{"response":{"docs":[{"id":"bcas_bcmss0837_204","title":"Arkansas Department of Education (ADE) implementation plan","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1994-03-15"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration"],"dcterms_title":["Arkansas Department of Education (ADE) implementation plan"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/204"],"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\nI I I I I I I I I I I I I I I I I I I Introduction ARKANSAS DEPARTMENT OF EDUCATION Implementation Plan Pulaski County School Desegregation Case Settlement Agreement Table of Contents Part I A. Benchmarks B. Intervening Events Since the Original Settlement Agreement Part II A. Goals and Objectives Linked to Legal Obligations B. Organization Part III A. Description of Monitoring Operations B. Timelines of Key Activities between March 15, 1994, and June 30, 1995 C. Controlling and Coordinating the Implementation Phase MAR 1 5 1994 Officeo f DesegregatMioonn itoring 1 I I I I I I I I I I I I I I I I I I I Introduction ARKANSAS DEPARTMENT OF EDUCATION Implementation Plan Pulaski County School Desegregation Case Settlement Agreement In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Implementation Plan to the parties and the Court. On Monday, January 3, 1994, ADE Director Gene Wilhoit appointed the ADE's Desegregation Working Team consisting of 12 persons from within the Department and naming Rodger Callahan and Emma Bass as Co- Interim Planners. Several of the Working Team members participated during December in developing the ADE's Development Plan. The Desegregation Working Team membership was revised on January 19, 1994. This Implementation Plan developed by the Team is, as required in the Court's Order, a \"comprehensive and detailed written cyclical implementation plan which will guide AD E's actions in following the steps, outlined in the initial Development Plan, that lead into the ensuing implementation phase. \" In developing the Implement,,tion Plan, the Team concentrated much of its attention to understanding the legal obligations in the Settlement Agreement and the 1989 Monitoring Plan and to considering, in detail, how existing programs at the ADE can be adapted to provide the monitoring operation to meet the legal obligations. The Team is mindful that AD E's legal obligations include monitoring desegregation compensatory education programs, but also encompass the responsibility to assist the Districts in addressing problems identified through the monitoring process. To this end, the Team collaborated with all parties involved to obtain their input on several elements of the Implementation Plan. This document is the product of the Team's work and input received from other interested parties. Special attention should be paid to the sections entitled \"Benchmarks\"\n\"Intervening Events Since the Original Settlement Agreement\"\nand \"Commitment to Principles. tr The Team devoted a considerable amount of time developing the \"Benchmarks\" section. This section identifies those critical educational indicators that have proven or shown great promise of providing guidance to educators in their evaluation of school success and supervised student learning. The section entitled \"Intervening Events Since the Original Settlement Agreement\" identifies those events related to the Settlement Agreement and the established benchmark conditions that have occurred between 1989 and 1994. It then describes these events and the impacts they have on the benchmark conditions and on the ADE and the Districts' abilities and 2 I I I I I I I I I I I I I I I I I I I capacities to fulfill their legal obligations under the Settlement Agreement and the 1989 Monitoring Plan. Under the \"Commitment to Principles\" section, the State Board of Education and all ADE sections reaffirm their commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles.  PART I A. BENCHMARKS Student Learning Student learning benchmarks should incorporate clear and challenging academic standards and should describe students' progress in grades K through 12 with longitudina data. Student learning is measured by \"learner outcomes\". While the term was used here in a generic sense, it also relates specifically to new approaches being developed by the Arkansas Department of Education (ADE). \"Arkansas Learner Outcomes: A Vision for Outcomes-Based Education\", published by ADE in October, 1991, lists four \"learner outcomes. 11 They are:  Students will acquire core concepts and abilities from the sciences, the arts, the humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies, and existing/ emerging technologies.  Students will apply various thinking/problem solving strategies to issues related to ail subject matter fields, to all school-related activities, and to real life situations.  Students will exhibit/ demonstrate attitudes and attributes which will promote mental, physical, and emotional health.  Students will demonstrate good citizenship and function as positive members of the local, national, and world communities. Opportunity to Learn Learning standards define accessibility for learning to all students. These standards could address alignments of curricula, materials and resources in content areas\ncapacity of educators to provide high quality instruction, appropriate assessments and organizational structure of schools. The scheduling of classes and programs may be an example of denying students an opportunity to learn. If access to resources, such as teachers, materials and special programs is scheduled when some students 3 I I I I I I I I I I I I I I I I I I I cannot participate, those students are being denied the opportunity to learn. \"Developmentally appropriate curriculum\", being made available by Districts, regardless of agl\n:!, is another example of \"opportunities to learn\". Learning Readiness Learning readiness is associated more with preschool and early elementary grade students. That is, getting students ready for entering school\ngetting them ready to learn. Stt,.Jents' normal growth and development prepare them to learn certain concepts at different stages of development. Developmental progress varies individually. Learning readiness means getting the students prepared to learn as they enter preschool and eo.rly grades. Federal programs ciassify these stages in ages up to 8 years. Family, Community, Public Support Family, community and public support include parental involvement in supportive roles and activities, including volunteers in schools\nparents-teachers association\nattendance and support of extracurricular events\nattendance at school-wide meetings\nparticipation in magnet school contracts. Other examples include:  business community support of individual schools such as the \"Adopt a School\" program\n0 public support evidenced through approval of bond issues for local financing of school programs and facilities\n students withdrawing for home schooling programs would be a negative indicator of public support for schools. Success After Graduation from One Level to Another This benchmark was originally intended to be \"success after graduation\" from high school. Team members felt that success from one level to another was also very important and should be considered within this benchmark. Also, students other than college bound students should be assessed for \"success after graduation\" including vocational education students. High school counselors should keep track of all students awarded scholarships. School Improvement Schools prepare school improvement plans as a self study and peer review process\nand school impPovement plans and reports provide data. for monitoring and identify technical assistance neaded by the Districts. School Improvement Plans refer to school districts and sites as systems. 4 I I I I I I I I I I I I I I I I I I I B. INTERVENING EVENTS SINCE THE ORIGIN.AL SETTLEMENT AGREEMENT The ADE has identified those intervening events related to the Settlement Agreement and the benchmark conditions established in Part I. A. that occurred between 1989 and 1994. The following is a list and description of these intervening events and the impacts they have on the benchmark conditions and on the ADE and the Districts' abilities and capacities to fulfill their legal obligations under the Settlement Agreement and the 1989 Monitoring Plan.  MAT 6 to Stanford 8 ADE changed standardized tests from the MAT 6 to the Stanford 8. The impact is that data are not available from the same instrument for both 1988/1989 and 1992/1993 school years, except through conversion tables. Students in Grade 3 are rio longer administered the Minimum Performance Test (MPT). Also, ADE is in a transition phase on the MPT\nit will not be used after the 1993/1994 school year. In addition, during this transition phase, there is no retention factor for 8th grade students as of the 1992/1993 school year. MPT will be available for 6th and 8th graders in 93/94\n8th grade lVIPT will be based only on one administration for 93/94\nin the past, the 8th grade MPT was based on the third administration and reported data were the result of the 3rd administration. The impact is that the MPT is anothe:\n_n source of info1mation that was available in 1988/1989, but will not be available for the 1994/1995 school year and for the school years in the future.  COE/SITES Since 1989, the Comprehensive Outcomes Evaluation ( COE) and a federal program entitled, \"School Improvement Through Effective Schools\" (SITES) have been implemented. The COE is a comprehensive self study\n80% of all school sites are in the process\nthe School Improvement Plans are data driven. COE started with a 1989/90 pilot covering 20% of school sites and these Districts now have 80% of their schools in the process. The impact is that for the first time ever all schools in the state by the end of the 1994-95 school year will be involved in a formal, data-driven school improvement process. Specifically, the three Pulaski County School Districts will be in varying stages of the Extended COE process that emphasizes all aspects of the ADE monitoring responsibilities as outlined in the May 31, 1989 Monitoring Plan.  School Accreditation The annual report for the school accreditation process has been computerized, making data available more quickly. The reports provide a three year computerized history of standards violations\na process for tracking certified staff\nmore data and more readily accessible data\nsome 5 I I I I I I I I I I I I I I I I I I I data are available for the 88/89 year\nthree years of d\u0026amp;ta are available for the North Little Rock School Disc . .\"ict (NLRSD) and the Pulaski County Special School District (PCS SD)\nand 4 years of data are available on the Little Rock School District (LRSD). The impact is that through computerized reporting, the ADE can more effectively track improvement in the areas of hiring, standards violations, and document areas of concern.  Equity Equity is one of 19 goal areas for state standards. Districts are being held accountable for meeting equity standards for accreditation. Protected classes of students will have learning needs carefully scrutinized. The impact includes requiring districts to submit improvement plans for each equity goal area in which the learning needs of protected classes of students are not being met . ., Minority Recruitment Initiative The Minority Recruitment Initiative (MRI) puts more pressure on ADE and the districts to do more minority recruitment\nstate law is that if a District has more than 5% minority students, those districts are required to have a minority recruitment plan submitted to ADE. The MRI is one of the districts' obligations that ADE will monitor regardless of the Settlement Agreement.  Court Scrutiny This intervening event recognizes that with increased court scrutiny, the Districts and ADE are under more pressure to adhere to the Settlement Agreement obligations. The Court hearing process has brought the Districts and the ADE under new scrutiny\nthe Districts have modified their plans, gaining exemptions an--- seeking new elements. On January 18, 1991, the District Court converted the Office of Metropolitan Supervisor into the Office of Desegregation ~.1onitoring (ODM), to monitor the parties' compliance with the Settlement plans and to assist the Court and the parties in achieving desegregated public school systems.  Revised Special Educaton Standards The Special Education section of ADE has coordinated the revision an ' publication of a new state plan as reqt::..red by Part B of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1411-1420). This pla!l will be in effect for the fiscal years 1994 (beginning J1\nly 1, 199-\u0026gt;), 1995 ..:,nd 1996. Policies, procedures, certifications and assurances addressed in this document also include references pertaining to preschool grants applications. This section also revised two other documents: Program Standards and Eligibility Criteria for Special Education and Referral, Placement and 6 I I I I I I I I I I I I I I I I I I I Appeal Procedures for Special Education. These regulations implement the policies of the provisions of Arkansas Code Annotated Sections 6-41-202 through 6-41-223 (Repl. 1993)\nand 20 U.S.C. Sections 1400-1485, Public Law (PL) 94-142 as amended, the IDEA\ntraining was presented on these new regulations at the beginning of the 1993-94 school year (August and September). One additional component included in the above standards also addresses students with specific learning disabilities ( SLD). These standards set forth criteria for SLD determination which include the use of regression analysis in determining the existence of a severe discrepancy between ability and achievement. A psychometrically sound definition of \"severe discrepancy\" can be established using regression analysis. Therefore, for purposes of establishing SLD eligibility, the following standard applies: A severe discrepancy is considered to exist between the student's ability and achievement when the level of severity is equal to or greater than two (2) or more standard deviations (SDs) at the fifty percent (50%) or above level or probability as determined by regression and analysis. This process will help to further reduce the overreprescntation of minority students in special education. Another publication was produced in the summer of 1992: Specific LearningDisabilities - An In-Service Training Manual for Regular Classroom Teachers. This was the result of Arkansas Act 338 of 1991 which promotes the goal of teaching students with disabilities in the least restrictive environment - to the maximum extent appropriate, with their non-disabled peers. This training manual was developed to help regular education teachers become more aware of learning disability characteristics, to make appropriate modifications, and to implement more effective teaching strategies. The intent was not to increase the number of students being referred to special education, but to provide programming for such students to be successful in the regular classroom. Training was offered to all special education supervisors and school district regular education representatives in July, 1992. The ADE Special Education section compiles and monitors statewide information on special education students by gender, race, disability, and grade on an annual basis. The analysis of such data provides the basis for districts to closely examine patterns and practices which may contribute to overrepresentation and over-identification of minority students in special education. These findings become the basis of districts' plans (submitted to the ADE) for addressing the identified issues. The district is then in a position to implement practices to overcome faulty prac ices through such things as staff development.  Revised Pre-School Special Education Regulations and Standards Pre-school programs provide early identification of and intervention for students with disabilities. Criteria for identification are developmental in nature, and allow for noncategorical identific ...t.i on when appropriate. In 7 I I I I I I I I I I I I I I I I I I I addition to data collected on the childrens' disabilities, data are collected by gender and race. These data are not currently analyzed for overidentification and overrepresentation, as there is no averag8 daily attendance (ADA) or average daily membership (ADM) make-up with which to compare it for 3-5 year olds. A major intent of pre-school programs is the early identification of children with disabilities which may ad ersely affect their learning if interventions are not undertaken to eradicate or lessen the effect of the disability on learning. The impact is that thus far these programs have been highly successful n reducing the need for special education services as children enter kindergarten and first grade. Analysis of transition data shows that for the past two years 62 and 63 percent of students served in these preschool programs have entered school without the ongoing need for special education services. They enter on a \"level playing field\" with other non disabled peers. This has a positive effect on reducing disparities among learners, especially minority students. They also are not stigmatized by being categorized as \"special education\" students.  Reduced Federal Funding for the Districts Federal funding received by the State to be passed on to school districts statewide has been reduced from $67 million to $55 million\na formula determines what portion of the federal funds each district receives.  Statewide Compensatory Education For state Compensatory Education, the funds extracted from our annual $8 million budget to the Districts in fiscal year 1993-94 are as follows: 1992-93 1993-94 $2,020,197.05 $7,998,690.00 The school year programs, exclusive of their summer programs, approved and implemented for the three Pulaski County school districts during 1993-94 are described as follows: 60-01 Little Rock: Literacy Intervention Program Cornerstone Project to teach selected students Reading, Writing and Spelling 60-02 N. Little Rock: Parent/Homework Center Middle School Drop-Out Prevention Program ( Computer lab, tutorial) Turning Point (Assisted Instruction) Reading Recovery 8 I I I I I I I I I I I I I I I I I I I 60-03 Pulaski County: Computer Lab Higher Order Thinking Skills (HOTS) Tutorial The funds assigned during the 1993-94 fiscal year to each of the three school districts previously cited are as follows: Districts 1992-93 1993-94 Totr1ls 60-01 LRSD $0 $527,260.00 $527,260.00 60-02 NLRSD $9,349.01 $225,090.00 $234,439.01 60-03 PCSSD $241. 094 .68 $454,690.00 $695,784.68  Early Childhood/Primary Initiative Act 846 of 1993 provides for the restructuring and strengthening of the educational system to enable all students to perform at their potential in reading, math, and language, and to achieve essential skills in problem solving and thinking by the end of third grade. In order to accomplish these goals, ADE is developing a plan with the following components: (1) preventing academic nroblems through improved readiness programs\n( 2) sustaining progress ~,1 the primary grades through curriculum modifications in content, procedures, and schedule\nand ( 3) collaborating with parents. The impact is that greater emphasis is being placed on the early years of a child's life and the involvement of parents in the schools.  K-3 Summer Supplemental Instruction Program Act 1139 of 1993 provides for Supplemental Summer School Instruction for students in grades K-3 whose performance is below grade level in reading and math. The impact is that all students performing below grade level will have the opportunity to have extended learning experiences with a 12 students to one teacher ratio.  K -3 Staff Development One-week staf development training to support the Early Childhood/Primary Initiative was offered statewide to teachers in the summer of 1993. Enrollment in the K-3 Staff Development Training or the K-4 Crusade is required of summer school teachers. Staff Development Training sessions will continue during the spring of 1994. The impact is that all teachers teaching in summer school must participate in a state developed one week workshop or the K-4 crusade training. This 9 I I I I I I I I I I I I I I I I I I I training has been specifically developed to integrate the teaching of reading, math and science.  Statewide Systemic Initiative (SSI) The Statewide Systemic Initiative provides training and materials to Arkansas teachers. Under the SSI, the K-4 Crusade, a joint effort of the ADE and the ADHE, provides two avenues of training for teachers of the Supplemental Summer School. In addition to the K-3 Staff Development described previously, the K-4 provides graduate courses in integrated math, science and reading instruction. The Math Crusade is now providing, and the Science Crusade will provide, beginning in the fall of 1994, training in hands-on math and science instruction for fifth grade through college teachers. In addition to training, materials are provided to teachers in each of the Crusades. Funding is from a National Science Foundation Grant and the State. The goal of tl,e Crusades is to reach every teacher in Arkansas within the next five years.  Multi-cultural Reading and Thinking (McRAT) A two-year staff development program offered to all Arkansas teachers, McRAT is currently in use in over 1000 classrooms in the state. Instruction uses multi-cultural literature as a basis for instruction in four categories of thinking skills. All costs tb districts and teachers are covered by a grant from the ADE. Although participation in the program statewide has been strong, participation of the Districts has been limited. Eight Little Rock and North Little Rock teachers (of a total of 359 statewide) are currently in the first year of training. A limited number of area teachers has previously received McRAT training. Available data document student progress in thinking skills and are available for sub-population. (G/T, race, gender, Chapter 1) . Equity emphasized that, owing to the success and cost-effectiveness of the McRAT Program in addressing both the need for multi-cultural education and providing successful reading instruction for minority students, the ADE should offer McRAT as a resource in meeting the objectives of reducing student achievement disparities in the Pulaski County districts. The impacts are: (1) McRAT increases higher order thinking and writing achievement of all students regardless of achievement levels, gender, race or socio-economic factors. ( 2) Applying thinking skills to the development of multi-cultural concepts across the curriculum increases understanding and appreciation of differences among individuals and groups within our society.  Incentive Schools The seven Little Rock Incentive Schools are elementary school attended predominantly by black children. Those schools have many enhancements, 10 I I I I I I I I I I I I I I I I I I I including programs, activities, personnel, equipment and double funding. However, during the 1992-93 school year all schools showed a decrease in enrollment. The impact .:. this intervening event is that the ADE must determine why parents and students eagerly wait in line to attend one of the magnet schools while incentive school enrollment steadily declines. Additionally, the ADE must compare test scores of black students in regular schools, magnet school and incentive school to determine what instructional programs successfully close the disparity gap in academic achievement between black and white students. Part II A. Goals and Objectives Linked to Legal Obligations The ADE has developed goals and objectives aimed at monitoring and evaluating the Districts' progress during the Implementation Phase and at assisting the Districts in designing and developing programs to address effectively the disparities in academic achievement between black and white students in the Districts. The ADE has also specifically identified, described, and defined legal obligations in the Settlement Agreement and the 1989 Mon'toring Plan. Each goal and objective of the Implementation Plan is then linked to the legal obligations. I. Financial Obligations Legal Obligation: The ADE has made financial commitments to the Districts for Magnet Schools, Minority Incentive Payments, Magnet and M-to-M transportation, compensatory education, and in ieu of formula payments. Additionally, the ADE has financial commitments to the LRSD for up to a $20 million loan, to the PCS SD for scheduled payments, to NLRSD for special education payments, to the Magnet Review Committee and to the Office of Desegregation Monitoring. Goal: On an ongoing basis, through the Finance and Administration Section, the ADE will make timely and accurate payments from the Public School Fund Budget to the three Districts, the Office of Desegregation Monitoring (ODM), and the Magnet Review Committee. A. Magnet Funding Objective Make magnet payments to the Districts on a monthly basis from August through June of each school year. 1. MFPA Calculation 11 I I I I I I I I I I I I I I I I I I I Legal Obligation Include each District's magr12t stude:r:.ts in the calcda:.:or. cf that District's table rate, when dete,:mining eac~i District's MFPA. Key Activities a. Through Vivian Roberts of the Loc.-:.l Fisc~1l Services Office, use the previous year's three-quarter 8Verage daily membership to calculate MFPA for the c1.F\nc~,.t school year. b. Through Vivian Rober-ts of the Local Fiscal Ser-v\n.cGs Office, include ali Magnet students in tho residcl1.t District's average daily me:r..bership for calculation. c. Through lvfo.r.geS haw of the Ge::1.erai Financ _ Of'ficc, process and distribute state fvlFPA. 2. Magnet Operational Cho.rge Legal Obligatio\n1 Pay LRSD the Magnet operational ch,,rge for each tucient attending 8 magnet school in the District. Key Activities a. b. c. d. Through 1 'ancy Hall of the Local Fiscal Services Office, determine the number of Magnet students rc,siding in each District and attending a Mag 1.et School. Determination is made from t:1e Quarterly Attendance Reports riled by the Districts. Dete:cmins the Magnet operational char-g8 for che school year from the Court. The Leg2.l. S2rvices Oi'fice reports this information to the Local Fiscal Services Office. Thr-ot 1.gh Nancy Ha:1 of the Loc\u0026amp;l F:.scal Scrviu,s Otfi~c, calculate the state aid due tl-,e Little Rock ::\nc:joGl Di.strict. rTI11ou.gll1Y 1argeS h_a\\l\\lc f tl1e Jer\n_e::-:nFl i11unc'.\"O3 ffi.ce 1 process and distribute magn3~ oper\u0026amp;cional f\\n,.di'.1\nchec ,\n:s. I I I I I I I I I I I I I I I I I I I B. Majority-to-Minority (M-to-M) Incentive Payments Legal Obligation Pay District M-to-M Incentive payments as described by the August 26, 1986, stipulation agreement. Objective Make M-to-M payments to the three Districts from September through June of each school year. Key Activities a. b. Through Nancy Hall of the Local Fiscal Services Office, calculate the amount of M-to-M incentive money to which each school District is entitled. Through Marge Shaw of the General Finance Office, process and distribute M-to-M incentive checks to the Districts. C. Magnet Review Committee Expenses Legal Obligation Make annual payments to the Magnet Review Committee Objective Make a payment of $75,000 to the Magnet Review Committee on July 1 oi each year. Key Activity Through Marge Shaw of the General Finance Office, process and distribute check to the Magnet Review Committee. D. Magnet and M-to-M Transportation Legal Obligations Pay for the actual costs of transporting Magnet and M-to--M students. . Objective Pay the Districts for the actual costs of transporting Magnet and M-to-M students. 13 I I I I I I I I I I I I I I I I I I I Key Activities a. b. c. d. e. At the beginning of the school year, the Districts submit an estimated budget to Reginald Wilson, Pulaski County Program Monitor. Through Marge Shaw of the General Finance Office, the ADE pays the Districts for the first two-thirds of their proposed budget during the first half of the school year. Reginald Wilson, Pulaski County Program Monitor, notifies Susan Ferguson of the General Finance Office to make the first two payments to the Districts representing two-thirds of the proposed budget. Before the final one-third payment is made to the Districts, the Districts present an itemized list of actual expenditures to Reginald Wilson, Pulaski County Program Monitor. Reginald Wilson, Pulaski County Program Monitor, verifies the expenditures and reviews the bill with each District's Transportation Coordinator. Reginald Wilson, Pulaski County Program Monitor, presents the final bill to the Legal Services Office for review. f. Reginald Wilson, Pulaski County Program Monitor, notifies Susan Ferguson of the General Finance Office to pay the Districts for their actual expenditures. g. Through Marge Shaw of the General Finance Office, process and distribute the transportation aid for Magnet and M-to-M students. Objective: Reduce redundancy in transportation efforts and provide more efficient transportation service to students. Key Activities a. Schedule a meeting with the Interdistrict Transportation Authority to present two proposed alternative plans: Plan 1 Hire an IT A Director that will work with the three Districts on a daily basis to maximize services and costs\nand, Plan 2 Determine if one District would be willmg to be responsible for routing buses for the Magnet and M-to-M Transportation Program. 14 I I I I I I I I I I I I I I I I I I I b. c. Make a decision on the proposed plans and begin implementation Purchase buses for the Districts to replace existing Magnet and M-to-M fleet and to provide a larger fleet for the Districts Magnet and M-to-M Transportation needs. A Proposed Bus Replacement Rotation Chart is attached as Exhibit A. E. Attorney's Fees Advancement to LRSD (complete) F. LRSD Payments 1. Compensatory Education Legal Obligation Make payments to LRSD for compensatory education and other desegregation expenses. Objective Make the payment to LRSD as established on page 23 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute the checks. 2. In Lieu of Formula Payments Legal Obligation Make additional payments to LRSD in lieu of formula guarantees. Objective Make the payments required on page 24 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 3. Loan Legal Obligation Provide loans to LRSD of not more than $20,000,000 15 I I I I I I I I I I I I I I I I I I I Objective Make the loan to LRSD as required by pages 24-27 of the Settlement Agreement. Key Activities a. LRSD presents a promissory note in the amount of their loan request to the ADE. b. Through Marge Shaw of the General Finance Office, process and distribute checks. G. PCS SD Payments 1. Scheduled Payments Legal Obligation Make scheduled payments to PCSSD Objective Make the payments required on page 28 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 2. In Lieu of Formula Payments Legal Obligation Make additional payments to PCS SD in lieu of formula guarantees. Objective Make the payments required on page 29 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. H. NLRSD Payments 1. Compensatory Education Payments Legal Obligation Make compensatory education payments to NLRSD. 16 I I I I I I I I I I I I I I I I I I I II. Objective Make the payments required on page 31 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 2. Special Education Payments Legal Obligation Make special education payments to NLRSD. Objective Make the payments required on pages 31-35 of the Settlement Agreement. Key Activities a. b. c. NLRSD sends correspondence to the ADE Local Fiscal Services Office indicating the number of children being served in special education in the District. Barry Kincl, Coordinator in the Local Fiscal Services Office, forwards this correspondence to Clent Holly in the Special Education Section for his review. Clent Holly of the Special Education Section reviews the correspondence and verifies the number of students served in special education and the number of students placed in regular education programs. He then recommends payment of a specific amount to the NLRSD to the General Finance and Administration Section. d. Through Marge Shaw of the General Finance Office, process and distribute the check. Staff Development Release Days (complete) III. Prohibition of Punitive Action Legal Obligation: The ADE shall take no punitive action against foe Districts. Goal: On an ongoing basis, as monitored by the Director, the ADE will take no punitive action aganst the Districts. 17 I I I I I I I I I I I I I I I I I I I IV. Monitoring Compensatory Education Legal Obligation: The ADE shall monitor the implementation of compensatory education programs by the Districts and provide regular written monitoring reports to the parties and the Court. Goal: On an ongoing basis, through the School Improvement, Federal Programs, Finance and Administration, Accountability and Equity Sections, the ADE will develop and implement Compensatory Education monitoring instruments and systems and evaluate their effectiveness. Objectives 1. 2. 3. By July, 1994, adapt and install the AD E's COE School Improvement Plan program for use as the monitoring instrument for compensatory education programs developed and funded by the Districts with the desegregation funding by the State. By January, 1995, test and evaluate the monitoring instrument and monitoring system to assure that data are appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. By May, 1995, using the Extended COE School Improvement Plan program as the monitoring instrument and system, prepare AD E's first monitoring report. V. Statement of Support for the Plans (complete) VI. A Petition for Election for LRSD will be suppor ed should a millage be required. Legal Obligation: T.b.e State will join LRSD if LRSD petitions the Court to allow it to hold a millage election. Goal: On an ongoing basis, through the Director and the State Board of Education, the ADE will join LRSD in requesting the Court to allow LRSD to hold a special millage election. Objectives 1. 2. Monitor Court Pleadings to determine if LRSD has petitioned the Court for a special election. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 18 I I I I I I I I I I I I I I I I I I I VII. Repeal of Statutes and Regulations that Impede Desegregation Legal Obligation: The ADE shall seek repeal of legislation which impedes desegregation and seeks repeal or modification of regulations impeding desegregation. Goal: On an ongoing basis, through the Legal Services Office, Accountability, Equity, the State Board of Education, and the Legislature, the ADE will research and list laws that impede desegregation and submit proposals to the Legislature to repeal the laws. The ADE wili ask the State Board of Education to repeal or modify regulations that impede desegregation. Objectives 1. Using acollaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 2. 3. Key Activities a. Conduct a review within ADE of existing legislation and regulations to identify those that appear to impede desegregation. b. Request of the other parties to the Settlement Agreement, that they identify laws and regulations that appear to impede desegregation. By November, 1994, the ADE will submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. By January, 1995, the ADE will submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. VIII. Elimination of State Funding for the Pulaski County Education Service Cooperative (complete) Elimination of State funding for the Pulaski County Education Service Cooperative has occurred. Action is complete for this legal obligation in that the Cooperative has been disbanded and the funding previously allocated to the Cooperative has been redirected to the Office of Desegregation Monitoring (ODM). 19 I I I I I I I I I I I I I I I I I I I IX. X. Commitment to Principles Legal Obligation: The ADE shall remain committed to remediating racial academic achievement disparities for Arkansas students, to have special education and gifted and talented classes which are not racially identifiable, to work cooperatively to promote the desegregation goals of the State and the districts and to insure education excellence. Goal: On an ongoing basis, through the State Board of Education and all ADE sections, the ADE will remain committed to the principles outlined in the Settlement Agreement, and ADE will work toward the development and implementation of procedures and programs to see that this will enable the following principles to be met: A. B. c. Remediation of Racial Academic Achievement Disparities Special Education and Gifted and Talented Classes should not be Racially Identifiable Promotion of Desegregation Goals of the State and Educational Excellence Objectives 1. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 2. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 3. Through regular oversight of the Implementation Phase's project management tool, and scrutiny of Remediation results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. Legal Obligation: The ADE will develop and search for programs to remediate achievement disparities between black and white students. 20 I I I I I I I I I I I I I I I I I I I XI. Goal: The ADE, on an ongoing basis, through the Extended COE process will assist in searching for programs and processes to assist the Districts in closing the disparity gap in academic achievement between black students and white students. Objectives 1. 2. 3. 4. Beginning in the Fall, 1994, through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education program will be identifi.....d. Beginning in the Fall, 1994, identify available resources for providing technical assistance for the specific condition, or circumstance, of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. Key Activities a. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. b. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. Beginning in the Fall, 1994, solicit, obtain, and use available resources for technical assistance. Beginning in the Fall, 1994, evaluate the impact of the use of resources for technical assistance. Test Validation Legal Obligation: The ADE shall conduct periodic reviews of tests used to determine if s tu den ts' race, sex or culture adversely affect their test scores, and if bias is found, ADE shall modify test to eliminate bias. Goal: On an ongoing basis, through the Accountability Section, the . ADE will conduct periodic reviews of tests used in state to determine if students' race, gender, or culture adversely affect their test scores, modifying said tests if necessary for bias control. 21 I I I I I I I I I I I I I .1 I I I I I XII. Objectives 1. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. Key Activities a. b. C. d. e. By April, 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. By May, 1994, the bias review committee will research test validation issues and procedures. By July, 1994, the bias review committee will prepare and issue a nrequest for proposals\", soliciting proposals from qualified bias review services or experts. By September, 1994, the bias review committee will receive, review and evaluate proposals, conduct interviews as necessary and recommend a bias review service or expert for the assignment. By December, 1994, the ADE will negotiate and contract with the bias review service or expert and oversee the contractor's activities for evaluating the Stanford 8, and/ or other monitoring instruments. 2. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. In-Service Training Legal Obligation: The ADE shall establish in-service programs to assist in providing training for the staffs of desegregating school districts. Goal: On an ongoing basis, through the leadership of the School . Improvement Section, the ADE will establish in-service training programs for staffs of desegregating school districts, increasing progress toward successful implementation of the Agreement. 22 I I I I I I I I I I I I I I I I I I I Objectives 1. 2. 3. 4. 5. Beginning in March, 1994, identify in-service training needs of desegregating districts. Key Activity Through an interactive process with representatives of desegregating districts, identify in-service training needs. Beginning in March, 1994, assess whether existing ADE or Educational Service Cooperative in-service training programs address the in-service training needs of desegregating districts, identifying subjects for new, or enhanced in-service training programs. Beginning in March, 1994, develop in-service training programs to address in-service training needs of desegregating districts. Beginning in May, 1994, implement in-service training programs to address in-service training needs of desegregating districts. Beginning in September, 1994, evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. XIII. Recruitment of Minority Teachers Legal Obligation: The ADE shall supply new teacher graduate information to the Districts upon notification of foreseeable shortage areas. The ADE shall seek to increase the pool of minority teachers available to the districts nd shall develop annual profiles of teachers by race, specialty, subject area and area of certification. Goal: On an ongoing basis, through the teacher licensure unit of the Accountability Section, the ADE will create and maintain a database for identifying the supply of minority teacher education graduates. Objectives 1. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 23 I I I I I I I I I I I I I I I I I I I Key Activities 2. 3. a. b. c. d. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minority-teacher graduates. Within 30 days of receiving the data from colleges and universities, the ADE will provide data to the Districts on teacher openings at the colleges and universities and data from colleges and universities on minority graduates. Each November, the ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidate database. e. Encourage ADHE to recruit minority students into teacher education and to recruit minority teacher aides into teacher edt cation. By September, 1994, assist Districts' efforts of minority-teacher recruitment at career days of each in-state college and university and at one out-of-state university. The AD E's career day assistance to the Districts will begin in March, 1994, and be provided on a full scale basis by September, 1994. Continue to maintain a database that includes data for all certified teachers in Arkansas, including their race and gender, and provide the data to Districts on a regular basis. XIV. Financial Assistance to Minority Teacher Candidates Legal Obligation: The ADE shall work with the Department of Higher Education to reduce any racial disparity that may exist in the distribution of existing scholarships and to secure passage of legislation to financially assist minority students attending Arkansas colleges and universities who commit to become teachers in Arkansas. Goal: On an ongoing basis, through the Lead Planner, the School Improvement and other sections, the ADE will assist the 24 I I I I I I I I I .I I I I I I I I I I Arkansas Department of Higher Education (ADHE) in identifying and analyzing any racial disparities that may exist in the allocation of scholarships and assist potential minority teacher candidates by assessing legislative programs and, if necessary, making legislative recommendations to improve existing programs. Objectives 1. 2. Beginning in April, 1994, and on an ongoing basis, assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. Key Activities a. b. C, Representatives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in the allocation of scholarships. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions and recommendations about racial d.isparities in allocating scholarships to ADHE. Working with the Department of Higher Education, ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in the allocation of scholarships. The ADE Lead Planner will be responsible and accountable for overseeing ADE's actions under this objective. By November, 1994, and on an ongoing basis, with the Department of Higher Education, assist minority students by evaluating existing laws that are intended to provide scholarship inc1.:\",~ives to minority students pursuing education degrees and proposing amendments to existing legislation, or new legislation, to address shortcomings of existing laws. Key Activities a. Representatives of the ADE and the Department of Higher Education will work together to identify and assess the impact of existing laws that were 25 I I I I I I I I I I I I I I I I I I I 3. intended to increase the number of minority graduates with teaching certificates. b. Working within the Executive Branch's policy development and legislation development process, ADE and Higher Education will propose legislative measures for reducing racial disparities in allocating scholarships. Beginning in April, 1994, and on an annual basis, monitor the allocation of scholarships to minority students by the Department of Higher Education\nevaluate the impacts of new approaches and new legislation on an ongoing basis. XV. Minority Recruitment of ADE Staff Legal Obligation: The ADE will develop and implement a plan to identify jobs and consultant positions within the Department in which minorities are underrepresented and will recruit and employ minority applicants for those positions so as to create a balanced, desegregated staff at all levels. Goal: On an ongoing basis, through the Director and the State Board of Education, .the ADE will develop and implement an action plan to recruit minorities to the ADE, achieving better minority representation at all levels in the ADE. Objectives 1. Beginning March 15, 1994, administer the ADE Minority Recruitment Plan developed by the ADE Staff and Board of Education and officially adopted by the Board of Education. 2. On an ongoing basis, monitor minority representation at all levels of the ADE and assess the effectiveness of the ADE Minority Recruitment Plan. XVI. School Construction Legal Obligation: The ADE will develop criteria for site selection of new schools, major school expansion and school closings. The ADE will require that a district applying to it for approval of new construction or major school expansion provide a desegregation impact statement. The ADE will not recommend or approve the site of any school in any county contiguous to Pulaski County if the construction or expansion of the school at the requested 26 I I I I I I I I I I I I I I I I I I I XVII. location of such school will have a substantial negative impact on any District's ability to desegregate. Goal: Within the first year of the Implementation Phase, through the Legal Services Office, Equity Office, and Finance and Administration Section, the ADE will review criteria for site selection of new schools, major school expansion and school closings, and uniformly and consistently recommend uniform standards and a well-defined site evaluation process. Objectives 1. 2. 3. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. Key Activity Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses impacts on racial balances of individual school sites Within the three districts. Address shortcomings in existing rules, regulations and school improvement forms by developing and proposing changes to the State Board of Education and promulgating new rules and regulations through the State's Administrative Procedures process. Assist Pulaski County Special School District Legal Obligation: The ADE shall use its best efforts to work with appropriate colleges and universities to facilitate a special arrangement which would significantly reduce the cost of a black history program to PCSSD. Goal:. On an ongoing basis, through the Lead Planner and the Accountability Section, the ADE will work cooperatively with the Arkansas Department of Higher Education to reduce the costs of Black History offerings to the PCSSD certified staff. 27 I I I I I I I I I I I I I I I I I I I Objectives 1. By March, 1994, determine if the PCSSD wants and needs assistance in lowering the costs of Black History course offerings to its certified staff. 2. By September, 1994, if PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lowest cost possible. XVIII. Scattered-Site Housing Legal Obligation: The ADE shall use its best efforts to influence appropriate state agencies to assist PCSSD in its efforts to promote and secure scattered site housing in PCS SD by securing and providing, to the extent feasible, state owned or controlled land suitable for such use. Goal: On an ongoing basis, through the Finance and Administration Section, the ADE will work with other state constitutional officers and state agencies to influence the location of scattered site housing on state-owned land in Pulaski County. Objectives 1. By April, 1994, through Executive Branch communication procedures, the ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 2. By June, 1994, if State-owned land within Pulaski County is available for scattered-site housing, the ADE will refer information about the sites to the appropriate state and federal housing agencies. XIX. Standardized Test Selection to Determine LRSD Loan Forgiveness Legal Obligation: The ADE and LRSD shall agree upon a standardized te t to measure LRSD 1s students scores and determine whether the ADE1s loan to LRSD will or will not be forgiven. Goal: Through the Accountability Section, the Legal Services Office, and the Director's Office, the ADE will work with the LRSD to reach agreement on a standardized test to measure the District 1s progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 28 I I I I I I I I I I I I I I I I I I I Objective By April, 1994, meet with and propose to representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. XX. Monitor School Improvement Plt..ns Legal Obligation: The ADE shall monitor school improvement plans to determining progress toward achieving educational equity. Goal: On an ongoing basis, through tne School Improvement, Federal Programs, and Special Education Sections, the ADE will continue to monitor annual school improvement plans to determine progress toward achieving educational equity. Objectives 1. Fully implement the Extended COE School Improvement Plan process in all schools in the three Pulaski County school districts. 2. 3. 4. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year ( every school every 5 years) and provide peer review team recommendations to the schools reviewed. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. Follow-up and assist schools that have difficulty realizing their school improvement objectives. XXI. Data Collection Legal Obligation: The ADE shall collect data to provide information required by the May 31, 1989 Monitoring Plan Goal: On an ongoing basis, through all sections and offices, the ADE will collect, obtain, and furnish data called for in the May 31, 1989 Monitoring Plan. Objective Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 29 I I I I I I I I I I I I I I I I I I I B. Organization Key participants in the initiation and operation of the ADE Desegregation Implementation Plan include the State Board of Education, the ADE Director, the ADE Senior Management Team, the three person Oversight Group, an Implementation Phase Working Group, and the Monitoring Operations Team. In addition, the ADE will request that representatives of the Districts and the Intervenors collaborate in Implementation Phase activities. State Board of Education The role of the State Board of Education (Board) during the Implementation Phase is to make policies on Implementation Phase issues and to provide political leadership among state government agencies, the Legislature and state organizations and associations for implementing those policies. The Board has overall oversight responsibilities to ensure that the ADE is fulfilling its responsibilities and obligations under the Settlement Agreement and the May 31, 1989 Monitoring Plan. Board Implementation Phase activities encompass receiving and reviewing monthly project management reports and receiving and acting on findings and recommendations addressing Implementation Phase Issues. In addition, Board members may choose to observe directly Implementation Phase activities and monitoring operations to see first hand how the Department is addressing its Implementation Phase responsibilities. Director I Arkansas Department of Education The Director of the Arkansas Department of Education reports to the Governor and to the State Board bf Education. The role of the Director during the Implementation Phase is to provide executive leadership and direction to the Department's Senior Management Team and any other Implementation Phase groups or committees. In addition, the Director will support Implementation Phase activities and operations by building collaborative relationships with other parties affecting the Department's successful and effective execution of the Implementation Plan. The responsibilities of the Director during the Implementation Phase encompass providing administrative leadership and supervision to the Lead Planner and the Department's Senior Management Team. In addition, the Director is responsible for directing and allocating departmental resources in accordance with approved budgets and operating plans necessary for the effective execution of the Implementation Pian. The Director receives, reviews and comments on monthly project management reports and ADE monitoring reports, and makes recommendations on Implementation Plan issues to the State Board of Education, to the Governor, and to the Legislature. ADE Senior Management Team Because execution of the Implementation Plan involves all o the ADE sections and offices, the Department's Senior Managers are key participants in the Implementation Phase. Their responsibilities as 30 I I I I I I I I I I I I I I I I I I I individual managers include ensuring that resources within their organizational units are available and committed to fulfilling the Implementation Phase activities described in the Implementation Plan. Their responsibilities as members of the Departments' Senior Management Team involve providing the leadership and direction to assure that working relationships within the Department are conducive to effective execution of the Implementation Plan. ADE Desegregation Oversight Group The ADE Desegregation Oversight Group consists of the Lead Planner, the Desegregation Attorney, and the Internal Auditor. The Desegregation Oversight Group is responsible for coordinating and controlling the Implementation Phase and provides overall staff support to the ADE Implementation Phase Working Group and other groups and committees with Implementation Phase responsibilities. The Desegregation Oversight Group is responsible for preparing and submitting project management reports and ADE monitoring reports. Lead Planner. The Lead Planner is a member of the ADE Senior Management Team and reports directly to the ADE Director. The role of the Lead Planner during the Implementation Phase is to coordinate and control the execution of the Implementation Plan. The Lead Planner's responsibilities during the Implementation Phase encompass overall project management duties, including providing di\" ection for the Desegregation Oversight Group. The Lead Planner will chair the Department's Implementation Phase Working Group, operate the project management tool, prepare project management reports, and coordinate reports, findings and recommendations on Implementation Phase issues to the Director and the State Board of Education. Desegregation Attorney. The Desegregation Attorney functions as a staff attorney in the ADE Legal Services Office. The role of the Desegregation Attorney is to monitor all desegregation case court proceedings, The Desegregation Attorney's responsibilities encompass advising the Lead Planner, the ADE Legal Services Office, and the ADE Director on desegregation legal obligations and issues. Internal Auditor. The Internal Auditor reports to the Lead Planner. The role of the Internal Auditor is to assist the Lead Planner in controlling Implementation Phase activities. The Internal Auditor's responsibilities include conducting examinations and reviews of the ADE's execution of the Implementation Plan and fulfilling its responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. ADE Implementation Phase. Working Group (Group). The ADE Implementation Phase Working Group will be chaired by the Lead Planner and will consist of representatives from ADE sections that have direct responsibility for Implementation Phase activities and operations. In addition, the ADE will invite other parties important to the execution of the Implementation Phase Working Group. Initially, the Group will be 31 I I I I I I I I I I I I I I I I I I I responsible for developing and installing the ADE's monitoring instrument and system. Staff support will be provided to the Group by the Lead Planner, Internal Auditor, and Desegregation Attorney. The Group will be scheduled to meet regularly to review actual progress against planned activities, to coordinate Implementation Phase activities within the ADE and to collaborate with ADE, the Districts, and the other parties. The Group will review ADE's monthly project management tool reports and ADE's monitoring reports prior to their being submit ed to the ADE Director, the State Board of Education, and the Court. ADE Monitoring Operations Team (Team). This will be the group within the ADE that will conduct the Department's Implementation Phase Monitoring Operations. Its operating responsibilities are described in the Monitoring Operations section of the Implementation Plan. The ADE will invite representatives of other parties to participate in its monitoring operations and to be included on the Team. Some members of the ADE Implementation Phase Working Group described above will also function as members of the Team. Part III A. Description of Monitoring Operations This section of the Implementation Plan describes ADE's selection of \"Extended COE\" as the Department's monitoring instrument and process for meeting the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. In addition, this section includes a description of AD E's monitoring operations, a detailed description of how.monitoring, evaluating, and reporting activities will be coordinated with other agencies, and a description of the process and criteria ADE will use to evaluate the effectiveness of its own implementation plan as it unfolds. Selection of monitoring instrument and process During the Development Phase, ADE considered its ongoing monitoring instruments and processes and assessed them for applicability to the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. Several ADE sections monitor schools and school districts using monitoring instruments and processes required by respective state and federal programs. Some of these monitoring and reporting processes and school improvement efforts include Equity, Chapter 1 and Chapter 2, Special Education, Child Nutrition, Vocational, Restructuring, Diamond School Initiative, Break the Mold Schools, Curriculum Frameworks, performance on norm-referenced tests, state education goals and national education goals. In addition, the Department administers the Comprehensive Outcomes Evaluation\" (COE) process which has been installed in Arkansas schools at the rate of 20% per year since 1989-90, which was the pilot year for the program. 32 I I I I I I I I I I I I I I I I I I I Through this examination, the Desegregation Working Team determined that none of ADE's in-place, on-going monitoring and school improvement efforts would fulfill the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. However, the Team determined that of all the Department's existing efforts, the COE process most nearly accomplished the monitoring requirements and obligations described in the Settlement Agreement and the May 31, 1989 Monitoring Plan. The COE provides a base, or platform, for developing its monitoring instrument and process for meeting the Department's obligations and responsibilities described in the Settlement Agreement and the May 31, 1989 Monitoring Plari. The monitoring instrument and process will be referred to as \"Extended COE\". Overview of the Arkansas Comprehensive Outcomes Evaluation The Comprehensive Outcomes Evaluation ( COE) is a process used by the Arkansas Department of Education to assemble objective data describing schools, to engage everyone involved with each school in the appraisal of existing school program disparities, and to create and execute plans for the resolution of inequities and issues revealed through examination of information. Elements of the Comprehensive Outcomes Evaluation 1. Assembly of data 2. 3. a. b. c. Archival (student behavior, tardiness, drop-out, suspension, retention and absenteeism rate\nteacher profiles, subpopulation divisions) data are accumulated. Perceptual (impressions of teachers, students and parents concerning school program) data. Student achievement data Program appraisal The faculty, students and parents analyze information to draw conclusions, especially concerning disparities between subpopulations (by gender, ethnicity, behavioral patterns, etc.) Mobilization A plan is developed by the information analysts to solve problems, reduce disparities, improve curriculum and produce improvements. Exhibit C describes the ADE's current COE process and describes each of the above elements. Monitoring Once every five years, a Comprehensive Outcomes Evaluation ( COE) is supervised by a field service specialist who orients all the participants in a school's COE process and meets, as required, with subcommittees and 33 I I I I I I I I I I I I I I I I I I I individuals delegated to accomplish incidental tasks associated with gathering information, analyzing data, creating problem solving strategies, and executing the steps of the school's five-year improvement plan. In addition, the school prepares one-year and three-year updates to the fiveyear plan which are submitted to the field service specialist as notice of continued activity and progress. Exhibit D describes a schools preparation for a COE visit and what occurs during a COE visit. Exhibit E is a guideline for a school's responses to recommendations made by the visiting team, and the COE analysis instrument provides a broad view of the COE process undertaken by the school. Outcomes The school develops a planning document for a program that is site based (determined by and advocated by participants), data driven (predicated on valid information), research oriented (neffective schooln research shows a number of critical areas--clear school purpose, instructional leadership, high expectations, student achievement, parent and community involvement, school climate, time on task/opportunity to learn--that may lead to more successful results) . Advantages of COE Use as ADE1s Monitoring Instrument and Process 1. COE School Improvement Planning is based on neffective schools researchu that emphasizes learner outcomes. 2. 3. 4. 5. COE School Improvement efforts are school-based. Data collection and analysis are done at the school-site level, closest to the students. The school-based process empowers educators to identify and address disparities in student achievement. A data collection and monitoring framework is in place. COE materials include extensive formats for data collection. Use of COE would not add another data collection burden to teachers and administrators. COE School Improvement Plans identify school-based needs for ADE assistance. In-service training and orientation packages and processes are well developed. Disadvantages of the COE Process for Use as ADE1s Monitoring Instrument and Process 1. As presently constructed, the COE School Improvement leaves target areas _to be addressed to the discretion of the school. If the data analysis is flawed, if data are ignored, o if site-based priorities do not address critical student learning outcomes, the process does not provide ADE access to intervene. In Pulaski County, most schools engaged in the COE process have not incorporated equity issues, or their desegregation plans into their 34 I I I I I I I I I I I I I I I I I I I 2. 3. 4. COE School Improvement Plans. District representatives explain that schools have viewed the COE and desegregation planning as separate. The AD E's Desegregation Working Team and District representatives agree that the school-based COE School Improvement Plan and school-based desegregation plans must be merged. \"Extended COE\" must require that in their School Improvement Plans, schools collect and analyze equity data and address desegregation issues, including reducing disparities in academic achievement between black students and white students. As presently operated, once School Improvement Plans are completed, reviewed, and recommendations made by the COE Site Visitation Committee, the AD E's support system has not been adequate to assist schools in the implementation of their School Improvement Plans. \"Extended COE\" must provide a mechanism to ensure support for implementation of School Improvement Plans. In all areas of Arkansas except Pulaski County, educational services cooperatives are one source of support. The ADE and the Districts must collaborate during the Implementation Phase to restore services and functions once provided by the county's educational service cooperative. As presently operated, the COE process is a cyclical, five-year process. The School Improvement Plan is produced over a period of two to four semesters, the plan is reviewed by a site visitation team and recommendations are made for changes, or enhancements to the Plan. Schools prepare one-year and three-year updates which are submitted to ADE field specialists. \"Extended COE\" must provide data for monitoring reports and plan results must be considered and assessed on an annual basis. As presently constituted, the COE process does not incorporate other ADE school improvement efforts. Therefore, school staffs are beset with several different ADE requirements, monitoring procedures, and uncoordinated site visits. The ADE has a goal, to merge its various and separate school improvement efforts into the \"Extended COE\" process. Proposed COE Adaptations. The following outline lists proposed adaptations to the present !=OE process to establish an \"Extended COE\" process that will meet the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan: 1. Review and update the current COE data collection packet to ensure consistency. 35 I I I I I I I I I I I I I I I I I I I 2.  Incorporate or fold in the specific information required through the equity office.  Review software database systems for possible widespread implementation to provide processes for continual data collection/ disaggregation. Review and adjust current time line requirements to ensure consistency.   Adequate staff development time is a necessity at the building level to provide maximum success probability. Appropriate training must be initiated for the ADE staff and the faculties of the school Districts. Maximum possible technical assistance is an absolute necessity. A determination of appropriate training for schools at various stages of school improvement activities is a must. Examples might be: Equity Guidelines Data Collection/Disaggregation High Expectations for All Students Group Processes/Dynamics Brainstorming/Environmental Scan Research Activities Outcome Creation Mission Provide a current educational bibliography as necessary to foster student success.  Establish a computerized database within the ADE to provide assistance to the three school Districts Establish a \"success\" criteria throughout all stages of the school improvement process. Keeping in mind that some schools are in the latter stages of their original process. The monitoring process should meet the criteria as it relates to those schools.  Assure that proper data are collected and analyzed.   Ensure appropriate subpopulations (recognizing disparity) have been identified and activities designed to meet the needs of those specifjc groups. (Incorporate Equity Guidelines.) Provide processes for continual evaluation of data and specific activities. Link the success criteria of school improvement activities to continued school accreditation. 36 I I I I I I I I I I I I I I I I I I I Enfold the various school reports/activities that are currently being reported separately under -the \"umbrella\" of school improvement processes.  Equity  Special Education  Gifted/Talented  Compensatory Education  Federal Programs  Others Review the COE visiting team process to look for improvement areas.    Expanding the time Expanding the team Reviewing the number of visits and where they should occur in the process Review the actual hard copy format of the school improvement plan submitted by the schools.  Include other items such as more data summaries, etc. Review and refine the reaction/acceptance process to visiting team recommendations submitted back to the school.  Research based recommendations  Rationale of school failing to incorporate recommendations  Follow-up by ADE Review target/outcome possibilities for each building.  Should mandates be included?  Are the selected targets, outcomes, and actions reflective of disparities indicated through collected data? To implement the proposed monitoring process, the ADE has committed the following :  Ensure the realignment of staff needed  Hire additional staff who will have oversight responsibilities for the monitoring process  Install technology needed to facilitate the process Development and installation of the \"Extended COE\" monitoring instrument and process! Between March 15, 1994, and July 31, 1994, the AD E's Implementation Phase Working Group, including the Districts and other parties, (see Organization) will refine the proposed COE adaptations described above and develop new training manuals and orientation materials for \"Extended COE.\" Exhibits C, D and E will be modified during this time period to make the necessary adaptations and new instruments will be created to fulfill the AD E's obligations. 37 I I I I I I I I I I I I I I I I I I I Extended COE will be installed into the remaining 2090 of schools in Pulaski County that have not engaged in the COE School Improvement Process. Inservice training on Extended COE will be provided to teachers and administrators of these schools during the summer, 1994, and preparation of the Extended COE School Improvement Plans will commence with the fall semester. For those schools already engaged in the COE School Improvement Process, the adaptations for \"Extended COE\" will be provided and incorporated into existing and ongoing COE School Improvement Plans. In-service training on Extended COE will be provided to teachers and administrators of these schools after training for the initial group. Monitoring operations. ADE monitoring operations will occur at school sites, District offices and at ADE offices. Monitoring operations will be conducted by ADE personnel including the ADE Desegregation Oversight Group (see Organization) and the ADE Monitoring Operations Team. ADE's Monitoring Operations Team will consist of a core group of approximately 15 persons from several different ADE sections who now constitute one of the Department's \"expanded teams\". Team members will participate in the development and installation of Extended COE and will be trained to support its implementation. Extended COE monitoring operations will be guided at the school-site level by ADE Field Specialists, who will also chair the Extended COE site visitation groups. Extended COE site visitation groups will be formed by and scheduled at school sites by the ADE Field Specialists. Members of school site visitation groups will vary depending upon the special - characteristics and needs of each school\nhowever, each school site visitation group will include several members of the ADE Monitoring Operations Team as well as -invited representatives of the Districts, and other parties. A committee of the Desegregation Working Team has, during the Development Phase, compared the data described in the May 31, 1989 Monitoring Plan, with data collected and analyzed through the COE process and provides the following accounting: The following information is specifically in reference to the May 31, 1989 Monitoring Plan. *This information will refer to committee recommendations of how /where the school improvement process will address each area through the Extended COE Process. Reference page 4: 1. Evidence that policies, procedures, rules and regulations are developed and implemented to facilitate desegregation.  Schools will review, on an annual basis, all of these items through the review of archival data. 38 I I I I I I I I I I I I I I I I I I I 2.  3.  4.  5.  6.  ADE will monitor according to established criteria for the Extended COE Process. Evidence that plans related to reducing achievement disparity between black and non-black students are progressively successful. Schools will review, on an annual basis, all of these items through archival data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that student assignments to schools, classes and programs at each organizational level are made without bias. Schools will review, on an annual basis, archival and achievement data as relevant to this item. ADE will monitor according to established criteria for the Extended COE Process. Evidence that staff development days authorized as a result of the Agreement are used to facilitate the desegregation process. Schools will review, on an annual basis, archival database on their staff development evaluations. ADE will monitor according to established criteria for the Extended COE Process. Evidence that travel time to and from schools is not disproportionate among black and non-black students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Schools will review, on an annual basis, archival and achievement data based on a cross reference of transportation schedules, school assignments, and achievement data. ADE will monitor according to established criteria for the Extended COE Process.  Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Schools will review, on an annual basis, archival and perceptual data in relation to the minimum required standards, established. criteria for accessibility and the incorporation of specific site plans for their additional obligations. 39 I I I I I I I I I I I I I I I I I I I 7.  8.  9.  10.  11.  12. ADE will monitor according to established criteria for the Extended COE Process. Evidence of internal procedures for ensuring that materials for appraising or counseling students is non-discriminatory. Schools will review, on an annual basis, archival data concerning their internal procedures to assure for non-discrimination. ADE will monitor according to established criteria for the Extended COE Process. Evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population served. Schools will review, on an annual basis, archival and achievement data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregation school district. Schools will review, on an annual basis, archival data which would include a review of district policies concerning recruitment. ADE will monitor according to established criteria for the Extended COE Process. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population. Schools will review, on an annual basis, archival data on extracurricular and curricular activities. ADE will monitor according to established criteria for the Extended COE Process. Evidence of diverse representation on appointed district wide and school-based committees. Schools will review, on an annual basis, archival data that shows represen~ation or_i such committees. ADE will monitor according to established criteria for the Extended COE Process. Evidence of efforts to ensure that parent attendance at school functions is not disproportionate to the student population. 40 I I I I I I I I I I I I I I I I I I I  13.  14.  Schools will review, on an annual basis, through archival data, the representation at school functions of parental attendance as compared to student population. ADE will monitor according to established criteria for the Extended COE Process. Evidence of success related to Majority to Minority transfers. Schools will review, on an annual basis, the archival and achievement data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that magnet schools are an effective inter-district remedy for racial balance. Schools will review, on an annual basis, the archival data at building level and compare district wide and county wide data. ADE will monitor according to established criteria for the Extended COE Process.  Reference page 5 : A. Enrollment/ Attendance  Schools will review on an annual basis through archival data, items 1, 2, and 3. ADE will monitor according to established criteria for the Extended COE Process. B. Test Data  C.  Schools will review on an annual basis through achievement data, items 1 through 5. ADE will monitor according to established criteria for the Extended COE Process. Staff Schools will review on an annual basis through archival data, items 1 through 8. ADE will monitor according to established criteria for the Extended COE Process. 41 I I I I I I I I I I I I I I I I I I I D.  Policy and Program Information Schools will review on an annual basis archival data to include district and building policies. ADE will monitor according to established criteria for the Extended COE Process. E. Budget Information (New information for Extended COE)  F.  G.  H.  Schools will be required to collect archival data on items 1 through 5, at the building level and compare this county wide. ADE will monitor according to established criteria for the Extended COE Process. Student Discipline Schools will review on an annual basis archival and achievement data on students receiving disciplinary actions. ADE will monitor according to established criteria for the Extended COE Process. Perceptual Data Schools will conduct surveys to collect perceptual data on the three selected groups--staff, parents, and students. ADE will monitor according to established criteria for the Extended COE Process. Majority to Minority Transfer Schools will review on an annual basis the archival data . ADE will monitor according to established criteria for the Extended COE Process. The review of applicable data will include cooperative efforts of the involved districts and the Department of Education. Appropriate technical assistance will be provided by the ADE in these efforts. The review of annual data will assist in evaluation of successes generated from school improvement activities directed toward specific outcomes. Assessment of strategy successes and failures will determine if specific actions need to be enhanced, continued as is, or dropped from current activities. These revision activities will become part of the monitoring process with reports generated to appropriate parties and will involve 42 I I I I I I I I I I I I I I I I I I I those schools who have completed the initial COE process. Processes will include adapting current COE activities to better parallel the \"Extended COE\" Monitoring Process. Monitoring Reports. The May 31, 1989 Monitoring Plan requires ADE to submit semiannual monitoring reports initially and establishes July 15 and February 1 (or the nearest workday) each year as scheduled reporting dates. Since the Extended COE process is being developed and installed between March 15, 1994, and July 31, 1994, the ADE will not be prepared to submit a monitoring report on July 15, 1994. The AD E's first full monitoring report will be made on July 15, 1995. However, the ADE will be prepared to make an interim monitoring report on February 1, 1995. The ADE will be submitting monthly project management reports and in those reports will describe the status of monitoring operation and may preview issues being raised through its monitoring process prior to making its interim monitoring report on February 1, 1995, or its full monitoring report on July 15, 1995. Description of the process for evaluating and reporting monitoring results. The ADE Desegregation Oversight Group with the ADE Implementation Phase Working Group are responsible for evaluating and reporting monitoring results. The Oversight Group is responsible for compiling monitoring information from the Extended COE schools and providing reports and recommendations to the ADE Implementation Phase Working Group. As the monitoring process progresses, the ADE will obtain input from interested parties a_s well as technical assistance from outside the Department for evaluating its monitoring results. Description of how monitoring, evaluating, and reporting activities will be coordinated with other agencies. The ADE intends for its monitoring operation to be inclusive of other parties and agencies. Other parties and agencies, including representatives of the Districts and the Intervenors, will be invited to participate in Extended COE site visits and will be invited to serve on the Implementation Phase Working Group and any other ad hoc groups that are organized to address issues related to the Settlement Agreement and the May 31, 1989, Monitoring Plan. Description of the process and criteria ADE will use to evaluate the effectiveness of its own implementation plan as it unfolds. The fundamental principle of the COE process is \"all students will learn\". The benchmarks described in Section One of this Implementation Plan provide an educational framework wherein, \"all students will learn\". Through its implementation plan, the APE will assist schools in reducing disparities in academic achievement between white students and black students by identifying circumstances and conditions that impede learning and by identifying circumstances and conditions that impede learning and by identifying learning resources and programs that succeed. 43 I I I I I I I I I I I I I I I I I I I The criteria for evaluating the effectiveness of ADE's Implementation Plan are tied directly to how well disparities in academic achievement are reduced and whether all students in the Pulaski County schools are learning. The process for evaluating the effectiveness of the ADE Implementation Plan is the monitoring operations process itself. B. Timelines of Key Activities between March 15, 1994, and June 30, 1995 KEY ADE OFFICE BEGINNING ENDING DATE ACTIVITIES DATE FINANCIAL OBLIGATIONS: Use the Local Fiscal Middle of each Last day of previous year's Services, Vivian month, August - each month, three quarter Roberts June August - June average daily membership to calculate MFPA for the current school year Include all Local Fiscal Middle of each Last day of Magnet Services, Vivian month, August - each month, Students in the Roberts June August - June resident District's average daily membership for calculation Process and General Middle of each Last day of distribute State Finance, Marge month, August - each month, MFPA Shaw June August - June Determine the Local Fiscal Middle of each Last day of number of Services, Nancy month, August - each month, Magnet students Hall June August - Jun~ residing in each District and attending a Magnet School 44 I I I I I I I I I I I I I I I I I I I Legal Office reports the Magnet Operational Charge to the Fiscal Services Office Calculate state aid due the LRSD based upon the Magnet operational charge Process and distribute state for Magnet Operational Charge Calculate the amount of M-to- M incentive money to which each school district is entitled I\u0026gt;rocess and distribute M-to- M incentive checks Process and distribute check to Magnet Review Committee Districts submit an estimated Magnet and M-to- M transporta,tion budget to ADE Legal Services March 15, 1994 Ongoing, as Office, Sheila ordered by the Freeman Court Local Fiscal Middle of each Last day of Services, Nancy month, August - each month, Hall June August - June General Middle of each Last day of Finance, month, August - each month, Marge Shaw June August - June Local Fiscal Middle of each Last day of Services, Nancy month, August - each month, Hall June August - June General Middle of each Last day of Finance, month each month, Marge Shaw September- June General July 1 of each Ongoing Finance, year Marge Shaw Submitted to September of Ongoing, Reginald Wilson, each year December of Pulaski County each year Program Monitor :45 I I I I I I I I I I I I I I I I I I I Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget ADE pays districts for first two-thirds of their proposed budget ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator Reginald Wilson presents final bill to Legal Office for review Reginald Wilson notifies General Finance to pay the Districts for their actual expenditures Reginald Wilson notifies General Finance to pay districts for first two thirds of the Districts' proposed budget Reginald Wilson, After Districts Ongoing Pulaski County submit budget annually Program Monitor General After Districts Ongoing Finance, submit budget annually Marge Shaw 'Reginald Wilson, Annually, as Ongoing, Pulaski County final bills are annually Program Monitor submitted by Districts - Elizabeth Annually Ongoing, Boyter, Legal annually Assistant to the Director Reginald Wilson, Annually Ongoing Pulaski County annually Program Monitor\nSusan Ferguson, General Finance Reginald Wilson, After Districts Ongoing, Pulaski County submit budget annually Program Monitor 46 I I I I I I I I I I I I I I I I I I I ADE pays districts for first two-thirds of their proposed budget Schedule a meeting with the ITA to present the ADE's alternative plans Make a decision on the proposed plans and begin implementation Purchase buses for the Districts to replace existing Magnet and M-to-M fleet and to provide a larger fleet for the Districts' Magnet and M-to- M Transportation needs Process and distribute transportation aid to the Districts for Magnet and M-to- M transportation General After Districts Ongoing Finance, Marge submit budget annually Shaw Spence Holder, March 15, 1994 March 16, 1994 Transportation Coordinator and Reginald Wilson, Pulaski County Program Monitor Spence Holder, March 15, 1994 March 25, 1994 Transportation Coordinator, Reginald Wilson, Pulaski County Program Monitor, Gene Wilhoit, Director Spence Holder, March 15, 1994 Ongoing as Transportation stated in Coordinator, Exhibit A Reginald Wilson, Pulaski County Program Monitor, Gene Wilhoit, Director General Annually Ongoing, Fin\u0026amp;nce, Marge annually Shaw 47 I I I I I I I I I I I I I I I I I I I Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD Process and distribute payments to PCSSD as required by page 28 of the Settlement Agreement Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement General 15 days before Payment due Finance, Marge payment due date and ending Shaw date January 1, 1999 General 15 days before Payment due Finance, Marge payment due date and ending Shaw date July 1, 1995 General When requested Ongoing, Finance, Marge by LRSD through June Shaw 30, 1995 General 15 days before Payment due Finance, payment due date and ending Marge Shaw date July 1, 1994 General 15 days before Payment due Finance, Mar\ne payment due date and ending Shaw July 1, 1995 48 I I I I I I I I I I I I I I I I I I I Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement Review NLRSD's request for additional payments in accordance with pages 31-35 of the Settlement Agreement and recommend payment Process and distribute payments required by pages 31 - 35 of the Settlement Agreement General Finance, Marge Shaw Special Education, Clent Holly General Finance, Marge Shaw II 15 days before July 1 of each payment due school year date through June 30, 1996 As requested by Annually until NLRSD ADE pays NLRSD $1,276,825 or formula expires When Special Ongoing until Education ADE pays requests NLRSD payment $1,276,825 or formula expires 49 I I I I I I I I I I I I I I I I I I I MONITORING COMP EN SA-TORY EDUCATION: Begin adapting and installing the ADE's Extended COE School Improvement Plan for use as the monitoring instrument for compensatory education programs developed and funded by the Districts which the desegregation funding by the State Begin testing and evaluating the monitoring instrument and monitoring system to assure that data are appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students Bob Maddox, April, 1994 July, 1994 James Hester, Bob Kerr, Oversight Auditor, Vicki Gray, Andre Guerrero Bob Maddox, August, 1994 January 15, James Hester, 1995 Bob Kerr, Oversight Auditor, Vicki Gray, Andre Guerrero I I I I I I I I I I I I I I I I I I I Use the Extended COE School Improvement Plan program as the monitoring instrument and system to prepare ADE's first monitoring report A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED: Monitor court pleadings to determine if LRSD has petitioned the Court for a special election Draft and file appropriate pleadings if LRSD petitions the Court for a special election Lead Planner, February 1995 May 1995 Emma Bass, Bob Shaver, Rodger Callahan, Oliver Dillingham, Sheila Freeman April, 1994 Ongoing Sheila Freeman April, 1994 Ongoing 51 I I I I I I I I I I I I I I I I I I I REPEAL ST A TUT ES AND REGULATIONS THAT IMPEDE DESEGREGA-TION: Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation: a. Conduct a review within ADE of existing legislation and regulations to identify those that appear to impede desee:reira tion. b. Request of the other parties to the Settlement Agreement, that they identify laws and regulations that appear to impede desee:ree:a tion Submit proposals to the State Board of Education for repeal of those reg-ulations that are confirmed to be impediments to desee:regation Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Lead Planner, November, 1994 Ongoing Ray Lumpkin, Oliver Dillingham 52 I I I I I I I I I I I I I I I I I I I I Submit proposals to the Legisia tu~e for repeal of those laws that appear to be impediments to deseg-1egation COMMITMENT TO PRINCIPLES: Through a preamble to the Implemen ation Plan, the Board of Education will reaffirm i s commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles Through execution of the Implementation Pian, the Board of Education will continue to reaffirm ts commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results Gene Wilhoit, January 1995, Ongoh1g State Board of and oagoing Education I Gene Wilhoit, Ma:.ch 15, 1994 O1,going State Boa1d of Education I I State Board of March 15, 1994 Ongoing Education I ' j I 53 I I I I I I I I I I I I I I I I I I I Through regular oversight o~ the Implementat::.oa Phase's project management tool, and scrutiny of results of AD::::'s actions, the Board of Education will act on its commitment to the principles of the Settlement Ac,:reement REMEDIATI01 T: Th::::-ough the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensa to:cy education program will be identified. State Board cf March 15, 1994 Ongoing Education I I i i I I I Lead Planner, Fall, 1994 Ongoing Bob Maddox, James Hester I - 54 I I I I I I I I I I I I I I I I I I I I ii Identify available resources for providing technical assistance for the specific condition, or circumstance of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. a. Through the ERIC system, conduct a literature search for research evaluating compensa-::ory education programs. b. Identify and research technical resources available to ADE and the Districts through programs and organization such as the Desegregation Assistance Center in San Antonio, Texas. Lead Planner, Fall, 1994 Ongoing Bob Maddox, James Hester, Oliver Dillingham I Maxine Lewis April, .:_994 Ongoing Oliver Summer, 1994 Ongoing Dillingham I I 55 I I I I I I I I I I I I I I I I I I I Solicit, obtain, and use available resources for technical assistance Evaluate the impact of the use of resources for technical assistance Lead Planner, Fall, 1994 I Ongoing I Area V Expanded Team I Lead Planner, Fall, 1994 Ongoing Area V K'panded Team 56 I I I I I I I I I I I I I I I I I I I TEST VA LIDA TION: Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. a. By April 1994, establish a bias review committee to oversee the bias review process, and invite representative of the Districts and parties to meet with the bias review committee b. By May, 1994, the bias review committee will research test validation  issues anci procedures. !I Rodger Callahan May, 1!384 1 ~:i.rch , 1995 I I 1! Rodger Callahan April, 1994 Ongoing I Rodger Callahan May, 1994 May 30, 1994 Ii i I 57 I I I I I I I I I I I I I I I I I I I c. By July, 1994, the bias review committee will prepare and issue a nrequest for proposals\", soliciting proposals from qualified bias review services or experts. d. By September 1994, the bias review committee will receive, review and evaluate proposals, conduct interviews as necessary and recommended to the Board of Education a bias review services or expert for the assignment. e. By December 1994, ADE will negotiate and contract with the bias review service or expert and oversee the contractor 1s activities for evaluating the Stanford 8, and/ or other monitoring instruments. - Rodger Cailahan I Jur,e 1, 1994 July 31, 1GS4 I Rodger Callahan Augus: 1, 1994 Sept mber 30, 1994 Rodger Callahan October 1, 1994 December 31, 1994 I' I, JI 58 I I I I I I I I I I I I I I I I I I I Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. INSERVICE TRAINING: Through an interactive process with representatives of desegregating districts, identify in-service training needs. Assess whether existing ADE or Educational Services Cooperative in-service trainir,\nprograms address the n-service training needs of desegregating districts, idenLifyi g subjects for new, or enhanced in-service training prog\nrams. Rodger Callahan March 15, 1995 March 1995 and I ongoing I i I I Betty Gale April 1994 Oagoing Davis, Oliver Dillingham, Mike Crowley, Bob Kerr Betty Gale March 15, 1994 Ongoing Davis, Oliver Dillingham, Bob Kerr, Mike Crowley 59 I I I I I I I I I I I I I I I I I I I Develop in-service training programs to address in-service training needs of desegregating districts. Implement in-service training programs to add ess in-service training needs of desegregating districts. Evaluate in-service training programs developed and executed to address in-service training needs of desegregadng districts. RECRUITMENT OF MINORITY TEACHERS: Facilitate communication between the Districts and Arkansas colleges and universities with teacher education prog:rams. Betty Gale March 15, 1.994 Ongoing Davis, Oliver Dillingham, Bob Kerr, Mike Crowley I Oliver May 1994 Ongoing Dillingham, Equity Olivc1 September 1994 Ongoing Dillingham, Equi'~y I Ken Vaughn April 1994 ( See dates on individual key activities) 60 I I I I I I I I I I I I I I I I I I I a. Beginning in 1994, by May and November of each year, Districts will s pply to the ADE information about shortages of teachers by grade and subiect area. b . Beginning in 1994, by May and December of each year, request informaCon from colleges and universities about the numbers and types of minority-eacher graduates. c. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. Ken Vaughn May 1994 O .. going, as stated I I Ken Vaughn May 1994 On::\noing, as stated ' I Ken Vaughn Within 30 days Ongoing of receiving data I i 61 I I I I I I I I I I I I I I I I I I I d. Eac:, November, ADE will reqHest information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidate database. e. Meet with and encourage ADHE to recruit minority students into teacher education and to recruit minority teacher aides into teacher educatfon Assist Districts' efforts of minority-teacher recruitment at career days of each in-state college and university and at one out-of-state univE:rsitv Ken Vaughn November 1994 Ongoing, as I stated I I I I State Board of AprH 1994 Ongoing Education, Ecima Bass, Rodger Caliahan, Lead Planner I Ken Vaughn April, 1984 Ful1 Scale by September, 1994, und ongoi..1g I therec.fter 62 I I I I I I I I I I I I I I I I I I I Continue to maintain a database that includes data for all certified teachers in Arkansas, including their race and gender, and provide the data to districts on a regular basis FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES: Assist ADHE in identifying, analyzing, addressing and eliminatng racial disparities in the allocation of scholarships. a. Representa-tives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in allocation of scholarships . Ken Vaughn Ongoing Ongoing Lead Planner April, 1994 Ongoing Lead Planner April , 1994 Ongoing I I I I I I I I I I I I I I I I I I I b . U sirs its knowledge about public schools, teacher education and certifica ion, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommend-tions about racial disparities in allocating scholarships to ADHE. c. Working with the ADHE, the ADE will use its relationships in the public education ins ti tu tional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. Lead Planner April, 1994 On1\noing I Lead Planner April, 1994 Ongoing I I I I _Jj 64 I I I I I I I I I I I I I I I I I I I I With the ADHE, assist minority students by evaluating existing laws that are intended to provide scholarship incentives to minority students pursuing education degrees and proposing amendments to existing legislation, or new legislation, to address shortcomings of existing- laws. a. Representa-tives of the ADE and the ADHE will work together to identify and assess the impact of existing laws that were intended to increase the number of minority graduates with teaching certificates Lead Planner ! November, 1994 0. going Lead Planner Novembe, 1994 Ongoing 65 I I I I I I I I I I I I I I I I I I I b. Working Lead Planner within the Executive Branch's policy development and legislation development process, ADE and ADHE will propose legislative measures for reducing racial disparities in allocating scholarships. ------ Monitor the Lead Planner allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis November 1994 Ongoing --- ..,.,.,~ .... ...,.__ ____ ~-~---..c- April, 1994 Ongoing 66 I I I I I I I I I I I I I I I I I I I MINORITY RECRUITMENT OF ADE STAFF: Administer the ADE Minor~ty Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (See Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines . ) Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan Gene Wilhoit, March 15, 1994 Ongoing Clemetta Hood, State Board of Education I, Gene Wilhoit, Ongoing Ongoing Clemetta Hood, State Board of Education 67 I I I I I I I I I I I I I I I I I I I SCHOOL CONSTRUC-TION: Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. a. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts Sheila Freeman, / pril, 1994 Ongoing Oliver Dillingham, Barry Kin cl, Danny Lovelady I Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Barry Kincl, Danny Lovelady 68 I I I I I I I I I I I I I I I I I I I Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses impacts on racial balances of individual school sites within the three districts Address shortcomings in existing rules, regulations and school improvement forms by developing and proposing changes to the State Board of Education and promulgating new rules anu regulations through the State's Administrative Procedures process Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Danny Lovelady Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Bob Shaver I I 69 I I I I I I I I I I I I I I I I I I I ASSIST PCSSD: Determine if the PCSSD wants and needs assistance in lowering the costs of Black History course offerings to its certified staff If PCSSD wants assistance, communicate with local colieges and universities to facilitate the Black History course offerings to PCSSD teachers at the lowest cost possible SCATTERED SITE HOUSING: Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing Lead Planner, April, 1994 Ap,.il, 1994 Ken Vaughn Lead Planner, April, 1994 September, Ken Vaughn 1994 Danny Lovelady April, 1994 May, 1994 70 I I I I I I I I I I I I I I I I I I I If State-owned land within Pulaski County is available for scattered-site housing, the ADE will refer information about the sites to the Uppropriate tate and ederal housing gencies STANDARD-IZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS: Meet with and propose to representa-tives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement Danny Lovelady April, 1994 June, 1994 - -- Rodger April, 1994 May, 1994 Callahan, Vicki Gray, Sheila Freeman, Gene Wilhoit I 71 I I I I I I I I I I I I I I I I I I I MONITOR SCHOOL IMPROVEMENT PLANS: Fully implement the Extended COE Improvement Plan process in all schools in the three Pulaski County school districts Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every 5 years) and provide peer review team recommend-ations to the schools reviewed Receive from all schools, annual reports on progress toward meeting recommend-ations of School Improvement Plans Follow-up and assist schools that have diificulty realizing their school improvement obiectives Bob Maddox, July 1994 Ongoing James Hester, Bob Kerr, Mike Crowley, Emma Bass Bob Maddox, Ongoing Ongoing James Hester, Bob Kerr, Mike Crowley Bob Maddox, Ongoing Ongoing James f-iester, Mike Crowley, Bob Kerr Expanded Team Ongoing ,:)ngoing Iv.embers (to be iden ti:ied) 72 I I I I I I I I I I I I I I I I I I I DATA COLLECTION: Through the Lead Planner April, 1994 Ongoing School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan C. Controlling and Coordinating the Implementation Phase The Lead Planner and the Desegregation Oversight Group are directly responsible for controlling and coordinating the ADE Implementation Phase both within the ADE and between ADE and other parties. Project Management Strategy. The AD E's project management strategy for controlling and coordinating the Implementation Phase in'rnlves:     Communication. The ADE will establish a sm. .. nd basis of understanding, within ADE and between ADE and other parties of Implementation Phase, roles, responsibilities, and tasks at the inception of the Implementation Phase. Collaboration. The ADE will collaborate with other parties and stakeholders throughout the Implementation Phase process and time period. Organization. The ADE will organize itself and provide the resources to develop and install the monitoring instrument, to conduct monitoring operations to address the goals and otJectives of the Implementation Plan, and to respond to Districts 1 requests for assistance during the Implementation Phase. Oversight. The ADE will closely monitor its perfo~ 0 mance dur:i.ng the Implementation Phase, identifying problems and taking corrective action on '-'-timely basis. Evaluation. The ADE will evaluate its effectiveness during the Implementation Phase and take corrective action when and where needed. 73 I I I I I I I I I I I I I I I I I I I I Project Management Tool. The project management tool provides the vehicle for timely and comprehensive monitoring of ADE's performance during the Implementatior. Phase. Project management software has been obtained and installed in ADE's Management Information Systems Section and members of the Implementation Phase Working Group will be trained on use of the software. In summer, 1994, AD E's computer network will be enhanced so that the Implementation ?hase Working Group members can individually update the project management tool from their office compu.  'S and the Lead Planner can compile project management reports off the system on a regular basis, or as needed. Project management reports will be compiled monthly, reviewed with the Implementation Phase Working Group, the Director, and the State Board of Education, and submitted to the Court. Project management reports will provide status information on ADE's progress toward achieving Implementation Plan goals and objectives, as measured by progress within timelines indicated in the Implementation Plan. Each monthly report will describe actual progress against planned activities for the reporting period and \"to date\" during the Implementation Phase. The first project management report will be prepared, reviewed and submitted to the Court at the end of April, 1994. Project management reports will be submitted on a monthly basis throughout the Implementation Period, or until ADE and the Court determine the reporting on another timeframe is more useful. 74 - - ----------------- $36,000.00 l)P..X bJS (estimated) at a 5. 8% ir,te:::-est. ra~:0 40 buses at $1,348,000 financed for 5 yrs. - $27~,413 20 ruses at $ 720,000 f iJ,.anced for 6 yrs. - $1~5, 502 10 ruses at $ 360,000 fjnanced for 6 }'TS. - $ 72\n751. Year I 94-95 95-96 96-97 I 97-93 I 98-99 I I I 99--200) !: 2C00-2()01 I ,'.)1-02 I 02-03 L 03-01 - i Funds spent 272,413 272,413 i ! i i I I 272,413 272,413 I 272,413 I 272,41] I I 145,502 145,502 I 145,502 I ' ! I 145,S02 1-~5, 502 I 1,15, 502 72,751 i 2x 72,751 I :3:x. 72,751 ,',x 72, 75J_ 5x 72,751 6x 72,751 I 6x 72f7:51 i 6:-: 72, 75.l i\ni I I ! Buses Per I I i i i I I I I Year 40 20 10 10 i 10 i I on I I .1...J I lO lO I 1J\n10 I ' I I I i I I Total Cost i I I I Per Year 272,413 417,915 490,666 563,417 ! 636,168 I 708,919 509,257 436,'506 i 4-~ c:::~,. ! 135,506 I .::,e,, ....,..,) ----'- Year 04-05 05-06 06-07 I I 01-oa I aa-09 I 09-10 i 10-:1 I 11-12 I 12-13 I lJ-14 i I Funds sper1t 6x 72,751 6x 72,751 5x 72,751 i I I t I I 6X 72, 751------------------------------------- / I ! ------\u0026gt; I I I --~----+-------+---~---------'------+'----'--'-----'-'----,'- -----+----,-------!------- ! ' i ! I I i I Buses Per Year 10 10 10 10 i I 10 I 10 I , r . \" -V j_\\_/ i :LO 10 j -------+-------+------+-------'-------:i_ ----'------~---- ! I ,, i, Ii ! I i I I I I Total Cost I Per Year 436,506 436,506 436,506 ! l ' lr..j \" -'6 ,:.-)o_b- - JI\" -'.=' .-_ . -., --:,\n:,-~J--o,- /t.\"Jr -\"'(\" 1- ----5  .,,. .-or.. 1\"'5 C::'\"\\6 l,\"'6 \"-'r' I 1 -.::.-o,~v...:,\n1 1_,(:-,::., '...1\\J 1 :..J o\n.) 1 :.Jv it\u0026lt;-' ,_...,_,10 I '-----~------'-----'------''------'------ L.R. N.L.fz. ----------------------- -------------- -------------- 1st year distriL~J~ion 2nd yecir di.stcib\n1tion 3n\nyear distrib.,ticn *Distrib.1tlc:-ns 2.ac': year after 20 12 r 0 l :i I I I I I I I I I I J I I I I I I I I I. ARKANSASD EPARTMENTO F EDUCATION- GENERALE DUCATIOND IVISION MINORITY RECRUITMENTP LAN INTRODUCTION The following plan has been developed to ensure a work force for the General Education Division of the Arkansas Department of Education (ADE - GED) which represents the diversity of the population and students of Arkansas schools. It is offered to satisfy two mandates: 1. A directive from the State Board of Education made in July, 1993 for the ADE Personnel/Human Resources Office to develop a Minority Recruitment Plan which addresses the following: - increasing the hiring of minorities at all level positions across all sections\n- promoting upward mobility/promotion opportunities for minority employees\n- establishing and reinforcing the expectation that responsible duties are assigned to minority employees\n- increasing the participation of minorities in staff development and leadership roles\n- developing and maintaining a work environment which reflects the diversity of the work force and the students served. EXHIBIT I I I I I I I I I I I I I I I I I I I I 2. The settlement agreement of September, 1989 for the Pulaski County School Desegregation Case in which the ADE agreed to the following: 1) Develop and implement a plan to identify jobs and consultant positions within the Department in which minorities are underrepresented and will recruit and employ minority applicants for those positions so as to create a balanced, desegregated staff at all levels. 2) Set recruitment and hiring practices so as to promote full utilization of minorities and to provide a highly qualified staff to all sections in the Department. The racial composition of each section shall be consistent with goals established by the State Board of Education for increasing minority employment within the agency. The goals identified by the committee are: 1. 2. Recruit and hire minorities to decrease the disparity of minority employees, across classifications and within sections, by 1/3 each fiscal year to reflect the population of students served. Collect and use needs assessment data regarding recruitment, hiring and retention. I I I I I I I I I I I I I I I I I I I 3. 4. Establish a process which ensures that a work force reflecting the population of students served exists within each section and level of the ADE - GED. Create and promote a positive public image of the ADE - GED as a desirable work place for minorities. II. THE PLANNING PROCESS/RATIONALE The corrnnittee which convened on January 26, 1994, made a conscious decision to direct their proposed plan to a picture of success rather than a problem - orientation approach. This is a result of their agreement that the achievement of an ADE - GED work force which represents the diversity of the students they serve and provides high quality services with corrnnitment and enthusiasm, will resolve the current problems of concern. The following elements were determined to be critical to this picture of successful recruitment and retention of a skilled diverse ADE - GED work force: do more than meet minimum requirements use and reflect/acknowledge skills and expertise of current staff in job descriptions provide oversight for fairness in all employment processes (job description, evaluations) encompass all staff_ (not just Grades 21+) balanced, qiverse workforce built-in accountability system to ensure goal achievement I I I I I I I I I I I I I I I I I I I i. support system for minority staff quality and equity for all employees provide a multicultural and diverse work environment and climate to reflect diversity of employees provide diversity in visual appearances (media, conferences, speakers) provide active recruitment to reach out to diverse candidates ensure on-going awareness/need to include minorities in positive, valued role effective minority recruitment \"on-the-road\" recruitment identify and hire skilled people with diverse backgrounds provide on-going training/professional development opportunities accessible to all employees (not hand selected) The next steps in the planning of the committee were to identify what is currently in place to support this picture of success, and then to identify the gaps or needs to ensure achieving this picture of success. Also, data were provided to each committee member regarding the race, gender, job classification and salary of the current ADE - GED work force. All of the resulting information was then reviewed to identify problem or goal areas to structure the plan. The committee recognized early in the process that a diverse skilled enthusiastic work force is the best way to recruit new employees to ensure a diverse work force. Therefore, retention is given equal weight to recruitment through the development I I I I I I I I I I I I I I I I I I I of a positive work environment and public image for the ADE - GEO. Accountability, especially that of ADE - GED senior management and administrators was seen as essential to achieving and maintaining a diverse work force. Data collection was considered crucial to identifying needs, targeting recruitment pools and making hiring decisions. An ongoing and pervasive projection of a diverse positive image was considered to be critical to attracting a diverse pool of skilled candidates for short and long term purposes. Such a positive image depends on effective dissemination of positive information about the ADE - GED and dissemination of specific hiring needs. The ADE - GED Recruitment Committee must be supported, replenished and changed to include all related stakeholders across levels of job functions. Quality time of at least three days per year must be allocated to reviewing and updating the plan\nand building a collegial teani spirit. Participation on the committee must be considered a top priority, with regular attendance required and contribution expected. The following plan is proposed as a result of this planning process and the synergistic commitment of the current.participants. I I I I I I I I I I I I I I I I I I I #1 GOAL:  RECRUIT AND HIRE MINORITIES TO DECREASE THE DISPARITY OF MINORITY EMPLOYEES, ACROSS CLASSIFICATIONS AND WITHIN SECTIONS, BY 1/3 EACH FISCAL YEAR, TO REFLECTT HE POPULATIONO F STUDENTSS ERVED. OBJECTIVES/STRATEGIES 1.1 Develop scales for salaries for all grades of employees which are competitive with the three largest school districts. 1.2 Research and plan the dissemination of available positions within the ADE and across school districts. 1.3 Develop recruitment materials which present a diverse work force in a wide variety of ADE - GED work settings and positions, and maximize the use of minority publications to showcase ADE activities and successes. 1.4 Develop a team interview model to be used within and across sections. - #1 GOAL: Recruit and hire minorities to decrease the disparity of minority employees, classifications and within sections, by 1/3 each fiscal year, to reflect the population of students served. Page __J_ of__5_ 1.1 OBJECTIVE/STRATEGY: Develop scales for salaries for all grades of employees which are competitive with the three (3) largest school districts. 1.1. l 1.1. 2 1.1. 3 - ACrIONS Review \u0026amp; analyze salary information from three largest school districts for comparison purposes Recommend a competitive salary plan to Governor's Office, Office of Personnel Management \u0026amp; Legislature. Review \u0026amp; analyze salaries of school districts and the ADE - GED RESOURCES REQUIRED I-local fiscal I services I- 3 school I districts I I III I meeting time clerical support 1- local fiscal I services on an annual basis in order to main- I tain competitive salaries. I I I I I I I I I I I I I I I I I I I - - - - - -1- - I I I I I PERSON(S) RESPONSIBLE S'l'/\\RT D/\\TE Personnel Mg. 3/1/94 Director Selected Committees Personnel Mg. 5/1/94 Director Selected Committee Personnel Mg. 3/1/94 Director's staff I I I I I I I I I I I I I I I I I I I I I I 1- 1 /' --- ... STOP DATE 4/30/94 7/\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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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--Finance"],"dcterms_title":["1992-1995 Budget Development Activities"],"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/157"],"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\nLITTLE ROCK SCHOOL DISTRICT Court Submission February 25, 1994 1994-95 BUDGET DEVELOPMENT ACTIVITIESd d d TABLE OF CONTENTS d Item Page No. d Program Planning and Budgeting Process Chart d Chronology of Events 1 d d Revenue and Expenditures for the Seven Month Periods Ended January 31, 1993 \u0026amp; 1994 12 d 1992-94 Revenue and Expenditures 14 d 1992-95 Revenue and Expenditures 16 d Assumptions 1994-95 18 d Strategies 1994-95 19 d d II dr II II II Program Planning \u0026amp; Budgeting Process February 25, 1994 d Management Tool 1994-96 II 5 12 19 S 8 15 9 16^ 2 10 17 11 ++ Completed * In Progress ** To be done in sequence Reassessment of Process and U- . NeedSfc 4^ Assessments A-d H d 1 2 3 4 6 C 1  J 4 II Organization 1 d n Program Inventory+-t- Program Evaluation Desegregation Plan 2 ,** H 1 Students II Public Input  Planning \u0026amp; Budget Goals' n 6 Monitoring \u0026amp; Reporting II Program Budget Document Budgeting* 3 n 5 4 d Little Rock School District r H II LITTLE ROCK SCHOOL DISTRICT II PROGRAM PLANNING AND BUDGETING PROCESS II CHRONOLOGY OF EVENTS II n II H II n II II 11 II n H n DATE ACTIVITY RESPONSIBLE PERSON(S) July 1, 1993 July 9, 1993 7:00 p.m. July 12. 1993 July 14, 1993 July 15, 1993 July 13-16, 1993 July 19, 1993 July 21, 1993 July 22, 1993 July 23, 1993 Began fiscal year 93-94. LRSD Board of Directors Interim Superintendent During Special Board Meeting, distributed draft of Budget Specialists Program Planning and Budget Document to: Z Board of Directors Z LRSD Administrators Z Public LRSD Council meeting to discuss of: Z Staffing efficiency / Citizen and employee suggestions relating to prior year Z Planning process Z Budget Reductions Began to identify programs for \"fast-track\" evaluation. Special Board meeting\nBoard approved the closing of Ish School. Reviewed Budget Specialist's document. Initial LRSD Program Planning and Budget Document drafted. LRSD Council meeting including\nZ Program identification and coding of final list by Budget Specialist Z Began work on non-desegregation list Discussion of LRSD document with Budget Specialist. Regular Board meeting\nDesegregation Audit update. LRSD Council work session to refine budget calendar, tasks and responsible persons. Interim Superintendent Interim Superintendent Interim Superintendent LRSD Council LRSD Board of Directors Interim Superintendent LRSD Council Interim Superintendent LRSD Council LRSD Cabinet LRSD Board of Directors Interim Superintendent LRSD Council 1 Ir H II PROGRAM PLANNING AND BUDGET PROCESS Q II n II n II n a n II n II n n DATE ACTIVITY RESPONSIBLE PERSON(S) July 26, 1993 July 26. 1993 July 27, 1993 July 27, 1993 July 28, 1993 July 28, 1993 July 29, 1993 July 30, 1993 July 30. 1993 August. 1993 August 2. 1993 August 3. 1993 August 4. 1993 August 4, 1993 August 5. 1993 Work session to discuss rewrite of LRSD Program Planning and Budget Document. Copy sent to Board for review prior to the July 28. 1993. Board meeting. Completed review of secondary schools staffing. Designated the Director of Planning. Research. \u0026amp; Evaluation as the lead planner. Stephens School site selection process. Memo from Budget Specialist regarding Program Planning and Budget Document. Special Board meeting\ndiscussed and reviewed draft of LRSD Program Planning and Budget Document with the Board. Thorough discussion of the document by the Board, which adopted the planning and budgeting process. Changes made to the LRSD Program Planning and Budget Document to reflect Board input. Defined needs assessment process, format and purpose. LRSD Program Planning and Budget Document filed with the Court and sent to Board members. Appointed two Board members to participate in work sessions to establish mission statement and tentative goals. LRSD Council meeting to discuss planning process. Meeting with Budget Specialist regarding Desegregation Audit and budget process. Began position control document edit. LRSD Council meeting to discuss: / Proportional allocation formulas  Public and District forums  Monthly and quarterly reporting Initiated plans for community and District forums. Interim Superintendent LRSD Council Interim Superintendent Director. Human Resources Interim Superintendent Site Selection Committee Director of Planning. Research \u0026amp; Evaluation LRSD Board of Directors Interim Superintendent Interim Superintendent LRSD Council Director of Planning. Research \u0026amp; Evaluation Interim Superintendent LRSD Board of Directors Interim Superintendent Interim Superintendent LRSD Council Director of Planning. Research \u0026amp; Evaluation Director. Human Resources Manager of Support Services Interim Superintendent LRSD Council Director of Planning. Research \u0026amp; Evaluation 2r H H PROGRAM PLANNING AND BUDGET PROCESS II II DATE ACTIVITY RESPONSIBLE PERSON(S) August 6, 1993 II H II li II II n II II II n H August 6, 1993 August 10. 1993 August 11, 1993 August 16, 1993 August 17, 1993 August 20, 1993 August 20, 1993 August 23, 1993 August 24, 1993 August 25, 1994 August 26, 1993 August 27, 1993 August 30, 1993 August 30, 1993 August 31, 1993 Requested copies of City of Little Rock Needs Assessment for Future Little Rock project. Revision of Budget Specialists procedures document. Stephens School site selection process. Joint meeting of LRSD Board/City of Little Rock Board. Discussion of Desegregation Plan and Future Little Rock Task Force report. Organized position control team and established team meeting dates. Distributed draft of Procedures Manual. Began development of proportional allocation formulas. Conducted work session in preparation for goal setting work session. Preparation of marketing and recruitment strategies Position Control Team meeting. Reviewed responses to draft of Position Control Procedures Manual. Stephens School site selection process. LRSD Cabinet discussion of planning document\npre-goal setting. Regular Board meeting: report on the Program Planning and Budget process. Began development of monitoring and reporting procedures and issued instructions, as needed. Position Control Team meeting. Discussion of:  Standardization of forms  Manual revisions  Monthly manpower reports LRSD Council meeting:  Discussed Fast Track Evaluation format  Developed topics to evaluate Filed August Project Management Tool with Court. Interim Superintendent Director of Planning, Research \u0026amp; Evaluation Site Selection Committee LRSD Board of Directors Director. Human Resources Manager of Support Services Manager of Support Services Superintendent LRSD Council Marketing Consultant Director. Human Resources Manager of Support Services Site Selection Committee Interim Superintendent LRSD Cabinet LRSD Board of Directors Director of Planning, Research \u0026amp; Evaluation Director, Human Resources Manager of Support Services Interim Superintendent LRSD Council Interim Superintendent 3r H II PROGRAM PLANNING AND BUDGET PROCESS N II n n DATE August 31, 1993 August 31, 1993 Septembers, 1993 September 1, 1993 ACTIVITY Work session with Board. Developed mission statement and tentative goals. Stephens School site selection process. Distribution of Program Planning and Budget Document diskettes. Format developed by Budget Specialist. Stephens School site selection process. RESPONSIBLE PERSON(S) LRSD Board of Directors Interim Superintendent Site Selection Committee Director of Planning, Research \u0026amp; Evaluation Site Selection Committee n September 9, 1993 Hired Planning Specialist. LRSD Board of Directors September 9, 1993 H n a q q q q q September 10, 1993 September 13, 1993 September 15, 1993 Special Board meeting during which the Board:  Approved mission statement and tentative goals from August 31, 193 session.  Reviewed:  Issues related to needs assessment  Desegregation Program Inventory Report  Mission Statement/Goals / Established guidelines for determining written priorities for the annual budget (1994-95)  Reviewed and provided guidance related to proportional allocation formula  Considered strategies for funding shortfall  Identified/approved program for fast track evaluation  Provided input regarding public forums Filed Desegregation Audit with Court. Position Control Team meeting. Completed revisions to forms and manual. Discussed implementation schedule/plan. Participation in LRSD/City of Little Rock Collaborative Effort. Discussed Desegregation Plan. LRSD Board of Directors Director of Planning, Research \u0026amp; Evaluation Director, Human Resources Manager of Support Services LRSD Board of Directors q 4d d PROGRAM PLANNING AND BUDGET PROCESS II If q q q q II n If II II II II M n DATE ACTIVITY RESPONSIBLE PERSON(S) September 15, 1993 September 16, 1993 September 18, 1993 September 20, 1993 September 22-23, 1993 September 23, 1993 September 23, 1993 September 21,1993 September 29, 1993 September 30, 1993 September 30, 1993 October 1, 1993 October 4, 1993 October 5, 1993 October 8, 1993 October 11, 1993 Held principals meetings to review: Z Mission Statement Z Goals Z Program Planning and Budget Document Z Program Budget Document terms and data element definitions Z Desegregation Plan/School Operations Z 1993-94 Budget Allocation Preparation of marketing and recruitment strategies. Preparation of marketing and recruitment strategies. Inservice for inputing achievements on the Program Planning and Budget Document. Regular Board meeting. Board raised issues and gave additional direction to staff regarding Desegregation Update (School Operations section of Program Budget Document). Position Control Team meeting. Drafted implementation plan. Preparation of marketing and recruitment strategies. Position Control Team meeting. Dratted instructions for using forms. Filed September Project Management Tool with Court. Position Control Team meeting. Package manual for approval. Preparation of marketing and recruitment strategies. Conducted follow-up training for using the WordPerfect file. Position Control Team meeting. Distributed manpower and substitute usage reports. Discussed new monthly internal reporting. Held public forum at Cloverdale Elementary School. LRSD Council LRSD Council Marketing Consultant LRSD Council Marketing Consultant Director of Planning, Research \u0026amp; Evaluation LRSD Board of Directors Director, Human Resources Manager of Support Services LRSD Council Marketing Consultant Director, Human Resources Manager of Support Services Interim Superintendent Director, Human Resources Manager of Support Services LRSD Council Marketing Consultant Instructional Resources Center Director, Human Resources Manager of Support Services Superintendent 5r ri ri PROGRAM PLANNING AND BUDGET PROCESS ri ri DATE ACTIVITY RESPONSIBLE PERSON(S) October 12, 1993 ri ri ri H H ri 11 11 d II ri ri October 13, 1993 October 15, 1993 October 19, 1993 October 26, 1993 October 28, 1993 October 31, 1993 November 2, 1993 November 3, 1993 November 8, 1993 November 10, 1993 November 10, 1993 November 12, 1993 November 15, 1993 November 16, 1993 November 16, 1993 Preparation of marketing and recruitment strategies. Work session with Associate Monitor. ODM. Position Control Team meeting. Completed instructions for forms. Reassignment of employee to Human Resources as project manager to implement position control procedures and data analysis. Held public forum at Parkview Magnet High School. Regular Board meeting\nstatus report regarding outsourcing. Fiied October Project Management Tooi with Court. Orientation of new Board members, including the planning and budget process. Filed First Quarter Status Report of the Program Planning and Budget Document with Court. LRSD Council meeting to discuss:  Non-desegregation Programs  Proportional allocation formulas  Review of management tool and development of process for improving the document LRSD Council reviewed the Desegregation Audit - Phase II and categorized all desegregation commitments recently submitted to Court. Held public forum at Bale Elementary School. LRSD Council work session on Desegregation Audit. LRSD Council meeting to discuss nondesegregation programs. Held public forum at Forest Heights Junior High School. Court approval of magnet school budgets. LRSD Council Marketing Consultant Manager of Support Services Director, Human Resources Manager of Support Services Superintendent Superintendent LRSD Board of Directors Superintendent Superintendent Superintendent Superintendent LRSD Council Superintendent LRSD Council Superintendent Superintendent LRSD Council Superintendent LRSD Council Superintendent Magnet Review Committee 6r II H PROGRAM PLANNING AND BUDGET PROCESS II II q II q II q II II n n II n H DATE ACTIVITY RESPONSIBLE PERSON(S) November 18, 1993 November 19, 1993 November 22, 1993 November 23, 1993 November 29, 1993 November 30, 1993 November 30, 1993 November 30, 1993 December 2, 1993 December 2, 1994 December 3, 1993 December 3, 1993 December 6, 1993 Regular Board meeting during which Board members: / Raised issues regarding a comparison of staffing and staffing patterns for 1992-93 and 1993-94 (numbers, costs) / Requested a report for our December 17, 1993, Board meeting on the projections for the 1994-95 budget, as well as deficit shortfalls / Requested a review of the Budget Planning Document for December 17, 1993, Board meeting LRSD Cabinet meeting to discuss business case formats. LRSD Council meeting to discuss criteria for Fast Track Evaluation\nbusiness cases submitted to ODM. District Dialogues meeting with central office administration. LRSD Council meeting to discuss:  Proportional allocation formulas  Non-desegregation programs  Project Management Tool Developed 94-95 budget training material. Filed November Project Management Tool with Court. Held public forum at Rockefeller Incentive School Special Board meeting. Reviewed Project Management Tool and Program Planning and Budget Document. Approved tentative organizational chart. Response by Human Resources regarding the Boards November 18 request for staffing information. Developed instructions for 94-95 budget preparation. Filed Notice of LRSD Board Involvement with Court. Held public forum at Garland Incentive School. LRSD Board of Directors Superintendent LRSD Cabinet Superintendent LRSD Council Superintendent Superintendent LRSD Council Manager of Support Services Superintendent Superintendent LRSD Board of Directors Director, Human Resources Manager of Support Services Superintendent Superintendent 7F H II PROGRAM PLANNING AND BUDGET PROCESS N II n II H H n n n II II n n n DATE ACTIVITY RESPONSIBLE PERSON(S) Decembers, 1993 December 9, 1993 December 13, 1993 December 13, 1993 December 14, 1993 December 15, 1993 December 15, 1993 December 16, 1993 December 17. 1994 December 22, 1993 December 31. 1993 January 4, 1994 January 6, 1994 January 7, 1994 January 10. 1994 LRSD Council meeting to discuss\n Desegregation Audit / Proportional allocation formulas Meeting with program supervisors regarding new internal reports and the 94-95 budget process. LRSD Council meeting to discuss action plan to address the Incentive School Monitoring Report. Participation in LRSD/City of Little Rock Collaborative Effort. Discussed Desegregation Plan. Work session with elementary principals: / Rediscussed new internal monthly reports / Distributed 94-95 proposed budget allocations / Distributed 94-95 budget instructions District Dialogues meeting with teachers. Met with Support Services Directors and other department heads regarding the 94-95 budget process and allocations. Regular Board meeting\napproved business case to purchase Romine theme equipment\nupdate on 94- 95 budgeting process and meetings with budget managers. Fiied LRSD 1993-94 Budget with Court. Received distribution of 1993 final tax settlement funds. First notice of distribution problem. Filed December Project Management Tool with Court. District Council meeting to discuss:  Desegregation Audit - Phase II  Board Retreat  Fast Track Evaluations District Dialogues meeting with principals. Met with Coopers \u0026amp; Lybrand regarding outsourcing. District Council meeting to discuss early retirement incentive and Desegregation Audit - Phase II. Superintendent LRSD Council Manager of Support Services Superintendent LRSD Council LRSD Board of Directors Manager of Support Services Superintendent Manager of Support Services LRSD Board of Directors Superintendent Manager of Support Services Superintendent Superintendent LRSD Council Superintendent LRSD Council Superintendent LRSD Council 8r II H PROGRAM PLANNING AND BUDGET PROCESS II n n II H H II II II u DATE ACTIVITY RESPONSIBLE PERSON(S) January 11, 1994 January 12, 1994 January 13, 1994 January 13, 1994 January 13, 1994 January 13, 1994 January 18, 1994 January 18, 1994 Meeting with county officials to discuss shortfall on final tax settlement. Filed Response of LRSD to ODM Budget with Court. Met with County Collector to discuss final tax settlement progress. Met with Budget Specialist to discuss: Z Overview of new process Z Use of Tool Z Desegregation and Non-desegregation expenditures Met with instructional supervisors to discuss Fast Track Evaluations. Special Board meeting\ndiscussion of agenda for Board Retreat. LRSD Council meeting to discuss\nZ Board Retreat Z Fast Track Evaluations Z Proportional Allocation Formulas Z Desegregation Audit - Phase II Met with Coopers \u0026amp; Lybrand regarding outsourcing. Manager of Support Services Superintendent Manager of Support Services Director of Planning, Research \u0026amp; Evaluation Manager of Support Services Deputy Superintendent LRSD Board of Directors Superintendent LRSD Council LRSD Board of Directors January 28, 1994 LRSD Cabinet meeting to discuss the Project Management Tool and training. Superintendent LRSD Cabinet II II n H January 31, 1994 January 31, 1994 February 1, 1994 February 2, 1994 February 3, 1994 February 3, 1994 February 3, 1994 LRSD Council meeting to discuss transportation issues and fleet. Filed January Project Management Tool with Court. LRSD Cabinet meeting to discuss Fast Track Evaluations. Discussion of Board Retreat. Met with Budget Specialist to discuss: Z Desegregation/Non-Desegregation expenditures Z Program Planning and Budget Document Joint meeting of LRSD/City of Little Rock regarding Future Little Rock Task Force joint efforts. District Dialogues meeting with classified staff. Superintendent LRSD Council Superintendent Superintendent LRSD Cabinet LRSD Council Director of Planning, Research \u0026amp; Evaluation Manager of Support Services LRSD Board of Directors Superintendent 9II II PROGRAM PLANNING AND BUDGET PROCESS n II n II n II n II w II n DATE February 4, 1994 February 4-5, 1994 February 7, 1994 February 7, 1994 February 9, 1994 February 9, 1994 February 14, 1994 February 15, 1994 February 15, 1994 February 17, 1994 February 18, 1994 ACTIVITY LRSD Cabinet meeting to discuss:  Program Planning and Budget Document mini inservice  Project Management Tool  Studies and Reports: Arkansas Minimum Performance Test  Curriculum Audit  Educational Equity Monitoring School Climate/Human Relations Survey  Student Achievement Test, Eighth Edition Board Retreat. Discussion of the budget process from July 1, 1993 to present and 1994-95 major budget issues^ LRSD Council meeting to discuss:  Board Retreat  Early retirement incentive program  Negotiations  Fast Track Evaluations Filed Second Quarter Status Report of the Program Planning and Budget Document with Court. ASBO Convention. Discussed Workers Compensation and 94-95 budget impact. Announcement of State Aid miscalcuiation and reiease of statewide printout showing effects. State Board of Education meeting regarding state aid shortfall. Met with Magnet Review Committee regarding status of the 94-95 budget process. Magnet school principals in attendance provided input. Met with County Assessor to discuss final tax settlement. Special Board meeting regarding:  State Aid shortfall  Early retirement incentive  Outsourcing  Bond Refunding Meeting with Governor Tucker regarding State Aid issues. 10 RESPONSIBLE PERSON(S) Superintendent LRSD Cabinet LRSD Board of Directors Superintendent Superintendent LRSD Council Superintendent Manager of Support Services Manager of Support Services Manager of Support Services Manager of Support Services Manager of Support Services LRSD Board of Directors SuperintendentF II II PROGRAM PLANNING AND BUDGET PROCESS N II q q q q II q q q q q q q DATE ACTIVITY RESPONSIBLE PERSON(S) February 21-22, 1994 February 21-24, 1994 February 21-23, 1994 February 23, 1994 February 24, 1994 Meetings with individual Board members regarding program planning and budgeting. District Council meetings to discuss program planning and budgeting in preparation for Court hearing on February 25, 1994. District Council meetings to complete Phase II of Desegregation Audit. Joint Interim Education Committee meeting regarding school funding formula\ndistribution of revised data. Meeting with local legislators to discuss school funding issues. 11 Superintendent Manager of Support Services Superintendent LRSD Council LRSD Council Manager of Support Services LRSD Board of Directorsr II II II H q q q q q II q q 11 LITTLE ROCK SCHOOL DISTRICT OPERATING, DEBT SERVICE AND DESEGREGATION FUNDS FOR THE SEVEN MONTH PERIODS ENDED JANUARY 31,1993 4 1994 APPROVED 1992/93 RECEIPTS 01/31/93 % COLLECTED APPROVED 1993/94 RECEIPTS 01/31/94 % COLLECTED REVENUE-LOCAL SOURCES CURRENTTAXES DELINQUENT TAXES 40% PULLBACK EXCESS TREASURERS FEE DEPOSITORY INTEREST REVENUE IN UEU OF TAXES MISCELLANEOUS AND RENTS INTEREST ON INVESTMENTS ATHLETIC RECEIPTS___________ TOTAL REVENUE - COUNTY SOURCES COUNTY GENERAL SEVERANCE TAX______________ TOTAL REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN ORPHAN CHILDREN EARLY CHILDHOOD TRANSPORTATION INCENTIVE FUNDS - M TO M ADULT EDUCATION COMPENSATORY EDUCATION TOTAL 39,088,120 4,250,186 21,694,576 140,000 300,000 224,667 461,000 300,000 100.857 66.559,406 39.701,855 2,363,973 0 145,690 245,270 245,162 115,067 188,336 0 43.005.:^ 101.57% 41,027,982 55.62% 0.00% 104.06% 81.76% 109.12% 24.96% 62.78% 0.00% 4,502,692 21,420,949 145,690 303,000 245,162 484,050 350,000 102,874 64.61% 68382,399 39,161,056 3,056,253 _________0 146,379 259,545 162,353 28,202 159,042 _________0 42.992,830 95.45% 67.88% 0.00% 100.47% 85.66% 74.38% 5.83% 45.44% 0.00% 62.69% 73,419 11,000 84,419 48,952 0 48,952 66.67% 0.00% 57.99% 73,419 18,000 91,419 36,605 0\n36,605 49.86% 0.00% 40.04% REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM OTHER FUND TRANSFER FROM BOND ACCT TOTAL TOTAL OPERATING REVENUE REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B OTHER TOTAL REVENUE-MAGNET SCHOOLS STATE/LOCAL________________ TOTAL TOTAL REVENUE 27,042,713 8,926,606 1,500,000 73,419 1,341,887 821,449 3,000 229,403 2,692,563 2,490,900 697,589 548,034 46,367,563 14,969,069 3,889,954 _________0 36,714 512,902 8,580 3,540 160,194 985,510 756,256 432,991 422,702 22.1^,412 55.35% 43.58% 0.00% 50.01% 38.22% 1.04% 118.00% 69.83% 36.60% 30.36% 62.07% 77.13% 25,350,138 8,094,112 ________0 ________0 1,341,887 1,210,000 3,540 240,873 2,700,000 2,883,425 768,715 575,435 14,132,267 4,036,652 ________0 ________0 605,261 325,396 47.83% 43.168.125 _________0_ 144,626 2,191,636 930,703 350,079 _________0_ 22,716.622 55.75% 49.67% 0.00% 0.00% 45.11% 26.69% 0.00% 60.04% 61.17% 32.28% 45.54% 0.00% 5Z62% 40,000 262,000 600,000 902.000 113,913.388 4,288,755 215,020 589,011 1,186,464 6,279,250 14,278,796 14,278,796 134,471,434 21,795 0 0 21,795 65,254,512 1,799,383 0 228,647 505,350 2,533.380 5,128,287 5,128,287 72,916,179 12 54.49% 0.00% 0.00% ^42% 57.28% 41.96% 0.00% 38.82% 42,59% 40,000 1,250,000 500,000 1,790,000 113.631.943 0 1,023 0 1.023 65.747,080 0.00% 0.08% 0.00% 0.06% 57.86% 4,280,691 192,433 624,024 1,091,051 40.35% 6.188.199 0 0 443,733 638,918 1,082,651 0.00% 0.00% 71.11% 58.56% 17.50% 35.92% 14,554,670 35.92% 14.554,670 54.22% 134,374,812 4,025,674 4,025,674 70,855,405 27.66% 27.66% 52.73%r II II II II II q II q q q q q q q q LITTLE RCTCK SCHOOL DISTRICT OPERATING, DEBT SERVICE AND DESEGREGATION FUNDS FOR THE SEVEN MONTH PERIODS ENDED JANUARY 31.1993 i 1994 EXPENDTFURES SALARIES BENEFITS PUR SER,SUPPLIES,EQUIP DEBT SERVICE CONTINGENCY TOTAL OPERATINQ EXPENSES EXPENSES-FEDERAL GRANTS EXPENSES-MAGNET SCHOOLS TOTAL EXPENSES APPROVED 1992/93 EXPENDED 01/31/93 % EXPENDED APPROVED 1993/94 EXPENDED 01/31/94 % EXPENDED 73.581,345 9,941,433 21,652,668 9,597,115 500,000 115.272561 6,764.930 14,278,796 136.316.287 33,066,131 4,580,143 9,552,641 8,753,445 0 55.952.380 2,128,177 5,802,374 63.882511 13 44.94% 46.07% 44.12% 91.21% 0.00% 48.S44t 31.46% 40.64% 75,954523 9,306,556 21,849,168 8,870,123 1,000,000 116.980.370 7.074,106 14,554,670 48.86% 138.609.148 34.719,475 4,325,538 8,528,359 8,207,713 0 55.781.0 2.310.223 6,032,285 64.123593 45.71% 46.48% 39.03% 92.53% 0.00% 47.6W 32.66% 41.45% 48.26% Lr n  II II LITTLE ROCK SCHOOL DISTWCT 1992-94 REVENUE AND EXPENDITURES ACTUAL AND PROJECTED FOR COURT SUBMISSION 02-25-94 n ACTUAL 1991-92 ACTUAL 1992-93 BUDGET 1993-94 ACTUAL 01/31/94 ESTIMATED 2/1-6/30 PROJECTED 06-30-94 q q q REVENUE - LOCAL SOURCES CURRENTTAXES 40% PULLBACK DELINQUENT TAXES EXCESS TREASURERS FEES DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISC. AND RENTS INTEREST ON INVESTMENTS ATHLETIC RECEIPTS 38,196.979 21,081.833 4.250.186 140.858 241.476 224.667 406.878 354.446 100.857 39.701.855 22.220.949 4.293.380 145.690 360.734 245.162 574.918 208.519 87.005 41,027,982 21,420,949 4,502,692 145,690 303,000 245,162 464,050 350,000 102,874 39,161,056 0 3,056,253 146,379 259,545 182,353 28,202 159,042 0 429,023 21,420,949 1,771,117 0 43,455 0 455,848 160,000 102,874 39.590.079 21.420.949 4.827.370 146.379 303.000 182.353 484.050 319.042 102.874 q TOTAL 64,998,180 87,838^12 88^,399 42,992,830 24,383,266 67,376,096 REVENUE - COUNTY SOURCES COUNTY GENERAL SEVERANCE TAX 73.419 15.350 73,428 18.031 73.419 18.000 36.605 0 36.814 18.000 73.419 18.000 TOTAL 88,769 91,459 91.419 36,605 54,814 91,419 REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION 27.264.460 8.637.482 4.500.000 73.426 1.513.699 824.870 147.050 3.000 2.379.879 858.743 1.770.486 697.589 25.275.221 8.926.606 1.500.000 72.694 1.261.451 1.139.235 234.403 3.540 3,198,252 563,602 2,127,216 799344 25.350.138 8.094.112 0 0 1.341,887 1210.000 240.873 3340 2.700.000 575.435 2.883.425 768.715 14,132,267 4,036,652 0 0 605,261 325,396 144,626 0 2,191,638 0 930,703 350,079 11,437,544 4,057,460 0 0 736,626 884,604 96,247 3,540 506,362 575,435 1,952,722 418,636 25.569.811 8.094.112 0 0 1.341.887 1.210.000 240.873 3,540 2,700,000 575,435 2,883,425 768,715 iK i ~7') TOTAL 48,670,684 45,101.764 43,166.125 22,716,622 20,671.176 43.387.798 REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM OTHER FUND TRANSFER FROM BOND ACCT 9.385 129.426 394.675 40.866 171.006 40.000 1.250.000 500.000 0 1.023 0 40.000 1.248.977 500.000 40,000 1,250,000 500,000 TOTAL 533,488 211,872 1,790,000 1,023 1,788,977 1,790,000 TOTAL REVBJUE OPERATINQ 114,291,121 113,243.307 1113,631.943 65,747.080 46.898.233 112.645,313 14H II II II n n q II q q q q I I UTTLE ROCK SCHOOL DISTRICT 1992-94 REVENUE ANO EXPENDITURES ACTUAL ANO PROJECTED FOR COURT SUBMISSION 02-25-94 REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B OTHER TOTAL REVENUE-MAGNET SCHOOLS STATEA-OCAL TOTAL TOTAL REVB4UE EXPENSES SALARIES BENEFTTS SERVICES.SUPP.EQUIP DEBT SERVICE CONTINGENCY RESERVE FOR ENCUMBR TOTAL OPERATMQ EXPBISES EXPENSeS-FEDERAL GRAffTS ACTUAL 1991-92 3,275,099 224,423 558,810 1,164,511 5.222.843 13,887,841 13,887.8*1 133,401.805 73,191,213 8,992,742 22,470,043 7,950,100 0 0 112,604,098 5,132,152 EXPENSES-MAGNET SCHOOLS TOTAL EXPBJSES INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE FEDERAL OPERATING ENDING FUND BALANCE FEDERAL OPERATING TOTAL 13,887,841 131.624,091 1,777,714 552,490 634,844 643,181 2,321,867 2,965,048 ACTUAL 1992-93 4,288,755 215,020 589,011 1,221,200 8,313,986 13,548,434 13.548:434 1ffl,105.727 71,912,128 9,908,175 20,080,366 9,554535 0 714,896 112,170,100 5,992,216 13,548,434 131,710,750 1,394,977 643,181 2,321,867 964,951 3,395,074 4,360,025 BUDGET 1993-94 4,280,691 192,433 624,024 1,091,051 6.188,189 14,554,670 14,554,670 134.374,812 75,954523 9,306,556 21,849,168 8,870,123 1,000,000 0 116,980\n370 7,074,106 14,554,670 138,609,146 (4,234,334) 964,951 4,109,970 79,044 761,544 840587 15 ACTUAL 01/31/94 ______0 ______0 443,733 638,918 1,062,651 4,025,674 4,025,674 70,855,405 34,719,475 4,325538 8,526,359 8,207,713 ________0 0 55,781,085 2,310,223 6,032,285 64,123,593 6,731,812 964,951 4,109,970 (262,621) 12,069,355 11,806.734 ESTIMATED 2/1-6/30 4,280,691 192,433 180,291 452,133 5,105,548 10,528,996 10,528,996 62,532,777 41,129,646 4,964,517 13,155,072 642,410 _________0 0 59,891,645 4,763,883 8,522,385 73,177.913 (10,645,136) 875,218 PROJECTED 06-30-94 4,280,691 192,433 624,024 1,091,051 6,188,199 14,554,670 14^554,670 133,388,182 75,849,121 9,290,055 21,683,431 8,850,123 _________0 0 115,672,730 7,074,106 14,554,670 137,301,506 (3,913,324) 964,951 4,985,188 341,665 (10,111,583) (9,769.918) 79,044 1,957,771 2,036,815 II II II II II H H H H H II u u H II n LfTTLEROCK SCHOOL DISTRICT 1992-95 REVENUE ANO EXPENDITURES ACTUAL AND PROJECTED FOR COURT SUBMISSION 02-25-94 REVENUE - LOCAL SOURCES CURRENTTAXES____________ 40% PULLBACK DELINQUENT TAXES_________ EXCESS TREASURERS FEES DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISC. AND RENTS INTEREST ON INVESTMENTS ATHLETIC RECEIPTS TOTAL REVENUE - COUNTY SOURCES COUNTY GENERAL SEVERANCE TAX TOTAL REVENUE - STA TE SOURCES MFPA_______________________ SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS_________ ADULT EDUCATION TOTAL REVENUE - OTHER SOURCES PUBLIC LAW 874________________ TRANSFER FROM OTHER FUNDS TRANSFER FROM BOND ACCT TOTAL TOTAL REVENUE OPERATINQ ACTUAL 1992-93 39,701,855 22,220,949 4,293,380 145,690 360,734 245,162 574,918 208,519 87,005 67,838,212 73,428 18,031 91.453 25,275,221 8,926,606 1,500,000 72,694 1,261,451 1,139,235 234,403 3,540 3,198,252 563,602 2,127,216 799,544 45,101,764 40,866 171,006 0 211,872 113,2+3,307 16 PROJECTED 1993-94 39,590,079 21,420,949 4,827,370 146,379 303,000 182,353 484,050 319,042 102,874 7,378,096 73,419 18,000 91,419 25,569,811 8,094,112 0 0 1,341,887 1,210,000 240,873 3,540 2,700,000 575,435 2,883,425 768,715 \u0026lt;3,387,798 40,000 1,250,000 500,000 1,790,000 112,6+5,313 PROJECTED 1994-95 38,600,327 21,420,949 4,802,692 140,000 300,000 180,000 475,731 322,232 100,000 66,341,331 73,419 18,000 91,419 26,778,326 6,042,591 0 0 1,200,000 1,510,000 250,000 3,540 3,300,000 580,435 3,100,000 768,715 43,533,607 38,000 600,000 400,000 1,038,000 111,00+,^ ASSUMPT 1994-95 (1) (2) (3) (4) LII u 11 n ii q q q 11 q q q LITTLE ROCK SCHOOL DISTRICT 1992-95 REVENUE ANO EXPENDITURES ACTUAL AND PROJECTED FOR COURT SUBMISSION 02-25-94 ACmjAL 1992-93 PROJECTED 1993-94 PROJECTED 1994-95 ASSUMPT 1994-95 REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B___________________ OTHER TOTM. REVENUE-MAGNET SCHOOLS STATE/LOCAL TOTAL REVENUE MgBcaa'............ TOTAL EXPENSES SALARIES BENEFITS SERVICES.su PP.EQUIP DEBT SERVICE CONTINGENCY RESERVE FOR ENCUMB TOTAL OPERAHNQ EXPENSES EXPENSES-FEDSiAL GRAFTS EXPENSES-MAGNET SCHOOLS TOTAL EXPENSES INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUNO BALANCE FEDERAL_________________ OPERATING ENDING FUND BALANCE FEDERAL OPERATING TOTAL 4.288.755 215.020 589.011 1.221.200 6,313,986 13,548,434 13348,434 133,105,727 71.912.128 9.908.175 20.080.366 9.554.535 0 714,896 112.170,100 5,992,216 13,548,434 131.710,750 1,394,977 643,181 2,321,867 964.951 3.395.074 4.360.02S- 17 4.280.691 192.433 624.024 1.091.051 6,188,199 14,554,670 14354,670 133.388,182 75.849,121 9,290,055 21,683,431 6,850,123 0 0 115.672,730 7,074,106 14,554,670 137,301,506 (3,913,324) 964,951 4,985,188 79.044 1.957.771 2,036315 4,280,691 192,433 624,024 1,400,000 6.497.148 14,991,310 14,991,310 132,493X16 78.372.896 9.625.474 22.649.762 8.620.475 1.000.000 0 120.268,608 6.491,192 14,991,310 141,751,110 (9,257,694) 79.044 1.957.771 85.000 (7.305.880) (7320.880) (5) (6) (7) (7) (8) (9)n II LITTLE ROCK SCHOOL DISTRICT II ASSUMPTIONS 1994-95 II (1) II Current taxes will experience only minimal growth. A net reduction will occur in this line item when combined with the full year effect of the loss of revenues from household goods. ll (2) Delinquencies will remain relatively constant due to declining collection rates in previous years. II (3) The Arkansas Legislature will address formula concerns by converting to a fixed charge rate for personal and utility properties as well as infusing new dollars to create additional revenues. (4) II Recruiting efforts for the new Pulaski County Special School District interdistrict school will generate additional transportation reimbursement and M-to-M funding. II (5) Additional funds will be secured as a result of the efforts of the new grant writer. H q H (6) Vigorous recruitment efforts by the Little Rock School District will increase enrollment at the six original magnets. II II (7) Funds are included for increments for all employees and eight (8) additional 4-year old teachers and aides. (8) Funds are included for the Workers Compensation Insurance Program which must be funded by the District beginning July 1,1994. Additional requirements for lease purchase obligations are also included. (9) Savings as a result of current proposed and prior approved debt restructuring. 18LITTLE ROCK SCHOOL DISTRICT POTENTIAL BUDGET STRATEGIES 1994-95 Institution of an early retirement incentive program (with 100 participants) Potential Reduction Measures $ 1,000,000 9 ^0 ^(7) Salary freeze 2,286,000 Elimination of two (2) teacher contract days (changes contract length to 190 days) School closing (per location) Adjustments to vocational teacher contract lengths Reductions to fringe benefit contributions by 10% Outsourcing of transportation program 700,000 275,000 278,000 400,000 600,000 Redesign of delivery of Sth period 200,000 (9) (10) X(\") (12) Reduction in contribution to New Futures program Reduction in materials and supplies (1%) Millage election (1 mill - 40% pullback) Draw down in desegregation loan fund 19 200,000 46,000 575,000 2.000,000 $ 8,560,000 LBBS\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_1102","title":"\"Little Rock School District 1994-1995 Budget Development Activities\"","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":["1994-02-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Education--Evaluation","Educational planning"],"dcterms_title":["\"Little Rock School District 1994-1995 Budget Development Activities\""],"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/1102"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLITI'LE ROCK SCHOOL DISTRICT 1994--95 BUDGET DEVELOPMENTACTWITIES Court Submission February 25, 1994 TABLE OF CONTENTS Program Planning and Budgeting Process Chart Chronology of Events Revenue and Expenditures for the Seven Month Periods Ended January 31, 1993 \u0026amp; 1994 1992-94 Revenue and Expenditures 1992-95 Revenue and Expenditures Assumptions 1994-95 Strategies 1994-95 Page No. 1 12 14 16 18 19 Program Planning \u0026amp; Budgeting Process February 25, 1994 Management Tool 1 5 6 7 8 12 13 M 15 19 20 21 26 'X1 little Rock School District 1994-95 2 3 4 9 10 11 Students Public Input ++ Completed + In Progress - To be done in sequence I DATE July 1, 1993 July 9, 1993 7:00 p.m. July 12, 1993 July 14, 1993 July 15, 1993 July 13-16, 1993 July 19, 1993 July 21 , 1993 July 22, 1993 July 23, 1993 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING PROCESS CHRONOLOGY OF EVENTS I ACTMTY I RESPONSIBLE PERSON(S) Began fiscal year 93-94. LRSD Board of Directors Interim Superintendent During Special Board Meeting, distributed draft of Interim Superintendent Budget Specialist's Program Planning and Budget Document to:  Board of Directors  LRSD Administrators  Public LRSD Council meeting to discuss of: Interim Superintendent  Staffing efficiency  Citizen and employee suggestions relating to prior year  Planning process  Budget Reductions Began to identify programs for \"fast-track\" Interim Superintendent evaluation. LRSD Council Special Board meeting\nBoard approved the LRSD Board of Directors closing of lsh School. Reviewed Budget Specialist's document. Initial Interim Superintendent LRSD Program Planning and Budget Document LRSD Council drafted. LRSD Council meeting including: Interim Superintendent  Program identification and coding of final LRSD Council list by Budget Specialist  Began work on non-desegregation list Discussion of LRSD document with Budget LRSD Cabinet Specialist. Regular Board meeting\nDesegregation Audit LRSD Board of Directors update. LRSD Council work session to refine budget Interim Superintendent calendar, tasks and responsible persons. LRSD Council 1 I PROGRAM PLANNING AND BUDGET PROCESS I DATE I ACTMTY I RESPONSIBLE PERSON(S) I July 26, 1993 Work session to discuss rewrite of LRSD Program Interim Superintendent Planning and Budget Document Copy sent to LRSD Council Board for review prior to the July 28, 1993, Board meeting. July 26, 1993 Completed review of secondary schools staffing. Interim Superintendent Director, Human Resources July 27, 1993 Designated the Director of Planning, Research, \u0026amp; Interim Superintendent Evaluation as the lead planner. July 27, 1993 Stephens School site selection process. Site Selection Committee July 28, 1993 Memo from Budget Specialist regarding Program Director of Planning, Research Planning and Budget Document. \u0026amp; Evaluation July 28, 1993 Special Board meeting\ndiscussed and reviewed LRSD Board of Directors draft of LRSD Program Planning and Budget Interim Superintendent Document with the Board. Thorough discussion of the document by the Board, which adopted the planning and budgeting process. July 29, 1993 Changes made to the LRSD Program Planning and Interim Superintendent Budget Document to reflect Board input. LRSD Council July 30, 1993 Defined needs assessment process, fonnat and Director of Planning, Research purpose. \u0026amp; Evaluation July 30, 1993 LRSD Program Planning and Budget Document Interim Superintendent filed with the Court and sent to Board members. August, 1993 Appointed two Board members to participate in LRSD Board of Directors work sessions to establish mission statement and Interim Superintendent tentative goals. August 2, 1993 LRSD Council meeting to discuss planning Interim Superintendent process. LRSD Council August 3, 1993 Meeting with Budget Specialist regarding Director of Planning, Research Desegregation Audit and budget process. \u0026amp; Evaluation August 4, 1993 Began position control document edit. Director, Human Resources Manager of Support Services August 4, 1993 LRSD Council meeting to discuss: Interim Superintendent  Proportional allocation formulas LRSD Council  Public and District forums  Monthly and quarterly reporting August 5, 1993 Initiated plans for community and District forums. Director of Planning, Research \u0026amp; Evaluation 2 PROGRAM PLANNING AND BUDGET PROCESS I DATE I ACTM1Y I RESPONSIBLE PERSON(S) I August 6, 1993 Requested copies of City of Little Rock Needs Interim Superintendent Assessment for Future Little Rock project. August 6, 1993 Revision of Budget Specialist's procedures Director of Planning, Research document. \u0026amp; Evaluation August 1 O, 1993 Stephens School site selection process. Site Selection Committee August 11 , 1993 Joint meeting of LRSD Board/City of Little Rock LRSD Board of Directors Board. Discussion of Desegregation Plan and Future Little Rock Task Force report. August 16, 1993 Organized position control team and established Director, Human Resources team meeting dates. Distributed draft of Manager of Support Services Procedures Manual. August 17, 1993 Began development of proportional allocation Manager of Support Services formulas. August 20, 1993 Conducted work session in preparation for goal Superintendent setting work session. August 20, 1993 Preparation of marketing and recruitment strategies LRSD Council Marketing Consultant August 23, 1993 Position Control T earn meeting. Reviewed Director, Human Resources responses to draft of Position Control Procedures Manager of Support Services Manual. August 24, 1993 Stephens School site selection process. Site Selection Committee August 25, 1994 LRSD Cabinet discussion of planning document\nInterim Superintendent pre-goal setting. LRSD Cabinet August 26, 1993 Regular Board meeting\nreport on the Program LRSD Board of Directors Planning and Budget process. August 27, 1993 Began development of monitoring and reporting Director of Planning, Research procedures and issued Instructions, as needed. \u0026amp; Evaluation August 30, 1993 Position Control T earn meeting. Discussion of: Director, Human Resources  Standardization of forms Manager of Support Services  Manual revisions  Monthly manpower reports August 30, 1993 LRSD Council meeting: Interim Superintendent  Discussed Fast Track Evaluation format LRSD Council  Developed topics to evaluate August 31 , 1993 Filed August Project Management Tool with Court. Interim Superintendent 3  PROGRAM PLANNING AND BUDGET PROCESS I DATE I ACTIVI1Y I RESPONSIBLE PERSON(S) I August 31, 1993 Work session with Board. Developed mission LRSD Board of Directors statement and tentative goals. Interim Superintendent II August 31, 1993 Stephens School site selection process. Site Selection Committee September 3, 1993 Distribution of Program Planning and Budget Director of Planning, Research Document diskettes. Format developed by Budget \u0026amp; Evaluation Specialist. September 7, 1993 Stephens School site selection process. Site Selection Committee September 9, 1993 Hired Planning Specialist. LRSD Board of Directors September 9, 1993 Special Board meeting during which the Board: LRSD Board of Directors  Approved mission statement and tentative goals from August 31, 193 session.  Reviewed:  Issues related to needs assessment  Desegregation Program Inventory Report  Mission Statement/Goals  Established guidelines for determining written priorities for the annual budget (1994-95)  Reviewed and provided guidance related to proportional allocation formula  Considered strategies for funding shortfall  Identified/approved program for \"fast track evaluation  Provided input regarding public forums September 10, 1993 Filed Desegregation Audit with Court. Director of Planning, Research \u0026amp; Evaluation September 13, 1993 Position Control T earn meeting. Completed Director, Human Resources revisions to forms and manual. Discussed Manager of Support Services implementation schedule/plan. September 15, 1993 Participation in LRSD /City of Little Rock LRSD Board of Directors Collaborative Effort. Discussed Desegregation Plan. 4 ii ii PROGRAM PLANNING AND BUDGET PROCESS ii DATE ACTMTY RESPONSIBLE PERSON(S) September 15, 1993 Held principals' meetings to review: LASO Council September 16, 1993  Mission Statement September 18, 1993  Goals  Program Planning and Budget Document  Program Budget Document terms and data element definitions  Desegregation Plan/School Operations  1993-94 Budget Allocation September 20, 1993 Preparation of marketing and recruitment LASO Council strategies. Marketing Consultant September 22-23, 1993 Preparation of marketing and recruitment LASO Council strategies. Marketing Consultant September 23, 1993 lnservice for inputing achievements on the Program Director of Planning, Research Planning and Budget Document. \u0026amp; Evaluation September 23, 1993 Regular Board meeting. Board raised issues and LASO Board of Directors gave additional direction to staff regarding Desegregation Update (School Operations section of Program Budget Document). September 27, 1993 Position Control Team meeting. Drafted Director, Human Resources implementation plan. Manager of Support Services September 29, 1993 Preparation of marketing and recruitment LASO Council strategies. Marketing Consultant September 30, 1993 Position Control Team meeting. Drafted Director, Human Resources instructions for using forms. Manager of Support Services September 30, 1993 Filed September Project Management Tool with Interim Superintendent Court. October 1 , 1993 Position Control Team meeting. Package manual Director, Human Resources for approval. Manager of Support Services October 4, 1993 Preparation of marketing and recruitment LASO Council strategies. Marketing Consultant October 5, 1993 Conducted follow-up training for using the Instructional Resources Center WordPerfect file. October 8, 1993 Position Control Team meeting. Distributed Director, Human Resources manpower and substitute usage reports. Manager of Support Services Discussed new monthly internal reporting. October 11 , 1993 Held public forum at Cloverdale Elementary Superintendent School. 5 PROGRAM PLANNING AND BUDGET PROCESS I DATE I ACTIVI1Y I RESPONSIBLE PERSON(S) I October 12, 1993 Preparation of marketing and recruitment LRSD Council strategies. Marketing Consultant October 13, 1993 Work session with Associate Monitor, ODM. Manager of Support Services October 15, 1993 Position Control Team meeting. Completed Director, Human Resources instructions for forms. Manager of Support Services October 19, 1993 Reassignment of employee to Human Resources Superintendent as project manager to implement position control procedures and data analysis. October 26, 1993 Held public forum at Parkview Magnet High Superintendent School. October 28, 1993 Regular Board meeting\nstatus report regarding LRSD Board of Directors outsourcing. October 31 , 1993 Filed October Project Management Tool with Court. Superintendent November 2, 1993 Orientation of new Board members, including the Superintendent planning and budget process. November 3, 1993 Filed First Quarter Status Report of the Program Superintendent Planning and Budget Document with Court. November 8, 1993 LRSD Council meeting to discuss: Superintendent  Non-desegregation Programs LRSD Council  Proportional allocation formulas  Review of management tool and development of process for improving the document November 10, 1993 LRSD Council reviewed the Desegregation Audit - Superintendent Phase II and categorized all desegregation LRSD Council commitments recently submitted to Court. November 10, 1993 Held public forum at Bale Elementary School. Superintendent November 12, 1993 LRSD Council work session on Desegregation Superintendent Audit. LRSD Council November 15, 1993 LRSD Council meeting to discuss non- Superintendent desegregation programs. LRSD Council November 16, 1993 Held public forum at Forest Heights Junior High Superintendent School. November 16, 1993 Court approval of magnet school budgets. Magnet Review Committee 6 PROGRAM PLANNING AND BUDGET PROCESS DATE ACTMTY RESPONSIBLE PERSON(S) November 18, 1993 Regular Board meeting during which Board LRSD Board of Directors members:  Raised issues regarding a comparison of staffing and staffing patterns for 1992-93 and 1993-94 (numbers, costs)  Requested a report for our December 17, 1993, Board meeting on the projections for the 1994-95 budget, as well as deficit shortfalls  Requested a review of the Budget Planning Document for December 17, 1993, Board meeting November 19, 1993 LRSD Cabinet meeting to discuss business case Superintendent formats. LRSD Cabinet November 22, 1993 LRSD Council meeting to discuss criteria for Fast Superintendent Track Evaluation\nbusiness cases submitted to LRSD Council ODM. November 23, 1993 District Dialogues meeting with central office Superintendent administration. November 29, 1993 LRSD Council meeting to discuss: Superintendent  Proportional allocation formulas LRSD Council  Non-desegregation programs  Project Management Tool November 30, 1993 Developed 94-95 budget training material. Manager of Support Services November 30, 1993 Filed November Project Management To0I with Superintendent Court. November 30, 1993 Held public forum at Rockefeller Incentive School Superintendent December 2, 1993 Special Board meeting. Reviewed Project LRSD Board of Directors Management Tool and Program Planning and Budget Document. Approved tentative organizational chart. December 2, 1994 Response by Human Resources regarding the Director, Human Resources Board's November 18 request for staffing information. December 3, 1993 Developed instructions for 94-95 budget Manager of Support Services preparation. December 3, 1993 Filed Notice of LRSD Board Involvement with Superintendent Court. December 6, 1993 Held public forum at Garland Incentive School. Superintendent 7 PROGRAM PLANNING AND BUDGET PROCESS DATE ACTMTY RESPONSIBLE PERSON(S) December 6, 1993 LASO Council meeting to discuss: Superintendent  Desegregation Audit LASO Council  Proportional allocation formulas December 9, 1993 Meeting with program supervisors regarding new Manager of Support Services Internal reports and the 94-95 budget process. December 13, 1993 LASO Council meeting to discuss action plan to Superintendent address the Incentive School Monitoring Report. LASO Council December 13, 1993 Participation in LRSD /City of Little Rock LASO Board of Directors Collaborative Effort. Discussed Desegregation Plan. December 14, 1993 Work session with elementary principals: Manager of Support Services  Rediscussed new internal monthly reports  Distributed 94-95 proposed budget allocations  Distributed 94-95 budget instructions December 15, 1993 District Dialogues meeting with teachers. Superintendent December 15, 1993 Met with Support Services Directors and other Manager of Support Services department heads regarding the 94-95 budget process and allocations. December 16, 1993 Regular Board meeting\napproved business case to LASO Board of Directors purchase Romine theme equipment\nupdate on 94- 95 budgeting process and meetings with budget managers. December 17, 1994 Filed LRSD 1993-94 Budget with Court. Superintendent December 22, 1993 Received distribution of 1993 final tax settlement Manager of Support Services funds. First notice of distribution problem. December 31, 1993 Filed December Project Management Tool with Superintendent Court. January 4, 1994 District Council meeting to discuss: Superintendent  Desegregation Audit - Phase II LASO Council  Board Retreat  Fast Track Evaluations January 6, 1994 District Dialogues meeting with principals. Superintendent January 7, 1994 Met with Coopers \u0026amp; Lybrand regarding LRSD Council outsourcing. January 1 O, 1994 District Council meeting to discuss early retirement Superintendent incentive and Desegregation Audit - Phase II. LASO Council 8 I I II ,a \"II DATE January 11 , 1994 January 12, 1994 January 13, 1994 January 13, 1994 January 13, 1994 January 13, 1994 January 18, 1994 January 18, 1994 January 28, 1994 January 31, 1994 January 31, 1994 February 1, 1994 February 2, 1994 February 3, 1994 February 3, 1994 February 3, 1994 PROGRAM PLANNING AND BUDGET PROCESS ACTMTI RESPONSIBLE PERSON(S) Meeting with county officials to discuss shortfall on Manager of Support Services final tax settlement. Filed Response of LRSD to ODM Budget with Superintendent Court. Met with County Collector to discuss final tax Manager of Support Services settlement progress. Met with Budget Specialist to discuss: Director of Planning, Research  Overview of new process \u0026amp; Evaluation  Use of Tool Manager of Support Services  Desegregation and Non-desegregation expenditures Met with instructional supervisors to discuss Fast Deputy Superintendent Track Evaluations. Special Board meeting\ndiscussion of agenda for LRSD Board of Directors Board Retreat. LRSD Council meeting to discuss: Superintendent  Board Retreat LRSD Council  Fast Track Evaluations  Proportional Allocation Formulas  Desegregation Audit  Phase II Met with Coopers \u0026amp; Lybrand regarding LRSD Board of Directors outsourcing. LRSD Cabinet meeting to discuss the Project Superintendent Management Tool and training. LRSD Cabinet LRSD Council meeting to discuss transportation Superintendent issues and fleet. LRSD Council Filed January Project Management Tool with Court. Superintendent LRSD Cabinet meeting to discuss Fast Track Superintendent Evaluations. LRSD Cabinet Discussion of Board Retreat. LRSD Council Met with Budget Specialist to discuss: Director of Planning, Research  Desegregation/ Non-Desegregation \u0026amp; Evaluation expenditures Manager of Support Services  Program Planning and Budget Document Joint meeting of LRSD /City of Little Rock regarding LRSD Board of Directors Future Little Rock Task Force joint efforts. District Dialogues meeting with classified staff. Superintendent 9 Ill II DATE February 4, 1994 February 4-5, 1994 February 7, 1994 February 7, 1994 February 9, 1994 February 9, 1994 February 14, 1994 February 15, 1994 February 15, 1994 February 17, 1994 February 18, 1994 PROGRAM PLANNING AND BUDGET PROCESS ACTM1Y RESPONSIBLE PERSON(S) LRSD Cabinet meeting to discuss: Superintendent  Program Planning and Budget Document LRSD Cabinet mini inservice  Project Management Tool  Studies and Reports: Arkansas Minimum Performance Test Curriculum Audit  Educational Equity Monitoring School Climate/Human Relations Survey Student Achievement Test, Eighth Edition Board Retreat. Discussion of the budget process LRSD Board of Directors from July 1 , 1993 to present and 1994-95 major Superintendent budget issues. LRSD Council meeting to discuss: Superintendent  Board Retreat LRSD Council  Early retirement incentive program  Negotiations  Fast Track Evaluations Filed Second Quarter Status Report of the Program Superintendent Planning and Budget Document with Court. ASBO Convention. Discussed Worker's Manager of Support Services Compensation and 94-95 budget impact. Announcement of State Aid miscalculation and Manager of Support Services release of statewide printout showing effe9ts. State Board of Education meeting regarding state Manager of Support Services aid shortfall. Met with Magnet Review Committee regarding Manager of Support Services status of the 94-95 budget process. Magnet school principals in attendance provided input. Met with County Assessor to discuss final tax Manager of Support Services settlement. Special Board meeting regarding: LRSD Board of Directors  State Aid shortfall  Early retirement incentive  Outsourcing  Bond Refunding Meeting with Governor Tucker regarding State Aid Superintendent issues. 10 PROGRAM Pl.ANNING AND BUDGET PROCESS ii I DATE I ACTMTY I RESPONSIBLE PERSON(S) I February 21-22, 1994 Meetings with individual Board members regarding Superintendent program planning and budgeting. Manager of Support Services February 21-24, 1994 District Council meetings to discuss program Superintendent planning and budgeting in preparation for Court LASO Council hearing on February 25, 1994. February 21-23, 1994 District Council meetings to complete Phase II of LASO Council Desegregation Audit. ii February 23, 1994 Joint Interim Education Committee meeting Manager of Support Services regarding school funding formula\ndistribution of revised data. February 24, 1994 Meeting with local legislators to discuss school LASO Board of Directors funding issues. a 1111 11 .. /. .  . }. . ..... LITTLE ROCK SCH90L DISTRICT . { ]    OPERATING, DEBT SERVICE AND DESEGREGATION FUNDS FOR THE SEVEN MONTH PERIODS ENDED JANUARY 31, 1993 \u0026amp; 1994.. n \u0026gt;: ..... x :.   . r  \u0026lt;'   . t t. . \\\\ APPROVED RECSPTS 1992/93 01/31/93 REVENUE-LOCAL SOURCES CURRENT TAXES 39,088,120 39,701,855 DELINQUENT TAXES 4,250,186 2,363,973 40% PULLBACK 21,694,576 0 EXCESS TREASURER'S FEE 140,000 145,690 DEPOSITORY INTEREST 300,000 245,270 REVENUE IN LIEU OF TAXES 224,667 245,162 MISCELLANEOUS AND RENTS 461,000 115,067 INTEREST ON INVESTMENTS 300,000 188,336 ATHLETIC RECEIPTS 100,857 0 CM, COLLECTED 101.57% 55.62% 0.00% 104.0SCWl 81.761Wl 109.1N 24.9\u0026amp;Ml 62.78% APPROVED 1993/94 41,027,982 4,502,692 21,420,949 145,690 303,000 245,162 484,050 350,000 RECEIPTS 01/31/94 39,161,056 3,056,253 0 146,379 259,545 182,353 28,202 159,042 0.OOCWl 102,874 0 TOTAL .. .... . ...... .. 66,5591~ ~.005.~ .. }) REVENUE - COUNTY SOURCES ._ ... CM, COLLECTED 95.451Wl 67.881Wl o.~ 100.471!t 85.66% 74.38% 5.83% 45.44% 0.00% COUNTY GENERAL 73,419 48,952 66.SN 73,419 36,605 49.86CMJ SEVERANCE TAX ... .IOI~ ... , ......... ,., ..... . REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN ORPHAN CHILDREN EARLY CHILDHOOD TRANSPORTATION INCENTIVE FUNDS - M TOM ADULT EDUCATION COMPENSATORY EDUCATION TOTAL N .Y V' REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM OTHER FUND TRANSFER FROM BOND ACCT TOTAL TOTAL OP.ERA.TING REVENUE REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLEVI B OTHER TOTAL REVENUE-MAGNET SCHOOLS STATE/LOCAL TOTAL TOTAL REVENUE 11,000 0 27,042,713 14,969,069 8,926,606 3,889,954 1,500,000 0 73,419 36,714 1,341,887 512,902 821,449 8,580 3,000 3,540 229,403 160,194 2,692.563 985,510 2,490,900 756,256 697,589 432,991 548,034 422,702 40,000 21,795 262,000 0 600,000 0 902,000 . 2U95 113,91_3.388 65,254,512 .. , 4,288,755 1,799,383 215,020 0 589,011 228,647 1,186,464 505,350 6,279,2SO 2.533.380 14,278,796 5,128,287 14.278,796 5,128,287 134,471,-434 72,916,179 12 0.00% 18,000 0 0.00% 55.35% 25,350,138 14,132,267 55.75% 43.58% 8,094,112 4,036,652 49.8N 0.00% 0 0 o.~ 50.01% 0 0 o.~ 38.2N 1,341,887 605,261 45.11% 1.04% 1,210,000 325,396 26.89% 118.00% 3,540 0 0.00% 69.831Wl 240,873 144,626 60.04% 36.WM: 2,700,000 2,191,638 81.17% 30.361Wl 2,883,425 930,703 32.28% 62.07% 768,715 350,079 45.54% n.13% 575,435 0 o.~ 52.~ 40,000 0 0.00% 0.00% 1,250,000 1,023 0.08% 0.00% 500,000 0 0.00% 2.~ 1,790,000 1,023 O.O\u0026amp;M 57.~ 113,631,943 65.7~7,080 57.S\u0026amp;W 4,280,691 0 0.00% 192,433 0 o.~ 38.SN 624,024 443,733 71.11% 42.59% 1,091,051 638,918 58.56% 6,188,199 1,082,651 17.SOCM 35.9N 14,554,670 4,025,674 27.661Wl 35.9N 14,554,670 4,025,674 27,t\nSqE 54.2.N 134,374,812 70,855,405 52.73% EXPENDITURES SALARIES BENEFITS PUA SER,SUPPUES,EQUIP DEBT SERVICE CONTINGENCY APPROVED EXPENDED 1992/93 01/31/93 73,581,345 33,066, 131 9,941,433 4,580,143 21,652,668 9,552,6\"1 9,597,115 8,753,445 500,000 0 4141 EXPENDED 44.941Mi \"6.074MI 44.121Mi 91.211Mi O.OOCMi ~:/}:: :::::::::::::::::::::::::::::::::::::::::::::::::-:- TOTAf'OPERA~EXPENSES} :i~l:212]6{ rns:jSi~:  ... .,.~~ EXPENSES-FEDERAL GRANTS 6,76\",930 2,12a.1n 31.-461Mi APPROVED EXPENDED 4141 1993194 01/31/94 EXPENDED 75,954,523 34,719,475 \"5.711Mi 9,306,556 4,325,538 \"46.48% 21,849,168 8,528,359 39.03% 8,870,123 8,207,713 92.5:N 1,000,000 0 O.QOIM: 7,074,106 2,310,223 32.66% EXPENSES-MAGNET SCHOOLS 14,278,796 5,802,374 40.6\"% 14,554,670 6,032,285 41.45% iv\"'\".........\n: II:ii:\n!l::: ,36:s,i$rl =~~~~ : : , ~ :~ 1ii:i~~:1~ :~~ij~r:J )1:\n:i!il:: 13 [t  ,. --. . gtn.E ~s6~~c,\n\u0026gt;  .. . t 1992.\n94 REVENUE AND EXPENOl:Tl.iAES ACTUAL ANO.PROJECTED   . . . fC\u0026gt;fl C::OUR'f.SUfJM~~~027~.i~/. I. ACTUAL ACTUAL BUDGET ACTUAL ESTIMATED PROJECTED 1991-92 1992-93 1993-94 01/31/94 2/1-6130 06-30-94 REVENUE - LOCAL SOURCES CURRENT TAXES 38,196,979 39,701,855 41,027,982 39,161,056 429,023 39,590,079 40%PULLBACK 21,081,833 22,220,949 21,420,949 0 21,420,949 21,420,949 DELINQUENT TAXES 4,250,186 4,293,380 4,502,692 3,056,253 1,n1,111 4,827,370 EXCESS TREASURERS FEES 140,858 145,690 145,690 146,379 0 146,379 DEPOSITORY INTEREST 241,476 360,734 303,000 259,545 43,455 303,000 REVENUE IN LIEU OF TAXES 224,667 245,162 245,162 182,353 0 182,353 MISC. AND RENTS 406,878 574,918 484,050 28,202 455,848 484,050 INTEREST ON INVESTMENTS 354,446 208,519 350,000 159,042 160,000 319,042 ATHLETIC RECEIPTS 100,857 87,005 102,874 0 102,874 102,874 .... - Torl~ i .} 64.~:~t 67,838.2ii ~~-~ ~992.830 2,{~~ .67~3~\n= REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,428 73,419 36,605 36,814 73,419 SEVERANCE TAX 15,350 18,031 18,000 0 18,000 18,000  T~Afr :   ~:~1,f 91.~1\n )\\\\_:_: 88,769 91~'.459  t\\ 91,-419  36,605 REVENUE - STATE SOURCES MFPA 27,264,460 25,275,221 25,350,138 14,132,267 11,437,544 25,569,811 SETTLEMENT PROCEEDS 8,637,482 8,926,606 8,094,112 4,036,652 4,057,460 8,094,112 SETTLEMENT LOAN 4,500,000 1,500,000 0 0 0 0 APPORTIONMENT 73,426 72,694 0 0 0 0 VOCATIONAL 1,513,699 1,261,451 1,341,887 605,261 736,626 1,341,887 HANDICAPPED CHILDREN 824,870 1,139,235 1,210,000 325,396 884,604 1,210,000 EARLY CHILDHOOD 147,050 234,403 240,873 144,626 96,247 240,873 ORPHAN CHILDREN 3,000 3,540 3,S40 0 3,540 3,540 TRANSPORTATION 2,379,879 3,198,252 2,700,000 2,191,638 508,362 2,700,000 COMPENSATORY EDUCATION 858,743 563,602 575,435 0 575,435 575,435 M TO M TRANSFERS 1,no,486 2,127,216 2,883,425 930,703 1,952,722 2,883,425 ADULT EDUCATION 697,589 799,544 768,715 350,079 418,636 768,715 ::::- .... .... TOTAL 48,670,684 45.101.m 43,168,125 22,716,622. 20,671.176 43,387,798 REVENUE - OTHER SOURCES PUBLIC LAW 874 9,385 40,866 40,000 0 40,000 40,000 TRANSFER FROM OTHER FUND 129,428 171,006 1,250,000 1,023 1,248,9n 1,250,000 TRANSFER FROM BOND ACCT 394,675 500,000 0 500,000 500,000 TOTAL 533,488 211.872 1,790,000 1,023 1,788,Sn 1,790,000 TOTAL REVENUE OPERATING 114,291,121 113,243,307 113,631,943 65,747,080 46,898,233 112,645,313 14 REVENUE-FEDERAL GRANTS CHAPTER I 3,275,099 4,288,755 4,280,691 0 4,280,691 4,280,691 CHAPTER II 224,423 215,020 192,433 0 192,433 192,433 Tilt.EV! B 558,810 589,011 624,024 443,733 180,291 624,024 OTHER 1,164,511 1,221,200 1,091,051 638,918 452,133 1,091,051 REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,887,841 13,548,434 14,554,670 4,025,674 10,528,996 14,554,670 EXPENSES SALARIES 73,191,213 71,912,128 75,954,523 34,719,475 41,129,646 75,849,121 BENEFITS 8,992,742 9,908,175 9,306,556 4,325,538 4,964,517 9,290,055 SERVICES,SUPP,EOUIP 22,470,043 20,080,366 21,849,168 8,528,359 13,155,072 21,683,431 DEBT SERVICE 7,950,100 9,554,535 8,870,123 8,207,713 642,410 8,850,123 CONTINGENCY 0 0 1,000,000 0 0 0 RESERVEFORENCUMBR 0 714,896 0 0 0 0 TOTALOPERATINGEXPEHSE'S 14~604.~ 112.170,100 116.980,370 55,781,085 ' 59.891~~ 116,672.730 EXPENSES-FEDERAL GRANTS 5,132,152 5,992,216 7,074,108 2,310,223 4,763,883 7,074,106 EXPENSES-MAGNET SCHOOLS 13,887,841 13,548,434 14,554,670 6,032,285 8,522,385 14,554,670 TOTAL EXPENSES INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE FEDERAL OPERATING ENDING FUND BAL.ANCE FEDERAL OPERATING TOTAL --- t3f,624,091 131,710,750 138,609,1-46 64,123,SSS 73. 171,913 137,301,506 1.m.114 1,394,977 (4,234,334) s,131,s12 c10,645,136) (3,913,324) 552,490 643,181 964,951 964,951 964,951 634,844 2,321,867 4,109,970 \" 109,970 875,218 4,985,188 643,181 964,951 79,044 (262,621) 341,665 79,044 2,321,867 3,395,074 761,544 12,069,355 (10,111,583) 1,957,711 2,965,048 4,360,025 840,587 11,806,734 (9,769,918) 2,036,815 15    ACTUAL PROJECTED PROJECTED ASSUMPT 1992-93 1993-94 1994-95 1994-95 REVENUE - LOCAL SOURCES CURRENT TAXES 39,701,855 39,590,079 38,600,327 (1) 40% PULLBACK 22,220,949 21,420,949 21,420,949 DELINQUENT TAXES 4,293,380 4,827,370 4,802,692 (2) EXCESS TREASURERS FEES 145,690 146,379 140,000 DEPOSITORY INTEREST 360,734 303,000 300,000 REVENUE IN LIEU OF TAXES 245,162 182,353 180,000 MISC. AND RENTS 574,918 484,050 475,731 INTEREST ON INVESTMENTS 208,519 319,042 322,232 ATHLETIC RECEIPTS 87,005 102,874 100,000 67,376,096 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,428 73,419 73,419 SEVERANCE TAX 18,031 18,000 18,000 /\" .. ,.. TOTAL' :. 91,459 91,419 9,:.1: ,419 : REVENUE - STATE SOURCES MFPA 25,275,221 25,569,811 26,778,326 (3) SETTLEMENT PROCEEDS 8,926,606 8,094,112 6,042,591 SETTLEMENT LOAN 1,500,000 0 0 APPORTIONMENT 72,694 0 0 VOCATIONAL 1,261,451 1,341,887 1,200,000 HANDICAPPED CHILDREN 1,139,235 1,210,000 1,510,000 EARLY CHILDHOOD 234,403 240,873 250,000 ORPHAN CHILDREN 3,540 3,540 3,540 TRANSPORTATION 3,198,252 2,700,000 3,300,000 (4) COMPENSATORY EDUCATION 563,602 575,435 580,435 M TO M TRANSFERS 2,127,216 2,883,425 3,100,000 (4) ADULT EDUCATION 799,544 768,715 768,715 TOTAL 45,101,764 43,387,798 43,533,607 REVENUE - OTHER SOURCES PUBLIC LAW 874 40,866 40,000 38,000 TRANSFER FROM OTHER FUNDS 171,006 1,250,000 600,000 TRANSFER FROM BOND ACCT 0 500,000 400,000 TOTAL 211,872 1,790,000 1,038,000 TOTAL REVENUE OPERATING 113,243,307 112,645,313 111,004,957 16 \\ti::::: :::::::i:::\n-~\\ .\n.1 ~ : :u: T.~\n~:r::: \n:~-:--- ~n.-:::: :-:-\n\\\\\\::.:.:.: :::::::: '\" .\n.:: :::?: :::::: :::::: ::::: ::::::::::::::::: :::::::::::::::::::::::::: :::::\n: :::::::::::::::::::::::::=::: ::::=::::::::::: ,:,:,:\n:::::::\n:::\n:::::::\n:::: ::::::::\n:::::::::::: .-:. ::::::::::::: :\n:\n:::::\n: ::\n::::::::::: ::\n:::\n: ACTUAL PROJECTED PROJECTED ASSUMPT 1992-93 1993-94 1994-95 1994-95 REVENUE-FEDERAL GRANTS CHAPTER I 4,288,755 4,280,691 4,280,691 CHAPTER II 215,020 192,433 192,433 TITLE VI B 589,011 624,024 624,024 OTHER 1,221,200 1,091,051 1,400,000 (5) REVENUE-MAGNET SCHOOLS STATE/LOCAL 13,548,434 14,554,670 14,991,310 (6) It : : J+t' ::: . '~J:Ji :: t 13,548,434 r 14,554.J:l : 14:\nj\nJ: \u0026lt;:: : \\.:\nEXPENSES SALARIES 71,912,128 75,849,121 78,372,896 (7) BENEFITS 9,908,175 9,290,055 9,625,474 (7) SERVICES.SUPP ,EQUIP 20,080,366 21,683,431 22,649,762 (8) DEBT SERVICE 9,554,535 8,850,123 8,620,475 (9) CONTINGENCY 0 0 1,000.000 RESERVEFORENCUMB 714,896 0 0 :: -:-: TOTAL OPERATING EXPENSES ,.. 112,170.tOO 11S,672,730 120,268,608 EXPENSES-FEDERAL GRANTS 5,992,216 7,074,106 6,491,192 EXPENSES-MAGNET SCHOOLS 13,548,434 14,554,670 14,991,310 TOTAL EXPENSES ,,('/ :::: I.  . ..., 131,710,750 137,301,506 141,751\n110 ,( INCREASE (DECREASE) IN FUND BALANCE 1,394,9n (3,913,324) (9,257,694) BEGINNING FUND BALANCE FEDERAL 643,181 964,951 79,044 OPERATING 2,321,867 4,985,188 1,951,n1 ENDING FUND BALANCE FEDERAL 964,951 79,044 85,000 OPERATING 3,395,074 1,951,n1 (7,305,880) TOTAL  4,360.025 2,036,815 (7,220,880) 17 LITTLE ROCK SCHOOL DISTRICT ASSUMPTIONS 1994-95 (1) Current taxes will experience only minimal growth. A net reduction will occur in this line item when combined with the full year effect of the loss of revenues from household goods. (2) Delinquencies will remain relatively constant due to declining collection rates in previous years. (3) The Arkansas Legislature will address formula concerns by converting to a fixed charge rate for personal and utility properties as well as infusing new dollars to create additional revenues. (4) Recruiting efforts for the new Pulaski County Special School District interdistrict school will generate additional transportation reimbursement and M-to-M funding. (5) Additional funds will be secured as a result of the efforts of the new grant writer. (6) Vigorous recruitment efforts by the Little Rock School District will increase enrollment at the six original magnets. (7) Funds are included for increments for all employees and eight (8) additional 4-year old teachers and aides. (8) Funds are included for the Workers Compensation Insurance Program which must be funded by the District beginning July 1, 1994. Additional requirements for lease purchase obligations are also included. (9) Savings as a result of current proposed and prior approved debt restructuring. 18 -- LITTLE ROCK SCHOOL DISTRICT POTENTIAL BUDGET STRATEGIES 1994-95 Potential Reduction Measures (1) Institution of an early retirement incentive program $ 1,000,000  (with 100 participants) (2) Salary freeze 2,286,000 (3) Elimination of two (2) teacher contract days 700,000 (changes contract length to 190 days) (4) School closing (per location) 275,000 (5) Adjustments to vocational teacher contract lengths 278,000 (6) Reductions to fringe benefit contributions by 10% 400,000 (7) Outsourcing of transportation program 600,000 (8) Redesign of delivery of 6th period 200,000 (9) Reduction in contribution to New Futures progra~ 200,000 v (10) Reduction in materials and supplies (1%) 46,000 (11) Millage election (1 mill - 40% pullback) 575,000 (12) Draw down in desegregation loan fund 2,000,000 v---- $8,560,000 19\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_1345","title":"Proceedings: ''Hearing on Budget Process''","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","Education--Finance"],"dcterms_title":["Program planning and budget document, second quarter status report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/616"],"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\nRECEIVED U.S. DISTRICT COURT eastern district ARKANSAS FEB 0 7 1994 LITTLE ROCK SCHOOL DISTRICT SECOND QUARTER STATUS REPORT JAMES W. By.-------- , ly^RMA^. CLERK DEP CLERK PROGRAM PLANNING AND BUDGET DOCUMENT Planning, Research and Evaluation February 7, 1994 I j T '?  - \u0026gt;\u0026amp; o' *\u0026lt;\u0026lt; r. - n- \"-f : .*\u0026gt; f . .V h \u0026lt;1 \u0026lt; i A' J '^A\nV 'i-c-  tr- f \u0026gt;  .b K ( ' . It- V ' I, t V J- -J- % V'.  ' y -7'^-   '-J-J  .J . a H I kEB 0 S Iddt\n^' f-  -\"tS.'* .'^ 11 , nftCffttr WNES M nccotnwcr crEUK 0 ? 7 fL cveiCbM oieitfci vMKynave ns DisiKicicontii BECEIAED TABLE OF CONTENTS SEQUENCE  PAGE # SEQUENCE  PAGE  Preface 1 Mission Statement 2 16 17 18 Alternative Learning Center Testing Assistance - Disadvantaged Job Fair 366 409 412 Goals 3 SCHOOL SUPPORT CLUSTER (BLUE) 414 District Financial Summary 4 Definitions 6 Organization of the Report 8 Cluster Budget Documents 9 CURRICULUM CLUSTER (PINK) 10 01 02 03 04 05 06 07 08 HIPPY 4 Year Old Program/City Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Programs Special Education Gifted Education Federal Programs Vocational Education 11 23 33 41 75 128 137 143 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Commitment to Desegregation/Leadership Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation System Data Processing Safety and Security Teacher Recruiter Educational Equity Monitoring Prejudice Reduction Summer School (Interdistrict) Summer Learning Program - JTPA ASSET Special Programs Facilities Guidance/Counseling Program Employment Practices Bidding Practices (Procurement) 415 419 431 448 456 460 468 475 486 490 492 500 504 507 510 513 520 522 RECRUITMENT CLUSTER (PURPLE) 528 SCHOOL OPERATIONS CLUSTER (BUFF) 159 09 10 11 12 13 14 15 School Operations Extracurricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School 160 303 324 327 339 346 351 37 38 39 40 Parent Involvement - Recruitment VIPS Recruitment Public Relations Unassigned 529 542 559 JSEQUENCE # PAGE # SEQUENCE tt PAGE # INCENTIVE SCHOQLS CLUSTER (YELLQW) 576 64 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Labs Computer Loan Program Extended Day Field Trips Homework Centers Transportation Homework Hotline Mentors/Tutors Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeifer Monitoring Permanent Substitute Unassigned Extended Week Staffing Required Staff Development Teacher Stipends for Inservice 578 580 582 585 587 590 593 596 600 602 604 606 609 611 613 616 618 626 628 631 639 656 64 Other Incentive School Academic Programs -- Kindergarten  Reading Across the Curriculum - Oral Expression Across Curriculum -- Learning Styles Inventory -- School Themes -- Semi-Departmental  Instructional Tech - Study/Test-Taking  Parent Home Study - Computer Managed Instruction  Student Education Plans 658 ii 65 66 67 68 69 70 Other Incentive School Academic Programs (continued) - Specialized Programs - Incentive Programs  Homework  Criterion-Referenced Test  Heterogeneous Grouping - Effective Schools - African/American History 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 Support Services - Other  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 661 667 671 678 682SEQUENCE # PAGE # 71 Counseling/Social Work  Community Services Access - College/Post Graduate Aware  Study Skills -- Home/Neighborhood Meet  Wellness Program 686 72 School Policies and Procedures - Other 707 73 Unassigned 74 Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 713 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 Parkview Science Magnets M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) 714 717 722 724 726 729 731 739 ORGANIZATIONAL CHART (WHITE) 741 iiiPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Program Budget Document Report will provide additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems will be addressed with corrective action during the year rather than after the year The report enhances the district's ability to monitor and report -   tQ the programs identified in the is completed. '__ -----------  . - achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. In a separate volume, the district will incorporate nondesegregation programs into the Program Budget Document format that all programs, desegregation and nondesegregation, will be accounted for by the end of Additional obligations may be identified after the so the 1993-94 fiscal year. desegregation audit is complete. (1) The Mission The Program Budget Document Report contains the following: 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. 1LITTIiE 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 District's 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 suppoirt for education. B B1. 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. 3 2/7/94 Little Rock School District Quarterly Desegregation Expenses Page 1 No. 01 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 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 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 4 FTE's 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 YTD Expense 101,105.29 526,156.60 50,620.59 211,635.25 4,962.82 20,170.25 150,245.93 657,286.96 42,751.33 30,346.32 0.00 20,744.66 304,642.93 715,878.36 739,266.33 317,363.67 0.00 0.00 120,542.12 265,567.41 365.71 1,718.98 172,501.84 2,022.76 14,442.56 0.00 0.00 77.35 0.00 1st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 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 82,090.64 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 0.00 0.00 0.58 0.00 % Budget Spent 37.90% 34.53% 53.63% ___48.86% 99.25% 57.32% 32.27% 36.20% 21.65% _____8.61% 0.00% 37.25% 40.25% 90.33% 32.78% 81.93% 0.00% 0.00% 70.86% ____31.23% 33.46% 33.93% 35.94% 5.06% 75.65% 0.00% 0.00% 4.42% 0.00%2A7/94 Little Rock School District Quarterly Desegregation Expenses Page 2 No. 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 (ADDL)____________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR_____________________ INCENTIVE/RECOGNITION____________ 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 17,665,753.96 FTEs 42 31 431 YTD Expense 0.00 0.00 0.00 218,010.52 10,615.58 14,960.92 153,021.02 33,179.48 4,521.80 248,935.92 17,750.59 29,935.26 32,499.81 5,233,846.92 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 % Budget Spent 0.00% 0.00% 0.00% 29.18% 32.17% 99.74% 30.82% 33.20% 31.01% 30.79% 33.57% 41.16% 63.62% 29.63%DEFINITIONS 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: related to the respective program. A program description includes a purpose, scope and content, and participants/beneficiaries 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 accomplishment of the objective. actions undertaken in a program which contributes to the Achievements: Achievements are efforts. tasks. contributes to the accomplishment of the strategy, strategy. evidence, performance, or actions undertaken in a program which . Achievements are placed in alpha order underneath the relative 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. *): programs in order within the planning document. The purpose of this sequence number is to establish a reference for placing Revision Date: This date is the actual date the program document was first documented or last changed. Program Neune: 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. 6 BDefinitions 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). If more than one district goal is District Goal Support: Each program directly supports at least one district goal, relative, then the appropriate district goals have been listed in descending priority order. Specific plan and page references will directly cite one of the following desegregation documents\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP  Pleadings\nM  Monitoring Reports. The format should be L23 or 11320, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Flan Reference: L = LRSD Desegregation Plan\n113-20, Plan Reference Page Number: If the objective or strategy is desegregation document related or strategy has been found should be listed. then whatever source was used has been listed. Source references listed for each objective and strategy have been used. , the specific desegregation document and page upon which this objective If the objective or strategy is not related to a desegregation document. This element is contained on page 2 and succeeding pages. Beginning Date: in the following manner: This is the actual date a particular strategy began. MM/DD/YY, (09/30/93). Completion Date. For consistency, all dates should be printed For consistency, all dates This is the actual date a particular objective or strategy was completed. If an activity toward a strategy has been started should be entered in the following format: MM/DD/YY, (09/30/93). 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 idORGANIZATION OF THE REPORT This section provides guiding information about the text of the Program Budget Document Report. Every page in the text is numbered using Arabic numerals. Pages Pagination. a.* wax wwavw -.w ----------- - are consecutively numbered (e.g.,1,2,3,...] throughout the report at the bottom of the page . _______ -  . ___  4 n nnrra ITT beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Bold Print Print. The Program Budget Document employs two kinds of print density. denotes original language of the desegregation document(s) . - 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 Lighter print enclosed in The document(s). Clusters. Clusters include Programs have been sorted into broad categories called clusters. schools grouped together because of similar and related operational For convenience and management of the report, similar programs^ have been grouped programs or functions. . --------------- ---------. . - 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 #) or page number for facilitating program reference in the report. into six color-coded clusters. The School Operations cluster classifies the area, interdistrict, and elementary, junior high, and senior high. Organizational Level. magnet schools into three organizational levels: The Incentive Schools cluster provides program reporting information for the following Franklin, Garland, Rockefeller, Mitchell, Stephens and Rightsell. schools: ________\n__-_____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 Non-Honetary Tracking. been tracked to the respective program. Organizational Chart. An organizational chart is provided. 8CLUSTER BUDGET DOCUMENTS 9Curriculum Cluster * * * * * * HIPPY 4-Year Old Program Academic Support Program Multicultural Programs Special Education City-Wide Early Childhood Education Program Federal Programs Vocational Education 10 yLRSD FY 93-94 PROGRAM BUDGET DOCUMENT ProgrM Seq *: 01 Page: Revision Date: January 27, 1994 1 Prograa MaaK: HIPPY (Home Instruction Program For Preschool Youngsters) Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Description: 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. HIPPY'S 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. District Goal St-sport: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. I Plan References: Page L*5, L-14, 15, 16 FY Progn Bui[^t: $266,763.02 1st Otr Expend: $31,286.27 3rd Otr Expend: FTE 21 YTD Expenditures: $101,105.29 =t 2nd Qtr Expend: $69,819.02 4th Qtr Expend: Related Fwiction Codes: 11 PCPK .LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: 01 Revision Date: January 11, 1994 Prograa Maae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograa Goal: To prepare ecorKmically 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 Page L14 1. Objectives Strategies Beginning Date Coaf}letion Date Responsibility Evaluation Criteria To proaote the HIPPY program July 1, 1993 June 30, 1994 Staff Nailed letters Appear on show (Documentation of PSA) 1.1 To compose and mail Public Service Armouncement for local radio stations and Channels 14 and 16 flyers. A. Staff member appeared on channel 16 B. Hailed PSA to channels 4, 7, 14, t 16 C. Forwarded PSA to LRSD Communications Department 0. Printed 8 distributed flyers (342 distributed) E. Mailed announcements and flyers 12 July 8, 1993 August 22 1993 July 8, 1993 July 8, 1993 Aug. 23, 1993 Aug. 3, 1993 July 8, 1993 August 22 1993 July 8, 1993 July 8, 1993 Sept. 30, 1993 Aug. 3, 1993 StaffPage: 3 Progm Seq f: 01 Revision Date: January 11, 1994 Prograa Haae: HIPPY Progri Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marian Shead Prograa 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 Page Hu^r Beginning Date Coaf\u0026gt;letian Date Responaibility Evaluation Criteria L14 L14 2. To select HIPPY aides 3. Initial training of aides and staff July 1, 1993 June 30, 1994 Staff By applicants response (Documentation of selection of aides) 2.1 Interview and select fourteen \u0026lt;14) aides. A. Interview ft select aides B. Printed ft mailed forty two (42) flyers to area churches C. Hailed Job amouncement to channels 14, 16, ft 38 3.1 Arrange logistics with state for the initial training A. Contacted Principal at Washington Magnet school to assist ft arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 13 Aug. 23 1993 Aug. 23 1993 Sept. 28, 1993 July 8, 1993 Aug. 3, 1993 Aug. 23, 1993 Aug. 24, 1993 Aug. 24,1993 Sept. 2. 1993 Oct. 11, 1993 Oct. 11, 1993 Sept. 28, 1993 July 8, 1993 Aug. 3, 1993 Sept. 3, 1993 Aug. 24, 1993 Aug. 24, 1993 Sept. 3, 1993 Staff Supervisor Supervisor Pay the bill (requisition paid) Pay the bill -Page: 4 Progri Seq f: 01 Revision Date: January 11, 1994 Prograa Maae: HIPPY Progri Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograa Goal: To prepare eco^ically 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 Page Misdier Beginning Date Collet ion Date Responsibility Evaluation Criteria L14 L14 L14 L14 4. To enroll families into program. 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. Aug. 31, 1993 Oct.1, 1993 Supervisor Coordinators (Docivnentation of family enrollment) 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5.1 Compose and mail correspondence to connunity churches to recruit families and instructional aide trainees. A. Hailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 14 Aug. 31, 1993 Aug. 17, 1993 Aug.17, 1993 Sept. 28, 1993 Sept. 28, 1993 Aug. 2, 1993 Sept. 15, 1993 Aug. 30, 1993 Oct.l, 1993 Aug.18, 1993 Aug. 18, 1993 Sept. 28, 1994 Sept. 28, 1994 Aug. 2, 1994 Sept. 15. 1993 Sept 30, 1993 Supervisor Coordinators Staff Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Certification of aides (position of aides filled) Assignment of families to Coordinators Assignment of families to aidesPage: 5 Progran Seq f: 01 Revision Date: January 11, 1994 Progn Maae: HIPPY Prograe Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograe 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 Page Hiaber Begiming Date Ccii^\u0026gt;letion Date Responsibility Evaluation Criteria 7.1 Identify families to be served by each aide Aug.30 1993 Sept 30, 1993 Coordinators L14 8. To organize instructional material. A. Assigned families to aides Aug. 30, 1993 Sept. 30, 1993 Secretary of HIPPY Printing completed (received ordered curriculim) L14 L14 8.1 Print curriculun material. July 1, 1993 Juw 30, 1994 Supervisor Coordinators 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program A. Ordered printed curriculum from Pushkin Publishing 9.1 Conduct three (3) day workshop A. Invited LRSD personnel to Inservice Training Paulette Martin 9/17/93 Adult Education Director Dennis Glasgow 9-14-93 Interim Associate Superintendent Debbie Milam 9-21-93 VIPS Coordinator Leon Adams 10-26-93 Federal Programs Director Dr. Katherine Mitchell 11-16-93 LRSD Board Member Gwen Efird 12-7-93 Health Services Coordinator 15 Aug. 17 1993 Aug. 23 1993 Aug.17, 1993 Aug. 25, 1993 Supervisor Coordinators Supervisor Coordinators Supervisor Agenda/Receive material (documentation of 3 day workshop) Receive materials (received ordered curriculun) (docunentation of requisition of material)t Page: 6 Prograa Seq *: 01 Revision Date: January 11, 1994 Prograa Maae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Harlan Shead Progri Goal: To prepare eco^ically 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 Page Minser Beginning Date Ccapletion Date Responsibility Evaluation Criteria Aug. 17, 1993 Aug. 17, 1993 10.1 Order material Ordered Material 08-17-93 10-26-93 11-18-93 A. Requisitioned materials Oct. 26, 1993 Nov. 18, 1993 Oct. 26, 1993 Nov. 18, 1993 Requisitioned Materials 8-17-93 10-26-93 11-18-93 114 11. To orientate enrolled families to the HIPPY program. Sept.21, 1993 Sept.21, 1993 Sept. 21, 1993 Sept.21, 1993 Supervisor Coordinators Supervisor Coordinators IG Families enrolled in program (docunentation of parent orientation) (documentation of correspondence \u0026amp; evaluation of orientation)7 Page: Prograa Seq f: 01 Revision Date: January 11, 1994 Prograa Haaa: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograa 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 Page Hiaber Beginning Date Coifjletian Date Responsibility Evaluation Criteria 11.1 Conduct orientation meeting Orientation conducted 09*21*93 A. Secured space for orientation Requested use of Adult Education Auditorium from Adult Education Director Paulette Martin B. Invited speakers to orientation Pat Price LRSO Early Childhood Coordinator Maria Mitchell LRSO Baseline Elementary Elementary Teacher C. Prepared program agenda for orientation 174 Prograa Seq *: 01 Page: 8 Progri Maae: HIPPY Revision Date: January 11, 1994 Progri Code: 01 Priaary Leader: Prograa Goal: Estelle Matthis Secondary Leader: Marian Shead Plan Reference doc Objectives Strategies 15 Page Hiaber Beginning Date Coapletion Date Responsibility Evaluation Criteria 12. Identify meeting sites of meetings. Group Oct. 13, 1993 Oct. 13, 1993 Coordinators 12.1 Secure meeting sites for Brw\u0026lt;\u0026gt; meeting, (mailed letters to building principals) 12.2 Nail out notification of meeting sites. Confirmation of site (docunentation of letters) Oct 13, 1993 Oct. 13, 1993 Coordinators Oct. 13, 1993 Oct.13, 1993 Coordinators A. Identified appropriate school site for groip meetings Oct. 13, 1993 Oct. 13, 1993 B. Developed flyers Oct. 12, 1993 C. Distributed flyers to parents Oct. 12, 1993 IS HPrograa Seq #: 01 Page: 9 Revision Date: Prograa Haae: HIPPY January 11, 1994 Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograa Goal: '\"nderaarten with the necessary skills to be success\nand to Inprove 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 Page Mi^aer Beginning Date Completion Date Responsibility Evaluation Criteria Leia J. Brown, Manager Operator Service/Sales Southwestern Bell item Completed 8-31-93 08-31-93 12-31-93 Paulette Martin, Adult Director Item Completed 9-7-93 Education 09-07-93 12-31-93 Dennis Glasgow, Interim Associate Superintendent Item Completed 9-14-93 09-14-93 12-31-93 Debbie Milam, VIPS Coordinator Item Conpleted 9-21-93 09-21-93 12-31-93 Bernard Randall, Speech Therapy Specialist Item Completed 9-28-93 09-28-93 12-31-93 Estella Hayes, Cooperative Extension Service Item Completed 10-5-93 10-05-93 12-31-93 B. Prepared agenda I a*. in JPrograi Seq *: 01 Page: 10 Prograa Maae: HIPPY Revision Date: January 11, 1994 Prograa Code: 01 Priaary Leader\nEstelle Matthis Prograa Goel: Secondary Leader: Marian Shead Plan Reference doc Objectives Strategics Page Hiadwr Beginning Date Coiq\u0026gt;letion Date Responsibility Evaliation Criteria Gene Hartsfield \"Citizens Against Crime\" Item Completed 10-12-93 10-12-93 12-31-93 B. Agendas prepared weekly for the Ist quarter \u0026lt;25X) Ui Ima Kirk Lee '*How to Develop Self Esteem\" Item Completed 10-19-93 Leon Adams, LRSD Director of Federal Programs Item Completed 10-26-93 Office Leonard, Little Rock Police Dept. \"Safety t Security\" Item Completed 11-02-93 Leroy Randolph, State Health Department Item Completed 11-09-93 Dr. Katherine Mitchell, LRSD Board Menber Item Completed 11-16-93 Gwen Efird, LRSD Health Services Coordinator Item Conpleted 12-07-93 B. Agenda's prepared weekly 20 10-19-93 10-26-93 11-02-93 11-09-93 11-16-93 12-07-93 10-01-93 12-31-93 12-31-93 12-31-93 12-31-93 12-31-93 12-31-93 SOX HProgri Seq f: 01 Page: 11 Prograa Maae: HIPPY Revision Date: January 11, 1994 Prograa Code: 01 Prograa Goal: To prepare economically disadvantaged children particularly black students Priaary Leader\nEstelle Matthis ---------to enter kindergarten with the necessary skills to be as It relates to the achievement disparity between black and white Secondary Leader: Marian Shead . -j^I*****' improve the educational outcomes of students, students. * Plan Reference doc L15 L15 L15 L15 L15 Page Hiaber Objectives 14. To provide parents with information that will assist them with their children. 15. To evaluete aide trainees mid point (15th week). 16. To determine program success 17. Began second-part of program's implementation. 16. Evaluation of aides Strategies 13.4 Schedule aides first teaching with (own child). 14.1 Scheele workshop for parents and aides, mail out and print materials. A. Book Fair 11-11-93 B. \"Hou to Develop Self Esteem Ui Ima Kirk Lee 10-19-93 15.1 To evaluate each aide trainee. 16.1 Conduct survey of parents  print materials 17.1 Implement second curriculum: A. Print material B. Print flyers C. Mass mail out 16.1 Evaluate aides part of HIPPY Beginning Date July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Coaf\u0026gt;letion Date June 30,1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Responsibility Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Evaluation Criteria Received materials Conpletion of survey Participation of parents Materials completed Completed o f -C X4 Page\n12 Prograa Seq *: 01 Revision Date: January 11, 1994 Prograai Maae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marian Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the ecAjcational outcomes of students, particularly black students as it relates to the achievement disparity between black a^ white students. Plan Reference doc Page Mtid\u0026gt;er L16 L16 L16 L16 L16 L16 L16 Cfcjectives Strategies Begiming Date Caqsletion Date Responsibility Evaluation Criteria 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. 24. Maintain regular staff. 25. To assist in traveling expense. July 1, 1993 June 30, 1994 Supervisor Consultant fee paid 19.1 Obtain a site and speaker and schedule a lecture for parents 20.1 Activity 21.1 Staff will organize 22.1 Schedule final evaluation of trainees in the program 23.1 To begin implementation of HIPPY program. 24.1 Secretary 25.1 Aides made home visit. July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 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, June 30, June 30, 1994 1994 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30. 1994 Supervisor Staff Staff Staff Staff Coordinators Coordinators Coordinator Supervisor Aides Consultant fee paid Completion of program Staff began inplementation of program To assist in the implementation of program Pay stipend OQLRSD FY 93-94 PROGRAM BUDGET DOCUMEMT Prograa Seq *: 02 Page: 1 Prograa Maae: Four-Year Old Program/City-Uide Early Childhood Program Revision Date: January 27, 1994 Prograa Code: 02 Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa 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 incor^rating 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 St\u0026lt;iport: Goal Prograa Goal: Plan References: FY Prograa Budget: YTD Expenditures: [ Related Function Codes: - Implement integrated e\u0026lt;*jcational programs that will ensure that all students grow academically, socially and emotionally with enphasis 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, acbiinistration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the comnunity as a valued resource upon which our commjnity and nation can draw as we prepare for the 2l8t 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 Goat 6 - Ensure that equity occurs in all phases of school activities and operations. Goal #3 - The Little Rock Goal *4 - Solicit and secure financial and other resources that Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. L7, LIO, L17, 18, 19 ] \u0026gt;1,523,742.24 \u0026gt;562,156.60 1st Qtr Expend: 2nd Qtr Expend: \u0026gt;138,599.40 \u0026gt;387,557.20 3rd Otr Expend: 4th Qtr Expend: 1 23 iLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: 02 Kevtaion Date: January 11, 1994 Program Naae: Four-Year Old Progran Program Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To i^lement 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 Miaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L17 L17 L17 L17 1. Identify and assi^i neu four*year old program | schools. participants in the incentive 1.1 Provide pre-registration inservices to elementary principals. 1.2 Conduct media piA\u0026gt;licity 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. December 9, 1993, brought brochures to UALR Day Care Program for distribution. 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 24 July 1. 1993 July 1. 1993 July 1. 1993 07/09/93 11/17/93 12/09/93 July 1. 1993 07/09/93 Jine 30. 1994 Jine 30. 1994 Jine 30. 1994 35X SOX 75X Jine 30. 1994 07/23/93 Student Assignaent Office Student Assivmmnt Office Comami cat ions Department Principals Student Assigrsmnt Office CcMLni cat i one Department Student Assijgiiit 1. Applications returned to Student Assigrment and assiipmKnts made 1.1 Dates of inservice agenda List of participants 1.2 (Documentation of participating and Identified PSA's: Radio and TV stations sent to Dates aired Pre-regi strat i on announcement) 1.3 (Assignment notifications to parents Enrollment in classes)Page: 3 Prograa Seq f: 02 Revision Date: January 11, 1994 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To i^^leamnt 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 Nimber L17 L17 L17 L17 L17 L17 Objectives Strategies Beginning Date Coapletion Date Responaibility Evaluation Criteria 2. Recruit teachers and aides as needed. 3. Obtain curriculua materials, supplies, and furniture as needed. 4. Train teachers and aides in the iiqilesKntation of E.C.E. curriculia.) July 1, 1993 Joe 30, 1994 \u0026amp;\u0026lt;iervisors. Human Resources Director, Principals 2. (A list of qualified applicants.) 2.1 Interview interested teachers and aides as needed. A. Teachers and aides hired for every classroom. 3.1 Coofilete and send orders to vendors. A. Materials, sipplies and equipment available in all new classrooms. 4.1 Conduct orientation and inservices. A. Principals training July 28th and 29th, 1993. 6. Teachers training August 17, 1993. C. Training for principals and teachers held Septeflber 30, October 15 and 16, Hovember 4 and 5, and December 6, 1993. 0. Training for instructional assistants held Novenber 4 and 5, 1993. 23 July 1, 1993 07/09/93 July 1. 1993 July 1, 1993 07/01/93 July 1, 1993 July 1, 1993 07/28/93 08/17/93 09/30/93 11/04/93 Jme 30, 1994 08/16/93 Jua 30, 1994 Jww 30, 1994 07/01/93 Jine 30, 1994 Jine 30, 1994 70X 70X 85X SOX S(\u0026lt;)ervisors, Kuaan Resources Director, Principals (Purchasing Dept. Supervisors) Principals Sqaervisors Sipv/Staff Dev Sipv/Staff Dev 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.) 3. (Confirmation of purchase orders.) 3.1 Katerials available 4. (Docunentation of inservice evaluations.) 4.1 Agenda (Docunentation of inservice evaluations)Page: 4 Progri Seq*: 02 Revision Date: January 11, 1994 Prograa Maae: Four-Year Old Program Progri Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progri Goal: To imlment the Four-Teer-Old Progna in wlective Khoois. .......  (To Beet the needs oi disedvontojed students\nto inprove racial balance in schools that are difficult to desegregate.) Plan Reference Page Mt^\u0026gt;er L17 L17 L17 117 5. Objectives Faailierize parents with Four-Tear Old Prograa. Strategies Beginning Date___ Coa^iletion Pate Responsibility Evaluation Criteria 4.2 Conduct monthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptesber 30, 1993 B. Inservice training October 15 and 16, Novenber 4 and 5, and December 6, 19^. 5.1 Conduct perent orientation aeeting 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 5.2 Include foir-year old children in Master Schedule - students receive services of cowaelors, ausic teachers, school nurses, librarians, physical education and art teachers. K. Master schedules reflect services children receive. 2G July 1, 1993 June 30, 1994 Sigiv/Staff Dev 4.2 Agenda (Documentation of inservice evaluations) 07/28/93 10/15/93 July 1, 1993 July 1, 1993 08/20/93 10/25/93 July 1, 1993 07/01/93 35X 85X Jme 30, 1994 Jme 30, 1994 35X 70X Jtsa 30, 1994 09/10/93 Classrooa teachers Classrooa teachers Principals 5. (Docunentation of meetings and evaluations.) 5.1 Hiaber of parents attending Parent/Teacher Conferences 5.2 Master schedulesPage: 5 Prograa Seq *: 02 Revision Date: January 11, 1994 Prograa Maaa: Four-Year Old Program Prograa Code: Primary Leader: Estelle Hatthis Secondary Leader: Pat Price Progri Goel: In selective schools. To iaplcment the Four-Year-Old Progri ... ------------------ (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Mudier Objectives Strategies Beginning Pate Coapletion Date Responsibility Evaluation Criteria L18 5.3 Ensure key experiences occurring in the classroom. A. Twenty-eight classroom visitations. B. Four new programs had licensing site visits and meet requirements. C. All 15 programs previously existing are licensed and meet requirements. D. Twenty-nine classroom visitations this quarter. E. All 11 new programs had licensing site visits and met requirements. F. License renewal has taken place for seven or the 15 previously existing programs. 27 July 1, 1993 08/23/93 08/23/93 08/23/93 10/01/93 10/01/93 10/01/93 Jine 30, 1994 35X 3SX 35X 70X 10/21/93 47X Principals Classrooa Teachers Si\u0026lt;)ervisors 5.3 Curriculia checklist 5.3 (Classroom observations and monitoring reports.\u0026gt;Page: 6 Prograa Seq f: 02 Revision Date: January 11, 1994 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progn Goal: To ispleaent 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 Htadier L18 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6. Evaluate effectiveness of Four-Tear Old Program. July 1. 1993 June 30, 1994 (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) L18 6.1 Adainister appropriate evaluation to four-year-olds. 6.1 (Maintaining portfolio assessments on four-year-olds.) A. Portfolio assessments began on all chiIdren B. Sampling of portfolio assesments reviewed in 18 classes July 1, 1993 July 1, 1993 07/01/93 07/01/93 Jtf 30, June 30, 35X 56X 1994 1994 (Comparisons of the progress did and did participate in the program.) of chiIdren who not (Standardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data Classrooa teachers (Classroom teachers) indicating the success of the Early Childhood Program as an intervention strategy.) 6.1 6.1 Evaluation results (Docunentation of portfolios recording the children do what they know.) work which and 2aPage: 7 Prograa Seq \u0026lt;: 02 Revision Date: January 11, 1994 Prograa Maae: Four*Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To iiqileaant the Four*Year-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Nudwr L18 L18 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6.2 Analyze student assessaent test data and prepare report for LRSO Board of Directors. 6.3 Utilize results for progri iafiroveaant. 23 July 1, 1993 July 1. 1993 Jine 30. 1994 Jine 30. 1994 Assoc Si\u0026lt;\u0026gt;t Sifiervisor Planning. Evaluation, and Testing (Assoc Supt Supervisor) 6.2 Evaluation report 6.3 (Areas targeted for improvement.) -LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prosraa Seq #: 02 Ps9e: 8 Prograa Maae: Four-Year Old Program Revision Date: January 11, 1994 Prograa Code: Prograa Coal: Priaary Leader: To combine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S D students in the city of Little Rock. *  Estelle Matthis Secondary Leader: Pat Price Head Start and other entities to provide quality early childhood experiences to as many disadvantage Plan Reference Psge Mi^jer L19 L19 L19 L19 L19 L19 L19 L19 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2. To develop a plan for planning a city- wide early chilcfiood prograa. 3. To initiate the planning for the iR\u0026gt;leaentation of a city wide early childiood prograa. 1.4 To receive a letter of sipport froa each agency desiring to participate. 2.1 To establish planning procedures and identify key coMittees and chairpersons planning process. needed for the 2.2 To identify appropriate additional representatives froa each participating each coMittee. agency for 2.3 To delineate the goals to be addressed and the tasks to be accoBfilished by each comaittee, including appropriate tiaelines to be aet. 3.1 To conduct periodic aeetinga to review progress of each coaittee. 3.2 To identify resources needed by identified by each coaaittee, includir^ aonetary. July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Jue 30, 1994 Jine 30. 1994 June 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 Key representat i ves froa each agency Key representatives froa each agency Key representatives froa each agency key representatives froa each agency Key representatives froa each agency Assoc Si\u0026lt;\u0026gt;t for Educational Prograas Assoc Sipt for Educational Prograas Assoc S^it for Educational Prograas File record letters Structured plan for planning on file. Record of coaaittee aeaRiers Record of coaaittee amabers Minutes of aeetings Identification of coaaittee J JPrograai Seq #: 02 Page: 9 Revision Date: Prograa Maae: Four-Year Old Program January 11, 1994 Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Progri Goal: \"\u0026lt;' ''t \"nd other entities to provide quality early childhood experiences to as many disadvantage Plan Reference Page Niaber L19 L19 L7 (N) L10 (H) 1. Objectives Strategies 3.3 To review the first draft of the comprehensive plan and to make reccHBendationa for refinement. 3.4 To sUait the final draft for approval to all Directors (where applicable). participant Boards of (To collaborate with HIPPY. P.C.S.S.C.. N.L.R.S.O.. Head Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (N) 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) Beginning Date July 1. 1993 July 1. 1993 July 1. 1993 Coapletion Date June 30, 1994 Jie 30. 1994 July IS, 1993 Responsibility Assoc Si\u0026lt;\u0026gt;t for Educational PrograsB Assoc S4Jt for Educational Prograas Evaluation Criteria SiAaission of first draft Draft sUaitted to Board L10 (M) A. Preliminary planning meetings held: July 15. 1993. and July 21. 1993. 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(N) 07/01/93 07/15/93 L10 (N) July 1. 1993 Jme 30. 1994 A. Preliminary planning meetings held: July 15. 1993. and July 21. 1993. B. Meetings held: October 13 and November 12. 1993 1.3 (To plan joint inservices for adninistrators. teachers and instructional assistants.)(N) 07/01/93 10/01/93 July 1. 1993 35X 70X Jwe 30. 1994 (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) 1.1 of 1.2 (Schedule and minutes all meetings) (Roster of partici^nts and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices) Q f 3 XPrograa Seq f: 02 Page: 10 Revisfon Date: Prograai Naae: Four-Year Old Program January 11, 1994 Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: \"----S-O.. Head Start and other entities to provide quality early childhood experiences to as many disadvantage Plan Reference Page Hisber Objectives Strategies Beginning ___Date Co^letion Pate Responsibility Evaluation Criteria L10 (M) L10 (N) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. B. Joint inservices held: Noveaber 4, 5 and December 6, 1993 1.4 (To plan joint parent involveawnt activities.)(N) A. Plans are being developed  discussed st meeting on October 12, 1993 and November 12, 1993 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) A. meeting Known vacancies are shared at each 3.: 07/01/93 10/01/93 July 1, 1993 10/01/93 July 1, 1993 10/01/93 35X 70X Jtaa 30, 1994 (LRSO Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 35X Jme 30, 1994 SOX (LRSO Supervisors and PCSSO/MLRSO and Headstart Supervisors of ECE programs) 1.5 (List of vacancies each entity has.)Prograa Seq f: 03 LRSD FY 93-94 PROGRAM BUDGET DOCUHEMT Page: 1 Prograa Naaa: Prograa Code: Academic Support Program 10 Priaary Leader: Estelle Matthis Revision Date: January 27, 1994 Prograa Description: Secondary Leader: Adams/StovaIl/Parker acadmi^achfevetnent S^arge^sJu^s'^n'gr^r^'^hr^'^t'a'^oviited'^\"' tiriS Jh-'' hat will reinforce and enhance the the regular clasarooms, additional classes, a^^L provided by certified reading specialists, English and Hathenatics teachers in District Goal Si^port: d) Implement integrated educational programs that will ensure that all students enrichment while closing disparities in achievement. fiv maintain a staff that is well-trained and motivated. t \u0026lt; 1 Ga I 4 A a AAA. ___. J .1 grow academically, socially and emotionally with emphasis on basic and academic _ ,, . . -------~ v.iw. la Hsgii tioiiicu Bru mocivateo. aj\na.:x-s,\na (6) Ensure that e\u0026lt;iuity occurs in all phases of school activities and as a valued we prepare for the Prograa Goel: Disparity reduction operations. to provide equitable language art. and matheaiatics learning for all students in the mainstream setting. E Plan References: l-P b 17, 16, 21, 22, 23, 18, 19, 1, 10-13 FT Prograa Budget\nTTP Expenditures\n\u0026gt;1,815,582.10 \u0026gt;657,286.96 1st Gtr Expend: 2nd Qtr Expend\n\u0026gt;158,246.87 \u0026gt;499,040.09 3rd Qtr Expend\n4th Qtr Expend: FTE 70 E I Related Function Codes: 3 33Prograa Seq *: 03 Prograa Maae: Academic Support Program Prograa Code: 10 Prograa Goal: Disparity reduction LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: January 11, 1994 Adams/Stovall/Parker to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Hiad}er March 19. 1993 Revised Acadeaic Sifiport Prograa P 1 P 17 P 17 P 17 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. The goal of the Acadeaic Si\u0026lt;]port Progri is to provide equitable language arts and mathentics learning experiences for all students in the mainstreaaed setting by st^iporting thea with the instmctionsl and technical assistance needed to reduce the learning disparity. 1.1 Explain the Academic Siiort Progri options to local school attainistrators. A. Meeting held to explain options. 1.2 Select the local school's appropriate Academic Si\u0026lt;3port Prograa (indirect/direct/extcnded services). A. Options selected for 1993-94 school year. 1.3 Identify students targeted for participation in each progri school/grade level. bp A. Students identified. 34 July b 1993 July 1. 1993 07/08/93 July 1. 1993 07/08/93 July 1. 1993 07/07/93 Jine 30. 1994 Jine 30. 1994 07/08/93 June 30. 1994 07/13/93 Jtste 30. 1994 09/30/93 1.1 Associate Sifierintendent for Curriculia. Assistant Si\u0026lt;\u0026gt;ts.. Dir. of Federal Programs 1.2 Local school adainistrators 1.3 Local school teams 1. (An analysis of 1993-94 achievement test data reveals a positive increase in student achievement and a decrease in student learning disparity in language arts and mathematics.) 1.1 (Sumtary handout of explanation is provided to staff.) 1.2 (Selection of program is submitted to Associate Superintendent of Curriculun.} 1.3 (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.) 3 '3Page: 3 Prograai Seq *: 03 Revision Date: Prograa Maae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Hatthis Secondary Leader: Prograa Goal: Disparity reduction Plan Reference Page Hi^wr p17 p 17 B January 11, 1994 Adams/Stovall/Parker to provide equitable language arts and mathematics learning for all students in the mainstream setting. Objectives Strategies Beginning Date Coqiletion Date Responsibility Evaliation Criteria 1.4 Select staff (identify by position) responsible for delivering Academic Support Program. A. Staff selected for 1993-94 school year. 1.5 Schedule die acadeaic teea's staff. A. Schedules on file at Office of Federal Programs. B. Schedules on file at Office of Federal Programs. 1.6 laplcaent selected school options at local levels. A. Schedules are posted. B. Schedules are posted. C. Academic plans of targeted students filed in individual student folders in Academic Support Classrooms. 35 July 1. 1993 Jua 30, 1994 1.4 Principal 1.4 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) 08/01/93 09/30/93 July 1. 1993 Jine 30, 1994 1.5 Principal 1.5 (Schedules are developed listing team's contact time, nutrber of students served, and other variables associated with the team's responsibilities.) 08/23/93 10/01/93 July 1. 1993 08/23/93 10/01/93 10/01/93 SOX 11/23/93 Jine 30, 1994 SOX 11/23/93 70X 1.6 Principal and staff 1.6 (Schedules and academic plans of targeted students reflect implementation of the selected school option(s).)Prograa Seq f: 03 Page: 4 Prograa Haae\nProgn Code: Academic Support Progron 10 Keviaion Date: January 11, 1994 Prograa Goal: Disparity reduction Priaary Leader: Estelle Matthis Secondary Leader: to provide equitable language arts and mathematics learning for all students in the mainstream setting. Adams/Stovall/Perker Plan Reference Page Himber pp 16,21,22,23 Objectives Strategies Beginning Date Ca^)letion ___Date Responsibility Evaluation Criteria 1.7 Begin training staff responsible for delivering each Academic Sipport ProgrM. A. Academic Support Program Workshops: Elementary Reading/Mathemstics Administration Organization Secondary Reading/Hathematics Adninistration/Organization Elementary/Secondary Reading  Portfolios Elementary Reading/Mathemtics - Record Keeping Secondary Reading/HathefMtics - Record Keeping B. Academic Support Program Workshops: English Cotrtcil/Secondary Record Keeping Secondary Reading Computer Training Elementary Reading/Mathematics - Instructional Practices Secondary Reading/Social Studies Grade 8 - Integrated Videodisc Program Elementary Reading/Kindergarten/Principals Shared Reading/Writing Elementary Reading/Grade l/Principals - Shared Reading/Writing 3G July 1, 1993 08/17/93 08/17/93 09/07/93 09/13/93 09/14/93 10/18/93 10/19/93 10/20/93 10/21/93 11/02/93 11/03/93 Jme 30, 1994 08/17/93 08/17/93 09/07/93 09/13/93 09/14/93 10/18/93 10/19/93 10/20/93 10/21/93 11/02/93 11/03/93 1.7 Directors of Staff Developaent and Reading\nSq3ervi8ors of Language Arts, Katheaatics and IRC Specialists 1.7 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)Page: 5 Prograa Seq *: 03 Revision Date: January 11, 1994 Program Maae: Academic Support Program Prograa Code: 10 Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Parker Prograa Goal: Disparity reduction * to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Niadier p 18 p 19 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.8 1.8 Monitor the iapleaantation of above. (Monitor the iffplementetion 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. 1.9 Provide technical assistance and maintenance workshope me needed in the above staff development areas. 37 July 1, 1993 08/01/93 08/23/93 10/01/93 July 1, 1993 Jkw 30, 1994 08/17/93 35X 70X Jwe 30, 1994 1.8 Principals, district-wide staff developamnt team, and coi^juter specialists 1.8 (Principals, district-wide staff development team, curriculum supervisors, IRC specialists) 1.9 Principals, district-wide staff development team, and coaBXJter specialists 1.8 (School visits/observations are made to provide feedback (oral/written) to trained staff.) 1.9 (Requests for technical assistance are docunented and evaluated. Feedback related to improvement or change is recorded.) JF Prograa Seq *: 03 Page: 6 Progri Maae: Prograa Code: Academic Stpport Program 10 Revision Date: January 11, 1994 Prograa Goal: Disparity reduction Priaary Leader: Estelle Matthis Secondary Leader: to provide equitable language arts and laathematics learning for all students in the mainstream setting. Adams/Stovall/Parker Plan Reference Page Niaber P 19 P 19 Objectives Strategies A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. Technical assistance has been provided 54 times in elementary schools and 33 B. tiaws in secondary schools. 1.10 Schedule school based aeetings to assess progri effectiveness. 1.11 Collect appropriate data for end of school prograa evaluation, includir pre and poet standardized test scores, student grades and attendance, saaples of student work, and parent/teecher/student recoHendations. 35 Begiming Pete 08/23/93 10/01/93 July 1, 1993 July 1, 1993 Caaf\u0026gt;letion Date 35X 70X Jine 30, 1994 Jine 30, 1994 Responsibility 1.9 (Principals, district-wide staff development team, curriculun supervisors, IRC specialists) 1.10 Principal 1.11 Principal and staff\nDir. of Federal Prograas Evaluation Criteria 1.10 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 1.11 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and reconinendations to provide individual/group/school progress are maintained for continuous student and program progress.)Page: 7 Prograa Seq *: 03 Revision Date: January 11, 1994 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Hatthis Secondary Leader: Adams/Stovall/Parker Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Rudder p 19 p 1, 10-13 Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria 1.12 Analyze the above data to evaluate program effectivness. 1.12 (Analyze end of school program evaluation components.) 1.13 Assist parents In obtaining the knowledge and skills needed to promote the education of their children at hose and at school through conferences, workshops, and Little Rock School District Home Study Guides, etc. A. Provided inservice on LRSO Home Study Guides for administrators. B. Provided inservice on LRSO Home Study Guides for parents. C. Telephone conferences with parents (12). 3 A July 1, 1993 July 1, 1993 08/17/93 09/08/93 08/23/93 Jme 30, 1994 Jine 30. 1994 08/17/93 09/08/93 35X 1.12 Associate Staler i ntendent for Curiculum, Assistant Scfierinten-dents. Dir. of Federal Prograam, Curriculum Si^rvisors and Principals 1.13 Principal and staff 1.13 (Director of Federal Programs, Curriculum Supervisors, Principal and staff) 1.12 (Results of standardized test scores are evaluated to determine the nuiber of students showing growth and the reduction of disparity.) 1.13 (Parents and staff are surveyed to evaluate parental involvement activities provided throughout the year. Results of the surveys are used to strengthen the parental involvement program.) Page: 6 Prograa Seq f: 03 Revision Date: January 11, 1994 Prograa Naae: Academic Support Program Prograa Code: 10 Primary Leader: Estelle Hatthis Secondary Leader: Adams/Stovall/Parker Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 0. Telephone conferences with parents (8). 10/01/93 70% E. Academic Support - district-wide parent workshop (150). 12/05/93 40X 4 \u0026gt;'\u0026gt;Prograa Seq *: 04 Prograa Haae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Prograa Description: 1. District Goal S^^port: Program Goal: Plan References\nFT Program Budget\nTTP Expenditures\nRelated Function Codes\nLRSO FY 93-94 PROGRAM BUDGET OOCUHEHl Estelle Matthis Secondary Leader: Marie McNeal Page: 1 Revision Date: January 31, 1994 r?^'^rSirr::h5-:Se\"c.X:::s?d:^?}:y^rx\n:i\n?2^::\n:2urr!gi pr.r ^iticuitu. ^'urrtStTniuu:dorm:i?\nJS'e'^uU^ir^id^lJ ^n^^oder^eS: of ell Children. (1,3,6) To silemmnt existing instructional materials focusing on cultural 3. The participants in the Multicultural Program----------- . cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculun Program. Teachers will Students of all social. academically, socially and emotionally with emphasis on basic skills and Goal Mo. 1. Implement integrated educational programs that mill ensure thet all students grow academic enrichment while closing disparities in achievemmt. ____ Goal Mo. 6. Ensure that equity occurs in all phases of school activities operations. Goal Mo. 2. Develop and maintain a staff that is well-trained and our schools including our desegregation plan. Goal Mo. 4. Solicit and secure financial deionstl^ in^heir day to day behavior that they accept each individual as a valued Goal No. 3. me LUCie kocr scnooi bihiiu, .. thi o^ \u0026gt;aes a valued resource upon which our community and nation can drew as we prepare contributor to society and viea cultural diversity among students, staff and the community os for the 2l8t Century. (Aoplies to entire docunent except for page 76, objectives 1, 2, 3, 4.) ensure educational equity in the elementary and secondary curriculum and progrm . _I.. - nUImmhiumc I ? 7 collaborate with the PCSSO and the HLRSO to promote multicultural activities and To ensure areas. To 166  80 \u0026gt;197,446.69 \u0026gt;42,751.33 1st Qtr Expend\n2nd Qtr Expend\nand curriculum development. (Applies only to page 76, objectives 1. 2. 3. 4.) ] \u0026gt;19,443.65 \u0026gt;23,307.68 41 3rd Qtr Expend\n4th Otr Expend\nFTE LRSD FY 93-94 PROGRAM BUDGET DOCUMEMT Page: 2 L II I 1 I I I \"J Prograa Seq *: Prograa Naae: Prograa Code: Progri Goal: Plan Reference Page Niaber L 66 L 66 L 66 L 76 04 Revision Date: January 31, 1994 Multicultural Currlculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure eckicational equity in the elementary and secondary currlculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. To provide teacher learning opportioities through formal course training 1.1 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the subbkt 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 reiiburseaent 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 1 (Director of staff Developnent, Subject Area Supervisors, Principals) Assoc Sl^Jt.- Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Si4vt - Educ Programs Office of Hiaan Resources 1. (Multicultural strategies will be implemented in schools as assessed by adninistration 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 inforaation provided 42Page: 3 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Naaa: Multicultural Curriculum Prograa Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Karie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. . .. To collaborate with the PCSSO and the HLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Mu^aer L 66 L 66 L 66 L 66 Objectives Strategies Beginning Pate Coapletion Date Responsibility Evaluation Criteria 1.3 Identify participants in stmaer and fall courses A. Participants identified in initial course (07/01/93) 08/91 (06/30/94) 02/92 2. To develop a district-wide multicultural audio/visual resource catalogue (07/01/93) (06/30/94) 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to Bulticultural curriculia A. 05/90 B. (07/01/93) (06/30/94) Conysletion for initial development on Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials from the 1968-89 buc^t A. Initial purchase completed 05/90 B. Additional materials purchased 43 07/89 07/01/93 (07/01/93) 07/89 07/01/93 05/90 08/06/93 (06/30/94) 05/90 70X Eaployees (Director of Human Resources) (Subject area supervisors) S\u0026lt;Biv of Media Services (Subject area supervisors) St\u0026lt;^ of Media Services (Subject area supervisors, principals) 1.3 Copy of academic course coapletion on file in Personnel office (Office of Hunan Resources) 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 Prograa Seq *: 04 Revision Date: Prograa Naae: Multicultural Curriculim January 31, 1994 Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To oraure ed^otionol equity in the elementery end secondary curriculun and proaram areas. {Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSO and the KLRSO to promote Rulticultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Hudier L 66 L 66 L 66 L 67 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Identify and catalogue other resources for Bilticultural audio/visual materials, i.e., AR Dept of Education, LR Piblic Library, AR Library Coamission 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 LRSO 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 st\u0026lt;pleaental order for aulticultural audio/visual the 1909-90 budget iterials from A. Initial supplemental order placed in 06/90 (07/01/93) 07/01/89 07/01/93 (07/01/93) 06/69 07/01/93 (07/01/93) 07/89 (06/30/94) 12/01/89 08/06/93 (06/30/94) 08/89 08/06/93 (06/30/94) 06/90 of Media Services Si\u0026lt;\u0026gt;erv of Media Services Media Specialists 2.3 Collated catalogue 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) 2.5 Requisitions stisitted 2.S (Materials are available for check-out/ use) 3. To plan and i^lement 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 Sipt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 44 Page: 5 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Metier L 67 L 67 L 67 L 67 Objectives Strategies Begiming Date (UaT\u0026gt;letion Date Responsibility Evaluation Criteria 3.1 Involve a team of parents, coamuiity resources, and teachers in detailed plaming for the Fair-specific dotes, time, place and format-to be held as a co^Mnent of 1968-09 pre-school conference 3.1 (To plan and isplement the Instructional Multicultural Materials Fair for current term) A. Initial development conpleted on 06/30/88 B. Phone contact has been made with NLR and PCSSO 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 A. Initial identification of vendors conpleted on 04/30/88 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) A. Initial dates and invitations extended on 05/88 3.4 Confirm Fair participants A. Initial confirmation of participants completed on 07/30/88 43 (07/01/93) (06/30/94) (08/93) 06/01/88 08/04/93 11/16/93 (07/01/93) 03/88 (07/01/93) 03/88 (07/01/93) 07/01/88 (50%) 06/30/88 09/14/93 11/30/93 (06/30/94) 04/30/88 (06/30/94) OS/88 (06/30/94) 07/30/88 Assoc Sifit for Educational Programs (Supv of Media Services) Assoc Sipt for Educational Programs Executive Staff Assoc Sipt for Educational Programs Sqw of Media Services 3.1 Iapleaantation Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Cospletion of nailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 Confirmation 3.4 (List of participating vendors) Page: 6 Prograa Seq *: 04 Revision Date: January 31, 1994 Program Name: Multicultural Curriculun Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goat: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. ................  \" (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Himber L 67 L 67 L 67 L 68 L 68 Objectives Strategies Beginning Pate Coapletion Date Responsibility Evaluation Criteria 4. To develop criteria for textbook review and adoption 3.S Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 3.6 Concfcict media caapaiffi for Fair to staff and parents A. 08/88 Initial media campaign conpleted on 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 PCSSO 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 Horth Little Rock High School, East Campus 4.1 Revise Board policy for textbook adoption A. Board policy revised on 08/22/91 4G (07/01/93) 07/01/88 (07/01/93) 07/88 (07/01/93) 08/88 08/04/93 07/01/93 (07/01/93) (07/01/93) 12/10/90 (06/30/94) 07/30/88 (06/30/94) 08/88 (06/30/94) 08/88 09/14/93 06/30/94 (06/30/94) (06/30/94) 08/22/91 Assoc St\u0026lt;it for Deseg and Schools Supv of Media Services, Dir of Coaassti cat i ons Assoc of Educational Programs working with coamittee (Assoc Supt for Curriculun, Subject Area Supervisors) Assoc Si^it for Educational Programs 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) 3.6 PiAilicity 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 criteriaPage: 7 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document gxce^t for ^ge 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to pafle 76, ob|ectives 1, 2, 3, 4.) areas. Plan Reference Page Member L 68 L 68 L 68 L 68 L 68 Objectives Strategies Begiming pate Coapletion Date Responsibility Evaluation Criteria 4.2 Identify an ad hoc coamittee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 meafaers) A. Initial identification con|\u0026gt;leted 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 conpleted 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 SiRait revised policy and criteria to the Board of Directors for first reading A. Revised policy/criteria submitted to Board of Directors on 06/20/91 4.5 Adopt policy on textbooks A. Policy adopted 08/22/91 4.6 Utilize a local consultant to train staff on Avoiding Sex and Race Stereotyping in Textbooks\" A. Initial utilization of cc^isultant completed in 12/89 47 (07/01/93) 12/01/90 (07/01/93) 07/91 09/15/93 11/01/93 (07/01/93) 06/20/91 (07/01/93) 08/22/91 (07/01/93) 07/89 (06/30/94) 12/11/90 (06/30/94) 12/91 10/27/93 12/02/93 (06/30/94) 06/20/91 (06/30/94) 08/22/91 (06/30/94) 12/89 Assoc Si^it for Educational Programs Assoc Sept for Educational Programs (Arkansas State Dept, of Education) Si\u0026lt;)erintendent Assoc Si\u0026lt;\u0026gt;t for Ed Progs LRSD Board of Directors Assoc S(\u0026lt;\u0026gt;t for Educational Programs (Curriculum Supervisors) 4.2 Roster of coamittee meabers 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 4.5 4.6 4.6 Board agenda Board agenda Monitoring (Textbooks are free of sex/race stereotypes)Page: 6 Prograa Seq *: 04 Revision Date: Prograa Naae: Multicultural Curriculum January 31, 1994 Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure ed^otionol equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 75, objectives 1. 2. 3. 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to paae 76. objectives 1. 2, 3. 4.) Plan Reference Page Nudier L 68 L 69 L 69 L 69 L 69 Objectives Strategies Begiming Date Coapletion ___Date Responsibility Evaluation Criteria 5. To develop and ieplement a multicultural curriculta for prekindergarten through grade 6 5. (To implement the LRSO curriculum, K 6, which is multicultural) B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping in Textbooks\" conducted during adoption cycle 4.7 Select and recound to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption 5.1 Plan and host at least three (3) pti\u0026gt;lic meetings to receive suggestions from patrons on areas to be included in a multicultural curriculua A. Completed in 12/89 during initial development 5.2 Identify and retain the services of a notional exp^ in aulticultural curriculia development (lead consultant for tuo (2) year contract). A. Completed in 09/66 during initial development 5.3 In cooperation with the lead consultant, the Division of Educatioral Programs uill issue a detailed curriculim development timeline for the year, including a checklist for task co^letion A. Completed in 10/88 during initial development 09/15/93 (07/01/93) (07/01/93) (07/01/93) 09/88 (07/01/93) 09/88 (07/01/93) (10/86) 10/27/93 (06/30/94) (06/30/94) (06/30/94) 12/89 (06/30/94) 09/88 (06/30/94) (10/86) Assoc Stpt for Educational Programs (Curriculum Specialists) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) Assoc S(A\u0026gt;t for Educ Prog Assoc Sipt for Desegregation Assoc Sept for Educational Programs Lead Consultant Assoc Su^jt for Educational Prograam 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. (Observation of curriculun 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 coMitment for the 1968-89 school year (Dr. James A. Banks was used) 5.3 Timeline/checklist (Timeline included in this docunent 5.5  5.17) 4 uPage: 9 Prograa Seq *: Prograa Naae: Prograa Code: Progn Goal: Plan Reference Page Hudaer L 69 L 69 L 69 04 Revision Date: January 31, 1994 Multicultural Curriculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure eeccfAcjjccaattiioonnaall equity in the elementary and secondary curriculun and program aarreeaass.. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO arxi the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76~ objectives 1. 2. \"3. 4.) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.4 Develop expectations for meabers participating on aulticultural curriculim committee A. Completed in 11/88 during initial development B. Expectations developed also during the curriculun revision process 5.5 Identify curriculum caaittee mudicri and contract for services: 8 - Health/Science 5 - Music 14 - Remding/Language Arts 3 - Art 4 * Social Studies 4 - Libraries 38 5.5 (All core curriculun areas were involved in the development of guides) 5.5 (Curriculun areas revised were: Reading, Language Arts, Social Studies, Hath, and Science) A. Completion in 10/88 with initial development B. Identification completed with revised curriculum 5.6 Obtain multicultural curriculus uiits from models used in other cities A. Completion in 10/88 with initial development B. Multicultural curriculun units obtained also during revision process 4 (07/01/93) (06/30/94) Lead Consultant Assoc S^\u0026gt;t for Educ Prograaa 5.4 Expectations 5.4 (Contractual agreements with curriculun writers) 10/88 11/88 10/91 11/91 (07/01/93) (06/30/94) Assoc Sipt for Educational Programs 5.5 Identification of coamittee metiers 08/88 10/88 09/91 10/91 (07/01/93) (06/30/94) Assoc Sipt for Educational Programs 5.6 Copies of multicultural materials distributed to committee mrabprs 07/88 10/88 07/91 10/91 1 Prograai Seq *\n04 Page: 10 Revision Date: Prograa Naae: Multicultural Curriculun January 31, 1994 Prograa Code: 12 Priaary Leader: Estelle Hatthis Prograa Goal: Secondary Leader: Harie McNeal To ensure educational equity in the eleaentary and secondary curriculun and program areas. Tn nnl I akn..*. *1. ___a ..u. . . . ... ..II u- . -.t .u    7.---------  iww.i. 0'1 mcos. (Applies to entire docunent except for page 76. objectives 1 2 3 4 ) To collaborate with the PCSSO end the NLRSD to promote milticultural activities and curriculum development. (AccLies only to page 76. objectives 1. 2. 3. .\u0026gt;' * va.aancnv  VI poyc 19, VWJVUllVett I, , J, (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Niaber L 70 L 70 L 70 L 70 Objectives Strategies Beginning Date Coi^\u0026gt;letion 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 B. Expectations developed also with revised curriculun 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculia development coamittee A. Completion in 10/88 with initial development B. Consultants utilized also with revised curriculun 5.9 Conduct inservice session on Methods for Developing Multicultural Teaching Strategies* to include (a) uiderstanding the rationale, trends, and goals Bulticultural curriculum, (b) developing a conceptual frmaeworfc for multicultural curriculun, and (c) establishing procedures for developing a ailticultural curriculuai A. Completion on 03/11/89 with initial development B. Staff development conducted in conjunction with the revised curriculun procedures 5.10 Conduct task coapletion monitoring as identified in timeline OU (07/01/93) (06/30/94) Assoc Sign for Educational Prograaa 5.7 List of expectations 08/88 09/91 (07/01/93) 08/88 11/91 (07/01/93) 12/14/88 10/91 (07/01/93) 10/88 10/91 (06/30/94) Assoc Sigit for Educational Programs 5.8 Contract services of consultants 10/88 05/30/92 (06/30/94) 03/11/89 11/91 (06/30/94) Assoc Sigit for Educational Programs (Curriculun Supervisors) Div of Educational Programs (Assoc Supt for .Educational Programs) 5.9 Participants* written evaluation 5.9 (Original inservice completed\nongoing inservice will be docunented and evaluated by participants) 5.10 Ii^leaentation of onitoring instruaent     Page: 11 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Mudaer L TO L 70 L 70 L 70 Objectives Strategies Beginning Pate Coapletion Pate Responsibility Evaluation Criteria A. Conpletion in 11/91 with initial development B. Task completion monitoring conducted also during the curriculun revision process 5.11 Operationalize the curriculua development timeline (annthly meetings with specific dates developed in cooperation with coHittee mr^frs) A. Completion in 05/91 with initial development B. Curriculun development timeline operationalized also during the curriculun revision process 5.12 Review and edit the coaprebensive 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 curriculun revision process 5.13 Type and print all guides A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculum revision process 5.14 Conchjct inservice for all eleaantary principals and teachers 31 10/91 10/91 (Or/01/93) 10/88 10/91 (07/01/93) 05/89 05/92 (07/01/93) 06/89 06/92 (07/01/93) 11/91 12/91 \u0026lt;06/30/94) Assoc Supt for Educational Programs 5.11 Agenda of each meeting 05/91 05/30/92 (06/30/94) Assoc Sipt for Educational Prograaa 5.12 I^lementation of guides 07/89 06/30/92 (06/30/94) 07/89 07/30/92 (06/30/94) Assoc Sipt for Educational Programs Assoc Stpt for Educational Prograas (Curriculun Supervisors) 5.13 Guides coapleted 5.13 (Guides delivered to schools) 5.14 Agenda 5.14 (Curriculun implementation) 5.14 (Inservice on revised curriculun is ongoing) I I J r^r Page: 12 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3. 4.) Plan Reference Page Mudier L TO Objectives Strategies Beginning Date  Completion Date Responsibility Evaluation Criteria A. Completion in 09/89 with initial development B. Inservice for elementary principals and teachers conducted also during the curriculum revision process 08/89 08/01/92 09/89 08/31/92 L TO 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets: a. Make available materials catalogues to building level principals (07/01/93) (06/30/94) Assoc Si4\u0026gt;t for Educational Prog Elem Teachers Principals b. Order and acquire materials based on curriculua to be taught A. Initial catalogue provided during 89 term B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals for current term during preschool conference, department meetings and on request 0. Materials ordered based on existing curriculum for current term 5.16 Extend inservice through scheduled district level regular elearnntary cluster meetings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term in all curriculum areas and programs 07/01/89 07/01/89 08/17/93 08/17/93 (07/01/93) 07/89 07/93 08/30/89 09/30/89 90X 70X (06/30/94) 08/90 SOX Principals Assoc Sifjt for Educational Prograam 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups uill be present in all schools) 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 0Progn Seq: 04 Page: Revision Date: Prograa Naae: Multicultural Curriculun Progn Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goel: To ensure educational equity in the elemntary and secondary curriculun and program areas. 13 January 31, 1994 (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Hiadwr L 70 L 72 L 72 L 72 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6. To develop and ii^ilcarnnt a multicultural curriculia for grades 7-12 (To implement the revised curriculun 7*12, which is multicultural) 5.17 Most three (3) education meetings for parents of elementary children to provide an overview of the co^xehensive aulticultural curriculus 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 curriculun guides C. Discussion of the revised multicultural curriculum is being addressed at PTA meetings/parent conferences 6.1 Verify second year contract of national expert in multicultural curriculiB 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 curriculus development timeline for the 1989-90 school year, including a checklist for last ccBfiletion bo (07/01/93) (06/30/94) Division of Educational Programs 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 08/89 09/89 06/15/92 09/09/93 (07/01/93) (07/01/93) 04/89 (07/01/93) 12/18/92 75X (06/30/94) (06/30/94) 06/89 (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) Div of Educational Programs Assoc Sipt for Educational Programs 6. (Observation of curriculun implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual caanitment entered into for second year (Dr. James A. Banks was used) 6.2 Timeline co^leted (Timeline included in this docunent 6.5 * 6.19) r Page: 14 Prograa Seq f: 04 Revision Date: January 31, 1994 Prograa Haae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To onsure educational equity in the elementary and secondary curriculua and proaram areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3. .) To collaborate with the PCSSO and the NLRSO to proonte multicultural activities and curriculun development.   areas. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Mudaer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 72 L 72 L 72 A. Coapletion in 06/89 during initial development 6.3 Plan and hold at least three (3) piA)lic meetings to receive suggestions froa patrons in areas of ailti-curriculua and programing A. Coapletion in 12/89 during initial development 6.4 Develop expectations for mesber participation on mlticultural curriculua comittee A. Coapletion in 05/89 during initial development B. Expectations developed also during the curriculun revision process 6.5 Identify secondary curriculm coaaittee aeofaers and contract for services: 4 4 4 4 Reading Librarians Nath Science 12 English 12 Social Studies 4 4 Music Art A. Coapletion in 06/89 cAiring initial development B. Convnittee identified also during the curriculum revision process 04/89 06/89 (07/01/93) (06/30/94) Assoc Sipt for Educational Prograaa 6.3 Suggestions received, reviewed, and considered 09/89 12/89 (07/01/93) (06/30/94) Assoc Sipt for Educ Prograas Assoc Sept for Desegregation 6.4 List of expectations 6.4 (Contractual agreements with curriculun writers) 04/89 05/89 07/91 09/91 (07/01/93) (06/30/94) Assoc Supt for Educ Prograaa Assoc Sept for Desegregation 6.5 Contractual inpleaentation for each coaaittee meober 06/89 06/89 09/91 10/91 H / O 4Progri Seq : 04 Psge: Revision Date: Prograa Maae: Multicultural Curriculum 15 January 31, 1994 Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader\nMarie McNeal Prograa Goal: TO ensure educ.tional equity in the elenent.ry end secondary curriculun .nd progr areas. (*PPli  re^o^iicuiS*!'' s To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. (Applies only to pafle 76, ob|ectives 1. Plan Reference Page llud)er L 73 L 73 L 73 Objectives Strategies Begiming Date (kapletion Date_ Responsibility Evaluation Criteria 6.6 Obtain aulticultural curriculia mits froa models used in other districts A. Completion in 09/89 during initial development B. Multicultural units obtained also during curriculun revision process 6.7 Develop expectations for use of local resource consultants in aulticultursl curriculia developaent A. Completion in 06/89 during initial development B. Expectations developed also during multicultural curriculun development 6.8 Identify secondary social studies, ausic, and art coaaittee: 1991: 19 teachers: studies 7 social A. (07/01/93) (06/30/94) Assoc Sifrt for Educ Prograaa 6.6 Secure ailticultural curriculia units for coaaittee ackers 06/89 09/89 06/91 10/91 (07/01/93) (06/30/94) Assoc Sifit for Educ Prograas 6.7 Develop expectations 06/89 06/89 06/91 (07/01/93) 06/91 (06/30/94) Assoc Si\u0026lt;t for Educ Prograas S(s\u0026gt;ervisor of Social Studies 6.8 Roster of coHittee 1992: 11 teachers: studies 1993: 11 teachers: studies 6 ausic 6 art 3 social 4 ausic 4 art 3 social 4 ausic 4 art Convnittee members identified with phase in developed for social studies, music, and art 04/91 07/25/93 55 (Supervisor of Social Studies, Teachers in identified areas, Assoc. Supt) (Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms) Page: 16 t Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McMeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.\u0026gt; To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1, 2. 3, 4.) Plan Reference Page Nuiber L 73 L 73 L 74 Objectives Strategies Begiming Date Coapletion Date Responaibility Evaluation Criteria 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculua development coaaittee A. Completion in 07/89 during initial development B. Local resosurce consultants utilized during the revised curriculun process (07/01/93) 07/89 12/91 (06/30/94) 07/89 05/30/92 Assoc Si4\u0026gt;t for Educational Programs 6.9 Contract for services agreeaant entered into Phase in Multicultural arsi learning (social studies, aamic, and art) (Needs to be deleted from this column) (Implemented after the identification of committee mesbers, 6.8) 6.10 Conduct inservice session or ^lethods for Developing Multicultural Learning Strategies\" to include (a) mderstanding the rationale, trends, and goals of multicultural curriculia and (b) establishing procedures for developing a multicultural curriculta A. Completion in 10/89 during initial development B. Staff development conducted in conjunction with the revised curriculun procedures C. Extended staff development conducted at preschool, department, cluster, and school meetings 6.11 Conduct last task collation monitoring as identified in timeline A. Completion in 12/89 during initial development B. Task completion monitoring conducted also during the curriculun revision process (07/01/93) 07/89 07/92 08/16/93 (07/01/93) 09/89 10/91 (06/30/94) 10/89 04/93 SOX (06/30/94) 12/89 06/04/93 Assoc Si\u0026lt;\u0026gt;t for Educatioral Programs Si^iervisor of Social Studies Assoc Si4\u0026gt;t for Educ Prograas 6.10 Roster of participants 6.10 (Original inservice completed. Ongoing inservice will be docunented and evaluated by participants) 6.11 Tasks completed in accordance with timeline buPage: 17 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Nudjcr L 74 L 74 L 74 Objectives Strategies Beginning Date Coiq\u0026gt;Letion Date Responsibility Evaluation Criteria 6.12 Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with ctsittee metiers A. Completion in 05/90 during initial development B. Curriculun development timeline operationalized during revision process 6.13 Review and edit the ccaprchensive guide for each content area at each grade level (social studies, music, and art) A. Completion in 05/90 during initial develqsment B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print alt guides for social studies, usic, and art A. Social Studies guides typed and printed B. Draft forms of music and art guides in schools 57 (07/01/93) (06/30/94) S(\u0026lt;)ervi8or of Social Studies (Teachers in identified areas. Assoc. Supt. for Curriculun) 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 05/90 10/91 06/04/93 (07/01/93) (06/30/94) Assoc Si^Jt for Educational Programs 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 04/90 05/90 06/91 (07/01/93) 06/91 06/91 06/11/93 (06/30/94) 07/15/93 08/16/93 Assoc St^t for Educ Programs Sqsv-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 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Naae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSD to proaote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76, objectives 1. 2, 3, 4.) Plan Reference Page Nudier L 74 L 74 L 74 Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria 6.IS Conduct inservice for all secortdary a^inistrators and teachers A. Completion in 09/90 during initial development B. Inservice for secondary adninistrators and teachers conducted also for revised curriculun and phase-in 6.16 Involve principals and teachers in ordering multicultural materials froa local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculua to be taught A. Initial catalogues/brochures distributed to building principals by curriculun coordinators B. Materials based on curriculun ordered and acquired C. Additional materials based on revised curriculun ordered and acquired 6.17 Monitor the use of curriculia guides 5 u (07/01/93) (06/30/94) Assoc Sept for Educ Prograa 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 07/90 09/90 07/91 (07/01/90) 07/90 07/90 08/17/93 (07/01/93) 08/20/93 (06/30/94) Assoc Sifit for Educational Programs 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 09/90 12/90 75X (06/30/94) Principals Area Si\u0026lt;)ervisors 6.17 ScheduLe/Doctaentat ion 6.17 (Observation of curriculun implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning)Page: 19 Prograa Seq f: 04 Revision Date: January 31, 1994 Prograai Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun 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 curriculun development. (Applies only to page 76, objectives 1. 2. 3, 4.) Plan Reference Page Himber L 75 L 75 L 76 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Periodic curriculun monitoring being implemented 6.18 Extend inservice through scheduled district level regular couicil meetings (reeding, English, social studies, science, art, and mmic for the secondary level) A. Inservice extended with revised curriculum 6.19 Host three (3) education meetifs for parents of secondary children to provide an overview of the cosfirehensive 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 curriculun guides C. Curriculum overview/explanation is conducted at PTA meetings and parent conferences 09/01/93 (07/01/93) 07/93 (07/01/93) (07/01/93) 09/01/90 09/92 09/09/93 SOX (06/30/94) SOX (06/30/94) (06/30/94) 09/30/90 12/92 75X 1. To provide staff development in the area of aulticultural education (07/01/93) (06/30/94) 53 Assoc Supt and Staff for Educational Programs Assoc Si\u0026lt;\u0026gt;t for Educational Programs (Content Area Supervisor, Principals) (Director of Staff Development, Subject Area SiA*rvisors, Principals) 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 participants 1. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests)r Page: 20 Prograa Seq *: 04 Revision Date: January 31, 1994 Program Naae: Multicultural Curriculum Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: 7w  -- ---'Z (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) To ensure educational equity in the elementary and secondary curriculun and program areas. Plan Reference Page lfc^)er L 76 L 76 L 76 2. Objectives Strategies Begiming Pate Caaf\u0026gt;letion Date Responsibility Evaluation Criteria To provide access to and inforastion about aulticultural aaterials to teachers, parents, coaawity 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A joint colloberation using Or. James Banks as a consultant on 12/14*15/88 and 03/1011/89 2.1 Share responsibility for Multicultural Materials Fair to be held amuslly G 0 (07/01/93) (06/30/94) LRSO Assoc. Sqpt for Educ Prograas (Director of Staff Development) 1.1 Contractual agreeaent 1.1 (Roster of participants) 1.1 (Multicultural strategies uill be inplemented in LRSO classrooms as determined by classroom observations and teacher conferences) 10/88 11/89 (07/01/93) (07/01/93) (06/30/94) (06/30/94) (PCSSO ' Coor for Multicultural Curr Oev Dir of Library Serv LRSO - Assoc Supt for Educ Programs, Supv of Media Serv NLRSO - Coor of Instructional Materials) PCSSO  Coot for Multicultural Curr Dev Dir of Library Serv LRSO - Assoc Sipt for Educ Programs Sqpv of Media Serv NLRSO - Coot of Instructional Materials 2. (Teachers, parents, community will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSO, NLRSO and PCSSO)Page: 21 Prograa Seq #: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. To collaborate with the PCSSO and the NLRSD to promote multicultural activities end curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Ntaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93-94 term 08/93 SOX B. Two tri-district meetings were held and date for Fair set for February 22, 1994 G i 11/16/93 11/30/93 Prograa Seq #: 04 Page: 22 Prograa Naae: Multicultural Curriculum Revision Date: January 31, 1994 Prograa Code: 12 Priaary Leader: Prograa Goal: Estelle Matthis Secondary Leader: To ^ure educatioml ec^ity in the elementary and secondary curriculum and r-c-------- To collaborate Mlth the PCSSO and the NLRSO to proaiote multicultural activities'and curriculi^'^Ceiopmem'? Marie McNeal program areas. (Applies to entire document except for page 76, objectives 1 2 3 4 ) :ies and rurrirni.. (Applies only to page 76. objectives 1. 2. 3. 4.)' Plan Reference Page Miaber L 76 L 76 L 76 3. Objectives Strategies Beginning Date To provide inforaation to staff aeabers on the availability of graduate coursework in ajlticultural education 3.1 Write letters to institutions of Iflher eckjcation in the area concerning the need for such courses A. Contact made with area institutions of higher education corKerning needs for multicultural courses 8. LRSD Hill receive announcements of multicultural courses from local institutions of high education for courses during each school term (Fall, Spring and Summer) 3.1 Proaote such courses to the staffs of each school district 3.2 (Duplication of number) A. Promotion of courses have been advertised by LRSD to LRSD teachers and staff periodically as received G2 (07/01/93) (07/01/93) 01/91 04/93 (07/01/93) 07/19/93 Co^letion Date (06/30/94) (06/30/94) 07/91 75X (06/30/94) 75X Responsibility (Director of Staff Development, Subject Area Supervisors, Principals) PCSSO \u0026gt; Coot of Instructional Materials LRSD - Assoc Si\u0026lt;}t for Educational Programs NLRSO - Coot of Instructional Materials PCSSO Coord of Multicultural NLRSO Coord of Instructional Materials (LRSD Director of Staff Developnent, Supervisor of Social Studies) Evaluation Criteria 3. (Multicultural strategies will be implemented in schools as assessed by a\u0026lt;kninistration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase) 3.1 ProBotional instnaents file 3.2 (Duplication of number) 3.2 (The nunber of teachers enrolled in multicultural courses will increase) 1Page: 23 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Name: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: IO uro oouc.iio,i oMuii, in Jio oi.iioiL.., ...i . iv-i-u p, pr. (Applies to entire docunent exceet for ^ge 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. obiectives 1, 2, 3. .) To ensure educational equity in the elementary and secondary curriculum and program areas. Plan Reference Page Member L 76 L 76 L 77 Objectives Strategies Begiming Date Co^letion Date Responsibility Evaluation Criteria 4. To investigate the possibilities of cooperating on strategies to acquaint staff and coaamities with aulticultural education 4.1 Meet to discuss possibilities of seaiinars, syaposiias, or other activities to preante ulticultural education aaung the three districts 4.1 (Plan, schedule, advertise and implement strategies) A. Planning meetings held in October and Novenber with representatives from the three districts 1. To enhance educational equity in instructional aethodology and teacher/student interaction G 5 (07/01/93) (07/01/93) 10/15/93 (07/01/93) (06/30/94) (06/30/94) 11/16/93 (06/30/94) di (PCSSO Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) PCSSD Coor of Multicultural LRSD Assoc. $i\u0026lt;)t for Educational Programs NLRSD Coord of Instructional Materials (Director of Coninunications, Director of Staff Development) (Curriculun Supervisors, Curriculum Specialists, Principals) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of connunity di scuss i on/conferences, feedback from debriefing of multicultural education) 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classroom/school observation and conference) 1. (Increase in student achievement) 1Page: 24 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1. 2. 3. 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) areas. Plan Reference Psge Hudber L 77 L 77 L 77 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.1 Research and share effective instructional strategies at regularly scheduled comei I and program area meetings A. Effective instructional strategies researched and shared at council and program area meetings B. Program collaboration among content areas including Early Childhood Education conducted C. Infusion of multicultural education with interdisciplinary units of study developed and shared in all content and program areas D. Instructional materials and strategies shared at monthly IRC workshops 1.2 Purchase science sigiplies for teachers to facilitate the hands-on science approach A. Hands-on science supplies purchased for elementary and secondary schools 1.3 Purchase math manipulatives for teachers to facilitate hands-on math instruction A. Math manipulatives purchased (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 (06/30/94) SOX SOX SOX SOX (06/30/94) 75X (06/30/94) 1SX Content Area Supervisors Sigjvs of Sp^ific Content Areas Sigivs of Sp:ific Content Areas L 77 1.4 Purchase sets of trade books for teachers to facilitate the eaphasis on literature and the wholeness of language approach (07/01/93) (06/30/94) Sipvs of Sproific ciantent Areas 1.1 Doctaentation within the Division of Educational Programs 1.1 (Assessment of inpiementation of instructional strategies through classroom observations and teacher conferences) 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms) 1.3 Materials purchased 1.3 (Manipulatives are used in District math classrooms) 1.4 Materials purchased 1.4 (Whole language is used in District classrooms) G JProgn Seq*: 04 Page: Revision Date: Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. 25 January 31, 1994 (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Nu^r L 77 L 77 L 77 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Trade books purchased 1.5 Provide inservice for using Mterials identified in 1.2, 1.3, 1.4 A. Staff development being conducted in use of instructional materials for science, math, literature/whole language B. One math and two scierice staff development specialists are providing training in use of hands-on approach to target schools 1.6 Identify needs of teachers for iaproved delivery of instruction using student data, principal recwf ndntion, school i^JTOvement plans, and teacher f^mtionnaires as the basis for decision making. (Resource: LRSO Resource Staff Development Guide) A. Needs of teachers for improved delivery of instruction identified 1.7 SiAait the inservice needs to the Staff Developaent Department A. Needs submitted to Staff Development Department 6o 07/01/93 (07/01/93) 08/17/93 07/01/93 (07/01/93) 07/01/93 (07/01/93) 07/01/93 lOX (06/30/94) Sqpervisors of Spixific Areas (Curriculun Specialists, Principals) 1.5 Docuaentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations and teacher conferences) SOX SOX (06/30/94) Principals, Teachers, and Content Areo St\u0026lt;\u0026gt;ervi8ors 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HP's, reflect identified needs of teachers) 70X (06/30/94) Principals 1.7 Staff developamnt dooaentation (Needs identified in school improvement plans) 1I 70X Page: 26 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Miatoer L 78 L 78 L 78 L 78 Objectives Strategies Beginning Date Coapletion pate Responsibility Evaluation Criteria 2. To incorporate aulticultural materials into the instructional programs 1.6 Schedule teachers as identified for the appropriate inservice A. Placement is based on teacher requests and adninistrative reconinendations 1.9 Monitor the teachers use of effective instructional and classrooa ansgeaent strategies A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observation and teacher conferences 2.1 Review and assess appropriate ulticultural anterials A. Completed in 06/90 during initial curriculum developnent 6. Periodic review and assessment of appropriate multicultural material being conducted C. Reading materials assessed for multicultural component of texts during reading adoption 67 (07/01/93) \u0026lt;06/30/94) Staff Developaent Departaent 1.8 Staff developaent docuantation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) 09/01/93 (07/01/93) 09/01/93 (07/01/93) (07/01/93) 03/89 07/93 07/01/93 70X (06/30/94) Si\u0026lt;\u0026gt;ervisors of specific areas (Principals) 1.9 (Assessment of implementation of strategies through classroom observations and teacher conferences) SOX (06/30/94) (06/30/94) 06/90 75X 12/02/93 (Supervisors of Specific Areas, Curriculum Specialists, Principals) Si^jervisors of specific areas (Curriculum Specialists, Principals) 2. (Observe iirplementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms)Psge: 27 Prograa Seq f: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculun Progri Code: 12 Primary Leader: Estelle Matthis Secondary Leader\nMarie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. ... To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. obiectives 1. 2. 3. 4.) Plan Reference page Mud?er L 78 L 78 L 78 L 78 3. Objectives Strategies Beginning Date Coapletion Pate Responsibility Evaluation Criteria To isfileaent organizational practices that Mill enhance educational etfjity 2.2 Identify and suggest Bilticultural material to be purchased at local school level by content and grade A. Identification/purchase of materials completed during initial development of curriculun B. Multicultural material identified and suggested for purchase periodically C. Multicultural materials purchased by content area supervisors and at the school level 2.3 Schedule uorfcshops on use of materials (Oiere appropriate) A. Workshops scheduled during initial curriculun development and purchase of initial materials Appropriate workshops scheduled on use of multicultural materials periodically B. 2.4 Monitor the use of appropriate multicultural materials A. Use of appropriate multicultural materials being monitored periodically through observations and teacher conferences GO (07/01/93) 08/69 07/01/93 07/01/93 (07/01/93) 08/89 08/16/93 (07/01/93) 09/93 (07/01/93) (06/30/94) 10/90 75X SOX (06/30/94) 06/90 SOX (06/30/94) SOX (06/30/94) Si\u0026lt;)ervisors of specific areas (Curriculum Specialists, Principals) Sipenrisors of specific areas (Curriculun Specialists, Principals) Supervisors of specific areas (Curriculum Specialists, Principals) (Assoc. Supt., Assist. Supt., Principals, Teachers) 2.2 (Titles/description of materials forwarded to schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms) 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSD have equitable participation and success by all students) Page: 28 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa HaK: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76, objectives 1. 2, 3. 4.) Plan Reference Page Muder L 78 L 78 L 78 L 78 L 79 4. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria To ensure increased educational equity through inservice training 3.1 Provide teachers with training for effective in*class grouping A. Training in class grouping provided at council and program area meetings 3.2 Monitor iiplementation of strategies through classroom visitations and feedback in follow-i4\u0026gt; workshops A. Implementation of strategies monitored periodically 3.3 Review placearnnt criteria for enrichment/ honors and advanced placement classes A. B. (07/01/93) 08/93 (07/01/93) 09/01/93 (07/01/93) (06/30/94) 75X (06/30/94) SOX (06/30/94) Initial review completed in 01/89 Placement criteria for enrichment/honors and advanced placement classes reviewed and revised for current term 3.4 Provide sipport to principals in monitoring the distribution of students in higher level courses to assess gender and race equity A. Support given principals through periodic staff development for monitoring the distribution of students in higher level courses C3 09/88 02/93 (07/01/93) 07/20/93 (07/01/93) 01/89 05/93 (06/30/94) SOX (06/30/94) Supervisors of specific areas SifKrvisors of specific areas Assoc Si\u0026lt;)t of Educational Programs Assoc and Asst Sipts 3.1 (Grouping practices are equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes) 3.4 (Classroom observation of student enrolIment and enrollment reports to central office will reflect equitable distribution of gender and race) 4. (Educational programs in LRSO have equitable participation and success by all students)Psge: 29 Prograa Seq *: 04 Revision Date: January 31, 1994 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Muitier L 79 L 79 L 79 L 79 L 79 L 79 Objectives Strategies Beginning Date (kag\u0026gt;letian Date Responsibility Evaluation Criteria 5. To ensure e\u0026lt;^ity in the selection and use of textbooks 4.1 Refer to activities outlined in items 1.2  1.4 above 4.1 (Purchase science supplies, math manipulatives, tradebooks) A. Hands-on science, math manipulatives. and trade books purchased 5.1 Ifwcntory and assess current textbooks for aulticultural presence A. Reading textbooks inventoried and assessed for multicultural presence during adoption cycle 5.2 Identify the deficiencies existing in current textbooks A. Deficiencies in current reading textbooks identified during adoption cycle 5.3 Select and purchase resource materials to replace or s(\u0026lt;f\u0026gt;leaRnt areas of deficiency A. Resource materials selected and purchased in all content areas 5.4 Provide training for use of st^jpleaental materials I V/ (07/01/93) 07/01/93 (07/01/93) (\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":96,"next_page":97,"prev_page":95,"total_pages":155,"limit_value":12,"offset_value":1140,"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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