field Trip - Pinnacle Mountain 10/23/93 10/23/93 Tutoring - Rightsell 11/13/93 11/13/93 Field Trip - Bradberry Tree Farm 11/20/93 11/20/93 Field Trip - Pyramid Gallery/ Arkansas Territorial Restoration Field Trip * Old State House/ Decorative Arts Museun Field Trip * Old State House/ Uilderness Gallery Field Trip - Old State House/ Granny's Attic Mahagony Visions Studio Layman Library  Storytelling Arkansas Agriculture Museun - Black History Exhibit Scott Uinfield Bond Exhibit 12/04/93 12/11/93 01/03/94 12/04/93 12/11/93 01/03/94Page: 14 Prograa Seq *: 48 Revision Date: July 18, 1994 Prograa Naae: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Enrichment Activities Tutoring/Movie Rightsell PTA Carnival ROCKEFELLER B. Saturday Programs include field trips: 10/02/93 12/17/93 Old State House Wilderness Gallery War Memorial Fitness Center - Music Aerobics Razorback Football Game Arkansas Territorial Restoration C. Third quarter field trips: 01/03/94 03/24/94 Curtis Tate's Studio for Storytelling Pizza Hut ChiIdren's Huseun - Train Station Museum of Science and History  Images of Africa D. Fourth quarter field trips: Pinnacle Mountain 04/09/94 04/09/94 Heifer Project 04/23/94 04/23/94 Junior Jog 05/14/94 05/14/94 STEPHENS B. Saturday Programs include field trips. Birnam Wood Nursery (Gr. 1*6) Baptist Medical Center (Gr. 1-6) 10/16/93 11/13/93 10/16/93 11/13/93 308Page: 15 PrograM Seq *: 48 Revision Date: July 18, 1994 Program NaMe: Field Trips PrograM Code: 59 PriMary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria The Children's Museum (Cr. 1*6) Territorial Restoration (6r. 1-6) Old State House/State Capitol (1-6) Ark. Museum of Science and History (Rocks) (1*6) Umoja Studio (1-6) ARk. Museum of Science and History (Food Chains) (1-6) Huseio of Science \u0026amp; History (African Heritage) (1-6) Uilliam F. Laman Library (Brer Rabbit Teles) (1-6) Pulaski Heights Jr. High School Arkla Basketball Tournament (1-6) Museum of Science \u0026amp; History (Environmental Issues - Science) (1-6) National Civil Rights Museum (1-6) 11/20/93 12/04/93 12/11/93 01/08/94 01/22/94 02/05/94 02/19/94 03/05/94 03/19/94 04/09/94 04/23/94 11/20/93 12/04/93 12/11/93 01/08/94 01/22/94 02/05/94 02/19/94 03/05/94 03/19/94 04/09/94 04/23/94 Mahogany Visions Comnwity Arts Center (1-6) 05/07/94 05/07/94 L 180-181 3.0 (Community access/field trips are to be arranged for (reinforcement or enrichment) for students. (Visits to historical, scientific and cultural events and exhibits within the city and around the state and region with appropriate chaperones to provide educational i nput.) 07/01/93 06/30/93 Principals and staff, VIPS, parents) (Review relationship of field trips to subject area taught and students' educational, social and emotional needs and determine the effectiveness through improvement in classroom performance. Abacus assessment and teacher-made tests.) A. Community access field trips are taken each month or as needed. 309 10/02/93 06/30/94Page: 16 Prograa Seq f: 48 Revision Date: July 18, 1994 Prograa Maae: Field Trips Prograa Code: 59 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nud\u0026gt;er Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria GARLAND A. Conmunity access for field trips that occur on Sundays for performing groups at Garland are being provided by the transportation department of the Pulaski County Special School District. MITCHELL B. Local field trips taken: Little Match Girl Arkansas Territorial Restoration Hidden Valley Berry Farm Taco Bell Art Center - Snow White Arkansas Children's Hospital Art Center - Winnie the Pooh Robinson Center Music Hall Freedom Train Art Center - Aesop's Fables LR Fire Station Post Office Carousel Rick's Armory (Wildwood Blooms) Pet Store Art Center  Giants C. Out of town field trips taken: 12/12/93 12/19/93 01/01/94 12/12/93 12/19/93 01/01/94 Q 1 nPage: 17 Program Seq *: 48 Revision Date: July 18, 1994 Program Naate: Field Trips Program Code: 59 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: To develop support programs and procedures which will allow incentive schools to provide educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria National Civil Rights Museun, Memphis, TN ROCKEFELLER B. Visits to historical and cultural exhibits: Old State House The Museum of Science and History Arkansas Arts Center Arkansas Territorial Restoration 4.0 School Program Plans must be submitted to the Board and adwinistration for approval on an annual basis Documented school- based involvement in the needs/interest assessment and planning process must accompany each School Program Plan, A projected budget must accompany each plan,LRSD FY 93-94 PROGRAM BUDGET DOCUMENT PrograM Seq *: 50 Page: 1 Program Name: Transportation Revision Date: July 18, 1994 Program Code: 61 Priaery Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: (Transportation schedules will be planned for students needing transportation after extended day/homework center, arrange bus transportation to meet students' needs.) Principals, staff and the transportation director will District Goal Si^iport: laplement integrated educational programs that will ensure that all students grow academically, socially and emotionally with eaphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal: To develop sifiport programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan References: L 171 FT Program Budget\n$15,000.00 1st Qtr Expend: 3rd otr Expend: FTE TTP Expenditures\n14,960.92 2nd Otr Expend: $ 14,960.92 4th Qtr Expend: Related Function Codes: 312LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page\n2 Prograa Seq *: 50 Revision Date: July 18, 1994 Prograa Naae: Transportation Prograa Code: 61 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Brad Montgomery/Arma Hart Prograa Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportiaiities for all students. Plan Reference Page Ntiiber Page 171 Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 1.0 (To provide transportation home for students who remain at the Homework Center.) 07/01/93 06/30/93 (Director of Transportation, Principal, Teachers, Parents, Assistant Superintendents ) 1.0 (Students enrolled are transported home at the end of extended day/homework center time) 1.1 Transportation will be provided so that students whose parents cannot supply transportation, or whose parents live outside of the area which is reasonable walking distance, may avail themselves at the center.) A. Transportation is provided for extended day. FRANKLIN B. A list of students attending the summer school program was supplied to Transportation Department in order to create stops for appropriate students. GARLAND B. Transportation will be sought for all activities which arise as a result of skills developed during the extended day program. MITCHELL B. Transportation is provided for students participating in Extended Day. Bus schedules are available. RIGHTSELL B. Transportation is provided for Extended Day. 09/28/93 06/01/94 09/23/93 09/21/93 10/01/93 75X 06/01/94 06/01/94 06/01/94 04/04/94 1.1 (A bus schedule and a list of children needing transportation home after homework center/extended day is available.) 3^Page: 3 Progran Seq *: 50 Revision Date: July 18, 1994 Progran Name: Transportation Program Code: 61 Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Brad Hontgomery/Arma Hart Program Goal: To develop si^iport programs and procedures which will allow incentive schools to provide enhanced educational opportKiities for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ROCKEFELLER B. Transportation is provided for all students participating in the Extended Day Program. An additional transportation service is provided for students enrolled 09/28/93 06/01/94 C. D. for swimming. Buses transport those students to the Boys Club. The names of all students who are transported are on file in the Principal's office. Transportation is provided for students attending Saturday School. Transportation is provided for all field trips that are not within walking distance of the school. STEPHENS B. Bus schedule and names of students transported from Extended Day are on file in the Principal's office. 31 students are transported from Extended Day. Transportation will be sought for all activities which arise as a result of skills developed during the Extended Day program. 314 09/28/93 09/28/93 09/21/93 06/01/94 06/01/94 05/12/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 53 Page: 1 Revision Date: August 9, 1994 Program Name: Instructional Aides Program Code: 64 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Han Program Description: (Aides assist teachers in the classrooms meet the educational requirements of students, and other student activities.) 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 provide aides for instructional assistance. To provide aides for general supervision of student activities. Plan References: L 180 FY Program Budget: $ 496,451.04 1st Qtr Expend: $ 38,306.87 3rd Qtr Expend: $ 108,005.96 FTE YTD Expenditures: $431,734.23 2nd Qtr Expend: $ 114,714.15 4th Qtr Expend: $ 170,707.25 42 Related Function Codes:LRSO FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: 53 Revision Date: July 18. 1994 Prograa Nane: Incentive Schools Instructional Aides Prograa Code: 64 Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To provide aides for instructional assistance. To provide aides for general sipervision of student activities. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria L 180 L 180 1.0 To provide supervision of students at the incentive schools. 07/01/93 06/30/94 Hunan Resources Dept., School Principals (Teachers) 1.0 (Aides will assist teachers with instructions, monitoring of student progress, convnunication with parents, and preparation of supplemental instructional materials, and general supervision Students will improve on teacher*made tests. Abacus assessment and standardized tests.) 1.1 Instructional aides with college hours will be employed one to a classroom to make students aware of career choice (Revised according to (kiurt order - 2 aides to every 3 classrooas) 07/01/93 06/30/94 Hunan Resources Dept., School Principals 1.1 (School and district docunentation of hired personnel) 1.1 Two aides to every three classrooas exists in accordance with court order. 1.1 One aide in every classroom exists if any one class in the school has over 20 students. Reference Nay 1, 1992 (kiurt Order - In order to effect a low pif\u0026gt;i I-teacher ratio as provided in the settlement plan, the Court orders that there be at least one full-time aide per incentive school classroom in those schools where any classroom contains more than 20 students. FRANKLIN A. Instructional aides are scheduled * 2 aides to every 3 classrooms. 08/01/93 09/01/93 31GPage: 3 Program Seq *: 53 Revision Date: July 18. 1994 Program Maae: Incentive Schools Instructional Aides Program Code: 64 Primary Leader: C. Russell Hayo. Jr. Secondary Leader: Arma Hart Program Goal: To provide aides for instructional assistance. To provide aides for general supervision of student activities. Plan Reference Page Nuder Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria MITCHELL B. Instructional aides are enployed for each classroom. RIGHTSELL B. Instructional aides are in place. ROCKEFELLER B. A new handbook for instructional aides was developed. 12/17/93 01/03/94 1.2 An appropriate number of supervision aides will be provided at each incentive school. MITCHELL A. Three supervision aides were placed at Mitchell 07/01/93 08/01/93 RIGHTSELL A. Instructional Aides in place. 07/01/93 08/01/93 ROCKEFELLER A. Three (3) supervision aides were hired for the 1993-94 school year. B. Instructional aides meet for inservice training with the assistant principal once a month, or more often, if needed. C. Instructional aides attended a one day training workshop provided by Staff Development Dept. D. Instructional aides serve on the Parent Advisory Convnittee for Early Childhood 03/09/94 03/10/94Page: 4 Progran Seq *: 53 Revision Date: July 18, 1994 Progran Naiae: Incentive Schools Instructional Aides Progran Code: 64 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To provide aides for instructional assistance. To provide aides for general st\u0026lt;iervision of student activities. Plan Reference Page Minber Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) E. Instructional aides serve on many committees, such as the Staffing Committee. STEPHENS A. One supervision aide is employed. One resigned to attend school and one supervision aide moved to an instructional aide position. B. Tmo supervision aides are employed six hours each for the 1993-94 school year. 318 03/22/94 09/01/93 01/04/94 03/22/94 12/31/94 01/04/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq f: 54 Page: 1 Revision Date: July 28, 1994 Program Name: Extended Year Program Code: 65 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: District Goal Support: Program Goal: A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and will be available for all iricentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer achool for incetttive school students and these students will be encouraged to participate, Students will participate in the program generally on an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The number of incentive school al which summer programs will be ehld will be based on identified student needs atul interests. Students participating in the Extended Year Program will be instructed at their own academic levels rather than by means of a specifically identified grade designation. Develop an extended year program that is an extension of the educational procew, not merely a remediation supplement. The program should also provide children an extension of the academic enhancement exi\u0026gt;crience8 that are integral to the incentive tchool philosophy srtd instructional approach. Inclement integrated educational programs that will allow incentive schools to provide educational opportunities for all students. To develop support programs and procedures which will allow incentiTe schools to provide enhanced educational opportunities for all students. Plan References: L 172 FY Program Budget: $ 99,938.45 1st Qtr Expend: $31,884.03 3rd Qtr Expend: FTE YTD Expenditures: $ 71,462.59 Ind Qtr Expend: 1,295.45 4th Qtr Expend: $ 38,283.11 Related Function Codes: 319 0 ]LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: Progran Seq f: 54 Revision Date: July 18, 1994 Progran Name: Extended Year Progran Code: 65 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop sipport prograan and procedures which will allow incentive schools to provide enhanced educational opportinities for all students. Plan Reference Page Ninfcer L 172 1.0 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria (To develop a program for year round school including enrichment and remediation options.) LRSD will conduct simmer segments in remediation or enrichment and may provide transportation. 07/01/93 06/30/94 Ed. Prograas Coordinator of Incentive Schools (VIPS Volunteer for Incentive Schools, Deseg. Facilitator, Transportation/ Cafeteria Director, Asst. Supt., Principals, Teachers, Parents) (Annual Summer School Report will indicate improvement in student participation and behavior on summer school reports to parents.) 2 (Summer segments in remediation/enrichment prescriptions for courses to be taken. (The Students Education Plan (SEP) and parent and staff input determines the course offerings.) Transportation may be provided.) A. Summer School Enrichment and remedial courses were offered and completed at Rockefeller and Franklin School. Conpletion: 100X FRANKLIN B. Conducted survey for simmer school enrichment and remediation courses that will be offered to students during the simmer of 1994 C. Students needing Simmer School Enrichment and Remediation were referred by their classroom teacher for the 1994 services offered by the LRSD. 03/01/94 03/30/94 Oon3 Page: PrograM Seq *: 54 Revision Date: July 18, 1994 PrograM NaMe: Extended Year Progran Code: 65 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop sipport prograMs and procedures Uiich uill allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Minber Objectives Strategies Beginning Date CoMpletion Date Responsibility Evaluation Criteria FRANKLIN (continued) 0. 62 students uere referred for the sumter school K-3 Initiative summer program offered by the LRSD. 06/07/94 06/07/94 GARLAND B. Proposed plan for year-round education at Garland uill be presented for study/approval during the 1993-94 school year. RIGHTSELL B. Students have been identified for K-3 Summer Program (27 students identified) C. Students in grades 1-6 were given an interest survey to assist with the identification of course offerings for the sunmer enrichment program. 0. Extended Year enrichment programs uill be provided for all students who attend incentive schools. There is no cost for these programs and transportation uill be provided. A list of programs and locations are: Carver YMCA, Arkansas Arts Center, LR Parks and Recreation Sumter Playground programs, Penick Boys Club, Thrasher Boys Club E. An Extended Year Academic Support Program uill be provided for all incentive school student at Rockefeller Incentive School. There is no cost for incentive school students and transportation uill be provided.Page: 4 Progran Seq f: 54 Revision Date: July 18, 1994 Progran Naan: Extended Year Progran Code: 65 Prinary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop sipport prograan and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nudier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria ROCKEFELLER B. Survey forms for 1994 Sunmer Enrichment were sent to parents to determine interest and preference of offerings. 03/17/93 06/01/94 C. K*3 Sumer School identification from teachers and notification to parents of those students fitting the required criteria was completed. STEPHENS B. Summer School Enrichment and remedial courses are being offered. Remediation at Rockefeller for grades 1*6. Enrichment * various community locations. Students in grades K*3 will atterxl summer school at Stephens. Transportation will be provided. 322 03/04/94 06/01/94 03/18/94 06/30/94Page: 5 Prograa Seq *: 54 Revision Date: July 18, 1994 Prograa Naae: Extended Year Prograa Code: 65 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop stfiport prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.0 Develop a program for year-round school (including enrichment and remedial options) The court- approved LRSD proposal to modify the settlement plan by replacing year- round school with an extended year program and providing summer school at possibly only one site, The 1989 agreement had offered year-round school and suniner school at all incentive schools. The court noted that the parties remain obligated to provide incentive school children with stumer learning experiences that go beyond the customary basic curriculim of an ordinary stumer remedial school. It stated that the extended year program for incentive school students must be located in a facility or facilities with a capacity sufficient to accommodate all of the eligible students who wish to attend the program. ^3LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 55 Page: 1 Revision Date: July 28. 1994 Program Name: Recognition Programs Program Code: 66 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: (Incentive Recognition Programs provide opportunities for staff, parents arxl the community to increase students affective behavior by recognizing them publicly and giving awards for accomplishments) District Goal Support: Implement integrated educational programs that will allow tncentivs Schools to provide educational opportunities for all students. Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students.) Plan References: L 176 1 FY Program Budget: $14,581.91 1st Qtr Expend: $1,428.45 3rd Qtr Expend: $4,366.15 FTE YTD Expenditures: $11.407.45 2nd Qtr Expend: 3.093.35 4th Qtr Expend: $2,519.50 I Related Function Codes: 1 324LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progrm Seq *: 55 Revision Date: July 18, 1994 Progrm Name: Recognition Progrms Progrm Code: 66 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progrm Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportmities for all students. Plan Reference Page Nimber L 176 1.0 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Incentive/recognition programs will be developed by students, staff and patrons at each school. 07/01/93 06/30/94 VIPS, Partners in Ed., (Counselors, Principals, Teachers, Patrons) 1.0 (Students affective behavior and parent participation and support for the school will improve as evidenced by report cards and positive parent feedback on reports.) 1.1 Ideas (suggestions) presented in the sibcoanittee meeting (Incentive Recognition Program) (will include) awards programs, recognition days, good citizen cliAx, free tickets to coaauiity and athletic events, (and) tangible rewards such as a book of the students*8 choice for acadmic growth and the like. A. Monthly awards assemblies for students are held at each school to recognize students* accomplishments. FRANKLIN B. Students are given the opportunity to earn privileges through good behavior, attendance and acceptable uniform attire. C. Students excelling in academics and citizenship are recognized each nine weeks. D. Bumper stickers are given to parents whose student made the academic honor roll each nine-week grading period. 07/01/93 09/01/93 11/01/93 10/01/93 03/01/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 VIPS. Partners in Ed., (Counselors, Principals, Teachers, Patrons) Principal, Counselor, Teacher, Students, Parents 1.1 (Ifiplementation of the programs will be evidenced by program dates, agendas and list of activities.) Number of bumper stickers appearing on cars prompting academic excellence.Page: 3 Progran Seq *: 55 Revision Date: July 18. 1994 Progran Name: Recognition Prograns Progran Code: 66 Prinary Leader: C. Russell Mayo. Jr. Secondary Leader: Arma Hart Progran Goal: To develop si^port prograns and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nuiber Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria GARLAND B. Students of the Month \"Bobcat Kids\" are recognized each month with their pictures being taken and pieced on the bulletin board in the hallway. Each child is highlighted one day during the month on the intercom. Letters of recognition are sent home and the students receive a pencil and a McDonald's certificate. C. An assembly is held each nine weeks to recognize students on the Principal's Honor Roll, Honor Roll, Citizenship, and Achievement Awards. D. Students are recognized in Hrs. Arnold's kindergarten with certificates, stickers, and happy grams. E. Students are recognized in Mrs. Gross' first grade class by displaying their work in the classroom. F. Students are recognized in Ms. Carr's second grade class on a weekly basis for good behavior. G. Students are recognized in Ms. Clayborn's fifth grade class on a weekly and bi*weekly basis for classroom achievement in behavior and academics. H. Students are recognized in Mr. House's fifth grade class on a monthly basis for achievement and behavior. 3 26 08/23/93 10/23/93 08/23/93 08/23/93 08/23/93 08/23/93 08/23/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94Page: 4 Progm Seq *: 55 Revision Date: July 18, 1994 Prograai Naas: Recognition Prograas Prograai Code: 66 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograai Goal: To develop si^port prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Hudxr Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria GARLAND (continued) I. Mrs. Cole made a chart to recognize students wearing their uniforms or school colors consistently. 08/23/93 06/30/94 J. Each month birthdays are celebrated in the cafeteria at a decorated birthday table during the lunch period. Students with birthdays within that month are given cupcakes and birthday pins made by the Peer-helpers. The Peer-helpers set up and host the table. 08/23/93 06/30/94 K. Mrs. Nelson, Garland's librarian, recognizes students by displaying their work. 08/23/93 06/30/94 L. Hrs. Runion, Garland's reading lab teacher, recognizes positive behavior on a daily basis with social reinforcers, name on the board, and/or a note to the classroom teacher. Students are encouraged to recognize the accomplishments of others with silent cheers, applause, and pats on the back. MITCHELL B. Awards assemblies are held quarterly to recognize students for academic achievement, citizenship, and attendance. Students receive special recognition from teachers in individual classes. C. Selected parents are recognized monthly. 08/23/93 06/30/94 11/18/93 09/27/93 06/30/94 06/30/94Page: 5 Progran Seq *: 55 Revision Date: July 18, 1994 Prograai Maaie: Recognition Prograas Progran Code: 66 Prinary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop sif^iort prograas and procedures Uiich will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Htnber Objectives Strategies Beginning Date Coaptetion Date Responsibility Evaluation Criteria RIGHTSELL Note: Rightsell does not have monthly assemblies. B. See Couselor/Social Worker Section 10.1 and 10.2. Also see School Profile. ROCKEFELLER B. Awards reception for honor students was held with recognition given to 69 students for straight A's\n59 students for A/B honor roll\n110 students for perfect attendance. C. 143 students earned the honor of going to Circus Capers for Good Citizenship for the first nine weeks grading period. D. Meal Certificates awarded to straight A students from Pancho's Mexican Buffet. E. Good Citizen of the Month awards presented to one student from each class. A certificate was presented, their picture was taken and displayed in the bulletin case, and a special luncheon in their honor is prepared with parents invited. F. One student received First Place and one student received Honorable Mention in the 1993 Anti-Tobacco Poster Contest. The winners were treated to lunch at Tia's. They met with the advanced placement art students at parkview High School to finalize their posters for printing. 10/01/93 11/11/93 11/02/93 10/12/93 11/08/93 12/14/93 02/28/94 02/03/94 06/30/94 11/11/93 11/02/93 10/13/93 11/09/93 12/15/93 03/31/94 02/03/94Page: 6 Prograa Seq *: 55 Revision Date: July 18, 1994 Prograa Naae: Recognition Prograas Prograa Code: 66 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop stpport program and procedures which will allow incentive schools to provide enhanced educational opportwities for all students. Plan Reference Page Hudier Objectives Strategies Beginning Date Caaf}letion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) G. Second grade students participated in the Nifty Nutrition poster contest. Names of the three winners were announced and awards were given. H. PARENT RECOGNITION: A plaque for Volunteer of the Month and Parent of the Month is displayed in the hall. 1. STAFF RECOGNITION: Doris Sarver was nominated by the staff for the Educator of the Year. She was recognized at the PTA Founder's Day luncheon. J. 151 students were awarded for good citizenship for the second nine weeks and went to Show Biz. K. During the second nine-weeks, 48 students made straight A's, 66 students made A/B Honor Roll, 102 students had perfect attendance. Award reception was held. L. 128 students were awarded for good citizenship and a field trip to go bowling was the incentive for the third nine weeks. M. During the third nine weeks, 48 students made straight A's, 62 students made the A/B Honor Roll, 81 students had perfect attendance. N. During the fourth nine weeks, 47 students made straight A's, 64 students made A/B Honor Roll, 51 students had perfect attendance. 02/17/94 12/15/93 02/22/94 01/20/94 01/13/94 01/18/94 01/18/94 04/04/94 02/17/94 06/30/94 02/22/94 01/20/94 01/27/94 03/31/94 03/24/94 06/07/94 3^Page: 7 PrograM Seq f: 55 Revision Date: July 18, 1994 Program Name: Recognition Prograias Program Code: 66 Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportioities for all students. Plan Reference Page Nudier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) 08/23/94 06/07/94 0. For the entire year, 26 students made straight A's, 56 students made A/B Honor Roll, 10 students had perfect attendance. Those students and their parents were honored at an end of the year awards banquet. Trophys and certificates were awarded. STEPHENS B. First Quarter Awards Assembly: 11/16/93 12/16/93 Academic * Attendance * Citizenship * Science Award - Young Astronauts - Cheerleaders Award - Outstanding Musician - Student of the Week  Most Improved Academic - Host Improved Citizenship - Host Improved Attendance C. Second Quarter Awards Assembly: 02/04/94 02/04/94 Awards assembly for honor students was held with recognition given to students in the following areas: Academic awards for students receiving all A's * 20. A/6 Honor Roll students - 33. Students receiving Citizenship award * 83. Students receiving Perfect Attendance award - 43. Student of the Week pictures are taken and displayed in the hallway. Bumper stickers are given to ell students who received honor awards. 3308 Page: Prograa Seq *: 55 Revision Date: July 18, 1994 Prograai Name: Recognition Programs Prograa Code: 66 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To develop sipport prograaa and procedures irfiich Mill allow incentive schools to provide enhanced educational opportmities for all students. Plan Reference Page Neater Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria STEPHENS (continued) D. Third Quarter Awards Assembly: 04/15/94 04/15/94 Awards given to students in the following areas: Academic students receiving all A's - 21. A/B Honor Roll students * 29. Perfect Attendance students * 36. Student of the week pictures are taken and displayed in the hallway (97 students). Music Awards (9 students), students), students), students). P.E. Awards (11 Science awards (8 Art awards (3 Bumper stickers are given to honor students. E. Fourth Quarter Awards Assembly: 06/03/94 06/03/94 Awards were given to students in Academic the following areas: students receiving all A's  23. A/B Honor Roll students * 31. Student of the Week (86 students). Citizenship Awards (73 students). Improved attendance (60 students). Music Award (3 students). Science Awards (5 students). Art awards (2 students). P. E. Awards (11 students). 331LRSD FY 93-94 PROGRAM BUDGET DOCUMENT PrograM Seq *: 56 Page: 1 Revision Date: July 18. 1994 PrograM Name: Incentive School Operations - Camp Pfeifer Program Code: 67 Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Description: Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, program provided the funding of the program continues and it meets the needs of the students. Students will participate in this The court approved additional wording to the effect that the District students will participate in Camp Pfeifer provided the funding for Camp Pfeifer continues and the program meets the needs of students District Goal Support: Program Goal: Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: The court noted that this new language does not relieve the parties from their obligation to manage their relationship with comnunity agencies in all good faith with careful attention to maintaining ongoing communication, cooperative teamwork, and complimentary support With regard to other various community resources which are to continue only if funding is available, the court notes that the parties* obligation to provide comparable services is not negated by the unavailability of other funding. iRplement integrated educational programs that will ensure that all students grow academically, socially and emotionally with esphasis on basic skills and academic enrichment while closing disparities in achievement. To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportinities for all students. L 185 1st Otr Expend: 2nd Qtr Expend: 332 3rd Qtr Expend: 4th Qtr Expend: FTELRSO FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progran Seq f: 36 Revision Date: July 18, 1994 Progran Naae: Incentive School - Operations  Camp Pfeifer Progran Code: 67 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop sipport programs and procedures kiiich Mill allow incentive schools to provide enhanced educational opportinities for all students. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 185 12.0 To work with community programs like Camp Pfeifer to supplement school programs for students. 07/01/93 06/30/94 Pipil Personnel (Director) District Divisions (Asst. Supt., Deseg. Facil.) 12.0 (The students who participate in community programs at Camp pfeifer will improve in social behavior and academic achievement in the core curriculum areas, as measured by teacher-made tests, Abacus assessment, classroom performance and standardized tests.) 12.1 Study success of Pfeifer progran. 07/01/93 06/30/94 A. The Director of Camp Pfeifer has documentation of program's success. 12.1 Date generated by Camp pfeifer will show increase in students' academic achievement.) RIGHTSELL B. See Counselor/Social Work Section 12.1 12.2 Uork with Director to target incentive students. A. The assistant superintendents and principals are beginning student identification. ROCKEFELLER B. One Sth grade black female is attending the second session. The black male slot was offered to three students but none were receptive to attending. 12.3 Work with other commoity grot^js to mdertake similar projects. 07/01/93 10/01/93 07/01/93 06/30/94 12/17/93 06/30/94 12.2 (The number of students in the incentive schools who are selected for the program) 12.3 (Evidence of involvement in other projects.) ^3Page: 3 Prograa Seq *: 56 Revision Date: July 18, 1994 Progran Name: Incentive School  Operations - Camp Pfeifer Progran Code: 67 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To develop seaport programs and procedures which will allow incentive schools to provide enhanced educational opportKiities for all students. Plan Reference Page Nurber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria FRANKLIN A. Social worker is involved with parents requesting assistance for placement in Charter, Elizabeth Mitchell. 01/18/94 06/07/94 Principal, Teacher, Social Worker, Parents Student placement. RIGHTSELL A. See Counseling Social Work Section. 10/01/93 06/07/94 334LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq *: 57 Page: 1 Prograa Name: Incentive School Operations - Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Revision Date: July 18, 1994 Prograa Description: (Monitoring allows the district to evaluate programs, student achievement, discipline and staff on a regularly scheduled basis. Educational Equity and Evaluation Department, Biracial Comittee, Parent Council, Student Evaluator, and other adninistrators.) Monitoring is conducted by the The Planning. Research and Evaluation Office of the District will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accowplish these tasks This plan and its acconpenying procedures should take into account rwt only test scores achieved on norm-referenced tests but also class achievement as evidenced by teacher tests and curriculum and criterion-referenced tests. District Goal Support: Implement integrated educational programs that will ensure that all students grow academically, socially and eantionally with emphasis on basic skills and academic enrichment Uiile closing disparities in achievement. Program Goal: To more closely and thoroughly monitor schools in order to develop a clearer picture of student achievement at these buildings. [ Plan References: L 186 - 187 1 FT Program Budget: YTD Expenditures: Related Fmction Codes: 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE 1LRSO FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progrm Seq *: 57 Revision Date: July 18, 1994 Progrm Name: Incentive School Operations - Monitoring Progrm Code: 68 Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progrm Goal: To nore closely and thoroughly nonitor schools in order to develop a clearer picture of student achievenent at these buildings. Plan Reference Page Hintjer L 186 L 186 L 186 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 To develop a process for obtaining verifiable informtion regarding student acadmic growth. 1.1 Development of valid/reliable monitoring instruaentCs) A. Abacus Instructional Management System has been installed. RIGHTSELL A. Abacus training has been an ongoing process. Sue Walls, Staff Development specialist, worked with the Rightsell staff throughout the year. ROCKEFELLER B. Teachers develop tests and/or use ABACUS test bank to assess mastery level of each student. The tests are scanned and results are used for instructional planning. 1.2 Establish training for monitoring teams in use of the instruaent 33G 07/01/93 07/01/93 09/02/93 07/01/93 06/30/94 06/30/94 06/07/94 06/30/94 (Asst. Supt., Dir, of Planning, Research and Eval., Principal) Assoc. Supt., Planning Research and Eval. (Dir. Staff Devel.. Dir. Information Services) Director of Planning, Research and Evaluation, Principals, Staff (Dir. Staff Devel., Dir. Inform. Services 1.0 (Abacus Assessment) 1.1. (Abacus Assessment) 1.2 (Evidence of training dates and agendas)Page: 3 Prograa Seq f: 57 Revision Date: July 18, 1994 Prograa Haae: Incentive School Operations * Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Coal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveoent at these buildings. plan Reference Page NuiA)er Objectives Strategies Beginning Date CcHpletion Date Responsibility Evaluation Criteria L 186 L 186 A. Abacus Training has been provided to staff. ROCKEFELLER B. On site assistance for ABACUS is provided by Computer Specialist and Technical Assistant STEPHENS B. On-site training provided each Monday 8:00 - 11:40 a.m. 08/23/93 11/08/93 06/30/94 06/03/94 2.0 To provide a systemic program for tracing student attendwice, discipline, behavior and achievement. 07/01/93 06/30/94 (Xirr. Specialist, S^ool Staff 2.0 (Monitor student progress by observing attendance, behavior, discipline and achievement profiles by Abacus and SIMS Technology Systems Data. Compare the amount of progress made between each grading period) 2.1 To be done on a quarterly (continuous) basis A. Attendance and discipline reports are available and reviewed. 07/01/93 06/30/94 Curr. Specialist, School Staff, Asst. Supts. 2.1 (Copy of monitoring reports) MITCHELL B. Academic achievement reports are sent home each five weeks. Completion 50%. 10/01/93 06/03/94 ROCKEFELLER B. Computer specialist provides assistance at all times to teachers and help with scanning tests. L 186 2.2 Class and school profiles will be kept in regard to attendance, behavior, discipline and achievement 06/30/93 06/30/94 Curr. Spec., School Staff 2.2 (Documentation of prof iIes) 1  ' Wfi4 Page: Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Naiae: Incentive School Operations * Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page Niaber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria L 186 L 186 3.0 To involve parents in the developaent of Student Educational Plans (SEP). A. Achievement reports from Abacus are available. MITCHELL B. Computerized reports are available upon request. RIGKTSELL B. Profiles are kept on file by the Principal. ROCKEFELLER B. Every classroom teacher keeps a record of attendance, behavior, discipline and academic achievement. STEPHENS B. Attendance: Absence-Tardies\nBehavior\nDiscipline\nAchievement 3.1 Develop SEP format (format completed 1989) 10/01/93 10/01/93 10/01/93 10/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Pupi I Personnel, School Staffs, PTA Officers Ptqpi I Personnel, School Staff, PTA Officers, Principals (Parents) 3.0 (Parent convnitment in the educational process is evidenced by participation in the development of the Student Educational Plan) 3.1 Copy of SEP form) RIGHTSELL A. SEP forms revised 1993-94. 10/01/93 10/25/93 ROCKEFELLER A. The ABACUS system is used to help teachers keep SEP'S up to date and to monitor student progress. 338 10/01/93 06/30/945 Page: Prograa Seq f: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations * Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To more closely and thoroughly monitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page Nimber Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria STEPHENS A. SEP'S on file for all students. Grade PK-6 which were developed by the classroom teacher, specialist, and parent. 10/01/93 06/30/94 L 186 3.2 Involve parents in writing plan based on student needs 07/01/93 06/30/94 3.2 (Parent Commitment and signature on the Student Improvement Plans) FRANKLIN A. Parents were part of SEP team 07/01/93 06/30/94 MITCHELL A. Parents were part of SEP team 09/30/93 06/30/94 RIGHTSELL A. Parents were part of SEP team B. SEP'S reviewed at Parent Conferences. 10/01/93 10/01/93 10/25/93 10/25/93 ROCKEFELLER L 186 A. Parents were part of SEP team. B. Every student has a Student Education Plan which was developed by the classroom teacher, specialist, and the parent. C. Parents receive a monthly progress report to deep them well informed about student achievements. Reports were sent eleven times. STEPHENS A. Parents were part of SEP team. 3.3 To include extracurricular activities also. 08/23/93 08/23/93 09/22/94 07/01/93 09/17/93 09/17/93 06/10/94 06/30/94 (Parents) 3.3 (Copy of SEPs\nwill also include extracurricular activities)6 Page: Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations - Monitoring Prograa Code: 68 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arna Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page Niatier Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria L 186 L 166 L 186 MITCHELL A. Parents assist students in selecting extended day activities. B. SEP'S are developed with parents' participation. ROCKEFELLER A. Parents were given survey sheets which outlines extracurricular offerings. The surveys were returned and the assigned activities were scheduled. B. Parents were sent a survey form asking what they wanted offered during the sunvner enrichment program and to indicate if they were interested in having their children attend the sunner session. 08/30/93 08/30/94 05/10/94 06/30/94 06/30/94 06/06/94 4.0 To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team (Local Biracial Team) 4.1 Develop reporting foraat Conipleted 4.2 Involve staff, patrons in aonitoring A. Designated staff involved in monitoring. 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 Dir. Planning Research 8 Devel., Biracial Team Mesters School Staff, Coamwi ty. Planning Research and Evaluation Planning, Research and Evaluation 4.0 (Provide written feedback to school district) 4.0 (Monitoring procedure is in place and includes reporting procedures and dates of visits established by Planning Research and Evaluation Dept.) 4.1 (Copy of reporting procedure) 4.2 (List of parents and staff on monitoring team) 340Page: 7 Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Maae: Incentive School Operations * Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaant at these buildings. Plan Reference Page Niaber L 186 L 186 L 186 Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria ROCKEFELLER B. A building cleanliness evaluation form was developed. AU staff participates in assessing the cleanliness of the building and identifying places needing improvement. 4.3 Involve all staff in goal setting A. Activity completed 4.4 Evaluate goal achieveaant MITCHELL A. Annual plan goal achievement evaluated at semester. RIGHTSELL A. Goals and achievements are reviewed quarterly at the building level. 11/12/93 07/01/93 07/01/93 01/14/94 10/01/93 06/06/94 06/30/94 06/30/94 01/14/94 06/30/94 Planning, Research and Evaluation Principal, Staff, Planning Research, Eval. Director 4.3 (Names and process used to involve entire staff) 4.4 (Review the monitoring procedures, visitation and reporting schedules, and evaluate for effectiveness and efficiency) 4.4 (Student data is disaggregated by race, gender, socio-economic status) 5.0 Students, teachers, and parents will be asked to complete a school climate survey once each year. 07/01/93 06/30/94 School Staffs, Principals (Oir. of Planning Research and Evaluation, Parents) 5.0 \u0026lt;The Evaluator's Program is established school climate and student achievement will improve)Page: 8 Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations - Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaant at these buildings. Plan Reference Page Niaber L 186 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 5.1 Randoai selection of students to participate each year 07/01/93 06/30/94 Planning Research and Evaluation, School Staff, Principals 5.1 (A process is used to select students at building level according to race and gender) MITCHELL A. School climate survey completed in January. ROCKEFELLER A. A student evaluation for school climate uas devloped and ackninistered by the guidance counselor to 4th, 5th, and 6th grade students. STEPHENS A. Student evaluation process is established. 5.2 Student \"training* 01/04/94 12/01/93 07/01/93 01/31/94 12/17/93 06/30/94 5.2 (Docunentation of training session arxJ number of students participating) development of questionnaire) STEPHENS L 186 L 186 A. Eight students (two students from grade 4-6) have received training. 5.3 Student generation of questiomaires 10/01/93 07/01/93 12/17/93 06/30/94 Dir. of PRE. Students, Principal/ Staff, PRE 5.3 (Task completed includes students involved) STEPHENS A. Questionnaire generated. 12/01/93 12/17/93 34^Page: 9 Progrm Seq *: 57 Revision Date: July 18, 1994 Progrm Name: Incentive School Operations * Monitoring Progrm Code: 68 Primry Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progrm Goal: To aore closely and thoroughly annitor schools in order to develop a clearer picture of student achieveaent at these buildirxis. Plan Reference Page Hudxr L 187 L 187 L 187 L 187 L 187 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 5.4 Analysis of data collection 5.5 Conclusions generated STEPHENS A. Principal shared results in staff meeting. 5.6 Report back to students on response to student evaluation. The survey results will be shared with each school for dissemination. 07/01/93 07/01/93 12/06/93 07/01/93 06/30/94 06/30/94 12/06/93 06/30/94 PRE Principals and Staff (Director of Planning Research and Evaluation, Principals, Teachers) 5.4 (Docunentation of process and results) 5.5 (Docunentation of results) 5.6 (Review the student evaluator program results and conclusion and use information gathered to make needed changes to improve school climate and student achievement) 6.0 To establish a progrm for coBfXJterized data access at each incentive school. 07/01/93 06/30/94 Data Processing (Informational Services) School Staff Assoc. Si^ts. 6.0 (Produce data to improve student achievement) 6.1 Install cosfxjters. RIGHTSELL A. One computer purchased for the Principal's office. ROCKEFELLER A. The principal and staff use computers for all communication. B. Teachers use computers for record keeping. Example: keeping grades. C. Records of all students are kept on the computer. This includes classroom rosters, field trips, Saturday School attendance, response to surveys, extended day activities, etc. 07/01/93 10/01/93 08/23/93 08/23/93 08/23/93 06/30/94 12/17/93 06/30/94 06/30/94 06/30/94 6.1 (Task completed) ^3Page: 10 Progm Seq *: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations - Monitoring Prograa Code: 68 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page Niaber L 187 Objectives Strategies 6.2 Tie into aainfraaa. Beginning Date 07/01/93 Completion Date 06/30/94 Responsibility Evaluation Criteria 6.2 (Task cotrpleted) MITCHELL A. Office computer tied into mainframe. 10/01/93 10/01/93 L 187 6.3 Write prograaB for reporting student data in a variety of modes. 07/01/93 06/30/94 6.3 (Abacus and SIHS Coirputer programs) A. Abacus reports are available for incentive schools in a variety of modes. B. Workshops for principals have been offered to assist them in getting needed reports. (Six sessions.) RIGHTSELL C. Principal's terminal tied to ABACUS and AS400 system. RXKEFELLER C. Student Performance Profile was developed by the Computer Theme Specialist for every child. The profile identifies data that is necessray for development of instruction for individual students. 10/01/93 01/04/94 08/23/93 12/17/93 03/09/94 06/30/94 344Page: 11 Progras Seq t: 57 Revision Date: July 18, 1994 Prograa Hane: Incentive School Operations * Monitoring Progran Code: 68 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Progran Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achievoKnt at these tuildings. Plan Reference Page Mudier L 187 L 187 L 187 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 7.0 To establish site tease (School Improvement Teams) at each school to iif\u0026gt;leaent prograsaetic modifications to benefit the student. 7.0 (School Improvement Teams are established to assist in implementing plan or program modifications that will improve student academic achievement, discipline and school climate) 07/01/93 06/30/94 7.0 (Programs are being effectively used to gather student data to improve student achievement) 7.0 (Increase in student achievement on teacher-made tests, classroom performance and standardized tests) 7.0 (School Improvement Teams are in place) 7.1 Include representatives of all school department (custodial, food service, aides and teachers) RIGHTSELL A. Site team in place. ROCKEFELLER A. School Improvement Team: Administrators: Anne Hangan, Sharon Brooks, Custodial: Stoy David\nFood Service: Uanda Mobley\nAides: Charlotte Lee, Cindy Antoun, Connie Bledsoe\nTeachers: Martha Lowe, Francile Moore, Judy Meier, Skip Gardner\nTheme Specialist: Mary Kay Roe. STEPHENS A. School Improvement Teams established 7.2 Team neatiership to be rotating and on a semester basis. 07/01/93 08/16/93 09/16/93 07/01/93 06/30/94 08/16/93 09/16/93 06/30/94 Principals School Staff 7.1 (List of staff personnel who serve on School Improvement Team) 7.2 (Rotating schedule of meflfeers) 3^Page: 12 Progran Seq f: 57 Revision Date: July 18, 1994 Progran Nane: Incentive School Operations - Monitoring Progran Code: 68 Priaary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Progran Goal: To acre closely and thoroughly annitor schools in order to develop a clearer picture of student achieveaant at these buildings. Plan Reference Page Nuitser L 187 L 187 L 187 L 187 L 187 Objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria 7.3 Plan for perent/student meetings for input. RIGHTSELL A. Parent meeting held beginning of school year. 7.4 Plan for iBf\u0026gt;lenentatian of changes. RIGHTSELL A. Reconvnendation incorporated in school improvement plan. 7.5 Make recoanendations for changes. 7.6 la^leaant changes. MITCHELL A. Annual plans are being implemented. RIGHTSELL A. Implementation in process. 7.7 Evaluate changes (each aspect will occur on a regular and rotating basis) MITCHELL A. Annual school improvement plan has been developed. B. A COE plan is being developed. 34G 07/01/9393 09/01/93 07/01/93 07/01/93 07/01/93 09/01/93 07/01/93 10/01/93 10/01/93 June 30, 1994 09/01/93 06/30/9494 06/30/94 06/30/94 06/30/94 06/30/94 10/01/93 06/30/94 7.3 (Dates meetings were held with parents/students) 7.4 (Copy of plan/program modifications) 7.5 (Copy of changes) 7.6 (Classroom observations will reflect changes reconmended by school improvement teams) 7.7 (School Improvement Teams will implement intervention based upon evaluation of the school plan as needed)Page: 13 Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations * Monitoring Prograai Code: 68 Priaery Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Prograai Goat: To anre closely and thoroughly awnitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page NuHber objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria 8.0 LRSO's goal in the area of Incentive Schools is to monitor and evaluate the effectiveness of the recruitment program for the Incentive Schools. 8.1 Provide a special inservice for the LRSD Biracial Advisory Coawittee about the Incentive School Program and the long-term Desegregation Plan by notifying Conwittee of special meetings, conducting special inservice meeting to review plan and focus on parent recruitment. 8.2 Utilize the services of individuals with expertise in marketing or advertising bv appointing ex-officio to Biracial Advisory Committee. 8.3 Develop procedures for monitoring implementation of the recruitment program by developing a draft of monitoring procedures, preparing a final draft reviewing monitoring procedures with superintendent's cabinet, biracial committee, and incentive school principals. 8.4 Reconinend any changes needed in recruitment strategy or activities by reviewing a bimonthly report on the recruitment program. 8.5 Evaluate the recruitment program by preparing quarterly report and submitting it to the Board of Directors. 347Page: 14 Prograa Seq *: 57 Revision Date: July 18, 1994 Prograa Naae: Incentive School Operations - Monitoring Prograa Code: 68 Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To aore closely and thoroughly aonitor schools in order to develop a clearer picture of student achieveaent at these buildings. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 9.0 A committee including the principals of the Incentive Schools, the superintendent's senior management team, planning and evaluation specialists from the Planning, Research and Evaluation Office, and six mewtoers from the Biracial Advisory Coiniiittee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. 10.0 The Incentive Schools will be monitored at least once each quarter by one of the monitoring teams which use members from the districtwide Biracial Conwiittee Quarterly reports smmariting all the monitoring visits will be prepared by personnel from the Planning, Research and Evaluation Office and presented through the superintendent to the Board of Directors of the LRSD during a regular meeting of the Board associate superintendent for The desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. 11.0 The biracial conmittee is to prepare quarterly evaluation reports with respect to recruitment end incentive schools. 12.0 The District should provide a copy of the committee report to Mr. Walker. 34RLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 61 Page: 1 Revision Date: July 28. 1994 Program Name: Incentive Schools - Staffing Program Code: 72 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Description: (This program is designed to include a committee of parents, teachers, and administrators who will assist io setting criteria for interviews and make recommendations for hiring quality staff who will implement the goals, programs and curriculum in the Irtcentive Schools.) District Goal Support: Developing and maintaining ataff that is well-trained and motivated. (Communicating with colleges and univeraities about teacher training will be a strategy for this goal. Program Goal: To provide quality staff for achieving incentive school goals and successfully implementing programs and curriculum.) I Plan References: L 188, L 195 - 198 ] FY Program Budget: $808,481.42 1st Qtr Expend: $58,107.81 3rd Qtr Expend: $203,400.97 FTE YTD Expenditures: $765,939.27 2nd Qtr Expend: $190,828.11 4th Qtr Expend: $313,602.38 31 Related Function Codes: 1 349LRSD FY 93-94 PROGRAM BUDGET DOCUMEMT Page: 2 Program Seq *: 61 Revision Date: July 18. 1994 Program Name: Incentive Schools - Staffing Program Code: 72 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To provide quality staff for achieving incentive school goals and successfully iif}leaKnting programs and curriculua. Plan Reference Page Ntnber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 195 L 195 1.0 Determine staffing needs and promote staff awareness of incentive school concepts. 1.0 (Determine staffing needs and provide quality staff to meet the needs.) Examine program goals and curriculum for the Incentive Schools to be used by LRSD staffing conmittee along with student data, goals and curriculum to identify staffing needs for the Incentive Schools. 1.1 Establish District Incentive Schools Staffing Coamittee to assess staffing needs for each incentive school. A. The Staffing Conmittee was reestablished in 1993. Completed 100X. RIGHTSELL B. Staffing Conmittee interviews for School Nurse C. Staffing Conmittee met to review data and determine the school need for Alternative Classroom Specialist and Spanish teacher. D. Business Cases presented regarding Spanish and Alternative Classroom specialist. ROCKEFELLER B. Staffing conmittee was used in the interviewing process and recommendations for hiring school personnel. 350 07/01/93 07/01/93 02/04/94 02/07/94 03/17/94 06/30/94 06/30/94 02/07/94 02/07/94 03/17/94 (Principal, Asst. Supt., Director of Human Resources, Desegregation Facilitator) Assoc. Si\u0026lt;}t. of Deseg., Assistant Si4)erintendent (Deseg Facil., Director of Human Resources) 1.0 (Sufficient personnel is in place to meet student needs) 1.0 (Commitment to the overall program is evidenced by staff participation in activities which fulfill the goals of the Incentive School Program) 1.1 (Names and composition of staffing conmittee and agendas for meetings)Page: 3 Progran Seq *: 61 Revision Date: July 18, 1994 Progran Nane: Incentive Schools - Staffing Progran Code: 72 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To provide quality staff for achieving incentive school goals and successfully implenenting prograan and curriculua. Plan Reference Page Ntmter L 195 Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 1.2 Identify staffing needs (classroom teachers and full time support personnel, i.e., counselor, librarian, isjsic, art, P.E., social worker, PAL reading, PAL math, PAL coafMiter lab, (Academic Support Programs: Language Arts, Math and Computer Lab) resource, speech, non-certified specialist for alternative classroom, media clerk, certified instructional aides, supervision aide, permanently assigned siiistitute teacher, program specialist, prircipal, assistant principal, and others. 07/01/93 06/30/94 Incentive School Staffing Coanittee (Deseg. Facil. Director of Human Resources) 1.2 (Needs assessment instrument/business cases includes priorities and rationale for staffing) (Employ) at least a half-time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach.) A. Staffing requirements listed above are in place at each school with the exception of specialist for alternative classrooms and assistant principals in every school. MITCHELL B. Alternative classroom is established. 04/01/94 04/01/94 RIGHTSELL B. Positions Reduced: Media Clerk .40, Computer Specialist .60. C. Staffing Committee Interviews for School Nurse 02/04/94 02/07/94 351Page: 4 Prograa Seq *: 61 Revision Date: July 18, 1994 Prograa Name: Incentive Schools - Staffing Program Code: 72 Primary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To provide quality staff for achieving incentive school goals and successfully iaplementing prograas and curriculua. Plan Reference Page Nuiber L 195 L 195 L 195 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria RIGHTSELL (continued) D. E. F. Staffing Committee met to review data arxi determine the school need for Alternative Classroom Specialist and Spanish teacher Business Case presented regarding Spanish teacher arxJ Alternative Classroom specialist. Identified staffing needs for 1994-95. 1 - Principal 2 ' Classroom teachers 1.3 Develop criteria for principal and staff selection based on race/gender, successful teaching experiences, record of comaitment to quality desegregated education, and strong recoimaendations from a variety of sources (colleagues, principals, and others). A. Criteria was developed in 1993. Completion: 100X 1.4 Develop job descriptions to include special programs and contractual requireiKnts for staff and principal. A. Job descriptions are on file in Hunan Resources. 1.5 Declare all positions vacant and advertise positions. A. Completed at the inception of Incentive Schools Program, 1989 02/07/94 03/17/94 04/04/94 07/01/93 07/01/93 07/01/93 02/07/94 03/17/94 06/07/94 06/30/94 06/30/94 06/30/94 Assistant Stperinten- dent. Incentive Schools, Staffing Committee (Desegregation Facilitator) (Hunan Resources Director) Huaan Resources Director (Staffing Committee, Deseg FaciI.) Director of Human Resources 1.3 (Docunentation of Staffing criteria) 1.4 (Copies of contracts and special requirements) 1.5 (Completed at inception of Incentive School Program 1989)Page: 5 Progran Seq *: 61 Revision Date: July 18, 1994 Progran Nane: Incentive Schools - Staffing Progran Code: 72 Prinary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To provide quality staff for achieving incentive school goals and successfully inpleaenting prograns and curriculus. Plan Reference Page Nudxr L 195 L 196 L 196 L 196 L 196 2.0 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Identify pool of prospective staff eabers and adainistrators. 3.0 Select principals and provide orientation arI training. (Qualified staff exists in all schools\nas vacancies occur, orientation and training will be provided.) 1.6 Provide an indepth orientation session on each coaponent of the incentive schools for principals and staff of existing schools. 07/01/93 06/30/94 A. Indepth inservices are provided as need^ at beginning of each school year or as needed for new staff at the district or building level. 2.1 lif\u0026gt;leent ongoing local and national recruitment strategies with special eaphasis on recruiting qualified minority staff members. 2.2 Maintain current files on qualified prospective staff meabers. A. New principal orientation held B. New principals were assigned a peer assistant 353 07/01/93 07/01/93 08/31/93 08/31/93 06/30/94 06/30/94 08/31/93 08/31/93 Assoc. Sept., Asst. Sipt., (Director of Staff Development) (Director of Human Resources, Teacher Recruiter) Huaan Resource Director Hunan Resources Director (Director of Human Resources, Asst. Supts., Deseg. Facil., Director of Staff Development) 1.6 (Copy of inservice session and staff evaluation feedback) 2. (An acceptable pool of qualified applicants meet the Incentive School staffing criteria) 2.1 (Chronology of recruitment activities and strategies\nqualified staff including minorities hired) 2.2 (List of qualified applicants) 3.0 (Qualified applicants are employed as needed to fill vacancies. Training is provided based on the established LRSD criteria\nqualified staff exists in all schools for all positions)Page: 6 Progran Seq *: 61 Revision Date: July 18. 1994 Progran Naiae: Incentive Schools - Staffing Progran Code: 72 Prianry Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To provide quality staff for achieving incentive school goals and successfully inpleaenting prograns and curriculua. Plan Reference Page Hmber L 196 L 196 L 196 L 196 L 196 L 197 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.1 Review criteria for principal selection based on successful adainistrative experience, record of coanitment to quality desegregated education, and strong recosaiendations from a variety of sources (superintendent's cabinet, PTA board and others). 3.2 Begin local and national recruitment/ application process. 3.3 Select racially balanced interview teaae of 5-7 Beaters coaposed of the following: teachers, parents, principal, other acteinistrators as appropriate, and a representative from the Joshua Intervenors Experience in interview process is preferable. RIGHTSELL A. Interview team in place. 3.4 Prelininary screen!ng/interviews. RIGHTSELL A. All applicants are interviewed by the Staffing Committee. 3.5 Conduct final interviews. 3.6 Make recoaaendations to the School Board. 351 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Associate Super i ntendent\nAssistant Si\u0026lt;)erintendents (Desegregation FaciIitator. Human Resources Director) Human Resources Director Huaan Resources Director, Associate S(\u0026lt;)erintendent Interview Teatas Interview Teams Sqperintendent 3.1 (Record of principals experience, commitment and list of reconmerxJations\ndocumented orientation and training dates\nlist of interview team members) 3.2 (Documentation arxi results of recruitment activities) 3.3 (List of trained committee members) 3.4 (Oates of interviews and screening of staff) 3.5 (Oates of interviews) 3.6 (Board Agenda. Personnel section)Page: 7 Program Seq f: 61 Revision Date: July 18, 1994 Program Name: Incentive Schools - Staffing Program Code: 72 Priaery Leader: Sterling Ingram Secondary Leader: Incentive School Principals Program Goal: To provide qielity staff for achieving incentive school goals and successfully iapleaenting prograas and curriculua. Plan Reference Page Nuiber L 197 L 197 L 197 L 197 L 197 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.0 Select staff. (Qualified staff exists in all schools\nas vacancies occur, orientation and training will be provided.) 3.7 Plan and iipleaent orientation and training inservice to acquaint new principals of incentive schools to job expectations, procedure and timelines for staff interviews and selection. A. New principals meeting was held 4.1 Select racially balanced interview teasB of 5-7 meabers coaposed of the following\nteachers, parents, principal and other a^inistrators as appropriate from incentive school ccMBUiities. Experience in the interview process preferable. STEPHENS A. Established interview team of five members. 4.2 Interview applicants. STEPHENS A. Interviewed and recommended a Theme Specialist 4.3 Make staff recoamendations. 07/01/93 07/23/93 07/01/93 08/01/93 07/01/93 08/01/93 07/01/93 06/30/94 07/23/93 06/30/94 08/31/93 06/30/94 08/01/93 06/30/94 Staff Develop- aent Coamittee (Director of Human Resources, Director of Staff Development, Asst. Supts.) Associate S\u0026lt;4)er i ntendents , Huaan, Resources Director Interview Teams Interview Teaos 3.7 (Agendas of meetings will include training, job expectations, procedure for interviews and staff selection) 4.0 (Qualified staff exists in schools for all positions) 4.1 (List of experienced and racially balanced interview team members) 4.1 (Training dates) 4.2 (Dates and results of interviews) 4.3 (Documentation of staff recommendations on file in Human Resources Dept.)Page: 8 Prograa Seq *: 61 Revision Date: July 18, 1994 Prograa Naae: Incentive Schools - Staffing Prograa Code: 72 Priaary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Prograa Goal: To provide quality staff for achieving incentive school goals and successfully iifileaenting prograas and curriculua. Plan Reference Page Nuiixr Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria MITCHELL A. Staff recommendations made for 1993-94 B. Spanish teacher, one-half time, reconmended 03/01/94 03/01/94 ROCKEFELLER A. Recommendations for certified staff new to Rockefeller Incentive School for the 1993-94 school year: 10/01/93 12/17/93 Sharon Brooks (BF) Assistant Principal\nJames Anderson (BM) Music\nJennifer Breedlove (UF) 1st grade\nKristine Stricker (UF) 1st grade\nRhonda Burroughts (UF) 2nd grade\nWendy Lovett (UF) 3rd grade\nJohn Jarboe (UM) Sth grade\nCasandra Hardin (BF) Kindergarten. B. Committee meetings for purpose of writing business cases for Spanish, Alternative Classroom Specialists, and Early Childhood specialist. 03/03/94 03/14/94 L 197 4.4 Make staff recaaaendations for eaiploysKHt to the School Board. 07/01/73 06/30/94 Principal, Huaan Resources Director (Asst./ Assoc. Stv\u0026gt;t) 4.4 (Board Agenda - Personnel) MITCHELL A. Staff recoflinended to Board. 355Page: 9 Prograa Seq *: 61 Revision Date: July 18. 1994 Prograa Maae: Incentive Schools - Staffing Prograa Code: 72 Priaary Leader: Sterling Ingrain Secondary Leader: Incentive School Principals Prograa Goal: To provide quality staff for achieving incentive school goals and successfully ii^leaanting prograas and curriculua. Plan Reference Page Miaber L 197 L 198 L 198 Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria STEPHENS A. B. 5.0 Review staff menber e^toyaent/ commitment and effectiveness on an ongoing basis. Recommendations were made for all vacancies: School Theme Specialist, Fourth, First, K, Music and Art teachers, 1 instructional aide. Staffing conmittee met and established the need of Alternative Classroom Specialist and a half-time Spanish teacher. 4.5 Issue and explain one-year special contracts. 5.1 Review staff coanitaent informally on an ongoing basis with semi-annual formal review conferences. 5.1 Identify effective resources and laaterials that will increase student achieveaient and behavior. 358 10/01/93 03/14/94 07/01/93 07/01/93 12/17/93 03/14/94 06/30/94 06/30/94 Hunan Resources Director (Principal, Asst. Supt., Director of Human Resources) Principal. Asst. Supt. 4.S (Documention of dates one year contracts were issued and explained) 5.0 (Principal and staff evaluations are conducted in accordance with district and state requirements. Formal and informal teacher classroom observation is monitored regularly and feedback is provided to improve student performance and teacher effectiveness) 5.1 (Documentation of staff informal review conferences) 5.1 (List of existing resources and materials that work in other schools)Page: 10 Prograa Seq f: 61 Revision Date: July 18, 1994 Progran Nane: Incentive Schools * Staffing Progran Code: 72 Prinary Leader: Sterling Ingram Secondary Leader: Incentive School Principals Progran Goal: To provide quality staff for achieving incentive school goals and successfully iaplenenting prograns and curriculua. Plan Reference Page Nuiber L 198 Objectives Strategies Beginning Date Completion Date\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\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_226","title":"Little Rock School District (LRSD) Fourth Quarter Status Report, Volume I, part 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":["Little Rock School District"],"dc_date":["1994-08-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) Fourth Quarter Status Report, Volume I, part 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/226"],"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\nVOLUME I LITTLE ROCK SCHOOL DISTRICT 1993-94 FOURTH QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT August 15, 1994 Exhibit 1 SEQUENCE # PAGE# Preface 1 Mission 2 Goals 3 TABLE OF CONTENTS SEQUENCE # SCHOOL OPERATIONS CLUSTER (BUFF) PAGE# District Financial Summary 4 Definitions 6 Organization of the Report 8 Cluster Budget Documents 10 09A 09B 10 11 12 13 14 15 16 17 18 School Operations (Principals) School Operations (Centri 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 191 419 519 553 557 614 623 628 703 709 CURRICULUM CLUSTER (PINK) ORGANIZATIONAL CHART (WHITE) 712 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 12 24 36 49 82 156 166 172 1PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Fourth Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim and/or summative decision-making for the district. Specifically, programs with poor performance or expenditure problems will have been addressed with corrective action continuously during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several reporting practices should be noted. First, the fourth quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the fourth quarters report for desegregation programs consists of Volume I (Seq (Zs 1-18) and Volume II (Seq #s 19-82). Principals and Central Office Administrators have reported achievements in the fourth quarters report. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit was completed during the third quarter. Additional desegregation obligations continue to be reflected in the program budget documents of the fourth quarter report. These additional obligations come from the desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court Hearing transcripts. (Underlined print denotes additional desegregation obligations language.) A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District will endeavor to make the language more consistent and uniform with the spirit and intent of the various obligations. The Fourth 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. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 2I. 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 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 students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 I 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 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 SECURITY D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION JOB FAIR TESTING ASSISTANCE UBRARY SERVICES__________________ PARENT RECRUITING VIPS RECRUITING PREJUDICE REDUCTION CONTINGENCY FUND________________ OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 48,299.53 465,627.29 1,815,582.10 197,446.69 352,294.55 4,488,582.00 55,695.66 756,876.66 792,523.74 2,254,912.65 387,378.66 8,000.00 16,867.82 170,112.24 650,406.55 1,092.82 5,066.96 479,954.32 40,000.00 19,090.73 5,000.00 300,000.00 1,749.42 6,000.00 PTES 21.0 66.5 2.0 10.0 1.0 7.0 70.0 1.0 38.0 4.0 64.0 4.0 2.0 25.0 30.0 2.0 YTD Expense 262,389.25 1,687,767.37 96,590.18 457,137.16 4,962.82 48,299.53 368,534.47 1,392,558.81 133,733.55 234,362.12 3,944,705.41 53,652.29 779,584.72 788,702.49 1,882,670.33 416,602.39 7,420.00 66,047.22 170,112.24 733,656.11 1,667.23 4,808.61 369,772.74 22,400.02 34,478.27 0.00 0.00 29,689.61 0.00 1st Quarter 31,286.27 136,599.40 22,646.74 100,300.49 4,962.62 9,695.16 69,080.94 156,246.67 19,443.65 26,486.11 0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 0.00 0.00 62,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 0.00 0.00 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.85 111,334.76 ________0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 ________0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 0.00 0.00 38,451.48 195,153.72 212.33 1,643.82 110,920.97 2,012.50 8,585.07 ________OW 0.00 0.58 0.00 3rd Quarter 77,045.71 371,664.65 22,978.74 107,969.35 ________0.00 6,500.61 80,688.95 409,425.82 23,107.72 43,379.45 ________0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 206,169.31 323.25 1,215.42 91,974.51 3,671.19 6,361.01 ________0.00 0.00 752.73 0.00 4th Quarter 84,236.25 789,946.12 22,990.85 137,512.56 ________0.00 21,628.67 137,399.59 325,846.03 67,874.50 160,636.35 3,944,705.41 19,273.64 249,092.08 35,687.26 686,722.33 (73,728.901 ________0.00 12,153.62 20,628.76 261,899.39 978.27 1,874.21 105,296.39 16,706.07 13,674.70 ________0.00 0.00 28,859.53 0.00 % Budget Spent 98.36% 110.76% 102.34% 105.55% 99.25% 100.00% 79.15% 76.70% 67.73% 66.52% 87.88% 96.33% 103.00% 99.52% 83.49% 106.06% 92.75% 391.56% 100.00% 86.27% 152.56% 94.90% 77.04% 56.00% 180.60% 0.00% 0.00% 1697.11% 0.00% 4Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code 53 54 56 57 59 61 64 65 66 72 73 74 75 ______________Program Name________ SCIENCE LABS______________________ COMPUTER LABS____________________ COMPUTER LOAN PROGRAM EXTENDED DAY FIELD TRIPS_________________________ TRANSPORTATION (ADD'L) INSTRUCTIONAL AIDES_______________ EXTENDED YEAR INCENTIVE/RECOGNinON RECOMMENDED STAFFING___________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 18^253,447.10 PTE's 42.0 31.0 420.S YTD Expense 0.00 0.00 0.00 901,086.26 32,998.03 14,960.92 431,734.23 71,462.59 11,407.45 765,939.27 25,028.78 35,713.00 64,361.65 16,348,997.12 1st Quarter 0.00 0.00 0.00 25,550.48 3,210.95 0.00 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136,064.74 2nd Quarter 0.00 0.00 0.00 192,460.04 7,404.63 14,960.92 114,714.15 1,295.45 3,093.35 190,828.11 16,290.74 5,393.24 11,775.22 3,097,782.18 3rd Quarter 0.00 0.00 0.00 239,020.28 10,063.17 0.00 108,005.96 0.00 4,366.15 203,400.97 5,017.06 4,335.48 12,558.44 3,038,560.75 4th Quarter 0.00 _________0.00 0.00 444,055.46 12,319.28 0.00 170,707.25 38,283.11 2,519.50 313,602.38 2,261.13 1,442.26 19,303.40 8,076,589.45 % Budget Spent 0.00% 0.00% 0.00% 120.59% 99.99% 99.74% 86.96% 71.51% 78.23% 94.74% 47.33% 49.11% 125.96% 89.57% 5DEFINITIONS 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 It (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. 6Definitions 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. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 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 Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a 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, (09/30/93). 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, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Fourth Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. 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 has been inserted verbatim in the third quarter report of FY 93-94. These additional obligations come from the desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court hearing transcripts. 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 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 K) 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 fourth reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 04/01/94 and 06/30/94, respectively. These inclusionary dates represent the boundaries for the fourth quarter. The generic dates of 04/01/94 and 06/30/94 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. 8Organization of the Report (continued) 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, Stephens 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. 9CLUSTER BUDGET DOCUMENTS 10Curriculum Cluster * * * * * * * * HIPPY 4-Year Old Program/City Wide Early Childhood Education Program Academic Support Program Multicultural Curriculum Special Education Gifted Programs Federal Programs Vocational Education 11Program Seq #: 01 Program Name: Program Code: Program Description: District Goal Support\nProgram Goal: Plan References: FY Program Budget: YTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT HIPPY (Home Instruction Program For Preschool Youngsters) 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Page: 1 Revision Date: July 28, 1994 HIPPY is a home based developmental 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 white students. HIPPYS major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. 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. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful: and to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Page L-5. L-14. 15,16 $266,763.02 $262,389.25 1st Qtr Expend: 2nd Qtr Expend: $31,286.27 $69,81902 3rd Qtr Expend: 4th Qtr Expend: $77,04571 $84,238.25 FTE 21 E Related Function Codes: ] 12LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page\n2 Program Seq 01 Revision Date\nJune 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L14 Page Number 1. To promote the HIPPY program 07/01/93 June 30. 1994 Staff Mailed letters Appear on show (Documentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 07/01/93 06/30/94 Staff A. Staff member appeared on channel 16 08/22/93 08/22/93 8. Mailed PSA to channels 4, 7, 14, \u0026amp; 16 07/08/93 07/08/93 C. Forwarded PSA to LRSD Communications Department 07/08/93 07/08/93 2. To select HIPPY aides D. Printed \u0026amp; distributed flyers (342 distributed) E. Mailed announcements and flyers 08/23/93 08/03/93 07/01/93 09/30/93 08/03/93 06/30/94 13Page: 3 Program Seq #: 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L14 L14 Page Number 3. Initial training of aides and staff 4. To enroll families into program. 2.1 Interview and select fourteen (14) aides. A. Interview \u0026amp; select aides B. Printed \u0026amp; mailed forty two (42) flyers to area churches C. Mailed job announcement to channels 14, 16, \u0026amp; 38 3.1 Arrange logistics with State Regional Office for the initial training A. Contacted Principal at Washington Magnet school to assist \u0026amp; arrange use of facilities for Regional Training 8. Conducted pre-initial training for aides 07/01/93 08/23/93 09/28/93 08/03/93 08/23/93 07/01/93 08/24/93 09/02/93 08/01/93 06/30/94 10/11/93 09/28/93 08/03/93 09/03/93 06/30/94 08/24/93 09/03/93 10/01/93 Staff Supervisor Supervisor Supervisor Coordinators Pay the bill (requisition paid) Pay the bill (Documentation of family enrollment) 1 4Page: 4 Program Seq #: 01 Revision Date\nJune 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L14 L14 L14 L14 Page Number 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. A. Mailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 5 07/01/93 08/17/93 08/17/93 07/01/93 09/28/93 08/02/93 09/15/93 08/30/93 07/01/93 08/30/93 06/30/94 08/18/93 08/18/93 06/30/94 09/28/93 08/02/93 09/15/93 09/30/93 06/30/94 08/30/93 Supervisor Coordinators Staff Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Certification of aides (position of aides filled) Assignment of families to Coordinators Assignment of families to aides Printing completed (received ordered curriculum)Page: 5 Program Seq 01 Revision Date: June 14. 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date L14 L14 Page Number 8.1 Print curriculum material. 07/01/93 Completion Date 06/30/94 Responsibility Supervisor Coordinators Evaluation Criteria 9. To familiarize aides of the HIPPY implementation in LRSD. A. Ordered printed curriculum from Dushkin Publishing 9.1 Conduct three (3) day workshop A. Invited five (5) LRSD personnel and other experts to Inservice Training 08/17/93 07/01/93 09/07/93 08/17/93 06/30/94 09/21/93 10. Obtain material for program J Supervisor Coordinators Supervisor Coordinators Agenda/Receive material (documentation of 3 day workshop) G6 Page: Program Seq #: 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code\n01 Primary Leader: Estelle Matthis 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. Plan Reference doc Objectives Strategies Beginning Date Page Number Completion Date Responsibility Evaluation Criteria B. Invited four (4) LRSD personnel and other experts to Inservice Training C. Invited seven (7) LRSD personnel and other experts to Inservice Training D. Invited elevin (11) LRSD personnel and other experts to Inservice Training 10.1 Order material A. Requisitioned materials for program implementation B. Requisitioned materials for program implementation C. Acquisitioned materials for program continuance 10/26/93 12/07/93 01/04/94 03/01/94 07/01/93 07/01/93 10/10/93 11/18/93 02/22/94 05/27/94 06/30/94 a 09/30/93 12/30/93 02/01/94 17Page: 7 Program Seq #: 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L14 Page Number 11. To orientate enrolled families to the HIPPY program. 09/21/93 09/21/93 Supervisor Coordinators Families enrolled in program (documentation of parent orientation) 11.1 Conduct orientation meeting Orientation conducted 09/21/93 07/01/93 06/30/94 A. Secured space for orientation Requested use of Adult Education Auditorium from Adult Education Director, Paulette Martin 09/07/93 09/07/93 B. Invited speakers to orientation. Pat Price. LRSD Early Childhood Coordinator, Maria Mitchell, LRSD Baseline Elementary Teacher 09/16/93 09/16/93 C. Prepared program agenda for orientation 09/20/93 09/20/93 ^3Page: 8 Program Seq 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code\n01 Primary Leader: Estollu Matthis Secondary Leader\nM.iri.iii Shdiiil Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L15 Page Number 12. Identify meeting sites of group meetings. 10/13/93 10/13/93 Coordinators Confirmation of site (documentation of letters) 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. A. Identified appropriate school site for group meetings B. Developed flyers C. Distributed flyers to parents 10/13/93 10/13/93 10/13/93 10/12/93 10/12/93 10/13/93 10/13/93 10/13/93 10/12/93 10/12/93 Coordinators Coordinators B. Agendas prepared weekly for the 1st, 2nd, \u0026amp; 3rd quarter (100%) B. Agenda's prepared weekly 10/01/93 100% 19Page: 9 Program Seq 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis 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. Plan Reference doc Objectives Strategies Beginning Date L15 Page Number Completion Date Responsibility Evaluation Criteria 13. To schedule implementation of HIPPY curriculum. 07/01/93 06/30/94 Supervisor Coordinators 13.1 To schedule aides weekly home visits and group. 13.2 To schedule area group meeting - print fivers. 13.3 To schedule weekly service for aides. 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 13.4 Schedule aides first teaching with (own child). 07/01/93 06/30/94 L15 L15 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trainees mid point (15th week). 07/01/93 06/30/94 Supervisor Coordinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials. A. Book Fair B. \"How to Develop Self Esteem Wilma Kirk Lee C. Parent Appreciation/Motivational program 15.1 To evaluate each aide trainee. 20 07/01/93 11/11/93 10/19/93 03/25/94 07/01/93 06/30/94 11/11/93 10/19/93 03/25/94 06/30/94 Supervisor Coordinators Coordinators CoordinatorsPage: 10 Program Seq *: 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code\n01 Primary Leader\nEstelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L15 Page Number 16. To determine program success Supervisor Coordinators Completion of survey LI 5 17. Began second-part of program's implementation. L15 18. Evaluation of aides (week 30) 16.1 Conduct survey of parents  print materials 17.1 Implement second part of HIPPY curriculum: A. Print material B. Print flyers C. Mass mail out 18.1 Evaluate aides O \"I 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Supervisor Coordinators Supervisor Coordinators Coordinators Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit the kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. Participation of parents Materials completed CompletedPage: 11 Program Seq #: 01 Revision Date: June 14, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L16 L16 L16 L16 L16 Page Number 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides 23. Staff in place. 07/01/93 06/30/94 Supervisor Consultant fee paid 19.1 Obtain a site and speaker and schedule a lecture for parents 19.2 Held Parent Appreciation/Motivational Program 03/25/94 20.1 Activity 21.1 Staff win organize A. Obtain site for graduation (Mann Magnet Auditorium) B. Invite speaker (Rev. Hezekiah Stewart) C. Invite Platform Guests D. Mail invitations to parents, LRSD personnel, and community leaders (mailed 302) 22.1 Schedule final evaluation of trainees in the program 23.1 To begin implementation of HIPPY program. 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 03/10/94 04/08/94 05/11/94 05/16/94 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 03/10/94 04/08/94 05/11/94 05/16/94 06/30/94 06/30/94 06/30/94 Supervisor Staff Staff Staff Staff Coordinator Secretary Secretary Secretary Secretary Coordinators Coordinator Consultant fee paid Completion of program Staff began implementation of program 99Page: 12 Program Seq 01 Revision Date: June 14, 1994 Program Name: HIPPY PrugiBin CihIv: Gl Pihnory Londor: Socuiiilnry lonilar: M.iimii SIkiihI 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. Plan Reference doc Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L16 L16 Page Number 24. Maintain regular staff. 24.1 Secretary 07/01/93 07/01/93 06/30/94 06/30/94 Supervisor To assist in the implementation of program 26. To assist in traveling expense. 07/01/93 06/30/94 Aides Pay stipend 25.1 Aides made home visit. 26. The home-based program and the four-year- old school-based program will collaborate in the areas of parental involvement and teacher training. 07/01/93 06/30/94 27. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. 07/01/93 06/30/94 23LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 02 Page: 1 Revision Date\nAugust 9, 1994 Program Name: Four-Year Old Program/City-Wide Early Childhood Program Program Code\n02 Primary Leader\nEstelle Matthis 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 are difficult to desegregate by incorporating Early 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. The District's preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economicallv disadvantaged children and to attract white students to the schools. icng rang\nfour ycsr c!d) pier, y. address demographic, instructional, and structural needs. LRSD will continue to use the four-vear-oM program as a means to meet the needs of disadvantaged students and desegregate schools that A lonq-ranqe (four-year-old) plan will District Goal Support: are difficult to desegregate. 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, 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: The District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a lonq-range implementation plan developed for additional four-year-oid classes and approved by the Court (720 seats). Plan References: L7. L10. L17. 18. 19 FY Program Budget\n$1,523,742.24 1st Qtr Expend: $138,599.40 3rd Qtr Expend: $371,664.65 FTE 67 YTD Expenditures: $1,687,767.37 2nd Qtr Expend: $387,557.20 4th Qtr Expend: $789,946.12 ] Related Function Codes: 1Program Seq 02 Program Name: Four-Year Old Program Program Code: Program Goal: Plan Reference Page Number L17 L17 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: To implement the 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.) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: June 23, 1994 Pat Price Responsibility Evaluation Criteria 1. Identify and assign new four-year old program participants in the incentive schools. Beginning with the 1991-92 school year, the program is in place in the schools listed below: 1991-92 Badgett Franklin Garland Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Ish - Closed 93-94 1992-93 Bale Geyer Springs Cloverdale Watson Wilson 1993-94 Baseline Chicot King Brady Fair Park 1.1 Provide pre-registration inservices to elementary principals. A. Pre-registration inservice provided to elementary principals. July 1, 1993 July 1, 1993 04/06/94 June 30, 1994 June 30, 1994 04/06/94 Student Assignment Office Student Assignment Office Communications Department Principals 1. Applications returned to Student Assignment and assignments made 1.1 Dates of inservice agenda List of participantsPage: 3 Program Seq #: 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the 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 L17 Objectives Strategies 1.2 Conduct media publicity for pre-registration. A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. B. November 17, 1993, distributed brochures to State Interagency Coordinating Council on four- year-old programs C. Decembers, 1993, brought brochures to UALR Day Care Program for distribution. D. Article in Arkansas Democrat gazette on the district's Early Childhood Program in Sunday's paper April 3, 1994. E. Article in Arkansas Democrat Gazette on Preregistration for the district's Early Childhood Program in Tuesday's paper April 5, 1994. F. Flyers on pre-registration information sent to all LRSD parents of children in Kindergarten through sixth grades. Also to a list of parents in Pulaski County targeted schools. G. Incentive school recruitment held at the three malls and Riverfest - 2000 flyers put out for distribution at each location. Beginning Date July 1, 1993 07/09/93 11/17/93 12/09/93 04/03/94 04/05/94 04/08/94 05/21/94 Completion Date June 30, 1994 35% 50% 75% 85% 90% 95% 05/27/94 Responsibility Student Assignment Office Communications Department Evaluation Criteria 1.2 (Documentation of participating and identified PSA's:  Radio and TV stations sent to  Oates aired  Pre-registration announcement) c4 Page: Program Seq #: 02 Revision Date: June 23. 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pill Prico Program Goal: To implement the 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LI 7 L17 L17 2. Recruit teachers and aides as needed. H. Pre-registration information printed on Parent/Community Involvement Calendar. Distributed to Partners/Business, schools, churches, and civic organizations. Also sent flyers with more detailed information to the above agencies. I. Pre-registration information sent to all Case Management Staff at Project Family Comprehensive Child Development Program Case Managers received memo from Core Services Coordinator to encourage parents to register for the four-year-old program and Headstart. 1.3 Assign four*year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, and 07/23/93 1.4 Four-year-old students will be tagged on the AS400  student information management system. 2.1 Interview interested teachers and aides as needed. 04/08/94 04/06/94 July 1, 1993 07/09/93 07/01/93 July 1, 1993 July 1, 1993 04/08/94 04/07/94 June 30, 1994 Student Assignment 1.3 (Assignment notifications to parents Enrollment in classes) 07/23/93 06/30/94 June 30, 1994 June 30. 1994 Supervisors, Human Resources Director, Principals Supervisors, Human Resources Director, Principals 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.) A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 075 Page: Program Seq #: 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students: to improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number L17 L17 Objectives 3. Obtain curriculum materials, supplies, and furniture as needed. Strategies 3.1 Complete and send orders to vendors. Beginning Date July 1, 1993 July 1, 1993 Completion Date June 30, 1994 June 30. 1994 Responsibility (Purchasing Dept. Supervisors) Principals Supervisors Evaluation Criteria 3. (Confirmation of purchase orders.) 3.1 Materials available A. Materials, supplies and equipment available in all new classrooms. 07/01/93 07/01/93 L17 L17 L17 4. Train teachers and aides in the implementation of E.C.E. curriculum.) 4.1 Conduct orientation and inservices. A. Principals training July 28th and 29th, 1993. B. Teachers training August 17, 1993. C. Training for principals and teachers held September 30, October 15 and 16, November 4 and 5, December 6, 1993, January 31, 1994, February 18, 1994, and March 28, 1994. D. Training for instructional assistants held November 4 and 5, 1993. E. Training for principals, teachers, and instructional aides: April 13, 14, 15, and 16, 1994 4.2 Conduct montNy inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptember 30, 1993 B. Inservice training: October 15 and 16, 1993\nNovember 4 and 5, 1993\nDecember 6, 1993\nJanuary 31, 1994\nFebruary 18, 1994\nMarch 28, 1994\nApril 13, 14, 15, and 16, 1994 July 1. 1993 July 1, 1993 07/28/93 08/17/93 09/30/93 11/04/93 04/13/94 July 1. 1993 07/28/93 10/15/93 June 30, 1994 June 30, 1994 70% 70% 90% 50% 04/16/94 June 30. 1994 35% 04/16/94 Supv/Staff Dev Supv/Staff Dev Supv/Staff Dev 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 4.2 Agenda (Documentation of inservice evaluations) O6 Page: Program Seq ttz 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the 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 L17 L17 L17 Objectives 5. Familiarize parents with Four-Year Old Program. Strategies 5.1 Conduct parent orientation meeting and parent conference. A. Parent Orientation - 08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools B. Parent Conference Day - 10/25/93\n02/14/94 (Parent Conferences are held throughout the year.) 5.2 Include four-year old children in Master Schedule - students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. Beginning Date July 1, 1993 July 1. 1993 08/20/93 10/25/93 July 1. 1993 Completion Date June 30, 1994 June 30. 1994 35% 06/07/94 June 30. 1994 Responsibility Classroom teachers Classroom teachers Principals Evaluation Criteria 5. (Documentation of meetings and evaluations.) 5.1 Number of parents attending Parent/Teacher Conferences 5.2 Master schedules A. Master schedules reflect services children receive. 07/01/93 09/10/93 L18 5.3 Ensure key experiences occurring in the classroom. A. Twenty-eight classroom visitations this quarter. July 1. 1993 08/23/93 June 30. 1994 35% Principals Classroom Teachers Supervisors 5.3 5.3 Curriculum checklist (Classroom observations and monitoring reports.) B. Twenty-nine classroom visitations this quarter. 10/01/93 70% C. Twenty-six classroom visitations this quarter. D. Thirty-four classroom visitations this quarter, visits and met requirements. E. All 11 new programs had licensing site visits and met requirements. 01/03/94 04/05/94 10/01/93 90% 06/07/94 10/23/93 9Page: 1 Program Seq #: 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the 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 L18 L18 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. Evaluate effectiveness of Four-Year Old Program. F. All 15 new programs had licensing site visits and met requirements. G. License renewal has taken place for 12 of the 15 previously existing programs. 6.1 Administer appropriate evaluation to four- year-olds. 6.1 (Maintaining portfolio assessments on four- year-olds.) A. Portfolio assessments began on all children B. Sampling of portfolio assessments reviewed in 18 classes 30 08/23/93 10/01/93 July 1. 1993 July 1, 1993 July 1, 1993 07/01/93 07/01/93 10/21/93 05/06/94 June 30, 1994 June 30, 1994 June 30. 1994 35% 56% (Principals Classroom Teachers Supervisors Planning. Research, and Evaluation, Assoc. Supt.) Classroom teachers (Classroom teachers) 6. (Annua) 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 participate 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 Childhood Program as an intervention strategy.) 6.1 Evaluation results 6.1 (Documentation of portfolios recording the work which children do and what they know.)Page: 8 Program Seq 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Sampling of portfolio assessments reviewed in 20 classes 07/01/93 03/21/94 L18 L18 6.2 Analyze student assessment test data and prepare report for LRSD Board of Directors. 6.3 Utilize results for program improvement. July 1. 1993 July 1. 1993 June 30, 1994 June 30, 1994 Assoc Supt Supervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 7. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. July 1, 1993 June 30, 1994 31Program Seq #: 02 Program Name: Four-Year Old Program Program Code: Program Goal: Plan Reference Page Number L19 L19 L19 L19 L19 L19 L19 L19 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 9 Revision Date: June 23, 1994 Pat Price 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 disadvantage students in the city of Little Rock. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To develop a plan for planning a city-wide early childhood program. 3. To initiate the planning for the implementation of a city wide early childhood 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 to be accomplished by each committee, including appropriate timelines to be met. 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. July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30. 1994 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 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs File record letters Structured plan for planning on file. Record of committee members Record of committee members Minutes of meetings Identification of committee 22Page: 10 Program Seq #: 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis 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 disadvantage students in the city of Little Rock. L19 L19 Plan Reference Page Number Objectives Strategies 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). Beginning Date July 1, 1993 July 1, 1993 Completion Date June 30, 1994 June 30, 1994 Responsibility Assoc Supt for Educational Programs Assoc Supt for Educational Programs Evaluation Criteria Submission of first draft Draft submitted to Board L7 IN) 1. (To collaborate with HIPPY, P.C.S.S.C., N.L.R.S.D., Head Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (N) L10 IN) 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) July 1, 1993 July 15. 1993 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.1 (Schedule and minutes of all meetings) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 07/01/93 07/15/93 L10 (N) 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(N) July 1, 1993 June 30, 1994 (LRSD Supervisors and PCSSb/NLRSD and Headstart Supervisors of ECE programs) 1.2 (Roster of participants and minutes of meetings) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 8. Meetings held: October 13 and November 12, 1993 C. Meetings held: February 21, 1994\nMarch 14, 1994\nApril 18, 1994 07/01/93 10/01/93 01/03/94 35% 70% 04/18/94 n oPage: 11 Program Seq #: 02 Revision Date: August 12, 1994 Program Name: Four-Year Old Program Program Code\nPrimary Leader: Estelle Matthis 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 disadvantage students in the city of Little Rock. Plan Reference Page Number L10 (N) L10 (N) LIO (N) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 (To plan joint inservices for administrators, teachers and instructional assistants.)(N) A. Preliminary planning meetings held: July 15, 1993, and July 21. 1993. B. Joint inservices held: November 4, 5 and December 6, 1993 C. Joint insen/ices held: January 31, 1994 and April 23, 1994 1.4 (To plan joint parent involvement activities.)(N) A. Plans are being developed * discussed at meetir\u0026gt;g on October 12, 1993 and Novenber 12, 1993 B. Surveys sent to parents and surveys tallied C. Work session for planning sunner parent involvement activities. 1.5 (To use a student referral system allowirtg parents on a waiting list to kr\u0026gt;ow about vacartties.XN) A. meeting Krwwn vacancies are shared at each July 1,1993 07/01/93 10/01/93 01/31/94 July 1,1993 10/01/93 01/18/94 06/10/94 July 1. 1993 10/01/93 June 30,1994 06/30/94 06/30/94 04/23/94 June 30. 1994 06/30/94 06/30/94 06/10/94 June 30. 1994 06/10/94 (LRSD Supenrisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) / (LRSD Supervisors arvi PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.3 (Roster of participants and evaluations of inservices) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) 4Page: 12 Program Seq #: 02 Revision Date: June 23, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis 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 disadvantage students in the city of Little Rock. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.6 A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. 07/01/93 06/30/94 1.7 Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. 07/01/93 06/30/94 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 academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. -'JLRSD FY 93-94 PROGRAM BUDGET DOCUMENT 1 Program Seq #: 03 Page: Revision Date: August 9, 1994 Program Name: Academic Support Program Program Code: 10 Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Parker/Trowell Program Description: Name and Location of Academic Support Programs - The name of all district remediation programs will be Academic Support Programs. Alt school programs will be located at each school site, except Metropolitan Vocational-Technical Education Center. Purpose - The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support will be provided by certified reading specialists, English and mathematics teachers in the regular classrooms, additional classes, and labs. Scope and Content - The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull-out at the elementary level. Partlcipants/Beneficiaries - Target students are initially identified from the student population scoring in the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. 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. (3) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. (4) Provide a safe and orderly climate that is conducive to learning for all students. (5) 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 can draw as we prepare for the 21st Century. (6) Ensure that equity occurs in all phases of school activities and operations. Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for ail students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. I Plan References: LP 1-20 FY Program Budget: $1,815,582.10 1st Qtr Expend: $158,246.87 3rd Qtr Expend: $409,425.82 FTE 70 YTD Expenditures: $1,392,558.81 2nd Qtr Expend: $499,040.09 4th Qtr Expend: $325,846.03 1 Related Function Codes: ]Program Seq #: Program Name: Academic Support Program Program Code: Program Goal: Plan Reference Page Number March 19. 1993 Revised Academic Support Program P 1 P 4.13 P 7.10 p 13 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Page: 2 Revision Date: August 2, 1 994 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 assistance needed to reduce the learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To identify and serve students who are at-risk in language arts and mathematics. 1.1 Explain the Academic Support Program options to local school administrators. 1.2 Provide an overview of how all the individual Academic Support Programs will be coordinated for continuity of services to children and efficient use of resources. -All schools will implement the Board- approved uniform curriculum. -The established critical attributes of the Academic Support 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 Achievement 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. 1.3 Select the local school's appropriate Academic Support Program. (Indirect/direct/extended services) July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 June 30. 1994 June 30. 1994 June 30. 1994 June 30. 1994 Local school teams Associate Supt. for Curriculum Associate Supt. for Curriculum, Directr of Federal Programs. Curriculum Supervisors Local school administrators 1. (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.1 (Schedule of meeting.) 1.2 (Observation reports and staff development activities records are on file.) 1.3 (Selection on file at building-level and in office of Director of Federal Programs.) - \u0026lt;Program Seq Program Name: Academic Support Program Page: 3 Revision Date: August 2, 1994 Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number p 11.13 p 12,13 p 12.13 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 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 1993-94 school year. 1.6 Schedule the academic team's staff. A. Schedules on file at Office of Federal Programs. B. Schedules on file at Office of Federal Programs. C. Schedules posted in classrooms. D. Schedules posted in classrooms. July 1, 1993 June 30, 1994 Local school teams 1.4 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 07/07/93 09/30/93 July 1, 1993 08/01/93 July 1, 1993 08/23/93 10/01/93 08/23/93 10/01/93 June 30, 1994 09/30/93 June 30, 1994 50% 11/23/93 50% 11/23/93 Principal Principal 1.5 {Staff assignments are determined at the building level and assignments filed at 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 team's responsibilities.)Page: 4 Program Seq #: Revision Date: August 2, 1 994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal\nThe 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 arxJ technical assistance needed to reduce the learning disparity. Plan Reference Page Number p 13 p 7.8,20 P 1 p 14 p 14 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.7 Implement selected school options at local level. A. Programs options implemented. 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. July 1, 1993 June 30. 1994 Principal and staff 1.7 (Schedules of targeted students reflect implementation of the selected school option(s).| 07/01/93 09/30/93 July 1. 1993 June 30, 1994 (Principal, Coordinator of Media Services, Director of Federal Programs, and Curriculum Supervisors) 1.8 (Technology Department's inventory and schedules of staffing reflect reallocations of resources.) 2. To prescribe a personalized intervention plan for eligible students. 2. (To prescribe a persona) education plan for targeted students.) 2.1 Cluster schools and develop a staff development schedule for curriculum clusters. 2.2 Begin training staff responsible for delivering each Academic Support Program. '3 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30. 1994 Principal and staff Directors of Staff Development and Reading: Supervisors of Language Arts and Mathematics Directors of Staff Development and Reading: Supervisors of Language Arts. Mathematics and IRC Specialists 2. (Personal education plans of targeted students reflect implementation of the selected school option(s).) 2.1 (Staff development schedule on file.) 2.2 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)Page: 5 Program Seq #: Revision Date: August 2, 1 994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p 7.8.10.14,16 -Specialized Content Area Strategies (Curriculum Cluster) A. Workshops -Elementary/Secondary Reading Portfolios Secondary Reading Computer Training 09/07/93 10/19/93 09/07/93 10/19/93 -Elementary Reading/Mathematics Instructional Practices 02/17/94 02/17/94 Secondary Mathematics Academic Support 02/21/94 02/21/94 Secondary English Council 02/21/94 02/21/94 -Secondary Reading Teachers 02/21/94 02/21/94 -Hall High English Teachers Portfolio Assessment 03/09/94 03/09/94 -Secondary English/LAP Teachers Instructional Strategies 03/21/94 03/21/94 Applied Math I and II 04/06/94 04/06/94 -\"Oawn-On-Me-Math\" - Elementary Chapter I 05/17/94 05/17/94 -Elementary/Secondary Reading and Mathematics Academic Support Program - End of Year Awards 06/08/94 06/08/94 p 7.8,10.14,17 -Team Planning A. Workshops Elementary Reading/Mathematics Administration Organization 08/17/93 08/17/93 -Secondary Reading/Mathematics Administration Organization 08/17/93 08/17/93 -Elementary Reading/Mathematics Record Keeping 09/13/93 09/13/93 40Page: 6 Program Seq #: Revision Date: August 2, 1 994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts arxJ 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 Responsibility Evaluation Criteria -Secondary Reading/Mathematics Record Keeping 09/14/93 09/14/93 Secondary English Council Record Keeping 10/18/93 10/18/93 -Chapter I Mid-Winter Conference 01 /26/94 01/26/94 -Southwest Jr. High English Teachers: Making Language Learning Meaningful 10/08/93 01/27/94 -Secondary Counselors: Placement Forms 02/15/94 02/15/94 -Elementary Reading Teachers/Media Specialists: Literacy Month Celebration 03/09/94 03/09/94 -Elementary Counselors: Placement Forms 03/16/94 03/16/94 -Chicot Elementary: Special Education/Chapter I Inclusion 03/23/94 03/23/94 -Secondary Principals: Math Plus 04/25/94 04/25/94 Secondary Math Council 04/19/94 04/19/94 p 7.8,10,14,16 -Federal Program Meeting 05/02/94 05/02/94 -Teachers As Learners (1-6 Classroom Teachers, Reading Teachers) -Learning Styles/Cultural Diversity (Review) A. Workshops -Elementary Reading/Kindergarten/Principals Shared Reading and Writing -Elementary Reading/Grade 1/Principals Shared Reading and Writing -Elementary Reading Teachers/Classroom Teachers: Cinderella Variants Across the Curriculum 41 05/23/94 11/02/93 11/03/93 01/19/94 05/23/94 11/02/93 11/03/93 01/19/94Page: 7 Program Seq #: Revision Date: August 2, 1 994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p 7,8,10,14,17 -Interactive Teaching/Learning (Curriculum Cluster) A. Workshops Elementary Reading/Mathematics Instructional Practices Secondary Reading and Social Studies Grade 6 - Integrated Videodisc Program -Elementary Reading Teachers/Classroom Teachers: Teachers As Learners Rightsell Staff: Integrated Learning Critical/Problem Solving in Mathematics -Central Arkansas Reading Council - King Elementary 10/20/93 10/21/93 02/02/94 02/07/94 04/07/94 04/28/94 10/20/93 10/21/93 02/02/94 02/07/94 04/08/94 04/28/94 p 7,8.10,14,17 -Mastery Learning -Secondary English Teachers: Management Strategies for LAP 03/21/94 03/21/94 p 7,8,10.14,18 -K-3 Initiative  Summer School Training 04/19/94 05/19/94 -Cooperative Team Learning (Review Curriculum Cluster) A. Workshops -Elementary Reading/Principals/Kindergarten  Shared Reading and Writing Elementary Reading/Grade 1/Principals - Shared Reading arxJ Writing -Shared Reading/Writing  K-1-Reading Teachers (120) 11/02/93 11/03/93 04/06/94 11 /02/93 11/03/93 04/06/94 ^2Program Seq #: Program Name: Academic Support Program Program Code\nPrimary Leader\nSecondary Leader: Page: Revision Date\nAugust 2, 1 994 8 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 assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria -Shared Reading/Writing (Classroom Demonstration - Mabelvale \u0026amp; Meadowcliff) 04/06/94 04/06/94 p 14 2.3 Monitor the implementation of above. July 1. 1993 June 30, 1994 Principals, district-wide staff development team, and computer specialists 2.3 (School visits/observations are made to provide feedback (oral/writtenl to trained staff.) 2.3 (Monitor the implementation of the Academic Support Program options. These programs may vary from year-to-year.) A. Monitoring schedule document was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on-site visits made to elementary schools and 33 on-site visits to secondary schools. C. There have been 72 on-site visits made to elementary schools and 37 on-site visits to secondary schools. D. There have been 56 on-site visits made to elementary schools and 55 on-site visits to secondary schools. E. There have been 82 on-site visits made to elementary schools and 50 on-site visits to secondary schools. F. State Department Chapter I team and LRSD team monitored the implementation of program. 06/01/93 08/23/93 10/01/93 12/31/93 03/29/94 05/09/94 08/17/93 35% 70% 90% 06/30/94 05/13/94 (Principals, district-wide staff development team, curriculum supervisors, IRC specialists) ^3Page: 9 Program Seq #: 03 Revision Date: August 12, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number P 7,9.10,19 p7,15 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.4 Monitor 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. -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 day/week programs, to maintain the gains students have made. Teachers interacting with students in a caring manner. -Teachers recording of students data that shows Increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). 2.5 Provide technical assistance and maintenance workshops as needed in the above staff development areas. A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. B. Technical assistance has been provided 64 times in elementary schools and 33 times in secondary schools. 07/01/93 July 1.1993 08/23/93 10/01/93 06/30/94 June 30,1994 06/30/94 06/30/94 Principals Principals, district-wide staff development team, and computer specialists (Principals, district-wide staff development team, curriculum supervisors, IRC specialists) Teacher observations and evaluations on record. 2.4 (Requests for technical assistance are documented and evaluated. Feedback related to improvement or change is recorded.) /- 4^Page: 10 Program Seq #: 03 Revision Date: August 12. 1994 Program Name\nAcademic Support Program Program Code\nPrimary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number P 7.10,15 P 1 p 10,15 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To reduce or eliminate pull-out academic support programs. C. Technical assistance has been provided 58 times in elementary schools and 17 times in secondary schools. D. Technical assistance has been provided 13 times in elementary schools and 1 time in secondary schools. 2.6 Schedule school based meetings to assess program effectiveness. A. School-based meetings were held in 5 secondary schools. B. School-based meetings were held in 3 secondary schools and 4 elementary schools. 3.1 Collect appropriate data for end of school program evaluation, including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations. 45 12/31/93 03/29/94 July 1,1993 12/31/93 July 1,1993 July 1.1993 06/30/94 06/30/94 June 30,1994 06/30/94 June 30,1994 June 30,1994 Principal Principal and staff\nDir. of Federal Programs Principal and staff\nDir. of Federal Programs 2.5 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 3. (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress.) 3.1 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress.)Page: 11 Program Seq #\n03 Revision Date: August 12, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number p 10,15,19,20 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Personal education plans of targeted students filed in individual student folders in Academic Support Classrooms. B. Personal education plans of targeted students filed in individual student folders in Academic Support Classrooms. 3.2 Analyze the above data to evaluate program effectivness In meeting Its particular programmatic goals and objectives of remediating student achievement and contributing to the overall reduction of disparity between black and white students. 46 10/01/93 12/31/93 July 1,1993 06/30/94 03/25/94 June 30,1994 Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors, and Principals 3.2 Academic Support Programs will be successfully operating in all district schools as evidenced by: 'increased student achievement. Improvement on standardized test scores. Increased numbers of students moving from bottom quartile to the next quartile. Increased number of students moving above the 50th percentile. -Grade distribution reports (by semester) reflecting an increase in letter grades of \"C or better in the core areas for each student. -Grade distribution reports (by semester) by class and grade level reflecting an increase in attainment of letter grades of \"C\" or better in the core areas. -Improved attendance for targeted students.Page: 12 Program Seq #: 03 Revision Date\nAugust 12, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equrtable 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 p 15 P 5 P 1.20 p9 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.3 Identify modification for the Academic Support Program for 1993-94. 3.4 Support and extend teaming opportunities for students by making available to targeted students before-school, at lunch, after-school, and periodic extended weeks computer lab instruction. July 1.1993 August 23, 1993 June 30,1994 June 30,1994 4. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. A. After school tutoring in reading and mathematics provided in 10 schools to 546 students in grades 1-9. 4.1 Assist parents in obtaining the knowledge and skills needed to 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 inservice on LRSD Home Study Guides for administrators. B. Provided inservice on LRSD Home Study Guides for parents. C. Telephone conferences with parents (12). 47 July 1.1993 July 1,1993 08/17/93 09/08/93 08/23/93 June 30,1994 June 30,1994 08/17/93 09/08/93 06/30/94 Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors and Principals Director of Federal Programs, Principals (Principal and staff, Director of Federal Programs, Curriculum Supervisors) (Principal and staff. Director of Federal Programs. Curriculum Supervisors) 3.3 (The 1993-94 school year will reflect modifications.) 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 sessions and visiting schools. 4.1 (Records of parental involvement activities on file.)Page: 13 Program Seq #: 03 Revision Date\nAugust 12, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 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 assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Telephone conferences with parents (8). 10/01/93 06/30/94 E. Academic Support * district-wide parent workshop (150 participants) 12/05/93 06/30/94 F. Parent Invobement Meeting 01/05/94 01/05/94 G. State Parent Meeting (23 participants) 01/26/94 01/28/94 H. Parent Involvement Meeting (29 participants) 02/12/94 02/12/94 I. Parent Executive Committee Meeting (7 participants) 02/16/94 02/16/94 J. Parent Advisory Council Meeting: King School 02/21/94 02/21/94 K. Parent Involvenwnt Day Planning (32 participants) 03/12/94 03/12/94 L. Parent Involvement Day (85 Participants) 03/20/94 03/20/94 M. Chapter I Advisory Regional Conference 03/26/94 03/28/94 N. Telephone Conferences With Parents (6) 03/29/94 06/30/94 O. Parent Awareness Provided in Secondary Curriculum Cluster Meetings. P. Parent Involvements (15) 04/19/94 04/01/94 05/05/94 06/30/94 Q. Awards Programs (5) 04/01/94 06/30/94 R. Related professional meetings (10) 04/01/94 06/30/94 S. Parent participants for the year (1,963) 08/23/93 06/30/94 48LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 04 Page: Revision Date: July 26, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal 1 Program Description: 1. The Multicultural Curriculum Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the components identified in the Multicultural Curriculum Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K-12, in core area subjects in addition to music and art teachers. Students of all social, cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculum Program. 4 Students will be provided opportunities to develop better self-esteem. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups District Goal Support: Goal No. 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 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. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 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. Program Goat: 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.) Plan References: L66 - 80 PK Program Budget: $197,446.69 1st Qtr Expend: $19,443.65 3rd Qtr Expend: $23,107.72 FTE YTD Expenditures: $133,733.55 2nd Qtr Expend: $23,307.68 4th Qtr Expend: $67,874.50 Related Function Codes: zigLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 66 L 66 L 66 L 76 Objectives Strategies Beginning Date Completion Date Responsibility 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. Completion of initial contact 07/91 1.2 Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit A. Course offerings received/advertised for fall, 1993 B. Course offerings received/advertised for spring 1994 (07/01/93) (07/01/93) 01/91 (07/01/93) 07/19/93 07/01/93 (06/30/94) (06/30/94) 07/91 (06/30/94) 08/16/93 12/17/93 (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Supt.* Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Supt' Educ Programs Office of Human Resources 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The number of teachers who have received multicultural training will increase.) 1.2 Copy of information provided 0 VPage: 3 Program Seq 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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 PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number L 66 L 66 L 66 L 66 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Course offerings for summer 1994 received and advertised 1.3 Identify participants in summer and fall courses A. Participants identified in initial course 07/01/93 (07/01/931 08/91 06/08/94 (06/30/941 02/92 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 multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculum A. Completion for initial development on 05/90 B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials from the 1988-89 budget A. Initial purchase completed 05/90 B. Additional materials purchased 5i (07/01/931 (07/01/93) 07/89 07/01/93 (07/01/93) 07/89 07/01/93 (06/30/94) (06/30/94) 05/90 08/06/93 (06/30/94) 05/90 06/30/94 (Subject area supervisors) Supv of Media Services (Subject area supervisors) Supv of Media Services (Subject area supervisors, principals) 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 distribution/use)Page: 4 Program Seq 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 66 L 66 L 66 L 67 L 67 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Identify and catalogue other resources for multicultural audio/visual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission A. Initial identifying and cataloging completed on 12/89 B. Resources from organizations identified and catalogued for current term 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution completed in 08/89 B. Audio-visual catalogue updated and copies distributed to schools 08/06/93 2.5 Place initial supplemental order for multicultural audio/visual materials from the 1989-90 budget A. Initial supplemental order placed in 06/90 (07/01/93) 07/01/89 07/01/93 (07/01/93) 06/89 07/01/93 (07/01/93) 07/89 (06/30/941 12/01/89 08/06/93 (06/30/94) 08/89 08/06/93 (06/30/94) 06/90 Supv of Media Services Superv of Media Services Media Specialists 2.3 2.4 2.4 Completed catalogue Distribution of catalogue (Multicultural materials will be checked out by schools) 2.5 Requisitions submitted 2.5 (Materials are available for check-out/use) 3. To plan and implement the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the community) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials wilt be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, 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) (07/01/93) (06/30/94) (08/93) 02/22/94 Assoc Supt for Educational Programs (Supv of Media Services) 3.1 Implementation Plan 3.1 (Involved input from parents, community, and teachers)Page: 5 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 67 A. Initial development completed on 06/30/88 B. Phone contact has been made with NLR and PCSSD on 08/04/93 and 09/14/93 regarding Fair for 1993-94 term C. Two tri-district meetings held to discuss Fair. Date set for February 22,1994, sponsored by NLRSD 3.2 Identify national and local vendors of multicultural instructional materials 06/01/88 08/04/93 11/16/93 (07/01/931 06/30/88 09/14/93 11/30/93 106/30/94} Assoc Supt for Educational Programs 3.2 Completion of mailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair} A. Initial identification of vendors completed on 04/30/88 03/88 04/30/88 L 67 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) (07/01/93} (06/30/94} Executive Staff Assoc Supt for Educational Programs 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) A. Initial dates and invitations extended on 05/88 03/88 05/88 L 67 3.4 Confirm Fair participants (07/01/93} 12/13/94 Supv of Media Services 3.4 Confirmation 3.4 (List of participating vendors) A. Initial confirmation of participants completed on 07/30/88 07/01/88 07/30/88 L 67 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 (07/01/93} 07/01/88 (06/30/94} 07/30/88 Assoc Supt for Deseg and Schools 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts)Page: 6 Program Seq 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 67 L 67 L68 L 68 L 68 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.6 Conduct media campaign for Fair to staff and parents A. Initial media campaign completed on 08/88 B. Fair advertised to LRSD patrons and staff 3.7 Host tri'district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) A. Initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSD on 08/04/93 and 09/14/93 regarding Fair for 93-94 term C. NLRSD scheduled to host Fair on February 22, 1994, at North Little Rock High School, East Campus D. Multicultural Fair held on February 22, 1994, at North Little Rock High School, East Campus (07/01/931 07/88 01/21/94 107/01/93) 08/88 08/04/93 07/01/93 02/22/94 106/30/941 08/88 01/21/94 (06/30/94) 08/88 09/14/93 02/22/94 02/22/94 4. To develop criteria for textbook review and adoption 4.1 Revise Board policy for textbook adoption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members) (07/01/93) (07/01/93) 12/10/90 (07/01/93) (06/30/94) (06/30/94) 08/22/91 (06/30/94) Supv of Media Services, Dir of Communications Assoc Supt of Educational Programs working with committee (Assoc Supt for Curriculum. Subject Area Supervisors) Assoc Supt for Educational Programs Assoc Supt for Educational Programs 3.6 Publicity 3.6 (Fair is advertised to the public) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) 4. (Criteria checklist implemented by textbook committees) 4.1 Approved criteria 4.2 Roster of committee membersPage: 7 Program Seq 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 68 L 68 Objectives Strategies A. Initial identification completed on 12/11/90 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 by the reading department C. Additional training conducted during reading textbook adoption meetings 4.4 Submit revised policy and criteria to the Board of Directors for first reading Beginning Date 12/01/90 (07/01/931 07/91 09/15/93 11/01/93 (07/01/93) Completion Date 12/11/90 (06/30/941 12/91 10/27/93 12/02/93 (06/30/94) Responsibility Assoc Supt for Educational Programs (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs Evaluation Criteria 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agenda A. Revised policy/criteria submitted to Board of Directors on 06/20/91 06/20/91 06/20/91 L 68 4.5 Adopt policy on textbooks (07/01/93) (06/30/94) LRSD Board of Directors 4.5 Board agenda L 68 A. Policy adopted 08/22/91 08/22/91 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" (07/01/93) (06/30/94) Assoc Supt for Educational Programs (Curriculum Supervisors) 4.6 4.6 Monitoring (Textbooks are free of sex/race stereotypes) A. Initial utilization of consultant completed in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping in Textbooks\" conducted during adoption cycle 07/89 12/89 09/15/93 10/27/93 JPage: 8 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 68 L 69 L 69 L 69 L 69 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption A. Based on criteria for adoption, the reading textbook was selected and recommended to the Board for approval (07/01/93) 07/01/93 (06/30/94) 12/17/93 5. To develop and implement a multicultural curriculum for pre-kindergarten through 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 to be included in a multicultural curriculum A. Completed in 12/89 during initial development 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). A. Completed in 09/88 during initial development 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion A. Completed in 10/88 during initial development (07/01/93) (07/01/93) 09/88 (07/01/93) 09/88 (07/01/93) (10/88) (06/30/94) (06/30/94) 12/89 (06/30/94) 09/88 (06/30/94) (10/88) Assoc Supt for Educational Programs (Curriculum Specialists) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educational Programs 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 Transcript of suggestions 5.2 Contractual commitment for the 1988-89 school year (Dr. James A. Banks was used) 5.3 Timeline/checklist (Timeline included in this document 5.5 - 5.17) ^.cPage: 9 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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. lApplies only to page 76, obiectives 1, 2, 3. 4.1 Plan Reference Page Number L 69 L 69 L 69 Obiectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.4 Develop expectations for members participating on multicultural curriculum committee A. Completed in 11/88 during initial development B. Expectations developed also during the curriculum revision process 5.5 Identify curriculum committee members and contract for services: 8 - Health/Scienca 5 * Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4  Libraries 38 5.5 (All core curriculum areas were involved In the development of guides) 5.5 (Curriculum areas revised were: Reading. Language Arts, Social Studies, Math, and Science) A. Completion in 10/88 with initial development B. Identification completed with revised curriculum 5.6 Obtain multicultural curriculum units from models used in other cities A. Completion in 10/88 with initial development B. Multicultural curriculum units obtained also during revision process 107/01/93) (06/30/94) Lead Consultant Assoc Supt for Educ Programs 5.4 Expectations 5.4 (Contractual agreements with curriculum writers) 10/88 11/88 10/91 11/91 (07/01/93) 08/88 09/91 (07/01/93) 07/88 07/91 (06/30/941 10/88 10/91 (06/30/94) 10/88 10/91 Assoc Supt for Educational Programs Assoc Supt for Educational Programs 5.5 Identification of committee members S.6 Copies of multicultural materials distributed to committee membersPage: 10 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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,) Plan Reference Page Number L 70 L70 L 70 L 70 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development A. Completion in 10/88 with initial development 6. Expectations developed also with revised curriculum 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee A. Completion in 10/88 with initial development B. Consultants utilized also with revised curriculum 5.9 Conduct Inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum A. Completion on 03/11/89 with initial development B. Staff development conducted in conjunction with the revised curriculum procedures 5.10 Conduct task completion monitoring as identified in timeline A. Completion in 11/91 with initial development 107/01/931 08/88 09/91 (07/01/93) 08/88 11/91 (07/01/93) 12/14/88 10/91 (07/01/93) 10/91 i06/30/94j 10/88 10/91 (06/30/94) 10/88 05/30/92 (06/30/94) 03/11/89 11/91 (06/30/94) 11/91 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) Div of Educational Programs (Assoc Supt for Educational Programs) 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' written evaluation 5.9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) 5.10 Implementation of monitoring instrument 8Page: 11 Program Seq ft: 04 Revision Date: June 23. 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 70 L 70 L 70 L 70 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Task completion monitoring conducted also during the curriculum revision process 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members) A. Completion in 05/91 with initial development B. Curriculum development timeline operationalized also during the curriculum revision process 5.12 Review and edit the comprehensive guides in each content area at each grade level A. Completion in 07/89 with initial development B. Guides reviewed and edited also during the curriculum revision process 5.13 Type and print ail guides A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculum revision process 5.14 Conduct inservice for all elementary principals and teachers A. Completion in 09/89 with initial development 10/91 (07/01/93) 10/88 10/91 (07/01/93) 05/89 05/92 (07/01/93) 06/89 06/92 (07/01/93) 08/89 12/91 (06/30/94) 05/91 05/30/92 (06/30/94) 07/89 06/30/92 (06/30/94) 07/89 07/30/92 (06/30/94) 09/89 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) 5.11 5.12 5.13 5.13 Agenda of each meeting Implementation of guides schools) Guides completed (Guides delivered to 5.14 Agenda 5.14 (Curriculum implementation) 5.14 (Inservice on revised curriculum is ongoing) ^9Page: 12 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Ciiiriculum Program Code: 12 Primary Leader: Estelle Matthis 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 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Inservice for elementary principals and teachers conducted also during the curriculum revision process 08/01/92 08/31/92 L 70 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets: (07/01/93) (06/30/94) a. Make available materials catalogues to building level principals Assoc Supt for Educational Prog Elem Teachers Principals b. Order and acquire materials based on curriculum to be taught A. Initial catalogue provided during 89 term 07/01/89 08/30/89 L 70 Principals 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in all schools) B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals for current term during preschool conference, department meetings and on request D. Materials ordered based on existing curriculum for current term 5.16 Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, art, and music) A. Initial inservice conducted 07/01/89 08/17/93 08/17/93 (07/01/93) 07/89 09/30/89 05/20/94 05/05/94 (06/30/94) 08/90 Assoc Supt for Educational Programs 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) B. Inservice extended during 93-94 term in all curriculum areas and programs 07/93 06/16/94 60Page: 13 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 70 L 72 L 72 L 72 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum A. Completion in 09/89 during initial development B. PTA meetings/audio/visual broadcasts were conducted to give board members and parents an overview of the revised multicultural curriculum guides C. Discussion of the revised multicultural curriculum is being addressed at PTA meetings/parent conferences (07/01/93) 08/89 06/15/92 09/09/93 (06/30/94) 09/89 12/18/92 06/30/94 Division of Educational Programs 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. To develop and implement a multicultural curriculum for grades 7-12 (To implement the revised curriculum 7-12, which is multicultural) 6.1 Verify second year contract of national expert in multicultural curriculum A. Completion in 06/89 during initial development 6.2 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989*90 school year, including a checklist for last completion (07/01/93) (07/01/93) 04/89 (07/01/93) (06/30/94) (06/30/94) 06/89 (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) Div of Educational Programs Assoc Supt for Educational Programs 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual commitment entered into for second year (Dr. James A. Banks was used) 6.2 Timeline completed (Timeline included in this document 6.5 - 6.19) 1Page: 14 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development 04/89 06/89 L 72 6.3 Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming (07/01/93) (06/30/94) Assoc Supt for Educational Programs 6.3 Suggestions received, reviewed, and considered A. Completion in 12/89 during initial development 09/89 12/89 L 72 6.4 Develop expectations for member participation on multicultural curriculum committee (07/01/93) (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Desegregation 6.4 List of expectations 6.4 (Contractual agreements with curriculum writers) L 72 A. Completion in 05/89 during initial development G. Expectations developed also during the curriculum revision process 6.5 Identify secondary curriculum committee members and contract for services: 4 4 4 4 Reading Librarians Math Science 12 English 12 Social Studies 4 Music 4 Art A. Completion in 06/89 during initial development B. Committee identified also during the curriculum revision process 04/89 05/89 07/91 09/91 (07/01/93) (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Desegregation 6.5 Contractual implementation for each committee member 06/89 06/89 09/91 10/91 r2Page: 15 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 73 L 73 L 73 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.6 Obtain multicultural curriculum units from models used in other districts A. Completion in 09/89 during initial development B. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants in multicultural curriculum development A. Completion in 06/89 during initial development B. Expectations developed also during multicultural curriculum development 6.8 Identify secondary social studies, music, and art committee: 1991: 1992: 1993: 19 teachers: 7 social studies 6 music 6 art 11 teachers: 3 social studies 4 music 4 art 11 teachers: 3 social studies 4 music 4 art (07/01/93) 06/89 06/91 (07/01/93) 06/89 06/91 (07/01/93) (06/30/941 09/89 10/91 (06/30/941 06/89 06/91 (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Educ Programs Assoc Supt for Educ Programs Supervisor of Social Studies (Supervisor of Social Studies, Teachers in identified areas. Assoc. Supt) 6.6 Secure multicultural curriculum units for committee members 6.7 Develop expectations 6.8 Roster of committee (Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms)Page: 16 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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, obiectiyes 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Committee members identified with phase in developed for social studies, music, and art 04/91 07/25/93 L 73 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee (07/01/931 106/30/941 Assoc Supt for Educational Programs 6.9 Contract for services agreement entered into L 73 Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the identification of committee members, 6.8) A. Completion in 07/89 during initial development B. Local resource consultants utilized during the revised curriculum process 6.10 Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum 07/89 07/89 12/91 05/30/92 (07/01/93) (06/30/94) Assoc Supt for Educational Programs Supervisor of Social Studies 6.10 Roster of participants A. Completion in 10/89 during initial development 07/89 10/89 B. Staff development conducted in conjunction with the revised curriculum procedures 07/92 04/93 6.10 (Original Inservice completed. Ongoing inservice will be documented and evaluated by participants) C. Extended staff development conducted at preschool, department, cluster, and school meetings 08/16/93 06/30/94 D. Role-playing and group projects 07/01/93 06/30/94 E. Discussions of race relations and ethnicity as they relate to the classroom, the school and the society 07/01/93 06/30/94 L 74 6.11 Conduct last task completion monitoring as identified in timeline (07/01/93) (06/30/94) Assoc Supt for Educ Programs 6.11 Tasks completed in accordance with timeline 04Page: 17 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 74 L 74 L 74 A. Completion in 12/89 during initial development B. Task completion monitoring conducted also during the curriculum revision process 6.12 Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members A. Completion in 05/90 during initial development B. Curriculum development timeline operationalized during revision process 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) A. Completion in 05/90 during initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, music, and art A. Social Studies guides typed and printed 09/89 12/89 10/91 06/04/93 (07/01/93) (06/30/94) Supervisor of Social Studies (Teachers in identified areas. Assoc. Supt. for Curriculum) 6.12 Meetings held according to timeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 09/89 10/91 {07/01/931 04/90 06/91 (07/01/93) 06/91 05/90 06/04/93 106/30/94) Assoc Supt for Educational Programs 6.13 6.13 Review and edit guides (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 05/90 06/11/93 (06/30/94) 07/15/93 Assoc Supt for Educ Programs Supv-Soc Studies 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms)Page: 18 Program Seq #: 04 Revision Date: June 23, 1994 Program Name: Multicultural Curriculum Program Code\n12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal\nTo 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.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Draft forms of music and art guides in schools 06/91 08/16/93 L 74 6.15 Conduct inservice for all secondary administrators and teachers 107/01/93) (06/30/94) Assoc Supt for Educ Programs 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) L 74 A. Completion in 09/90 during initial development B. Inservice for secondary administrators and teachers conducted also for revised curriculum and phase-in 6.16 Involve principals and teachers in ordering multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculum to be taught A. Initial catalogues/brochures distributed to building principals by curriculum coordinators B. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculum ordered and acquired nc 07/90 09/90 07/91 08/20/93 (07/01/90) (06/30/94) Assoc Supt for Educational Programs 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 07/90 07/90 08/17/93 09/90 12/90 03/25/94Page: 19 Program Seq 04 Revision Date: June 23. 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis 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.) Plan Reference Page Number L 74 L 75 L 75 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.17 Monitor the use of curriculum guides A. Periodic curriculum monitoring being implemented 6.18 Extend inservice through scheduled district level regular council meetings (reading. English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculum 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculum guides C. Curriculum overview/explanation is conducted at PTA meetings and parent conferences (07/01/93) 09/01/93 (07/01/93) 07/93 (07/01/93) (07/01/93) 09/01/90 09/92 09/09/93 (06/30/94) 06/30/94 (06/30/94) 06/30/94 (06/30/94) (06/30/94) 09/30/90 12/92 06/30/94 Principals Area Supervisors Assoc Supt and Staff for Educational Programs Assoc Supt for Educational Programs (Content Area Supervisor. Principals) 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) 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993- 94) 6.19 Program and roster of participantsPage: 20 Program Seq #: 04 Revision Date: June 23. 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estollo Matthis Secondary Leader: Marin 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\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\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_222","title":"Little Rock School District (LRSD) Fourth Quarter Status Report, Volume I, part 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":["Little Rock School District"],"dc_date":["1994-08-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) Fourth Quarter Status Report, Volume I, part 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/222"],"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\nPage: 162 Progran Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Plan Reference Page Nuifcer Objectives Strategies Beginning Date Cosfiletion Date Responsibility Evaluation Criteria 7. (cont'd) 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district-sanctioned extracurricular activities. 4.2 Provide a program for students* access to equipment/isiiforsB, etc., needed for participation at mininal cost. 4.2 (LRSD will develop guidelines explaining the procedures in acquiring equipment/uniform needs at minimal cost will be available to students) July 1, 1993 July 1, 1993 Jire 30, 1994 June 30, 1994 Manager of Si\u0026lt;:port Services, Assoc, sipt. for Desegregation, Assistant Sipts. (Director of Transportation) Principals 4.1 Yearly (annual) analysis of participation data and cosfmrative profiles 4.1 (Survey the schools to see how many students will need transportation in order to assure equitable participation) 4.2 (Track the utilization of the program in order to determine the nurber and cost) 0^1Page: 163 Progroi Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremlllion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportivtities for all students in the LRSO. Plan Reference Page Mimfcer 7. (cont'd) Objectives Strategies Beginning Date (kmpletion Date Responsibility Evaluation Criteria 5. Develop (and use) school profiles (to) provide overview of school success or its iipect on students so that changes and/or interventions can take place as needed. or o July 1, 1993 Jme 30, 1994 (Principals and Staff, Monitoring Teams) 5. (An assessment of the data collected for the school profile will be reviewed by the principals and staff at each school to determine degree of student success and if any new procedures or changes need to take place)Page: 164 Progran Seq *: 09 Revision Date: July 26, 1994 Prograa Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Munfcer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7. (cont*d) 5.1 Profile school by: a. grade distribution b. attendance c. disciplinary outcomes d. test scores e. student involvement in school- related activities f. course enrolIments/special program enrol Iments Senior High Schools A. Three of the six high schools have gathered information for the School Profile. B. Tuo of the six schools reported developing school profiles cKiring the second quarter. C. Three of the six high schools have reviewed and examined information on school profiles. 0. Three high schools have reviewed and examined information on School Profile in the fourth quarter. Area Junior High Schools or, 3 July 1. 1993 08/24/93 10/01/93 01/03/94 04/01/94 June 30, 1994 09/30/93 12/31/93 03/30/94 06/30/94 Principals, Staffs, Assistant Sipts. 5.1 Use of data-besed school profiles 5.1 Yearly comparative students 5.1 Production of iiqx'ovement plans to address disparities 5.1 (The data based school profiles by grade distribution, attendance, and disciplinary outcomes will be analyzed each nine week period to make recommendations for change where indicated. The data based school profiles by course enrollment/special program enrollment will be analyzed each semester. The data based school profile by test scores will be analyzed and compared annually)Page: 165 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Noae: School Operations Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Mmtoer Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria 7. (cont'd) A. One of six area junior high schools permit the enrollment of students who do not meet the typical academic profile into a special Science program with parent request or permission. B. Three of the six schools reported relative data on the school profile is reviewed and utilized. C. Two of the six area junior high schools have gathered information for the school profile. D. Three area junior high schools reportedly developed and used profiles. Junior High Magnet Schools A. Both junior high magnet schools reported that relative items are available on the school profiles. B. Both magnet junior high schools have gathered information for the school profile and they are available for review. Elementary Area Magnet Schools A. School profile in place. B. One school reported thirteen field trips involving students in school-related activities. C. All magnet schools report reviewing school profiles on a quarterly basis for revision as needed. D. All schools report reviewing school profiles on a quarterly basis for revision as needed. Elementary Interdistrict Magnet Schools 08/24/93 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 04/01/94 09/30/93 12/31/93 03/30/94 06/30/94 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 06/30/94Page: 166 ProgrM Seq f: 09 Revision Date: July 26, 1994 Progrm Hme: School Operations Progrm Code: Primry Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progrm Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Wmfccr Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Both schools report using all components to determine the need to alter programs implemented at their schools in order to focus on the learning condition of students. B. Both schools report conpiling and revising data-based school profiles according to information requested. 08/2493 10/01/93 09/30/93 12/31/93 7. (cont'd) C. Both schools report reviewing school profiles on a quarterly basis for revisions as needed. D. Both schools report reviewing school profiles on a quarterly basis for revisions as needed. Incentive Schools A. Three incentive schools are completing the School Profile, and three schools have conpleted School Profiles. Elementary Area Schools A. Data is being collected by seven schools. B. Six area schools report reviewing school profiles on a quarterly basis for revisions as needed. C. Nineteen area schools report reviewing school profiles on a quarterly basis for revisions as needed. 0. Twenty-two area schools report reviewing school profiles on a quarterly basis for revisions as needed. 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94Page: 167 Progran Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code\nPrimary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Hudtner 5.2 L 40 7. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.2 Data to be disaggregated by race. Senior High Schools A. Two of the six high schools gathered disaggregated data by race. B. One of the six high schools reported data being disaggregated by race during the second quarter. C. One of the six high schools reportedly disaggregated data by race. 0. One high school reportedly disaggregated and updated data by race during the fourth quarter. Area Junior High Schools A. One of six schools reported HPT data disaggregation completed. B. Four of the six area junior high schools disaggregated by race. C. Three area junior high schools reported the disaggregation of data by race. For example, one school reported data from school reports analyzed by teachers/administrators. Junior High Magnet Schools A. One of the two junior high nagnet schools reported that disaggregated data is available for review. July 1. 1993 June 30, 1994 (Principals, Pupil Services Team, Teachers) 5.2 Outcomes en/aluation 5.2 (Data in annual school report) (All data submitted in the school's annual report is to be disaggregated by race) 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 01/03/94 04/01/94 10/01/93 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 03/30/94 06/30/94 12/31/93Page: 168 Program Seq f: 09 Revisicxi Date: July 26, 1994 Program Naaie: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Numiter Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Both magnet junior high schools have gathered disaggregated date by race. Elementary Area Magnet Schools A. Data in place at four schools B. All schools reported collecting student data by race/gender for performance monitoring. C. All schools reported collecting student data by race/gender for performance monitoring. Elementary Interdistrict Magnet Schools A. Both schools report initiating programs to decrease disparity as a result of disaggregating the data. 6. One of the schools reports collecting student performance data. C. Both schools reported collecting student data by race/gender for performance monitoring. D. Both schools reported collecting student data by race/gender for performance monitoring. Incentive Schools A. One incentive school has addressed the data in their School Profile. B. One incentive school reports that enrollment is 98X black. Elementary Area Schools A. Seven schools report that data to be desegregated by race included in the school's profile. 01/03/94 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 03/30/94 09/30/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 IPage: 169 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Mame: School Operations Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Mtfifcer 5.3 L 40 7. (cont'd) Objectives Strategies Beginning Date Caa|\u0026gt;letion Date Responsibility Evaluation Criteria B. Five schools reported collecting student data by race/gender for performar\u0026gt;ce monitoring. C. Nineteen schools reported collecting student data by race/gender for performance monitoring. 0. Twenty schools reported collecting student data by race/gender for performance monitoring. 5.3 Provide for developaent of and ii^jlcmentation of intervention strategies to address disparate situations with specific steps for iiqwovaaent. Senior High Schools A. One of the six schools reported analysis of conditions and the development of strategies to address those needs by the Student Biracial Conmittee during the second quarter. B. Three of the six high schools reported the developnent and inplementation of Intervention strategies. C. Three high schools reported the development and implementation of intervention strategies. Area Junior High Schools A. One of six area schools reported the development and implementation of intervention strategies. 10/01/93 01/03/94 04/01/94 July 1, 1993 10/01/93 01/03/94 04/01/94 08/24/93 12/31/93 03/31/94 06/30/94 Jine 30, 1994 12/31/93 03/30/94 06/30/94 09/30/93 (Principals, Pupil Services, Team, Teachers) 5.3 (Based on the data provided by the schools in the school profile (5.1) each school team will address and docunent the disparate situations with specific steps for improvement on the identified timeline in 5.1) 0=^8Page: 170 Program Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Mififeer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. One of the six schools reportedly has developed an action plan to address disparate situations based on equity monitoring response. C. Four of the six junior high schools reported the development and implementation of intervention strategies. 0. Two area junior high schools provided for the development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. Junior High Magnet Schools 7. (cont'd) A. Both magnet junior high schools reported the development and inplementation of intervention strategies. B. One magnet junior high school provided for the development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. Elementary Area Magnet Schools A. Strategies in place at four schools 6. One school has implemented a buildinglevel criterion reference tests of mastery. C. Five schools report interventions strategies to address disparate situations are in place. 0. All schools report interventions strategies to address disparate situations are in place. Elementary Interdistrict Magnet Schools 10/01/93 01/03/94 04/01/94 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 12/31/93 03/30/94 06/30/94 03/30/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94Pase: 171 Progran Seq t: 09 Revision Date: July 26, 1994 Progran Mane: School Operations Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Mmfcer Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria A. Both schools report interventions strategies to address disparate situations with specific steps for improvement. B. Both schools report having instructional plans and special strategies for students with the eliminations of disparities as priority. C. Both schools report interventions strategies to address disparate situations are in place. 0. Both schools report interventions strategies to address disparate situations are in place. Incentive Schools A. 1. One incentive school has homework centers and peer tutoring implemented as strategies to address disparity situations. 2. One school reports a self-esteem building program to provide for black males. Elementary Area Schools A. One school is in the process of reviewing intervention strategies to be implemented for improvements. B. Seven schools report intervention strategies to address disparate situations are in place. C. Eighteen area schools report interventions strategies to address disparate situations are in place. D. Nineteen area schools report interventions strategies to address disparate situations are in place. 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94PrograiB Seq *: 09 ProgrsM Natae: School Operations Program Code: Program Goal: Plan Reference Page Nuiber 9. L 41 1. L 41 1.1 L 41 1.2 L 41 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Hatthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date Page: 173 Revision Date: July 26, 1994 Robertson, Gremillion and Anderson Responsibility Evaluation Criteria 9. To review and assess testing practices, formats, and results in order to better address the needs of all students while providing special intervention for disadvantage students. 1. Visits to schools by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies eaployed to prepare students for test taking. 1.1 Meetings with principals, teachers 1.2 Infonaal classroom visits by monitors Senior High Schools A. One of the six schools reported informal monitoring visits during the second quarter. B. Two of the six high schools docunented monitoring team visits. C. Three high schools documented monitoring team visits the fourth quarter. Area Junior High Schools July 1, 1993 July 1. 1993 July 1. 1993 July 1. 1993 10/01/93 01/03/94 04/01/94 Jine 30. 1994 June 30. 1994 June 30. 1994 Jaw 30. 1994 12/31/93 03/30/94 06/30/94 (Planning, Research, and Evaluation) Planning. Research, and Evaluation Assistant Supts.. Principal. Staffs. Educational Programs 9. Random monitoring by Planning. Research, and Evaluation 1. (The Planning. Research, and Evaluation Team will provide performance reports of teacher interviews to principals following each monitoring visit) 1.1 Monitoring visits and reports 1.1 (The monitoring team will report back to the principal the assessment of their classroom visits) 1.2 (Schedule of meetings and docunentation of participants) 1.2 (The monitoring team will report back to the principal the assessment of their classroom visits)Page: 174 Prograa Seq f: 09 Revision Date: July 26, 1994 Prograa Naiae: School Operations Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportKiities for all students in the LRSO. Plan Reference Page Mtmber Objectives Strategies Beginning Date C(xq\u0026gt;leticin Date Responsibility Evaluation Criteria A. Two of the six area junior high schools reported teacher observations by monitors had occurred for this quarter. 10/01/93 12/31/93 9. (cont'd) B. Two of the six area junior high schools reported informal classroom visits by monitors hod occurred. C. Three area junior high schools reported informal classroom visits by monitors had occurred during the fourth quarter. Junior High Magnet Schools A. Both junior high magnet schools reported informal classroom visits by monitors had occurred. B. Informal classroom visits by monitors have been conducted at each magnet junior high school. C. One magnet junior high school reported informal classroom visits by monitors had occurred during the fourth quarter. Elementary Area Magnet Schools A. One magnet school reports visits by monitors. B. Three magnet schools report visits by the monitors. C. Three magnet schools report visits by the monitors. Elementary Interdistrict Magnet Schools A. Both schools report visits by monitoring teams. One school reports the second formal observation completed on the staff. B. Both schools report visits by the monitors. or 9 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 03/30/94 06/30/94 12/31/93 03/30/94 06/30/94 12/31/93 03/31/94 06/30/94 12/31/93 03/31/94Page: 175 Program Seq *: 09 Revision Date: July 26. 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportisilties for all students in the LRSD. Plan Reference Page Nuii^er 1.3 L 41 1.4 L 41 9. (contd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Both schools report visits by the monitors. Elementary Area Schools A. Seven area schools report visits by monitors. B. Nineteen area schools report visits by the monitors. C. Fifteen schools report visits by the monitors. 1.3 Compilation of comparative data b/ school. 1.4 Evaluation of data with recommendations for changes/iaprovements Senior High Schools A. One of the six high schools reported activity for changes/improvements based upon the evaluation of data. Pupil Services Comnittee Example: B. Three high schools reported activity for changes/iiTprovements based upon the evaluation of data. Test Inservices Ex: Grades/semester Area Junior High Schools A. Three of the six area junior high schools reported methods for evaluation of data with reconmendations for changes/improvements. Examples: Review of Stanford 8 test scores and evaluation of instruction 0^3 04/01/94 10/01/93 01/03/94 04/01/94 July 1. 1993 July 1. 1993 01/03/94 04/01/94 10/01/93 06/30/94 12/31/93 03/31/94 06/30/94 Juw 30, 1994 Jme 30, 1994 03/30/94 06/30/94 12/31/93 Educational Programs Principals and Staff 1.3 (Graphs or tables illustrating yearly changes in scores on state and standardized tests will be prepared and distributed to all schools) 1.4 (Each school's staff will analyze and evaluate all data with recommendations for changes and/or improvements)Page: 176 Prograai Seq *: 09 Reviaion Date: July 26, 1994 Progran Naate: School Operations Progran Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goat is to provide equitable educational opportKiities for all students in the LRSO. Plan Reference Page Wmtoer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. Three of the six area junior high schools reported changes/improvements based upon data evaluation. C. Three of the junior high schools evaluated data with recomnendations for changes/improvements. Ex: Management Team Meetings. Educational 01/03/94 04/01/94 03/30/94 06/30/94 Junior High Magnet Schools A. One of the two junior high magnet schools documented the review of at-risk student data and a review of discipline problems data as strategies for the evaluation of data with recomnendations for changes/improvements. B. Changes/inprovements based upon evaluation of data are noted by one magnet junior high school. Example: English Plus classes C. One magnet junior high school evaluated data with recommendations for changes/improvements. Ex: Educational Management Team Meetings 10/01/93 01/03/94 04/01/94 12/31/93 03/30/94 06/30/94 Elementary Area Magnet Schools A. Changes/improvements rxjted in school improvement plan of three schools. 08/24/93 09/30/93 9. (cont'd) B. Five schools reported determining needs, changes and/or improvement pertinent to successful student opportunities. 01/03/94 03/31/94 C. Four schools reported determining needs, changes and/or improvement pertinent to successful student opportunities. 04/01/94 06/30/94 Elementary Interdistrict Magnet Schools or/JPage: 177 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Mtmtjer Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria A, Both schools report having refined the programs to make necessary changes for interventions. e. One school reports determining needs, changes, and/or improvements needed to meet student needs. One school reports the use of multicultural strategies to aid in student achievement. C. Both schools reported determining needs, changes and/or improvement pertinent to successful student opportunities. D. Both schools reported determining needs, changes and/or improvement pertinent to successful student opportunities. Incentive Schools A. Three schools report that the evaluation of data with strategies for improvement is reported in the Annual School Plan. Elementary Area Schools A. Eight schools report that the evaluation data with strategies for changes/improvements is reported in the school's improvement plan. B. Six area schools reported determining needs, changes, and/or improvements pertinent to successful student opportunities. C. Sixteen schools reported determining needs, changes, and/or improvements pertinent to successful student opportunities. 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94Page: 178 ProgrsM Seq *: 09 Revision Date: July 26. 1994 Prograa Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Muifcer 2. L 41 9. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 0. Nineteen schools reported determining needs, changes, and/or improvements pertinent to successful student opportunities. 2. Disaggregation of test results by grade, by race (and by gender) for review and assessment for intervention purposes. Senior High Schools A. Two of six high schools identified activities where disaggregated data was reviewed. B. One of the six high schools identified activities where disaggregated data was reviewed. C. During the fourth quarter one high school identified activities were disaggregated data was reviewed. Area Junior High Schools A. Three of the six area junior high schools reported that the disaggregation of test results by grade, race, and gender for review and assessment for intervention purposes had occurred for this reporting quarter. B. Two of the six area junior highs identified activities where disaggregated data was reviewed. C. Three area junior high schools reported disaggreagation of test results by grade, by race (and by gender) for review and assessment for intervention purposes occurred during the fourth quarter. Junior High Magnet Schools 04/01/94 July 1, 1993 08/24/93 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 06/30/94 Jkw 30, 1994 09/30/93 03/30/94 06/30/94 12/31/93 03/30/94 06/30/94 (Principals, Staffs) 2. (Intervention strategies to reduce disparity by race and gender will be written at each grade level where disparities exist)Page: 179 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Maae: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Mtiiber Objectives Strategies Begirviing Date Completion Date Responsibility Evaluation Criteria A. One of the two junior high magnet schools reported the disaggregation of test results for review and assessment for intervention purposes. B. Both magnet junior high schools recorded data disaggregation and review activity. Elementary Area Magnet Schools A. Data reviewed by three schools. B. One school has secured a Winthrop Rockefeller Grant of S7,500 to provide interventions for disadvantaged students. 9. (cont'd) C. All magnet schools report disaggregation of test results by grade, race and gender for review and assessment for intervention purposes. 0. AU schools report disaggregation of test results by grade, race and gender for review and assessment for intervention purposes. Elementary Interdistrict Magnet Schools A. Both schools report having developed strategies based on disaggregate test data. B. One school reports utilizing appropriate intervention strategies to meet students' needs. One school reports developing strategies to reduce disparities based on disaggregated test data as needed. C. Both schools report disaggregation of test results by gra^, by race and gender for review and assessment for intervention purposes. 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 IPage: 180 Progra* Seq *: 09 Revision Date: July 26. 1994 PrograM Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Ntiitjer 2.1 L 41 9. (cont'd) Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 0. Both schools report disaggregation of test results by grade, by race and gender for review and assessment for intervention purposes. Incentive Schools A. Three incentive schools report that test results by grade and race can be reviewed in the Annual School Plan. Elementary Area Schools A. Eleven schools report that test data has been disaggregated by grade, race and gender. B. Six schools report disaggregation of test results by grade, race, and gender for review and assessment for intervention purposes. C. Sixteen area schools report disaggregation of test results by grade, race and gender for review and assessment for intervention purposes. D. Nineteen schools report disaggregation of test results by grade, race and gender for review and assessment for intervention purposes. 2.1 School analysis of test results by grade, teachers, race, and sii\u0026gt;ject area. Senior High Schools A. One high school included special intervention strategies for disadvantaged students in the Annual Improvement Plan. 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 July 1, 1993 08/24/93 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94 June 30, 1994 09/30/93 Principals, staffs, Assistant Si\u0026lt;\u0026gt;ts., Testin^Evaluat ion 2.1 Data assessaent and docuaented interventions as needed 2.1 (Intervention strategies will be written to address any disparities in race occurring in subject areas)Page: 181 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Progran Code: Priamry Leader: Estelle Hatthis Secondary Leader: Robertson, GremlUion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportixiities for all students in the LRSO. Plan Reference Page Muifcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. One of the six high schools reported a grade/semester test inservice as an activity to analyze data. C. One high school reported a Grade/Semester Test Inservice as an activity to analyze data. Area Junior High Schools A. Three of the six area junior high schools reported school analysis of test results by grade, teachers, race, and subject area. 01/03/94 04/01/94 10/01/93 03/30/94 06/30/94 12/31/93 B. One of the six area junior high schools indicated special intervention strategies for disadvantaged students on the School Improvement Plan. 01/03/94 03/30/94 C. Three area junior high schools reported the analysis of test results by grade, teachers, race, and subject area. 04/01/94 06/30/94 Ex: Biracial Meetings Junior High Magnet Schools A. Analysis was reportedly completed at both magnet junior high schools. 01/03/94 03/30/94 Elementary Area Magnet Schools A. Analysis coinpleted by four schools. B. Five magnet schools report having analyzed test results by grade, teacher, race and subject area. 08/24/93 01/03/94 09/30/93 03/31/94 C. All schools report having analyzed test results by grade, teacher, race and subject area. 04/01/94 06/30/94 Elementary Interdfstrict Magnet SchoolsPage: 182 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Name School Operations Program Code Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal The intent of the School Operations goal is to provide equitable educational opportoiities for all students in the LRSO. Plan Reference Page Nurtjer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 9. (cont'd) A. Both schools report having analysis data provided by Planning, Research, and Evaluation to determine intervention strategies. B. Both schools reports using the Planning, Research, and Evaluation test data summaries to plan special strategies to reduce disparities. C. Both schools report having analyzed test results by grade, teacher, race and subject area. D. Both schools report having analyzed test results by grade, teacher, race and subject area. Incentive Schools A. 1. One school reports that their school analysis of test results by grade, teacher, race and subject area can be reviewed in the Annual School Plan. 2. Two schools report that their schools' analysis by grade, teacher, and race are complete. Elementary Area Schools A. Nine schools report reviewing, analyzing, and disaggregation of test results by grade, teacher, race and subject area. B. Eight schools report having analyzed test results by grade, teacher, race, and subject. C. Seventeen area schools report having analyzed test results by grade, teacher, race and subject area. 0. Twenty-three area schools report having analyzed test results by grade, teacher, race and subject area. ^70 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94Page\n183 Program Seq *: 09 Revision Date: July 26. 1994 Program Mame: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportKiities for all students in the LRSD. Plan Reference Page Muifcer 2.2 L 41 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.2 Development of coaperative data to assess disparity areas, if any. July 1, 1993 June 30, 1994 (Planning, Evaluation and Testing, Principals, and Staff 2.2 Report of outcoates 2.2 (Correlation of grades between races will be analyzed for additional remediation) Senior High Schools 9. (contd) A. One high school conducted a faculty meeting to address disparities on 8/19/93. 08/24/93 09/30/93 B. Two of the six high schools reported conpared data the third quarter to assess disparity areas. C. Two high schools reportedly compared data the fourth quarter to assess disparity areas. Area Junior High Schools A. Two of the six area junior high schools reported the development of comparable data to assess disparity areas, if any. B. Four of the six area junior high schools compared data to address disparities. C. Two area junior high schools docunented the development of comparative data to assess disparity areas. Junior High Magnet Schools A. One of the two junior high magnet schools reported the development of coiTparative data to assess disparity areas, if any. B. One of the two magnet junior high schools reportedly compared data to address disparities. 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 03/30/94 06/30/94 12/31/93 03/30/94 06/30/94 12/31/93 03/30/94Page: 184 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Nane: School Operations Progran Code: Priiaery Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nuiber Objectives Strategies Beginning Date CcMf\u0026gt;letion Date Responsibility Evaluation Criteria 9. (cont'd) Elementary Area Magnet Schools A. Data compared to address disparities at one school. B. All elementary magnet schools report utilizing performance data to address disparities. C. All schools report utilizing performance data to address disparities. Elementary Interdistrict Magnet Schools A. Both schools report using data to study disparity and to provide interventions. B. Both schools report utilizing student performance data to address disparities. C, Both schools report utilizing performance data to address disparities. D. Both schools report utilizing performance data to address disparities. Incentive Schools A. Two schools report that their baseline data is established and a comparative analysis is done by grade level. Elementary Area Schools A. Eight schools report comparing test data from one year to the next to determine disparities. B. Six schools report utilizir^ performance data to address disparities. C. Sixteen elementary area schools report utilizing performance data to address disparities. 0. Twenty area schools report utilizing performance data to address disparities. Q 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 09/50/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94Page: 185 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Priaery Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Plan Reference Page Nuiber 2.3 L 41 9. (cont'd) Objectives Strategies Beginning Date CoRfiletion Date Responsibility Evaluation Criteria 2.3 Preparation of intervention plans to address specific student needs. Senior High Schools A. Two of the six high schools developed intervention plans to address specific student needs. B. Two of the six schools reported preparation of intervention plans to address student needs during the second quarter. C. Three of the six high schools developed intervention plans to address specific student needs. D. One high school developed intervention plans to address specific student needs. Ex: Assessment Project Completed Area Junior High Schools A. One of six schools reported each teacher completed intervention strategies to address specific student needs. B. Two of the six schools docunented the preparation of intervention plans to address specific students needs. Example: Math Assistance Program C. Two of the six area junior high schools developed intervention plans to address specific student needs. 0. Three area junior high schools prepared intervention plans to address specific student needs. Ex: UALR tutoring in Mathematics and Reading o 3 July 1, 1993 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 Jisie 30, 1994 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 12/31/93 03/30/94 06/30/94 Principals, Staff, Asst. Sqots., Assoc. Si^ts. 2.3 Existence of plans 2.3 (Intervention plans addressing specific student needs will be prepared and distributed by the teachers within and between the grades)Page: 186 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Maae: School Operations Prograa Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Nud^er Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 9. (contd) Junior High Magnet Schools A. One of the two junior high magnet schools docunented the preparation of intervention plans to address specific student needs. B. One of the two junior high magnet schools reportedly developed intervention plans. Elementary Area Magnet Schools A. Intervention plans are in place at two schools. B. One school reports that intervention plans are addressed in its Annual School Improvement Plan. C. Five schools report that intervention plans are addressed in the annual school improvement plan. 0. Four schools report that intervention plans are addressed in the annual school improvement plan. Elementary Interdistrict Magnet Schools A. Both schools report having intervention strategies distributed to all grade levels. B. Both schools report reviewing intervention plans for students' progress. C. Both schools report that intervention plans are addressed in the annual school improvement plan. 0. Both schools report that intervention plans are addressed in the annual school improvement plan. 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94Page: 187 PrograiB Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Priiaary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportwities for all students in the LRSD. Plan Reference Page Mmber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Incentive Schools A. One school reports that the student education plans and school improvement plans have been developed. Elementary Area Schools A. Six schools reported that intervention plans are developed. B. Seven schools report that intervention plans are addressed in their Annual School Improvement Plan. C. Twenty area schools report that intervention plans are addressed in the annual school improvement plan. 0. Twenty-one schools report that intervention plans are addressed it the annual school improvement plan. 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94 Qnr uProgram Seq *: 09 Progran Nane: School Operations Progran Code: Progran Goal: Plan Reference Page Nifiber 10. Page 42 1. Page 42 1.1 Page 42 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prinary Leader: Estelle Hatthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportmities for alt students in the LRSO. Objectives Strategies Beginning Date Coaf)letion Date Psge: 188 Revision Date: July 26, 1994 Robertson, Gremillion and Anderson Responsibility Evaluation Criteria 10. To give school principals sufficient authority to iaprove schools and to advocate for students, and to hold them acccMjitable for results and opporttsiities for all students. 1. Develop/enhance site-based management at designated schools. 1. (Form a committee to define site-based management and to survey school principals for interest in piloting) Area Junior High Schools A. One of six schools indicated a Steering Committee had addressed the objective to define site-based management. 1.1 Staff developaient for principals. 1.1 (Make available to all principals ongoing staff development programs that will enhance their skills) Senior High Schools A. One high school conducted a computer workshop for the building administrators. G July 1, 1993 July 1, 1993 08/24/93 July 1, 1993 08/24/93 Jkw 30, 1994 Jisie 30, 1994 09/30/93 Jine 30, 19 09/30/93 (Board of Directors, Superintendent, Cabinet) (Representatives from Principals' Roundtable, Staff Development, Asst. Supts.) Assoc, and Assistant S(\u0026lt;\u0026gt;ts. (Staff Development) 10. (The annual school report should reflect an increase in achievement and a reduction in disparity) 1. Principal Evaluation Process 1. (Implement site-based management plan for the pilot schools) 1.1 Conduct of staff develcpBient 1.1 (A quarterly report will identify each principal and the workshop in which he/she participated)Page: 189 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Maae: School Operations Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportiaiities for all students in the LRSO. Plan Reference Page Nimtier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 10. (cont'd) B. All secondary principals were invited to attend an inservice on completing the Program Budget Document durir\u0026gt;g the secorxj quarter. One high school reported another staff development activity requested for its administrative staff. 10/01/93 12/31/93 C. One of the six high schools docunented the Program Budget Docunent inservice for principals as a staff development activity. 0. One high school docunented an inservice on the proposed academic support program in math relative to the staff development for principals. Area Junior High Schools A. One of the six area junior high schools reportedly has provided staff development for principals. B. One of the six area junior high schools reported staff development for principals had been provided. C. One school reported staff development for the principal had occurred at one school. Junior High Magnet Schools A. One of the two junior high magnet schools docunent staff development activities for prirv:ipals. Example: Discipline Management Elementary Area Magnet Schools A. One school reports staff development for the principal. B. Five magnet schools report principals atteixling staff development. 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 01/03/94 10/01/93 01/03/94 03/30/94 06/30/94 12/31/93 03/30/94 06/30/94 03/30/94 12/31/93 03/31/94Page: 190 PrograM Seq 09 Revision Date: July 26, 1994 Program Mane: School Operations Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nuiber 1.2 Page 42 10. (cont'd) Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria C. Five schools report principals attending staff development. Elementary Area Schools A. Six area schools report principals attending staff development. B. Seventeen area schools report principals attending staff development. C. Seventeen area schools report principals attervling staff development. Elementary Interdistrict Schools A. Both schools report principals attending staff development. B. One school reports atterKling National Convention. 1.2 Revision of district procedures to provide technical support from central office rather than strict control. Senior High Schools A. One of the six senior high schools reported working on a district convnittee to revise the administrative evaluation procedures during the second quarter. Area Junior High Schools 04/01/94 10/01/93 01/03/94 04/01/94 01/03/94 04/01/94 July 1, 1993 10/01/93 06/30/94 12/31/93 03/31/94 06/30/94 03/31/94 06/30/94 Jie 30, 1994 12/31/93 (Planning, Research, and Development\nPrincipals\nPrincipals* Roundtable) 1.2 Principal Feedback 1.2 (A survey will be implemented by the principals to identify the district procedures that they consider to be barriers) 9 Q aPage: 191 PrograM Seq *: 09 Revision Date: July 26, 1994 Prograai Name: School Operations Program Code: Primry Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Wuitoer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. One of the six junior schools reported the practice of maintaining a file on each applicant for a school position. B. One of the six area junior high schools noted an inservice from the Federal Programs Office had been provided. C. Two area junior high schools reported activity relative to the revision of district procedures to provide technical support from central office rather than strict control occurred during the fourth quarter. Ex: District staff development for acfcninistrators. Junior High Magnet Schools A. One of the two junior high magnet schools reported that the adninistration have provided input, when requested, to Central Office. Elementary Interdistrict Magnet Schools 10/01/93 01/03/94 04/01/94 01/03/94 10. (cont'd) A. Both of the interdistrict magnet schools report providing feedback and information to district staff upon request. Elementary Area Schools A. Three of the area schools report 10/01/93 12/31/93 03/30/94 06/30/94 03/30/94 12/31/93 evidence of technical assistance rather than strict control. O*) 9 10/01/93 12/31/93Page: 192 Progra* Seq *: 09 Revision Date: July 26, 1994 Program Naae: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, GremiUlon and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Wuifeer 1.3 L 42 2. L 42 2.1 L 42 3. L 42 3.1 L 42 10. (cont*d) 10. (cont'd) Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 1.3 Enhance principal accomtabi Iity for program at the building. 2. Provide support to revitalize school environaents to make it conducive to student learning and to order. 2.1 Plan of district school renovation to meet prograaiaatic and student population needs. 3. Respond to principal requests for assistance in a timely manner. 3.1 Set i\u0026lt;\u0026gt; format for technical assistance with assigned personnel to work with individual schools. 3.1 (Provide to the principals an organizational chart with names and job responsibilities as a format for technical assistance) Senior High Schools * July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jirte 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 (Asst. Supts.) Director of Support Services, Asst. Supts., Dept. Heads) Support Services (Asst. Supts.) (Director of Support Services) Assoc, and Assistant Supts., Educational Prograias Curriculim Directors, Stpervisors, and Coordinators (Communications Dept.) 1.3 Asst. S(\u0026lt;)t. evaluations of school climate and prograam and principal manageaent of these 1.3 (Assistant Supts. will provide feedback to principals regarding his/her performance throughout the year preceding the written evaluation) 2. (Number of requests completed will be compared to the number of requests made by the school principals in order to evaluate support given by the district in a timely manner) 2.1 (Identify the number of renovations completed which enhance progrannatic and student population needs) 3. (List number of requests received and identify nurber of actions taken) 3.1 C(f\u0026gt;letion of task and principal evaluation of plan 3.1 (Quality feedback from the principals on the timeline completion for assistance requested)Page: 193 Program Seq *: 09 Revision Date: July 26, 1994 Program Mame: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Greffiillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nimber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. One school maintains a file of applicants for school positions and reviews race and gender balance as vacancies arise. 08/24/93 09/30/93 B. One of the six high schools reported format for technical assistance had been set up. 01/03/94 03/30/94 QQlPrograM Seq f: 09 PrograM Haiae: School Operations PrograM Code: PrograM Goal: Plan Reference Page Muifcer 11. Page 43 1. Page 43 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaiary Leader: Estelle Hatthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies Beginning Date Coafiletion Date Page: 194 Revision Date: July 26, 1994 Robertson, GrefliiUion and Anderson Responsibility Evaluation Criteria 11. To review staffing patterns and staff assignaents in all schools and district offices for equity. July 1. 1993 Jine 30, 1994 (Principal, Staff, Asst. Supts., Monitoring Team) 11. (Equitable racial and gender representation in all positions will be achieved) 1. Update review of recruiting needs by age, race, sex, and seniority in positions in the district to ascertain projected needs. Senior High Schools A. One of the six high schools reported reviewing files at Hunan Resources during the second quarter. B. Review of recruiting needs and adjustments were reported by three of the six high schools. C. Review of recruiting needs and adjustments were reported by tuo schools. Area Junior High Schools A. Two of the six area junior high schools reported that an updated review of recruiting needs by age, race, sex, and seniority is done. B. Two of the six junior high schools noted the review of recruiting needs. July 1, 1993 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 Jine 30, 1994 12/31/93 03/30/94 06/30/94 12/31/93 03/30/94 (Director of Human Resources, Principals, Department Heads and Recruitment Officer) 1. District-wide Monitoring process (all departaents) 1. (A structured process will be inplemented in the Hunan Resources Office to make lists of applicants by race available to the principals in a timely manner) Q O OPage: 195 Progran Seq *: 09 Revision Date: July 26, 1994 Prograai Name: School Operations Program Code: Priaery Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Mwber Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria C. Three area junior high schools reported activity relative to the update review of recruiting needs by age, race, sex, and seniority in positions in the 04/01/94 06/30/94 11. (cont'd) district. For example, one school reportedly utilized the services of the Recruitment Office of LRSO Junior High Magnet Schools A. One of the two magnet schools reported relative files were maintained to keep an updated review of recruiting needs. B. Review of recruiting needs and requests based upon the relative review has been conducted at both magnet junior highs. Elementary Area Magnet Schools A. Review of recruiting needs conducted by two schools. B. Five magnet schools report reviewing recruiting need by age, race and sex and providing feedback and information to the district on request. C. Five schools report reviewing recruiting needs. Elementary Interdistrict Magnet Schools A. Both interdistrict magnet schools report providing feedback and information to district staff upon request to ascertain projected needs of recruitment. B. Both schools report reviewing recruiting need by age, race and sex and providing feedback and information to the district on request. 003 10/01/93 01/03/94 08/24/93 01/03/94 04/01/94 10/01/93 01/03/94 12/31/93 03/30/94 09/30/93 03/31/94 06/30/94 12/31/93 03/31/94Page: 196 Progran Seq f: 09 Revision Date: July 26, 1994 Progras Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nuiiwr 1.1 Page 43 11. (cont'd) Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria C. Both schools report reviewing recruiting needs. Elementary Area Schools A. Thirteen area schools report reviewing recruiting need by age, race and sex and providing feedback and information to the district on request. C. Fourteen schools report reviewing recruiting needs and providing feedback and information to the district on request. 1.1 Review of all current staffing with identification of staff by sex, race, and subject area who will be retiring to project needs Senior High Schools A. One of the six senior high schools reported activity toward the review of staffing. B. Four schools reported activities toward the review of staffing. Area Junior High Schools A. Two of the six area junior high schools reported a review of all current staffing with identification of staff by sex, race, and subject area of projected retirees had been done. 04/01/94 01/03/94 04/01/94 July 1, 1993 01/03/94 04/01/94 10/01/93 06/30/94 03/31/94 06/30/94 June 30. 1994 03/30/94 06/30/94 12/31/93 Director of Human Resources, Principals (Department Heads) 1.1 Coapletion of tasks 1.1 (Provide and maintain an updated list of those staff members who will be retiring) 1.1 (Review available staffing) \"\u0026gt;04Page: 197 Program Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Himber objectives Strategies Beginning Date (^mpletion Date Responsibility Evaluation Criteria B. The assessment of current and future staff needs was reported by two of the six junior high schools. C. Three area junior high schools documented activity regarding the review of all current staffing with identification of staff by sex, race, and subject area who will be retiring to project needs. Junior High Magr\u0026gt;et Schools A. Or\u0026gt;e of the two junior high magnet school principals has reviewed staffing and provided data as requested. Elementary Area Magnet Schools A. Assess current and future staff r\u0026gt;eeds implemented by one school. B. Five magnet schools report reviewing all staffing patterns by race, sex and subject area projected needs based on retirements. C, Five schools report reviewing all staffing patterns by race, sex and subject area projected needs based on retirements. Elementary Interdistrict Magnet Schools 01/03/94 04/01/94 01/03/94 08/24/93 01/03/94 04/01/94 03/30/94 06/30/94 03/30/94 09/30/93 03/31/94 06/30/94 11. (contd) A. Both schools report having maintained an updated list of staff -- on-goir\u0026gt;g monitoring of sex and race of current and incoming staff. B. Both schools report reviewing all staffing patterns by race, sex and subject area projected needs based on retirements. C. Both schools report reviewing all staffing patterns by race, sex arxJ subject area projected needs based on retirements. 08/24/93 01/03/94 04/01/94 09/30/93 03/31/94 06/30/94 005Page: 198 Progran Seq *: 09 Revision Date: July 26, 1994 Progran Hane: School Operations Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Muitner 1.2 L 43 2. L 43 11. (cont'd) Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria Incentive Schools A. One incentive school reported a complete breakdown of certified staff by sex, race, and subject area. Elementary Area Schools A. Five schools report that they review ell current and incoming staff according to race, sex and gender. B. Fifteen area schools report reviewing all staffing patterns by race, sex and subject area projected needs based on retirements. C. Nineteen schools report reviewing all Staff patterns by race, sex and subject area projected needs based on retirement. 1.2 Projection of student population on two-year basis to validate expected needs. Senior High Schools A. One school reviewed student enrollment and identified the need to recruit more students. 2. Review of position assignaents related to racial equity (so) so that all races are represented in every position and job description in the district. Senior High Schools A. One high school identified activities to ensure a racially balanced staff. QOG 08/24/93 08/24/93 01/03/94 04/01/94 July 1, 1993 08/24/93 July 1. 1993 08/24/93 09/30/93 09/30/93 03/31/94 06/30/94 June 30, 1994 09/30/93 June 30, 1994 09/30/93 Assoc. Sqst. for Desegregation (Director of Human Resources, Principals, and Department Heads) 1.2 (A student population projection wi11 be published) 2. (Annual study of report provided by Human Resources showing all positions in the district by race and sex)Page: 199 Program Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Priaery Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Muifcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. Two of the six high schools identified activities to ensure a racially balanced staff. C. Two high schools identified activities to ensure a racially balanced staff. Area Junior High Schools A. One of six schools indicated the principal had performed the relative review. B. Three of the six area junior high schools docimented the review and statistical analysis of data for the second quarter. C. Three of the six area junior high schools identified activities to ensure a racially balanced staff, of Position Control Example: Review D. Three area junior high schools docimented activity related to the review of position assignments for racial equity. Junior High Magnet Schools A. Both magnet junior high schools documented review and statistical analysis of data so that racial equity is evident in every position and job description in the district had occurred. B. One magnet junior high principal analyzed statistical data in the building to ensure racial equity in all positions. Elementary Area Magnet Schools A. Review of needs identified annually. 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 08/24/93 03/30/94 06/30/94 09/30/93 12/31/93 03/30/94 06/30/94 12/31/93 03/30/94 09/30/93Page: 200 Program Seq f: 09 Revision Date: July 26, 1994 Program Hane: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Himber Objectives Strategies Beginning Date Ccm^letion Date Responsibility Evaluation Criteria B. One school reports using the school's profile to review assignment related to racial equity. C. Five schools report making employee recommendations that are consistent with racial equity. D. Five schools report making employee recommendations that are consistent with racial equity. 10/01/93 01/03/94 04/01/94 12/31/93 03/31/94 06/30/94 11. (cont'd) Elementary Interdistrict Magnet Schools A. Both schools report making ^loyee recomnendations that report racial equity in all job assignments wherever possible. B. Both schools report making employee recommendations that are consistent with racial equity. C. Both schools report making employee recommendations that are consistent with racial equity. Incentive Schools A. Two schools report new job position assignments related to racial equity Elementary Area Schools A. Eight schools report reviewing position assignments relative to racial equity. B. Five area schools report making employee recommendations that are consistent with racial equity. C. Seventeen area schools report making employee recommendations that are consistent with racial equity. 08/24/93 10/01/93 04/01/94 08/24/93 08/24/93 10/01/93 04/01/94 09/30/93 12/31/93 06/30/94 09/30/93 09/30/93 12/31/93 06/30/94Page: 201 Program Seq *: 09 Revision Date: July 26, 1994 Program Mame: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportKiities for all students in the LRSO. Plan Reference Page Mtijfcer 2.1 L 43 11. (cont'd) 11. (cont'd) Objectives Strategies Beginning Date Coi^)letion Date Responsibility Evaluation Criteria 2.1 Development and assessment of school and divisional staffing patterns. Senior High Schools A. One high school completed staffing assessment in August 1993. B. Two of the six high schools reported the assessment of staffing had been developed. C. Two high schools reported the assessment of staffing had been developed. Area Junior High Schools A. One of six schools reported the assessment of staffing patterns had been done. B. One of the six schools reported that data of the school's staffing patterns are maintained. C. The assessment of staffing patterns had been conducted at three of the six schools. C. Activity relative to the development and assessment of school and divisional staffing patterns was documented by two schools. Ex: Review of Position Control Junior High Magnet Schools A. One of the two magnet junior high schools reported that data of the school's staffing p\u0026gt;atterns are maintained. OOP vJ July 1. 1993 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 10/01/93 Ji\u0026gt;w 30, 1994 09/30/93 03/30/94 06/30/94 09/30/93 12/31/93 03/30/94 06/30/94 12/31/93 Director of Huaan Resources, Principals, Department Heads (Assistant Supts.) 2.1 Coaf)letion of tasks 2.1 (Assess annual school study to ensure the staffing patterns are meeting the district's staffing guidelines)Page: 202 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Hane: School Operations Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Niiit)er Objectives Strategies Beginning Date Coa|)letion Date Responsibility Evaluation Criteria B. One of the two magnet junior high schools maintained data of school staffing patterns. C. Activity relative to the development and assessment of school and divisional staffing patterns was documented by two schools. Elementary Area Magnet Schools A, 1. 2. School staffing assessed. School Profile staffing\". B. Five schools report having developed or is developing assessments of school and divisional staffing patterns. C. Five schools report having developed or is developing assessment of school and divisional staffing patterns was documented by two schools. Elementary Interdistrict Magnet Schools A. Both schools report having all staff members interviewed by a team consisting of principal and representatives from the PTA, Joshua, and curriculm specialists. B. One school reports using the school profile to review staffing patterns and staff assignments. C. Both schools reports having developed or is developing assessments of school and divisional staffing patterns. D. Both schools reports having developed assessments of school and divisional staffing patterns. 11. (cont'd) Elementary Area Schools A. Five schools refer to staff/school personnel rosters provided by the Human Resources Office. 01/03/94 04/01/94 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 06/30/94 06/30/94 09/30/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93Page: 203 Program Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportinities for all students in the LRSO. Plan Reference Page Muifeer 2.2 L 43 objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 8. Eighteen area schools reports having developed or is developing assessments of school and divisional staffing patterns. C. Thirteen schools reports having developed assessments of school and divisional staffing patterns. 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all positions. Senior High Schools A. One of the six high schools reported having a recruitment team during the second quarter. B. One of the six high schools reported recruitment relative to non-teaching staff to reflect equitable racial representation is operating. C. One school reported recruitment relative to non-teachir\u0026gt;g staff to reflect equitable racial representation is operative. 01/03/94 04/01/94 July 1. 1993 10/01/93 01/03/94 04/01/94 03/31/94 06/30/94 Jifie 30, 1994 Principals, Director of Hunan Resources (Recruiting Officer) 12/31/93 03/30/94 06/30/94 2.2 Enhance racial balance in all positions 2.2 (The nunber of support and non-teaching staff recruited will reflect an equitable racial representation as measured by LRSD guidelines) 2.2 (Equitable racial end gender representation in all positions will improve) 2.2 (Principals and department heads will document evidertce that effort was put forth to recruit racial representation in their respective areas)Page: 204 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Naae: School Operations Prograa Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Prograa Goat: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Muifcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 11. (cont'd) Area Junior High Schools A. One of the six area junior high schools documented evidence of the recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. B. Three of the six area junior high schools documented recruitment efforts to reflect equitable racial representation in all positions. C. Three area junior high schools reported activity related to the recruitment of support and non*teaching staff to reflect equitable racial representation in all positions. Elementary Area Magnet Schools A. Recruitment in place. B. Five magnet schools report making employee recommendations consistent with racial equity. C. Five schools report making employee recomnendations consistent with racial equity. elementary Interdistrict Magnet Schools A. place. Both schools report recruitment in B. Both schools report making employee recommendations consistent with racial equity. C. One school report making employee recommendations consistent with racial equity. onp 10/01/93 01/03/94 04/01/94 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 12/31/93 03/30/94 06/30/94 09/30/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94Page: 205 Program Seq f: 09 Revision Date: July 26. 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for alt students in the LRSO. Plan Reference Page Ntmfcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria D. Both schools report making employee recomnendations consistent with racial equity. Incentive Schools A. One school reports doing a breakdown on non-certifled staff to reflect equitable racial representation. B. One school reports that the principal works in conjunction with the Human Resources Department to help ensure equity. Elementary Area Schools A. Eight schools report activities for recruitment of support and non-teaching staff to reflect equitable racial representation. B. Five area schools report making employee recommendations consistent with racial equity. One area school reported that a racial balance will exist among classified personnel. C. Fifteen area schools report making employee recommendations consistent with racial equity. 0. Fifteen area schools report makir\u0026gt;g employee recommendations consistent with racial equity. 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94Progra* Seq f: 09 Prograa Naaie: School Operations Prograai Code: Prograai Goal: Plan Reference Page Nimtier 12. Page 44 1. Page 44 1.1 Page 44 1.2 Page 44 1.3 Page 44 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primry Leader: Estelle Matthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date Page: 206 Revision Date: July 26, 1994 Robertson, Gremillion and Anderson Responsibility Evaluation Criteria 12. To establish recruitment prograaK for representat i on positions. of minorities in all July 1, 1993 Jine 30, 1994 12. Increase in representation of minority persons as ccmpared to baseline data. 1. Create pool of currently-certified teacher applicants and of students pursuing certification. 1.1 Share applicant pools with PCSSO/NLRSO (see collaborative) 1.1 (Collaborative\" refers to the Desegregation Plan) 1.2 Share with NLRSO/PCSSO recruitment processes at local, state, and regional schools with particular concentration on schools (colleges) with populations of minority students. 1.2 (Each district will share and evaluate their recruitment process as it relates to the recruitment of minority students) 1.3 Establish \"in school\" recruitment procedures for Juiior and senior high school students who evidence an interest in the teaching profession. 004 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 Jine 30, 1994 June 30, 1994 (Director of Human Resources, Minority Recruiter, Asst. Supts.) Huaan Resources Direetors-- three districts (LRSO Minority Recruiter) Huaan Resources Directors*- three districts (LRSO Minority Recruiter) Practicing teachers (three districts) on a voluntary basis. Principals, Kuaan Resources Office, Teacher Sponsors of FTA (LRSD Minority Recruiter, Counselors) 1. (The number of applicants in the pool (by race and gender) will be recorded in the Human Resources Office and updated each semester) 1.1 Completion of task 1.1 (The nuiber and names of applicants by race and gender will be shared with the other school districts) 1.2 Preparation of and implementation sharing plan 1.2 (The list of college students and teacher applicants recruited will be kept by name, race, and gender by each district for sharing) 1.3 lapleaientation of procedures 1.3 (Survey high schools to determine the number of students by race and gender who are participating in the Teachers of Tomorrow Club)Page: 207 Program Seq *: 09 Revision Date: July 26, 1994 Program Naaie: School Operations Program Code: Priaiary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Ntarfcer 12. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Senior High Schools A. Three of the six high schools have established Teacher of Tomorrow programs. B. One of the six high schools reported in school recruitment procedures for prospective teachers during the second quarter. C. Three of the six high schools have reportedly established recruitment procedures for junior and senior high students who evidence and interest in the teaching profession. 0. Four schools have reportedly established recruitment procedures for junior and senior high students who evidence an interest in the teaching profession. Area Junior High Schools A. Two of six schools indicated the establishment and use of Teacher of Tomorrow for recruiting students interested in the teaching profession. B. Three of the six schools reported the establishment of \"in school\" recruitment procedures. C. One of the six schools noted the establishment and activity Teacher Appreciation Day. D. Two area schools reported the establishment of \"in school\" recruitment procedures. Junior High Magnet Schools A. One magnet school hosts pre- professional students from five universities. 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 005Page: 208 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Naiae: School Operations Progran Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page MuNber 1.4 L 44 12. (contd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. Both magnet schools reported the establishment of in school recruitment procedures. C. At one of the tuo magnet junior highs, students reportedly shadow teachers in Career Orientation Class project. Elementary Area Magnet Schools A. B. 10/01/93 01/03/94 12/31/93 03/30/94 Clubs organized in two schools. One school has established a Teachers of Tomorrow Club for sixth grade students. Incentive Schools A. One school reports the organization of a Teachers of Tomorrow Club. purchased for 6th graders profiling careers in education. Videos were 1.4 Provide internship prograas at district schools for aspiring teachers and aspiring adainistrators. Senior High Schools 08/24/93 10/01/93 08/24/93 July 1, 1993 09/30/93 12/31/93 09/30/93 Jwie 30, 1994 Collaborative effort with local universities, Huaan Resources Office, Educational Programs (Director of Teachers of Tomorrow) 1.4 Increase in pool of (minority) teacher/ administrator applications for LRSD 1.4 (Document the number of internship programs and the number of aspiring minority teacher/administrator applicants who participated in the programs)Page: 209 Program Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Umber objectives Strategies Beginning Date Cosfsletion Date Responsibility Evaluation Criteria A. One high school has a teacher who is currently enrolled in an internship program for administrators. B. Two of the six high schools reported the existence of internship programs. C. Two schools reported the existence of internship programs. 08/24/93 01/03/94 04/01/94 09/30/93 03/30/94 06/30/94 00*7PrograM Seq *: 09 Program Name: School Operations Program Code: Program Goal: Plan Reference Page Nisifcer 13. L 45 1. L 45 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prinary Leader: Estelle Matthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date Page: 210 Revision Date: July 26, 1994 Robertson, Gremillion and Anderson Responsibility Evaluation Criteria 13. To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. July 1, 1993 Jine 30, 1993 13. Evaluation of school iifw-ovement plan and annual report. 1. Provide school-based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities. 1. (SES = Socio-Economic Status) Senior High Schools A. Three of the six high schools conducted planning activities that required the use of data analysis. B. One of the six high schools reported on activity on school-based planning to evaluate school racial, gender, SES disparities. C. Two of the six high schools conducted planning activities which required the use of data analysis. D. Two high schools conducted planning which require the use of data analysis during the fourth quarter. Area Junior High Schools A. One of six schools presented a student assistance program as a means for addressing relative disparities. July 1. 1993 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 Jiaie 30. 1994 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 (Principals\nStaffs,\nEducational Programs\nPlanning, Research, \u0026amp; Evaluation\nAsst. Supts.) 1. (Assessment of individual school improvement plan will show an increase in student achievement and a reduction in disparity by race and gender)Page: 211 Program Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nimtier Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria B. One of the six schools reported school-based planning based on analysis of all available data uas occurring. 10/01/93 12/31/93 13. (cont'd) C. Two of the six area Junior highs conducted planning activities that required the use of data analysis. D. Provision for school-based planning based on analysis of all available data and a specific format for addressing school racial, gender and SES disparities occurred at two areas junior high schools. Ex: At on school, faculty and steering coimiittee meetings held discussions about student achievement. Junior High Magnet Schools A. Both magnet Junior highs conducted planning activities which required the use of data analysis. Elementary Area Magnet Schools A. Data is on file at four schools. B. Four elementary magnet schools report providing school-based planning based on analysis of all available data. C. All elementary magnet schools reported providing school-based planning based on analysis of all available data. Elementary Interdistrict Magnet Schools A. Both schools report having their Annual School Plans revealing the increase in student achievement and therefore reducing disparities based on assessment by race and gender. Qog 01/03/94 04/01/94 01/03/94 08/24/93 01/03/94 04/01/94 08/24/93 03/30/94 06/30/94 03/30/94 09/30/93 03/31/94 06/30/94 09/30/93Page: 212 Progran Seq *: 09 Revision Date: July 26, 1994 Progran Nane: School Operations Progran Code: Prinary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nuaber Objectives Strategies Beginning Date Ccmpletion Date Responsibility Evaluation Criteria B. Both schools report reviewing the Annual School Plan, school profile, and NCE data analysis to address school racial, gender, and disparities. 10/01/93 12/31/93 13. (cont'd) C. Both schools report providing school- based planning based on analysis of all available data. D. Both schools report providing schoolbased planning based on analysis of all available data. Incentive Schools A. One school responded to strategies of analysis of all available data. Elementary Area Schools A. Eight schools provided school-based analysis in their Annual School Plan. B. Six area schools report providing school-based planning based on analysis of all avallable data. 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 C. Eighteen schools report providing school-based planning based on analysis of all available data. 01/03/94 03/31/94 0. Nineteen schools report providing school-based planning based on analysis of al I available data. 04/01/94 06/30/94 1.1 L 45 1.1 Formulate guidelines for school iaprovement plans which will lead to specific achievement increases and interventions to assist students. July 1, 1993 June 30, 1994 Educational Program\nCanaittees of Principals\nPlanning, Research, \u0026amp; Evaluation 1.1 Formulation of guidelines, plans, and interventions 1.1 (School improvement plans wi11 reflect achievement increases in targeted students) Area Junior High SchoolsPsge: 215 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Name: School Operations Progran Code: Prinary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Nurber objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria A. Guidelines have been formulated at one of the six area junior high schools. B. One area junior high school formulated guidelines for school inprovement plans. Junior High Magnet Schools A. Guidelines have been formulated for school improvement plans and are utilized regularly to assist in achievement increases. Elementary Area Magnet Schools A. Guidelines formulated at four schools. Elementary Interdistrict Magnet Schools A. One of the two schools report reviewing the Annual School Improvement Plan to enhance student achievement. Incentive Schools A. Five schools report the Annual School Plan contains guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 01/03/94 04/01/94 01/03/94 08/24/93 10/01/93 08/24/93 13. (cont'd) Elementary Area Schools A. Eight schools report that the Annual School Plan contains guidelines for school improvement which will lead to specific achievement increases and instructions to assist students. B. Tuo schools report reviewing the Annual School Improvement Plan to enhance student achievement. 03/30/94 06/30/94 03/30/94 09/30/93 12/31/93 09/30/93 08/24/93 10/01/93 09/30/93 12/31/93 401Page: 214 PrograM Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Huifcer 1.2 L 45 13. (contd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Five area schools report having school wide planning to address achievement. 1.2 Via disaggregation of data relative to: (Specific date with reference to:) a. student performance b. discipline c. attendance d. participation in school activities e. placement in classes Senior High Schools A. Three high schools conducted data collection and analysis activities in preparing the School Improvement Plan. B. One of the six schools reported that the School Improvement Plan addressed issues of student performance, discipline, attendance, participation in activities, and placement. C. Two of the six high schools conducted data collection and analysis activities. 0. Three high schools conducted data collection and analyses activities the fourth quarter. Area Junior High Schools A. Two of the six area junior high schools reported strategies to address the relative disparities. B. Two of the six schools reported the disaggregation of data relative to the associative items. 01/03/94 July 1. 1993 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 03/31/94 June 30, 1994 09/30/93 12/31/93 03/30/94 06/30/94 09/30/93 12/31/93 School staffs, Principals, School laproveaent Teaae 1.2 Disaggregated outcoae- based data 1.2 (Data will reflect an increase in student performance, positive discipline and attendance, participation in school activities, and equitable placement in classes)Page: 215 PrograM Seq *: 09 Revision Date: July 26, 1994 Program Mame: School Operations Program Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, GremiIlion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Plan Reference Page Nudaer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. One of the six junior high schools conducted data collection and analysis activities in preparing the school improvement plan. D. Two area junior high schools docimented activity related to the disaggregation of data. Junior High Magnet Schools A. One of the two magnet schools reported an analysis of relative data had been completed for school profile. B. Data is reportedly disaggregated and available for use at both magnet junior high schools. Elementary Area Magnet Schools A. Data disaggregated by four schools B. Four schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. C. Five schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. Elementary Interdistrict Magnet Schools A. Both schools report following the specific data in reporting performance. B. Both schools report referring to the school profile and quarterly district reports to determine appropriate instructional r\u0026gt;eeds. C. Both schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. 01/03/94 04/01/94 10/01/93 01/03/94 08/24/93 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 03/30/94 06/30/94 12/31/93 03/30/94 09/30/93 03/31/94 06/30/94 09/30/93 12/31/93 03/31/94 403Page: 216 PrograM Seq f: 09 Revision Date: July 26, 1994 PrograM Name: School Operations PrograM Code: PriMary Leader: Estelle Matthis Secondary Leader: Robertson, GreRiillion and Anderson PrograM Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Mirfcer 1.3 L 45 13. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria D. Both schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. Incentive Schools A. Two schools report that data relative to the five subjects is recorded in the Annual School Plan. Elementary Area Schools A. Eight schools report data relative to the above strategies is addressed in their School Profiles or Annual School Plan. B. Five schools report referring to the school profile and quarterly district reports to determine appropriate instructional needs. C. Sixteen schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. D. Nineteen schools report referring to the school profile and quarterly district report to determine appropriate instructional needs. 1.3 Train staff to deal with data and iapleaentation of strategies Senior High Schools 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 July 1, 1993 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94 Jwe 30, 1994 Educational Prograas\nPlanning, Research, and Evaluation (Principals, Staff Devlp.) 1.3 Outcoaes evaluations conducted on a coaperat ive basis 1.3 (Classroom monitoring will reflect teacher utilization of test data training and increased student achievement and participation) 224Page: 217 Program Seq *: 09 Revision Date: July 26. 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coiif\u0026gt;letion Date Responsibi lity Evaluation Criteria 13. (cont'd) A. One of the six high schools reported using classroom visits during the second quarter to train staff to deal with data and implementation of strategies. B. Staff at two of the six high schools have been trained the third quarter to deal with data and implementation strategies. C. Staff at two high schools have been trained the fourth quarter to deal with data and implementation of strategies. Ex: New Staff Member Inservice. Area Junior High Schools A. One of the six area junior high schools reported the training of staff to deal with data and implementation of strategies. B. One area junior high school reported activity relative to the training of staff to deal with data and implementation of strategies. For example, the school provided inservice to teachers by counselors. Elementary Area Magnet Schools A. One magnet school has received a Rockefeller school improvement grant to help train staff to deal with data and implementation of strategies. 6. Five schools reports the monitoring of teachers convnitments to effective instructional strategies. C. Five schools reports the monitoring of teachers commitments to effective instructional strategies. Elementary Interdistrict Magnet Schools 10/01/93 01/03/94 04/01/94 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 12/31/93 03/30/94 06/30/94 03/30/94 06/30/94 12/31/93 03/31/94 06/30/94Page: 218 Prograai Seq f: 09 Revision Date: July 26, 1994 Prograai Maae: School Operations Prograai Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Prograai Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Wmfeer 1,4 L 45 13. (contd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. One of the two interdistrict schools reports monitoring of teachers' commitments to effective instructional strategies. One school reports providing multicultural monitoring and providing ongoing staff development inservices. B. Both schools reports the monitoring of teacher conmitments to effective instructional strategies. Elementary Area Schools A. Five area schools report the monitoring of teachers' commitments to effective instructional strategies. B. Eighteen area schools reports the monitoring of teacher commitments to effective instructional strategies. C. Nineteen schools reports the monitoring of teacher commitments to effective instructional strategies. 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.4 (Frequent monitoring of students progress through the use of interim reports, report cards, classroom assessments, and annual report) Senior High Schools A. Two high schools reviewed interim reports during September 1993. B. One of the six schools reported evaluating outcomes of interventions during the second quarter. 10/01/93 01/03/94 10/01/93 01/03/94 04/01/94 July 1. 1993 08/24/93 10/01/93 12/31/93 03/31/94 12/31/93 03/31/94 06/30/94 Jioe 30, 1994 09/30/93 12/31/93 Principal, School Staff, School laprovement Team 1.4 (Report will be used to make and implement reconnendations of corrected actions)Page: 219 Progran Seq *: 09 Revision Date: July 26, 1994 Progran Nane: School Operations Progran Code: Priiaary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goat is to provide equitable educational opportunities for all students in the LRSD. Plan RefererKe Page Wtufcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Two of the six high schools reportedly evaluations outcomes of interventions using milestone reports. 0. Two high schools reportedly evaluated outcomes of interventions using milestone reports. Ex: Assessment of Retention List of Students with failing grades. Area Junior High Schools A. Evaluation was conducted by two of the six junior high schools. B. Three area junior high schools evaluated outcomes of interventions via milestone reports and final yearly reports. Junior High Magnet Schools A. One magnet school reported using interim reports, report cards, classroom assessments, and annual report for evaluation of intervention outcomes. B. Two of the six schools reportedly evaluated intervention outcomes via milestone reports and final yearly reports. Example: Grade Distribution Report C. Milestone reports have been reviewed at both magnet junior high schools during the third quarter. Elementary Area Magnet Schools 13. (cont'd) A. Evaluation conducted by three schools. B. One magnet school reported quarterly reviews of grade distributions as milestone reports. C. Four schools report having a process to review an evaluate outcomes of interventions via reports. 01/03/94 04/01/94 01/03/94 04/01/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 03/30/94 06/30/94 03/30/94 06/30/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 A O (Page: 220 Prograai Seq *: 09 Revision Date: July 26. 1994 PrograM MaMe: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportKiities for all students in the LRSO. Plan Reference Page Wmfccr Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Four schools report having a process to review an evaluate outcomes of interventions via reports. Elementary Interdistrict Magnet Schools A. Both schools report having interventions available as a result of all reports received concerning student progress. B. Both schools continue to review printed student/parent reports as they pertain to school objectives and goals. C. Both schools report having a process to review an evaluate outcomes of interventions via reports. D. Both schools report having a process to review an evaluate outcomes of interventions via reports. Incentive Schools A. Five schools report that the interim reports for parents have been used to report student successes and/or needs. Elementary Area Schools A. Eleven schools report that the interim reports for parents have been used to report student achievement and/or needs. B. Eight area schools report having a process to review and evaluate outcomes of interventions via reports. C. Twenty area schools report having a process to review and evaluate outcomes of interventions via reports. D. Twenty-three schools report having a process to review and evaluate outcomes of interventions via reports. /log 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 08/24/93 10/01/93 01/03/94 04/01/94 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 09/30/93 12/31/93 03/31/94 06/30/94Page\n221 PrograM Seq f: 09 Revision Date: July 26, 1994 Program Naate: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goat: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Himber 1.5 L 45 13. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Re-assessaient of and modification of objectives and strategies. Senior High Schools A. One of the six high schools reported the implementation of the Alternative Assessment Program as a modification based upon re-assessment. B. One high school reported the implementation of the alternative assessment program s a modification based upon re-assessment. Area Junior High Schools A. One of the six area junior high schools reported activity related to the re-assessment of and modification of objectives and strategies. B. The review of the annual plan and the continued review of C.O.E. strategies were used for re-assessment at two of the six junior high schools. C. Re-assessment of and modification of objectives/strategies reportedly occurred at two area junior high schools. Junior High Magnet Schools A. One of the two junior high magnet schools reported re-assessment of objectives has occurred as a monitoring tool. Elementary Area Magnet Schools A. Review COE July 1, 1993 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 01/03/94 08/24/93 Jiste 30, 1994 03/30/94 06/30/94 12/31/93 03/30/94 06/30/94 03/30/94 09/30/93 B. One school reports re-assessment and modification of strategies and objectives in monthly grade level meetings. 10/01/93 12/31/93 Assistant S(\u0026lt;}ts., Principals, Staffs 1.5 (Revise school improvement plan based upon quarterly assessment) A nqPage: 222 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograai Nane: School Operations Prograai Code: Priaary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Plan Reference Page Nuiijer 1.6 L 45 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Four schools report revising their school improvement plans as needed based on quarterly assessments. D. Four schools report revising their school improvement plans as needed based on quarterly assessments. Elementary Interdistrict Magnet Schools 01/03/94 04/01/94 03/31/94 06/30/94 13. (cont'd) A. Both schools report that modifications of their Annual School Plans will be ongoing as needed to meet the needs of their students. B. Both schools report revising their school improvement plans as needed based on quarterly assessments. C. Both schools report revising their school improvement plans as needed based on quarterly assessments. Elementary Area Schools A. Six schools report that based upon quarterly assessments, the Annual School Plan will be reviewed as needed. B. Six area schools report revising their schools' improvement plans as needed based on quarterly assessments. C. Fifteen schools report revising their school improvement plans as needed based on quarterly assessments. 0. Seventeen schools report revising their school inprovement plans as needed based on quarterly assessments. 1.6 Creation of final plan and strategies. Senior High Schools ^10 08/24/93 10/01/93 04/01/94 08/24/93 10/01/93 01/03/94 04/01/94 July 1, 1993 09/30/93 12/31/93 06/30/94 09/30/93 12/31/93 03/31/94 06/30/94 Jine 30, 1994 Principals, School StaffsPage: 223 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Mane: School Operations Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Muitoer Objectives Strategies Beginning Date Coay\u0026gt;letion Date Responsibility Evaluation Criteria 13. (cont'd) A. Three high schools reported the creation of final plan and strategies. Area Junior High Schools A. One of the six area junior high schools reported activity toward the creation of final plan and strategies. B. Two area junior high schools reported the creation of final plan and strategies. Elementary Area Magnet Schools A. B. 04/01/94 10/01/93 04/01/94 06/30/94 12/31/93 06/30/94 COE in place at one school. One school reported its five-year COE plan has been accepted and approved. C. Four schools reported following recofmended strategies based on the school's annual improvement plan. 0. Three schools reported following recommended strategies based on the school's annual improvement plan. Elementary Interdistrict Magnet Schools A. Both interdistrict magnet schools reported following reconmended strategies based on the schools annual improvement plan. 6. Both schools reported following reconmended strategies based on the school's annual improvement plan. C. Both schools reported following reconmended strategies based on the school's annual improvement plan. Elementary Area Schools A. Six schools report submitting the Annual School Plan and revising strategies as necessary. 08/24/93 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 04/01/94 08/24/93 09/30/93 12/31/93 03/31/94 06/30/94 12/31/93 03/31/94 06/30/94 09/30/93Page: 224 Progran Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Nudier Objectives Strategies Beginning Date Cospletion Date Responsibility Evaluation Criteria B. Three schools reported following reconvnended strategies based on the school's annual inprovement plan. C. Thirteen area schools reported following recommended strategies based on the school's annual improvement plan. 10/01/93 01/03/94 12/31/93 03/31/94 D. Sixteen area schools reported following recommended strategies based on the school's annual improvement plan. 04/0194 06/30/94 1.7 L 45 1.7 Annual assessment of outcomes of yearly plan. July 1, 1993 Jme 30, 1994 Deputy/Assoc. and Asst. Sipts., Principals, Staffs, School Improvement Team 1.7 Assessment process and reamdiation plans for areas in need of iaprovement 1.7 (Annual progress report) Senior High Schools A. Three high schools documented activities relative to the annual assessment of outcomes of the year plan. 04/01/94 06/30/94 Area Junior High Schools A. One of the six area junior high schools reported activity toward the annual assessment of outcomes of yearly plan. 10/01/93 12/31/93 B. One area junior high school reported activity relative to the annual assessment of outcomes of yearly plan. 04/01/94 06/30/94 Elementary Area Magnet Schools A. Refer to annual review. 08/24/93 09/30/93 B. Three Elementary magnet schools report providing feedback and other information significant to progress made to date. 04/01/94 06/30/94 Elementary Interdistrict Magnet Schools 4 10Page: 225 Program Seq *: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Coal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Muiber Objectives Strategies Begiming Date Conpletion Date Responsibility Evaluation Criteria 13. (cont'd) A. Both interdistrict magnet schools report outlining student/staff accomplishment related to school goals. B. One school report providing feedback and other information significant to progress made to date. C. Both schools report providing feedback and other information significant to progress made to date. Elementary Area Schools A. Reflection of Annual Progress Report will show assessment of outcomes of yearly plans. B. Three area schools report providing feedback and other information significant to progress made to date. B. Seventeen schools reported providing feedback and other information significant to progress made to date. C. Ten schools report providing feedback and other information significant to progress made to date. 10/01/93 01/03/94 04/01/94 08/24/93 10/01/93 04/01/94 01/03/94 12/31/93 03/31/94 06/30/94 09/30/93 12/31/93 06/30/94 03/31/94 ^\"3Progran Seq f: 09 Progran Nane: School Operations Progran Code: Program Coal: Plan Reference Page Nimber 14. Page 46 1. L 46 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Hatthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportinities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date Page: 226 Revision Date: July 26, 1994 Robertson, Gremillion and Anderson Responsibility Evaluation Criteria 14. Provide staff developaent on an ongoing basis to staff and information to parents relative to student success. July 1. 1993 Jtfw 30. 1994 (Principal. Staff, Staff Development) 14. (List of nunbers and kinds of staff development activities provided and number of meetings or informtional sharing sessions held with parents) 1. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Senior High Schools A. Three of the six high schools reported staff development activities during the second quarter. B. Staff development inservices occurred at two of the six high schools to update the relative skills. C. Staff development inservices occurred at two schools during the fourth quarter to update the relative skills. Area Junior High Schools A. Two of the six area junior high schools reported activities toward the updating of skills of all staff and keeping staff aware of developments in their associative fields. B. Staff development activities were conducted at two of the six high schools. /II 4 July 1. 1993 10/01/93 01/03/94 04/01/94 10/01/93 01/03/94 Jww 30. 1994 12/31/93 03/30/94 06/30/94 12/31/93 03/30/94 (Principal, Staff, Staff Development) 1. Meet established guidelines of equity monitoring process 1. (Document the nud\u0026gt;er of inservice announcements made available to district staff and record the nunber of staff who participated)Page: 227 Program Seq f: 09 Revision Date: July 26, 1994 Program Name: School Operations Program Code: Primary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Program Goal\nThe intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Mmtoer Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria C. Three area junior high schools reportedly updated skills. Junior High Magnet Schools 04/01/94 06/30/94 14. (cont'd) A. One of the two magnet schools reported activity toward updating skills of staff and keeping staff aware of developments in their field of endeavor. B. Counseling sessions, counselor's meetings, and inservices are techniques used to update skills at both magnet junior high schools. Elementary Area Magnet Schools A. Staff development inservices conducted at three schools. B. One school reported that curriculun specialist registered for thirteen LRSO inservice sessions in an effort to keep all staff abreast of developments in their field of endeavors. C. Five schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. 0. four schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. Elementary Interdistrict Magnet Schools A. Both schools report having distributed staff development catalogues to their teachers to keep them abreast of current inservices. 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 04/01/94 08/24/93 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 06/30/94 09/30/93 ^^5Page: 228 Progran Seq f: 09 Revision Date: July 26, 1994 Progran Mane: School Operations Progran Code: Prinary Leader: Estelle Hatthis Secondary Leader: Robertson, Gremillion and Anderson Progran Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Huifcer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B, Both schools report communicating vision of school effectiveness through written communiques, PTA meetings, etc. 10/01/93 12/31/93 14. (cont'd) C. Both schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. D. Both schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. Incentive Schools A. Three incentive schools report having a pre-school staff meeting and a September staff meeting to keep all staff abreast of developments. 01/03/94 04/01/94 08/24/93 03/31/94 06/30/94 09/30/93 Elementary Area Schools A. Eight schools report having activities designed to update skills of staff on a regular basis. Examples: Faculty meetings, monthly foruns, quarterly summaries, staff development workshops, etc. 08/24/93 09/30/93 B. Nine schools reported that skills of all district are updated as follows: 1. Records kept on staff development participation. 2. Staff development catalogues are distributed. 3. Staff sharing professional articles in monthly meetings. 4. Post staff development announcements. C. Nineteen schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. 10/01/93 01/03/94 12/31/93 03/31/94 /nrPage: 229 Prograa Seq *: 09 Revision Date: July 26, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Robertson, GremiUion and Anderson Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Huiber 1.1 L 46 1.2 L 46 1.3 L 46 14. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria D. Nineteen schools reports that staff persons are updated on a regular basis relative to development in their field of endeavor. 1.1 Provide selections of staff developaent opportinities for individual staff and entire faculties to include but not liait to: a. TESA b. PET c. Classrooa Hanageaent d. School Manageaient 1.2 Send selected staff to professional developaent sessions in order to increase the nmber of available trainers and. in return, for a coaaitment to assist with collegial staff developaent. 1.3 Provide district-wide prograas of staff developaent 04/01/94 July 1, 1993 July 1, 1993 July 1, 1993 06/30/94 Jine 30, 1994 Jine 30. 1994 Jine 30. 1994 Associate Sipt.-- Educational Prograas. Assistant Sipts.. Staff Devlp. Director. State Dept, of Educ. Assoc. Si^Jt.-- Educ. Prograas. Asst. Supts.. Staff Devlp. Director. State Departaent of Education Staff Devlp. 1.1 Provision of staff development Evidence of enhanced classrooa instruction with iaproved student perfonaances 1.2 (Conpare and access the nunber of available trainers as a result of the staff development sessions) 1.3 (Record nunber of participants and kind of staff development programs offered) A 1Program Seq *: 09 Program Name: School Operations Program Code: Program Goal: Plan Reference Page Member 15. L 47 1. L 47 1.1. L 47 LRSD FY 93-94 PROGRAM BUDGET 1X)CUMENT Primary Leader: Estelle Hatthis Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Objectives Strategies Beginning Date Conpletion Date Page: 230 Revision Date: July 26, 1994 Robertson, GreffliUion and Anderson Responsibility Evaluation Criteria 15. To collaborate with PCSSO and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregation efforts. 1. To create a collaboration whereby all students in all schools in the three districts (LR, NLR, and PC) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. 1.1 Contained in the \"Inter-district Desegregation Plan.\" July 1, 1993 See Inter- district Plan Jine 30, 1994 See Interdistrict Plan (Superintendents and staff from the three districts) LRSO Deseg, Dept. (Delete Deseg. Dept.) (Assoc. Supt. for Desegregation) Si^aerintendents and staff of three districts 15. (Record of the number and kind of collaborative meetings held by the parties) 1. (Evidence of successful implementation of collaborative plans) 1.1 Successful 'R\u0026gt;1ementation of collaborative plan. Positive, measurable outcomes for students, staff, and the three districts in areas addressed ^^8LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 09B Page: 1 Revision Date: August 6, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Ui Iliams Secondary Leader: Central Office Administrators Program Description: School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. District Goal Support: Program Goal: Plan References: FY Program Budget: YTD Expenditures: General cooperation among the Pulaski County districts is necessary. ourselves to the following programs and services in the districts\nUnderlying principles will include\nA collaborative effort is crucial to the success of this countywide desegregation plan. Ue conwiit All students will be accorded equal opportunity te participate in all academic and extracurricular or race\nall students, school plans and goals\n____________________all district staff and parents will develop and model high expectations for the success of all students without regard to gender all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of special efforts will be concentrated on increasing parental involvement in the schools\nneeds for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nstaffing and staff recruitment will reflect student equitable basis\npolicies directed toward students will reflect an awareness of diversity in the student population, providing for an orderly, supportive learning environment. staff assignments will be made on an its background and learning styles, while also Create a col loboration whereby all students in all schools in the three districts (LR. MLR, and PCSSO) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Follow Interdistrict Desegregation Plan. Ensure that equity occurs in all phases of school activities and operations. The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. L 30--L 47 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE [ Related Function Codes: 1 gLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 09B Revision Date: August 6, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Page 30 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and staff. Principals,, Assistant Supts., Assoc. Supt.) 1. (Sufficient program personnel are in place to meet the needs of all students in the program as measured by the monitoring instrument) 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for the implementation of the desegregation plan. Assistant Superintendent (Robertson) A. Review all building and classroom schedules. (This activity was initiated 07/01/94 and a completion date of 03/31/94 is docimented for the third reporting period.) B. Review all personnel changes. (This activity was initiated 07/01/93 and 75X completion was reported the end of the third quarter.) C. Review ADE reports. (This activity was introduced 07/01/93 and a 75X completion was reported 03/31/94.) documented.} D. Reviewed all building and classroom schedules, all personnel changes, and ADE reports. (This activity was initiated 07/01/93 and was completed at the end of the fourth quarter.) Assistant Superintendent (Gremillion) A. Correspondence was sent to all nineteen schools outlying expectations for the schools in submitting their annual school plans in August, 1993. 01/03/94 01/03/94 01/03/94 04/01/94 01/03/94 03/31/94 03/31/94 03/31/94 06/30/94 03/31/94 4 OPage: 3 Program Seq #: 09B Revision Date: August 6, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 1.1 Page 30 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Review annual school plan of all nine- teen elementary schools in October, 1993. C. Critiqued each plan and recorded on a form the evidence of goals addressed, test scores safety plans, and recommendations for change needed if any. \u0026lt; occurred in October, 1993.) (Achievement D. Pre-school on-site visits were made on an on-going basis to ensure readiness and preparation in August, 1993. E. On-site visits, observations, and conferences with principals were ongoing. (The achievement reportedly occurred 08/93-06/30/94.) Assistant Superintendent (Anderson) A. Review master schedules of all secondary schools.(Item initiated and completed 07/93-09/30/93.) B. Review all personnel changes. (Activity was initiated 07/93 with 75X completion reported at the end of the third quarter.) C. Review ADE certification reports. (Item completed 10/93-03/31/94.) D. Review Annual Reports 1.1 Appoint school-based biracial committees to monitor implementation and data. (Report to faculty) Assistant Superintendent (Robertson) 01/03/94 01/03/94 04/01/94 01/03/94 01/03/94 01/03/94 04/01/94 07/01/93 03/31/94 03/31/94 06/30/94 03/31/94 03/31/94 03/31/94 06/30/94 06/30/94 Principals. Assistant Supts. 1. (Satisfactory compliance with the Education Equity Monitoring Document) 1.1 Survey of staff  patrons 1.1 School-level documentation of quarterly meetings (minutes, rosters)Page: 4 Program Seq #: 09B Revision Date: August 6, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. School Biracial Committees established. (Activity started 07/01/93 and completed 12/31/93.) B. Review reports of convnittee formation and committee activities. (Activity convnenced 07/01/93 and 75X completion was reported at the end of the third quarter.) C. Review reports of convnittee formation and convnittee activities. (Activity convnenced 07/01/93 and 100X completion occurred at the end of the fouth quarter.) Assistant Superintendent (Gremillion) A. Review of school profiles to monitor the establishment of the Biracial Convnittee. (The achievement was introduced 10/93 and 75X was reported the end of the third quarter.) B. All schools reported the impleroentaiton and monitoring of their biracial teams. (The achievement reported started 10/93 and was completed 06/30/94.) Assistant Superintendent (Anderson) A. School Biracial Convnittees established. (Item executed 7/93-10/93.) B. Review reports of committee formation and convnittee activities. (Item initiated 10/93 with 75% completion at the end of the third quarter.) 1.2 A district-wide biracial committee will monitor district-wide desegregation efforts and data and (report to Board) Associate Supt. of Desegregation /I no 01/03/94 01/03/94 04/01/94 01/03/94 04/01/94 01/03/94 01/03/94 01/01/93 03/31/94 03/31/94 06/30/94 03/31/94 06/30/94 03/31/94 03/\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\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_1337","title":"Proceedings: ''Hearing RE: Pulaski County Special School District (PCSSD) Budget Cuts''","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. 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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 management and organization"],"dcterms_title":["Program planning and budgeting process, revised"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/684"],"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\nfl fl fl n LITTLE ROCK SCHOOL DISTRICT 816 WEST MAREHAM STREET LITTLE ROCK, ARKANSAS 72201 II RECEIVED II AUG 2 4 1994 d Office of Desegregation Monitoring d d H d d d d PROGRAM PLANNING AND BUDGETING PROCESS AUGUST 1994mm I LITTLE ROCK SCHOOL DISTRICT nn n Ml II Ml I I M I Ml PROGRAM PLANNING AND BUDGETING PROCESS II AUGUST 1994 II uu SI SI Little Rock School District PROGRAM PLANNING AND BUDGETING AUGUST 1994 SI Bl General Concept A comprehensive program planning and budgeting process (Process) improves the districts ability to allocate its revenue rationally and, therefore, have maximum impact on achieving the goals of the district. Linking program objectives and program expenditures assures that money is being spent appropriately. This document serves as an explanation of the Little Rock School Districts (LRSD) program planning and budgeting process (see Attachment During the Process, the following will occur: 1. The needs of the District, particularly legal obligations under the desegregation and settlement plans, will be determined. 2. Goals and objectives will be defined. 3. Programs to achieve those objectives, particularly those required by the desegregation plans, will be defined. 4. Performance standards and expenditures will be established and measured. 5. Information for corrective decision-making will be prepared. Organizfltional Structure for Planning and Budgeting Process I. n. If Key Players - The Superintendent leads the Process with direct support from the Council/Cabinet. The Board is the ultimate decision-maker for the Process. Description - The Process is led by the Superintendent with direct support from the Superintendents Council/Cabinet. The Process is coordinated by the Director of Planning, Research, and Evaluation (PRE) and the Manager for Support Services who both serve on the Superintendents Council. n B B B B B B B B A. B B. B B The Board provides guidance for developing the planning and budgeting calendar. The calendar allows the Board to continuously monitor progress of the Process. The Director of PRE is the lead planning person. He/she ensures that the planning process is conducted according to established timeframes, provides technical assistance, coordinates the planning process, collects appropriate reports, coordinates the preparation of related documents, and advises the Superintendent and Board on the Process. In addition, the lead planning person is responsible for ensuring that all requirements from the desegregation plans and court orders are integrated into the Process. IB LRSD - PROGRAM PLANNING AND BUDGETING Page 2 Bl c. B| The Director of PRE is to be assisted by a Planning, Research, and Evaluation Specialist whose major responsibility is district-wide planning. Specialist is located in the PRE office. The PRE B| I Bl in. Outcome - An organizational chart that displays the current lines of authority and responsibility is attached (see Attachment 2). The primary planning and budget development tasks are finalized and included on a Project Management Tool by July (for the July Court submission). rv. Timeframe - The organizational chart is reviewed by July to ensure that the August configuration is the most effective and efficient arrangement. Necessary revisions and adjustments are made by that time. Bl Bl Needs Assessment The needs assessment is a process for comparing the current situation with the desired conditions. I. Key Players - The Superintendent provides leadership and direction for the Needs Bl Assessment process. The lead planning person coordinates the process. The II n. II II Superintendent and the Council/Cabinet identify the needs. The Superintendents Council/Cabinet is responsible for directing the staff in the collection of assessment information. Description - Utilizing a combination of district-wide perceptual and objective instruments, data are collected and analyzed to determine fije n^s of the students, parents, teachers, and administrators. Perceptual information is collected through broad-based input sessions such as town hall meetings (referred to as community forums the previous year) and district dialogue sessions. I A. II II B. I c. At least three town hall meetings are conducted. One town hall meeting each for area schools, magnet schools, and incentive schools are scheduled. Every effort is made to locate strategically the sessions to encourage maximum participation. Additional sessions may be scheduled with other focus groups, when appropriate. One district dialogue is conducted with principals, teachers, classified staff, and central office administrators. An administrative work session is conducted to review and analyze various n districtwide reports and objective data, reviewed: The following kinds of data are n 1. 2. 3. Arkansas Minimum Performance Test Results Stanford Achievement Test Results Planning, Research, and Evaluation Monitoring ReportsLRSD - PROGRAM PLANNING AND BUDGETING Page 3 R R R R R R 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Desegregation Monitoring Reports Audit from the Office of Desegregation Monitoring/Arkansas Department of Education Court Orders Audit Curriculum Audit/Arkansas Department of Education Standards School Climate/Human Relations Survey Results Districtwide Facilities Study Proportional Allocation Formulas Study Program Inventory Personnel Study Blue Ribbon Committee on Safety and Security Report Coopers Lybrand Report National Academy for School Executives/National Curriculum Audit CenterCurriculum Audit Report R D. A comparison between identified needs and the Program Inventory is conducted to determine whether or not programmatic gaps and areas of need exist. R R R R in. Outcome - The outcome of the administrative work sessions, town hall meetings, and district dialogue sessions is a list of needs in the curriculum, desegregation, and support areas that are rank ordered based on supporting data. The Superintendent and Council/Cabinet identify program(s) in need of evaluation. rv. Timeframe - The Needs Assessment begins in June with data collection. An initial list of needs is developed in September. The final list is developed in December after completion of town hall meetings, district dialogues, and other assessment reports. Broad-Based Feedback Broad-based feedback is designed to provide feedback to the various groups who participated in town hall meetings and district dialogues (as a counterpart to the Needs III Assessment process), appropriate. Every effort is made to include other interested groups, if m R R H I. Key Players - The Board and the Superintendent will provide direction for broad-based feedback. The Director of Communications, with assistance from the lead planning person, will develop a plan for disseminating information. n. Description - Broad-based feedback sessions are designed to provide planning and budgeting process information to the community and LRSD employees. Target populations are the same as those at the broad-based input sessions conducted in September and October. in. Outcome - Positive community support in recognition of the thoroughly planned budgeting process may be generated.aq LRSD - PROGRAM PLANNING AND BUDGETING Page 4 q q q q q q q q q q q I IV. Timeframe - Broad-based feedback sessions will be conducted the following March and April. Program Inventory Prior to the Needs Assessment period, which starts in June for the next budget year, the Program Inventory process begins\ncurrent desegregation and non-desegregation programs are identified. A final review of programs occurs in mid-September (following final budget submission) to identify any program changes that may have occurred since the initial program inventory. I. Key Players - The Superintendent provides overall direction, and the Board reviews the findings. The lead planning person coordinates the collection of basic data and prepares the data into appropriate documents for use in goal setting and program modification and/or development.   The Council/Cabinet and staff collect the n. necessary data. Description - The list of current programs and services is revised if necessary. New programs and services are identified and merged with the Program Budget Document. Likewise, programs that are no longer in place are removed from the Program Budget Document. The desegregation plan and court orders are reviewed to ensure all obligations related to compliance are operative. Primary and secondary responsible persons are identified for each program or service. Ill, Outcome - A Program Inventory Report is generated and used during the goals and objectives development process\nthe program addition, modification and development process\nand the budgeting process. rv. Timeframe - The Program Inventory process begins in May. A. list of all desegregation and non-desegregation programs is compiled by June and reviewed again in mid-September following Budget submission to the state. The Program Inventory may be revised as needed. Planning and Budget Goals The goal setting process guide all actions of the administration. The process defines the expected outcomes for a specified period of time. I. Key Players - The Board and Superintendent provide leadership for identifying the The Council/Cabinet provides assistance and mission and goals of the district. n. support by defining objectives for programs which will satisfy the accepted goals. The goal setting process is coordinated by the lead planning person. Description - The Board conducts a work session. After reviewing the preliminary list of issues for the Needs Assessment and the Program Inventory Report, the Board\nA. Reviews and revises, if necessary, the mission statement.LRSD - PROGRAM PLANNING AND BUDGETING n Page 5 B. u q c. Establishes written goals/objectives. The goals and objectives define what the district expects to realistically accomplish for the year. Goals and objectives that conflict with the desegregation plan are not adopted. Reviews and provides guidance related to proportional allocation formulas (materials and supplies, staffing, etc.). q D. Establishes written priorities. These priorities guide staff in program modification and program development, as well as help allocate funding and resources during the budgeting process. q E. q m. q q q II II II n II q Considers strategies for funding shortfalls. The Council/Cabinet works to ensure that program goals and evaluation criteria are linked to the established goals. Outcome - At the conclusion of the goal setting session(s), the Board publishes: A. B. C. The A written mission statement Written goals A list of priorities staff revises program objectives and evaluation criteria as needed for each program, and these are incorporated into the Program Budget Document. rv. Timeframe - Although the goal setting process is dependent on the Needs Assessment and Program Inventory, it operates concurrently with them. The Board work session is conducted in September. Program objectives and evaluation criteria are subsequently revised as needed by appropriate staff. A status report is provided to the Board in November. Program objectives and evaluation criteria Program Development If a service or program does not exist to support needs addressed by the defined goals, it may be necessary to develop a program or modify an existing program. Any additions, modifications, or deletions are supported by a business case (see Attachment 3) as outlined in n, A below. I. n. Key Players - The Superintendent will provide leadership and guidance to ensure that goals are achieved by offering the best possible programs. The Council/Cabinet will provide direction to staff in developing, modifying, and implementing effective and efficient programs. The lead planning person will monitor and advise the Superintendent throughout the program modification and development phase. Description - Programs may need to be developed to address newly identified needs or fill gaps. Current programs may be modified to meet objectives. Some programs may be eliminated. The District establishes a framework for Program Development. The framework includes, where appropriate, the following: I4 LRSD - PROGRAM PLANNING AND BUDGETING \u0026gt;1 Page 6 n A. Business Case \u0026gt;1 n n I \u0026gt;1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Executive Summary Background Problem Definition Analysis of Alternatives Recommended Alternative Objective Impact Analysis Resource Analysis Force Field Analysis General Implementation Plan B. I Appropriate changes to a Program Budget Document (see Planning Document in the Budgeting section) will be made as a result of program additions, modifications, or deletions. I I ni. Program Development - (i.e., program additions, modifications, or deletions) is conducted by staff with the appropriate Council/Cabinet level official providing oversight to ensure that all tasks are completed in a timely manner. Superintendent and the Council/Cabinet review Program Development cases to ensure that commitments in the desegregation plan are not hindered by such Program Development The \u0026gt;1 II rv. Outcome - A business case for each program that is added, modified, or deleted is written. As with existing programs, programs that are added or modified to satisfy a need include all of the elements for budget development and may be direcfiy placed into the Program Budget Document. V. II Timeframe - The Program Development phase begins in November and concludes in February. However, some programs may be identified or recommended for possible addition, modification, or deletion at an earlier date (or as part of an ongoing process, if appropriate). n n Budgeting Budget Development I. a Key Phyers - The Board is the ultimate decision-making authority on the budget. However, the Superintendent ensures that a balanced budget is developed that meets the needs and goals of the school district. The Manager for Support Services coordinates the budget preparation process, and the lead planning person ensures that the planning and budgeting components are linked appropriately. Budget managersB LRSD - PROGRAM PLANNING AND BUDGETING Page 7 fl fl n. provide input relative to his or her area of responsibility. The Controller will produce the budget information. Description - Funds, personnel, and facilities are allocated based on the goals and fl objectives of the district. Superintendent. Directions for budget preparation are issued by the These directions include the identification of all proportional fl fl fl formulas and exceptions. in. Outcome - A budget document is developed that satisfies traditional budgeting and accounting requirements with a program planning and budgeting component that links the program and budget allocations. Funding of desegregation requirements is a priority. rv. Timeframe - fl Date fl fl November December January February March fl 11 May July II fl fl fl August Task Issue instructions for budget preparation at all levels Budget managers submit requests for next school year Begin budget development________________________ Continue budget development.____________________ Revise financial forecast Prepare Proposed Budget_________________________ Prepare Tentative Budget Prepare Final Budget Board review and adoption of Budget______________ Submit budget to Arkansas Department of Education Guidelines for Proposed. Tentative, and Final Budget Development The following guidelines help define the format and expectations, to the extent possible, of what is included in the Proposed, Tentative, and Final Budgets. I. Proposed Budget A. B. The Proposed Budget should be at the detailed level. The Proposed Budget should reflect a revised budget for the current fiscal year.q LRSD - PROGRAM PLANNING AND BUDGETING Page 8 q c. q q D. The Proposed Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that have been approved to date. The Proposed Budget should reflect, in a separate listing, all additions, modifications, deletions, and shortfall strategies that are under consideration and should show the budget impact at the function and object level. q n. Tentative Budget q A. q q B. C. D. q q E. The format of the Tentative budget should be similar to the Proposed Budget but may be modified at a later date, if necessary. The Tentative Budget should be at the detailed level. The Tentative Budget should build upon the Proposed Budget. The Tentative Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that have been approved to date. The additions, modifications, deletions, and shortfall strategies should be clearly identified. (Most items should be included at the detail level by this stage.) The Tentative Budget should reflect, in a separate listing, all additions, modifications, deletions, and shortfall strategies that are under consideration, clearly showing the budget impact at the function and object level. III m. Pinal Budget q A. q B. C. q q D, The format of the Final Budget should be similar to that of the Proposed Budget but may be modified at a later date, if necessary. The Final Budget should be at the detailed level. The Final Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that the District intends to make during the fiscal year. These additions, modifications, deletions, and shortfall strategies should be clearly identified. The Final Budget should reflect what the District intends to deliver to the State Department of Education. q Planning Document (Program Budget Document) The document provides the means for monitoring program performance and expenditures throughout the fiscal year. qB  fl LRSD - PROGRAM PLANNING AND BUDGETING Page 9 fl fl I. Key Players - The Superintendent provides guidance for the maintenance of the document. The Council/Cabinet members provide program information for their respective areas. The Manager for Support Services provides financial information fl for each program. The lead planning person coordinates the updating of the n. fl fl fl document. Description - Court Orders and the Program Inventory provide the information necessary to maintain the Program Budget Document. A Council/Cabinet member is assigned as the responsible primary leader for each identified program. A secondary leader also is assigned. The primary leader is responsible for ensuring the program meets its objectives, for coordinating the required activities or strategies, and for the preparation and submission of the Program Budget Document. fl fl m. Outcome - A Program Budget Document is maintained that becomes the basis for monitoring and reporting and also serves as a guide for interim decision-making (see Attachment 4). rv. Timeframe - Reports are generated quarterly beginning with the first quarter of the fiscal year. fl Monitoring and Reporting I. 111 fl n. m. IV. Key Players - The Board and Superintendent are the recipients of the reports to assist them in oversight and decision-making. The lead planning person coordinates the process and prepares the Program Budget Document. The Manager for Support Services provides matching financial information by program. The Council/Cabinet and Staff prepare all reporting documents within their areas of responsibility. Description - The Program Budget Document is the basis for monitoring and reporting and follows an established format and design. The document merges both program performance and expenditure reporting quarterly. Programs with poor performance or expenditure problems may be addressed by corrective action during the year rather than after the year is completed. Outcome - The result is a quarterly composite progress report on identified programs within the district, supported with expenditure information. Timeframe - Reports are generated quarterly beginning with the first quarter of the fiscal year. Program Evaluation Program evaluation, provides an assessment of performance for decision-making purposes. I. Key Players - The Board and Superintendent, as recipients of the evaluations, use the information to determine programmatic direction and resource allocation. The lead planning person coordinates the program evaluation process. The Manager forLRSD - PROGRAM PLANNING AND BUDGETING Page 10 I! q q n. q q Support Services provides supporting financial information. The Council/Cabinet and staff prepare all reporting documents falling within their areas of responsibility. Description - Each program is evaluated through the districts regular program evaluation component. As programs are developed and implemented, they contain program objectives and evaluation criteria. Special evaluations may be directed by the Superintendent. Programs may also be identified for fast-track evaluation on an as needed basis if they have high impact on the goals and direction of the district. q q q in. Outcome - Program evaluation information enables the district to make programmatic decisions in the areas of program modification, program development, program deletions and resource allocation which are the result of careful planning and thoughtful analysis. rv. Timeframe - The program evaluation period for each budget year begins in June and continues until the initial decision point in the budgeting phase in December. Program Evaluation is of programs operating during the most recently completed school year. q q III III III Reassessment of Process and Organization Planning and budgeting is a continuing process (see Attachment 5, Planning and Budgeting Cycle). As such, the Program Inventory begins in May, while the Needs Assessment begins in June. A review of the Program Inventory for the future budget year is completed in September following submission of the Final Budget for the next school year. The Reassessment of Process and Organization begins in April and concludes by June of the following year. The review process requires an examination of the Process for possible changes that prove beneficial to the Districts Program Planning and Budgeting Process. The reassessment requires a review of the Districts organizational structure to ensure that it is of the best configuration to meet the Districts needs. The lead planning person reviews the process and makes recommendations for changes to the Superintendent, when appropriate. The lead planning person ensures that the planning process is implemented as designed and coordinates the activities. HI ni q Management Tool The Management Tool is submitted to the Court by the end of each calendar month (see Attachment 6). The Management Tool serves as an instrument by which the District may monitor established timelines which are cardinal to the Planning and Budgeting Process. The Management Tool identifies the responsible person(s), activities, and timelines required of-and also serves as-a Planning Budget Calendar. The Management Tool, in addition to the Program Budget Document, is an outgrowth of the concepts described throughout this document. Further, items of significant importance to the District, but not necessarily directly linked to Program Planning and Budgeting, may be added to the tool, at the direction of the Superintendent, to allow the District to monitor and focus on issues of significant importance. The Management Tool is numbered to coincide with the Fiscal Year budget for which it is associated. 1 jl4 LRSD - PROGRAM PLANNING AND BUDGETING Page 11 4 4 4 I m ni Summary One of the primary goals of the long-range planning and budget process is to instill in the minds of the patrons and others interested in the affairs of the District a sense of fiscal responsibility, accountability and internal program evaluation by the District. Such tools as the Program Inventory, Needs Assessment, and quarterly reporting serve not only to strengthen the process, as outlined in the monthly calendar of critical events, but also to increase the communitys awareness of the Desegregation Plan, the commitments it contains and the Districts carefully thought-out process designed to meet those commitments. With commitment comes the responsibility of providing funds and ensuring that the funding levels are sufficient to support those programs that are determined by the planning and evaluation process to be effective toward achieving the desired goals. Increased use and refinement of the Districts Position Control Inventory System software yields valuable data for program evaluation and budget decision making. Quarterly monitoring reports, by way of the Program Budget Document, are provided. This process, plus the program linkages serve as the basis for future funding decisions by the Board and the administration. The intent of these steps and procedures is to identify those programs which can either be modified or eliminated, thereby serving to demonstrate the level of fiscal responsibility needed to gamer community support for future requests for funding. Further, by achieving greater staffing efficiency, reducing over-use of materials and supplies (i.e., through proportional allocations, etc.) and by directing the Districts resources toward those programs which demonstrate track records of success, the District will be able to reduce or eliminate its reliance on non-recurring revenue sources. Accordingly, the long-range planning and budget process is the key component of the Districts strategy to address anticipated funding shortfalls. m III m m inq LRSD - PROGRAM PLANNING AND BUDGETING Page 12 q q ATTACHMENTS Attachment 1: Schematic Representation of the Planning and Budgeting Process q q Attachment 2: Organizational Chart Attachment 3: Business Case Format q Attachment 4: Program Budget Document Format q Attachment 5: Schematic Planning and Budget Cycle Attachment 6: q Management Tool Example q q q q q ni q q qI LRSD - PROGRAM PLANNING AND BUDGETING Page 13 q q q q q q q q q q II II II II H Attachment 1 Program Planning \u0026amp; Budgeting Process Management Tool 1995-96 5 B X 6 sr 'S 1 14 2r r F E 2^ 9 Ig\" S 10 T IT V ! J Program Evaluation Reassessment of Process and Organization Needs Assessment I 3 1 2 Program Inventory 1 Monitoring \u0026amp; Reporting Piugi Budget UuU Dittrid 6 Desegregation Plan Students Public Input 5 4 Budgeting 3 Planning \u0026amp; Budget Goali Program Development q iS JB 5 S 2 Board Of Directors JB. Little Rock School District Organizational Structure 1994-95 Draft #3 (Sub}oct Io Rovlslono) Leon Hedeaie Special Auiatard la SWR. Dr. Henry P. Williams Superintendent Estelle Matthls Deputy Superintendent  I TBA Legal Servicea 3= tH. C. Nuaaail Mayo Aaaoe. Superiniendani Oeaegregatlori o Jaaneita Wagnar Cemmuntcattona 1 Siuderd ^ugntntft Margaret Oreaiaiten Aaat. \u0026lt;\u0026lt;., Etoia. TBA AaaiSmi.. Ebat MSchoeb TBA Deeegregalior) FeoMaior DebbeMiM Vetumeera in PutAc School Principate PrincM Bedm Reiher 'erd Recrudmerd Coordmior Teacbera Taacbers *Parere bnwobremera 'Irweraive Scboda TBA Traneportaiien O May Jra CItaatkan Aaai. Or el Trartaportalion Rnpoiuibilily of Appropriile Associaie Superinlendenl Siertlng Ingram Aaaeclaie tor Inairvctien to the Deputy Superintendent I TBA Aaai.Svpt, Secandary tSScheob I TBA Raadhg Qene Pariiar - Ln^9* AiW Princtpala Teacbara Linda Young New Fdurea 1 *Albla(lca D Waler Uaratobdi AJlamabve Leamine Corder UatklWMilM Manager larStfygert ServkM Or. Robert Clewata PbrWn^ Rtaaarcitt xssmisiL *iTCp TBA I Inbriiuaien , I Butirwu Syaiama I 1 Marvin Schwarti Qrartta Wrier 2 m z ro Sludant Syalama 1 ] Foreign Language _ Denrtia Qfaagow Sdenco TBA Mathematics Marta A. McNeal Sodal Siudiaa Or. Linda Walaon Hearing Oflioer Catharine Ofl Parerd hvoivemert Loort Adama Fine ArtartJuak *lnalruolk\u0026gt;nal Tecbnology 'Phyakaf Edueatfonal Jo Evelyn Elalon PupN tervloaa Pat Price Early ChlMhood TBA StaN Development TBA HIPPY CardOreen i/ecalienal Education 1 \u0026lt; TBA Fhandal Servioei TBA - Fodaral Prognmt/ Ofrttt Doug Eaton _ Kfliwn FadMaa Sarvbaa Or.PaiyKoHef Exeapiioind Chidren JacAle BoyWn FoodServbea - Qadberry Labor ReUtiona 1 PadaRe Martin Add! Education Chartta N^ Procwramere Or. Richard Htaley Human Reaouroea LuqrLyon Lbrary Sarvfeea TBA Seourity/Rfak Managemerd TBA Tecbrttlogy Componerdq LRSD - PROGRAM PLANNING AND BUDGETING Page 15 I q q ATTACHMENTS q STCASE02 REVISED 21 APR 93 q SHORT TERM PROJECT - BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE q I. q q q q q q BACKGROUND A business case is a written presentation which identifies and describes the main features supporting the decision-making process on an issue facing the organization. The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision, and a general implementation plan for the decision. In addition to being called a business case, this type of document is sometimes refened to as an issue paper, a staff paper, a decision analysis, and a program analysis. While each of these types of presentations may vary slightly in content, the purpose remains essentially the same . . . decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective. . . . present your process and case in a logical order, providing strong rationale . . . SELL YOUR IDEA. II I. EXECUTIVE SUMMARY A. II II The Executive Summary should be a one to three page overview of the business case. It should highlight only the key points within each of the outline topics in the business case format. It is also advisable that the Executive Summary follow the same formatting as the actual presentation. It should not contain the detailed data to support the topic. Keep it at a high level...what would you want them to know if they were running after a departing flight. u n. BUSINESS CASE FORMAT AND GUIDELINES A. Background. a 1. Current situation. This section should include a clear statement of the current situation, and should be based on facts. You should consider that the reader may know nothing about the situation at hand. q Mq LRSD - PROGRAM PLANNING AND BUDGETING Page 16 q 2. Background information. Background information should include q q B. conditions leading up to the situation, and why the situation is now being considered. Previous attempts to solve the situation should be noted along with their results and short comings. Problem Definition. 1. q q I. q Problem statement. The problem section should be a concise statement which defines and describes the problem or situation. There may be a need to convince the reader that a problem exists. Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. Considerations. What seems to be the real problem? What are the causes of the problem? To what extent are they known? Who is affected? What is the magnitude of the problem? Who are the primary actors in the situation? q c. Analysis of Alternatives. 1. Process. Provide a written description of how you generated and q 2. q 3. q analyzed your alternatives. Be sure to include the participants. Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. Be sure to describe the characteristics of each in factual terms. REMEMBER ... the do nothing alternative should always be analyzed as a possibility. Analysis. Each alternative should be discussed in terms of impact: impact on objective, impact on requirements, impact on legal obligations, impact on personnel, impact on finances. The section q If D. should include a statement as to why the alternative was rejected. Each analysis should be brief, but should clearly make its point. While you should have supporting information in your files, each analysis should not be to the level of detail as that in the selected alternative. Recommendation. 1. 11 q 2. Action recommended. The recommendation follows from the analysis of alternatives. The action recommended should be written in brief, clear, positive statements. Rationale. This section should provide the rationale for selecting a particular alternative, including a summary of the primary factors supporting the decision. u Hn LRSD - PROGRAM PLANNING AND BUDGETING Page 17 n H E. Objective. 1. Objective of the recommendation. Define the objective of the II 2. il 3. recommended action, not the immediate physical outputs. Goal support. This section should include statements and examples of how this program recommendation will support specific, stated goals of the district. It is important to establish a direct relationship. Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. These will become a major component of your future plan. There must be at least one evaluation criteria for each objective, and there are usually several. M a) b) c) d) If 4. If F. If If If If If If G. If If How can estimates of progress against these objectives be made? Identify the appropriate measures of effectiveness. Both quantitative and qualitative criteria may be used. Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria going to cost more than it will yield? Expected benefits. This analysis should include an explanation of the anticipated benefits and when they are expected to be realized. It should also identify the recipients of the expected benefits. Impact Analysis. 1. 2. 3. 4. 5. 6. Program. Describe the impact of the program, both positive and negative. Call in the Expected Benefits above. If you execute this recommendation, how will it impact other programs...will something fall off the table[?] Who will be the primary actors impacted? Desegregation Plan. Desegregation Plan? How will this recommendation impact the Court Orders. How will this recommendation impact court orders? Political factors. Are there major political factors that seem to affect the situation, and how will you address them? Are your strategies in the implementation plan? Risks. This section should include a discussion of the risks of doing this program, and the risks of not doing this program. Timing. What are the major timing issues, and how will you deal with them? Resources Analysis. 1. Personnel analysis. What is the projected impact on the head count and type of position before and after the recommendation? Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? Training requirements should be included.II LRSD - PROGRAM PLANNING AND BUDGETING Page 18 II 2. II Financial analysis, examined at this point. a) All of the financial considerations should be II II b) II C) II H. I I II Ill I. II Il Il Il II All operating costs, including personnel and benefits, for each of the next 1-5 fiscal years should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should dso be included. Force Field Analysis. L 2. 3. Forces For. Who will be the primary supporters of the recommendation? Why will they support the recommendation? How can you maximize the influence of these forces? Forces Against. Who will be the primary detractors of the recommendation? Why will they oppose the recommendation? How can you minimize their influence or win them over? Confidentiality. You should determine if you want to include this section in material for public release. General Implementation Plan. 1. 2. 3. 4. Milestones. The general implementation plan should include the milestone events for monitoring. This should not be a detailed project plan. Timelines. Each milestone event should have a timeline associated with it. Tasking. Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. A single overall project/program leader should be clearly identified. Reporting. Regular status reporting procedures on the implementation plan should be identified in terms of who, what, when, and where. Status reports should be in the format of the implementation plan or an established standard reporting format. submitted on a monthly or quarterly basis. Status reports are usually Ua a a  a a  a a a LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq *: Page\n1 Revision Date: July 25. 1994 Program Name: Program Code: Primary Leader: Secondary Leader: Program Description: District Goal Support: Program Goal: [ Plan References: 1 O 2 FY Program Budget: 1st Qtr Expend: 3rd Qtr Expend: FTE z -4 YTD Expenditures: 2nd Qtr Expend: 4th Qtr Expend: 4^ [ Related Function Codes:I 1 B B B I Program Seq *: Program Name: Program Code: Program Goal: Plan Reference Page Number Objectives LRSD PY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Page: 2 Revision Data: July 25. 1994 Strategies Begirming Date Completion Date Responsibility Evaluation Criteria \u0026gt; O x 2 m 00 t  B  B   1 s s a ID I Name___________________________________________ REASSESSMENT OF PROCESS AND ORGANIZATION 2 NEEDS ASSESSMENT 3 PROGRAM INVENTORY 4 PLANNING ANO BUDGET GOALS 5 PROGRAM DEVELOPMENT 6 7 s BUDGETING Lillie Rock School OisIricI Program Planning and Budgeling Managemenl Tool (Ganll Charl) 1994 Apr I May | Jun 1D94 Jul I Aug I Sep 1994 Oct I Nov I Dec 1995 Jan I Feb | Mar 1995 Apr I May | Jun ____ 1995 Jul I Aug I Sep Oct I NoV \u0026gt; \u0026gt; n: 5 in MONITOIRNG ANO REPORTING OF OSEG AND NONDSEG PROGRAM BUDGET DOCUMENT REPORTS (1ST QUARTER\n2ND QUARTER\n3RD QUARTER' 4TH QUARTER)____________________________________________ PROGRAM EVALUATION !%%gggg^i Ptojecl Dale: 7/22/94 Crilical Noncrilical \\4r//////////////\n5S[ Progress  Mileslone | Summary If Rolled Up Jr 1 I ID 1 2 3 4 5 6 7 8 9 10 Name MAJOR SUMMARY TASK Subtask 1 Subtask II Subtask III Subtask IV Sub task V Subtask VI Subtask VII Subtask VIII Subtask IX  Scheduled Start Jun 7'94 Jun 7'94 Jun 13 '94 Jun 27 '94 Jul 11 '94 Jul 11 '94 Jul 1 a '94 Aug 1 '94 Aug 6'94 Aug 22 '94 B \u0026amp; \u0026amp; Scheduled Finish Aug 31 '94 Resource Names Jun 17 '94 Jun 24 '94 Jul 1 '94 Jul 15 '94 Jul 22 '94 Jul 29 '94 Aug 5'94 Aug 12 '94 Aug 31 '94 Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person CO \u0026gt; 2 m \u0026gt; =1 \u0026gt; a I m Z O) w LRSD - PROGRAM PLANNING AND BUDGETING Page 23 II li Attachment 7 II Proposed Planning Budget Calendar 1994-95 n Il For greater detail of monthly tasks, please refer to the most recent Management Tool. n June 1994 Generate 1993-94 program inventory, including both desegregation and non-desegregation programs I Manager for Support Services, PRE Evaluation Specialist II July 1994 Review Organizational Chart for administrative configuration Superintendent, Council II Revise/develop proposed calendar for budget year 1995-96 Manager for Support Services n Revise and publish new Management Tool for FY 1995-96 Lead Planner, PRE Specialist, Council II II August 1994 Revise and publish Program Planning and Budgeting Process Manual for 1994-95. Superintendent, Lead Planner, Council II Begin data collection for Needs Assessment Council, Cabinet, Staff II nt Conduct goal setting work session to develop/review/revise mission statement, goals, and a list of issues that may enhance or restrict goal attainment Council, Cabinet II September 1994 Begin Town Hall Meetings and District Dialogues Superintendent, Director of Communications n LRSD - PROGRAM PLANNING AND BUDGETING Page 24 I I I n Conduct Board Work Session: Review/revise mission statement and goals \"Review preliminary list of issues for needs assessment Review program inventory Review identified proportional allocation formulas Establish written priorities Identify strategies for funding shortfalls Board II End of First Quarter Reporting Period H October 1994 Begin receiving program evaluations Lead Planning Person, Council II Conclusion of broad-based input sessions Superintendent, Director of Communications n II November 1S\u0026gt;94 Submit first quarter Program Budget Document to Court Superintendent, Attorney Complete gathering of data for Needs Assessment II Council, Cabinet, Staff Complete Program Evaluation phase II Deputy Superintendent, Council, Cabinet, Staff II Begin Program Development phase Superintendent, Council Members II Issue instructions for budget prqiaration at all levels Manager for Support Services II December 1994 Prqiare initial financial forecasts for coming year Manager for Support Services n Complete Needs Assessment listing Lead Planner, PRE Specialist n Publish Needs Assessment report Lead Planner, PRE Specialist Begin Plans for Board Retreat Work Session n Superintendent, Deputy Superintendent q LRSD - PROGRAM PLANNING AND BUDGETING Page 25 II II Budget managers begin submission of 95-96 budget requests Manager for Support Services II End of Second Quarter Rqxjrting Period II January 1995 Begin Budget Development Manager for Support Services II Submit Business Cases for programs and/ or modifications to Board of Directors Superintendent, Council Members II February 1995 Completion of Program Development Phase Council, Cabinet, Staff II Begin revision of financial forecast for coming year Manager for Support Services II Submit Second Quarter Program Budget Document to Court Superintendent, Attorney II II March 1995 Submit Proposed Budget to Board Manager for Support Services Begin Feedback to Input Participants II Superintendent, Director of Communications End Of Third Quarter Reporting Period II II April 1995 Begin FY 1996-97 identification of data for Needs Assessment Lead Planner II Completion of Feedback to Input Participants Superintendent, Director of Communications II Certified Personnel Reduction Deadline Superintendent, Director of Human Resources May 1995 Begin FY 1995-96 Program Inventory Lead Planner, Manager for Support Services, PRE Specialist II F V LRSD - PROGRAM PLANNING AND BUDGETING Page 26 II Classified Personnel Reduction Deadline II Prq\u0026gt;are Tentative Budga Superintendent, Director of Human Resources Manager for Support Services II Submit Third Quarter Program Budget Document to Court Superintendent, Attorney II II June 1995 Account reconciliation and purchase order clean-up Manager for Support Services II II Receipt of state-generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M-to-M, JTPA, Voc Ed, Spec Ed, Chapters 1 and 2, Compensatory Ed, MFPA, Transportation, ABC) Manager for Support Services n End Fourth Quarter Rqwrting Period. II July 1995 Compute Ending Fund Balances Manager for Support Services II Board Review and adoption of 95-96 Final Budget Board II August 1995 Submit Fourth (garter Program Budget Document to Court Superintendent, Attorney II Submit 95-96 Final Budget to Court/Parties Superintendent II Submit Final Budget to Arkansas Department of Education Board, Superintendent, Manager for Support Services II u fl\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":91,"next_page":92,"prev_page":90,"total_pages":155,"limit_value":12,"offset_value":1080,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. 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