Little Rock School District Board

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c.. C..II C D. CD .::s. Ill SECTION J: STUDENTS Section J of the Little Rock School District contains policies, regulations, and exhibits on students - admissions, attendance, rights and responsibilities, conduct, discipline, health and welfare, and school-related activities. JE JFABB JFABB-R JJ JJ-R JJIB JJIB-R1 JJIB-R2 JLDBD JMA JMA-R JRAA Student Attendance Foreign Exchange Students Foreign Exchange Students Student Co-curricular/Extracurricular Activities Student Co-curricular/Extracurricular Activities Interscholastic Athletics/Cheerleading/Drill Team High School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Middle School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Sex and Child Offender Notification Scholarships Scholarship Program Regulation Student Discipline Records APR 5 2000 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JE STUDENT ATTENDANCE The Board of Education believes that the instructional program is the vital part of formal education and that students realize greater benefits when they attend regularly. When students are absent, they are missing an integral part of instruction that usually can not be made up outside the classroom. Thus, regular attendance will be necessary to accomplish preparation for maximum levels of achievement or full course credit. All students are required to maintain a level of attendance which will enable them to discharge their responsibility as learners and will enable the school to meet its obligations to the students. According to state law, any child five years (5) of age through seventeen years (17), on or before September 15 of the particular school year, who has not been officially excluded from school, must be in attendance at school or enrolled in a home schooling program . Adopted: September 23, 1999 Legal Reference: AC.A. ACT 570, 1999 ED T 4 1999 ufFICEOf DESEGREGATION MONITOftWQ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JFABB FOREIGN EXCHANGE STUDENTS The Little Rock School District supports the enrollment of foreign exchange students in the District schools. The District is part of a global society and students in the District will benefit from learning about the culture and traditions of students from other countries. As the District participates in such exchanges, students in the Little Rock School District will gain a broad exposure to ideas that promote appreciation for cultural diversity, tolerance for others, and understanding of our similarities and differences. It is the policy of the Board of Education to accept the enrollment in the Little Rock School District of qualified foreign exchange students . Adopted: July 23, 1998 Cross Reference: Administrative Policy JFABB-R APR 5 2000 LITTLE ROCK SCHOOL DISTRICT I ltlCE OF NEPN CODE: JFABB-R DESEGREG JION MO~ITORI FOREIGN EXCHANGE STUDENTS The Little Rock School District will enroll foreign exchange students subject to the following procedures: 1. The Little Rock School District will enroll foreign exchange students who petition the District through a program that is recognized by the advisory list published by the Council on Standards for International Educational Travel, supported by the National Association of Secondary School Principals. 2. Enrollment will occur only when all local, state, and national rules and regulations relative to foreign students' participation in educational exchanges have been followed. 3. The Student Assignment Office may limit the number of foreign exchange students entering a school. 4. Foreign exchange students must possess sufficient skills in English to participate fully in the educational program of a school. 5. Foreign exchange students must be represented by a local coordinator and must have a host family at the time of registration with the Student Assignment Office. 6. No more than two (2) foreign exchange students may reside with a local coordinator of a program placing students in the District. 7. The Little Rock School District will accept the enrollment of foreign exchange students from other school districts, as long as enrollment conforms to established transfer procedures. 8. Foreign exchange students will state their intent to either receive a diploma or not at the time of enrollment in the District. Should a diploma be desired, foreign exchange students must meet all Little Rock School District graduation requirements. 9. Foreign exchange students will receive school assignments from the Student Assignment Office in accordance with established assignment policies. 10. Foreign exchange students must be registered with the Student Assignment Office no later than July 15 of the year of enrollment. Early spring enrollment is recommended so to give the school time to develop a schedule for the student and to ensure that the student has opportunities to select appropriate courses . Date: July 23, 1998 Cross Reference: Board of Education Policy JFABB LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JJIB INTERSCHOLASTIC ATHLETICS/CHEERLEADING/DRILL TEAM The Little Rock School District will provide interscholastic athletics for female and male students. Interscholastic athletics will include team and individual sports, cheerleading, drill team and pep club activities. Students electing to participate in interscholastic athletics will meet State Department of Education, Arkansas Activities Association, and District eligibility requirements . Adopted: November 18, 1999 Cross References: Revised Desegregation and Education Plan APR 5 2000 OFFICE OF DESEGREGATIO~J MONITORING Official Handbook of the Arkansas Activities Association National Federation Official High School Spirit Rule Book LRSD Senior High School Student Handbook LRSD Middle School Student Handbook LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JLDBD SEX AND CHILD OFFENDER NOTIFICATION Act 989 of 1997, Megan's Law, establishes a system of registration for convicted sex and child offenders and for community notification. After receiving information regarding a convicted offender from a local law enforcement official, the District will notify school personnel, students and their families according to State Board of Education guidelines. It is the policy of the Board of Education to notify appropriate school personnel, students and their families when information from a local law enforcement agency is provided to the District that a convicted sex or child offender has established residence in the school district. Procedures governing the notification required by Act 989 of 1997 are found in the regulations . Adopted: December 3, 1998 Legal References: Act 989 of 1997 Cross References: Administrative Regulation LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA SCHOLARSHIPS The Board of Education is committed to the establishment of a college scholarship program for students who graduate from District high schools after having attended a racially identifiable elementary school. The program will be maintained at least until graduation of the class that begins kindergarten during the 2000-2001 school year. The Board directs the administration to develop and implement a scholarship program consistent with the intent of the Revised Desegregation and Education Plan . Adopted: April 22, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JRAA STUDENT DISCIPLINE RECORDS It is the policy of the Board of Education to purge student discipline records after the fifth {5th ) and eighth (8th ) grade of all offenses except weapons offenses, arson and robbery unless the District determines that to do so would not be in the best interest of the student. Adopted: June 24, 1999 SECTION K: SCHOOL-COMMUNITY-HOME RELATIONS Section K of the Little Rock School District policy manual contains policies, regulations, and exhibits on parent and community involvement in schools. Except for policies concerning education agencies, statements on public sector relations with the school district are located in this section, too. KDA KDD KDE KF KF-R KFC KH KH-R Kl KL KLE KLG' KLG-R Public Information/School Communications Program News Media Relations Crisis Management Community Use of Facilities Community Use of Facilities Community Use of Outdoor Facilities Solicitations in Schools Solicitations in Schools Visitors to Schools elations with Governmental Authorities Relations with Youth Serving Agencies Relations with Law Enforcement Authorities Relations with Law Enforcement Authorities IVED APR 5 2000 uFflCEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDA PUBLIC INFORMATION/SCHOOL COMMUNICATIONS PROGRAM The operation of a public school system is of public interest and concern. The Board believes that effective communications with the public is a significant element of effective district operation. The Board also believes that great benefit to students and to the total community can be achieved by supporting the public's right to be informed as fully and accurately as possible through the dissemination of information regarding the school system. Therefore, the Board has established the Communications Department as a convenient, accessible, accurate information source for the community, the media, the schools, the staff, and the public at large. The general responsibilities of the Communications Department, under the supervision of the Superintendent, in the area of public information include: Coordinate and facilitate news media relations
Serve as the District's respondent to media inquiries
Publish press releases, newsletters, district calendar and other official district information
Assist schools and other departments with public information needs
and Respond to information requests from parents and other community residents. Additionally, schools should communicate on a regular basis with their patrons through newsletters and other forms of communication. All publications should be appropriate for patrons in terms of editorial content and format. Adopted: February 3, 2000 ECE PR 5 200D u ICEO QESEGREGATION MONITOR! a LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDD NEWS MEDIA RELATIONS School staff members, working with the Communications Department, will help assure a flow of information to the community. Every principal will select a school public relations coordinator who will work with the staff in the school to gather school event information and other newsworthy items. The school public relations coordinator will provide information to the Communications Department throughout the school year in order to build public understanding and support of our schools. Staff members also must consider the privacy rights of individuals and legitimate confidentiality requirements upon the school district. The Board encourages media outlets to broadcast public meetings of the Board, provided that such arrangements do not interfere with the conduct of the meeting . RECEIV R 5 2000 ufFlCE OF DESEGREGATION MONITORING Adopted: February 3, 2000 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDE CRISIS MANAGEMENT A school crisis, resulting from many different causes, may occur at any time. The Board believes that it is essential that a Crisis Communications Plan be prepared and updated prior to such an occurrence in order for school and district officials to respond more effectively to a crisis. The Communications Department will update the Crisis Communications Plan annually. The Director of Communications will act as spokesperson during a crisis situation. The Director will maintain a list of media contacts and fact sheets about the District and schools for use in the event of a crisis. Local response agencies shall be contacted immediately after a crisis occurs. A list of key groups requiring immediate contact should be maintained in the Crisis Communications Plan. Information should be provided to the public as soon as verified facts are available. At all times the District should consider the public's right to be informed and to ensure accurate information is disseminated. RECE IE APR 5 2000 OFFICE OF DESEGREGATION MONITORING Adopted: February 3, 2000 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KF COMMUNITY USE OF FACILITIES The Board of Education acknowledges that its properties are provided with public funds and allows use of its facilities by groups who are committed to providing services to the community. Individuals, organizations, and associations may receive permission to use school facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools. Adopted: August 26, 1999 ECEIVE SEP 3 1999 OFFICE OF DESEGREGATION MONITORING Cross Reference: Administrative Regulation KF-R LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KFC COMMUNITY USE OF OUTDOOR FACILITIES The Board of Education acknowledges that its properties and adjacent grounds are provided with public funds and allows the use of its outdoor facilities by organizations that promote health, fitness, and recreation for the youth of the community. Individuals, organizations, and associations may receive permission to use outdoor facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools . SEP 3 1999 Adopted: August 26, 1999 Cross Reference: Administrative Regulation KF - R LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH SOLICITATIONS IN SCHOOLS It is the policy of the Board of Education to prohibit any solicitation or advertisement that exploits student and staff members, whether by advertising or otherwise promoting products or services, soliciting funds or information, distributing political materials, or securing participation in non-school related activities and functions. At the same time, schools should inform and assist students to learn about programs, activities or information that may be of help or service to them. To attempt a fair balance, guidelines regarding solicitations in the schools are provided in the administrative regulation, KH-R. IV SEP 3 1999 OFFICE Of DESEGREGATION MONITORING Adopted: August 26, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH-R SOLICITATIONS IN THE SCHOOLS The following guidelines will serve as the regulations for the implementation of Board policy KH, solicitations in the schools. Permission to post bulletins will be approved by the principals if they announce a program or service for youth by a nonprofit local agency. All others will require the specific annual approval of the superintendent or a designee. With the exception of United Way, fund-raising activities in schools will not be sanctioned. This does not include PTA or school organizations' activities for fund raising. Direct sales by outside vendors to students and staff members in schools are prohibited. School offices may provide lists of vendors carrying certain items (e.g., P. E. suits) or the school may charge for miscellaneous items (e.g., pens, pencils, school Tshirts) or permit student organizations to sell products on a controlled basis . No employee of the district is permitted to use his/her position to solicit students or parents for projects, which involve expenditure of money for goods, or services for which the employee receives remuneration. Time at school must not be jeopardized by propaganda or advertising contest, by ticket sales or items not connected with the school program. SEP 3 1999 ufflCt Ot DESEGREGATION MONITOR/NG Date: August 26, 1999 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: Kl VISITORS TO SCHOOLS The Board of Education encourages visits to schools by parents and community members. In consideration of safety issues, visitors are required to register at the school office. Parents or citizens who wish to observe a classroom while school is in session are urged to arrange such visits in advance with the teacher so that class disruptions may be kept to a minimum. Principals have the authority to refuse entry onto to school grounds or buildings to persons who do not have legitimate business at the school and to require any unauthorized person or persons engaging in unacceptable conduct to leave the school premises . Adopted: August 26, 1999 Cross Reference: Administrative Regulation KI-R Board Policy IKACA D SEP 3 1999 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KL RELATIONS WITH GOVERNMENTAL AUTHORITIES The Board of Education is committed to a productive, harmonious working relationship with other elected officials of local, state, and national governments. The Board will meet regularly with the Mayor and the Board of Directors of the City of Little Rock to coordinate services to the citizens of Little Rock and to plan collaboratively for solutions to issues facing both Boards. The Board will work cooperatively with the Governor and members of the Arkansas Legislature to discuss issues and recommend or support legislation that will improve educational quality and the quality of life for the students and families of the Little Rock School District. The Board will communicate with Arkansas' congressional delegation and their staffs to share concerns and suggest remedies to national educational issues affecting the students and families of the Little Rock School District. Adopted: August 26, 1999 E SEP 3 1999 utflCE OF QESEGREGATION MONITORING Cross Reference: Board Policy BJ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLE RELATIONS WITH YOUTH SERVING AGENCIES Cooperation with state and local youth serving agencies is necessary to ensure that provisions are made for the planning and coordination of health care issues, custodial care of students, and the reporting/referral of suspected abuse and neglect of children served by the Little Rock School District. Relationships between health care agencies and the District will center on the provision of health information, referral, and follow-up to ensure that all students' physical and emotional health needs are being met. Relationships with youth serving agencies will focus on the appropriate sharing of information and referral so that the responsibility of district personnel designated as a "mandated reporter" under the law is fully discharged . IV D SEP 3 1999 . ufFICE OF uE SEGREGATION MONITORING Adopted: August 26, 1999 Legal Reference: Act 1208 of 1991 Cross Reference: Policy JHG LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLG RELATIONS WITH LAW ENFORCEMENT AUTHORITIES The Board of Education believes that cooperation with law enforcement agencies is essential for the protection of students, for maintaining a safe environment in the District schools and for safeguarding school property. Relationships between the schools and officials of law enforcement agencies in investigative matters concerning pupils will take into consideration the respective roles of the schools and law enforcement agencies in assisting and protecting the interests of the community and ensuring the rights of all concerned. The Board also recognizes the potential enrichment that law enforcement agencies can make in the educational program and believes that through cooperative programs with the schools, students may develop healthy attitudes towards law enforcement agencies and personnel. Adopted: August 26, 1999 SEP 3 1999 OlflCEOF DESEGREGATION MONITORING Cross Reference: Board Policy JLDBD DATE: TO: FROM: PREPARED BY: RE: Background LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 25, 2002 Board of Education Dr. T. Kenneth James, Superintendent Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Danny Fletcher, Director of Fine Arts U.S. Department of Education Proposal: Professional Development for Music Educators Program The U. S. Department of Education released a request for proposals for the Professional Development for Music Educators Program. The purpose of the program is to fund the implementation of high-quality professional development programs designed for music teachers that focus on the development, enhancement, or expansion of standards-based music education programs. Grant awards assist local educational agencies, in partnership with entities that have extensive content expertise, to develop, document, evaluate, and disseminate innovative, cohesive models of professional development. The District's application will include the 17 eligible elementary schools: Mitchell, Stephens, Baseline, Franklin, Watson, Chicot, Wilson, Rightsell, Wakefield, Cloverdale, Woodruff, Mabelvale, Fair Park, Geyer Springs, Brady, Meadowcliff and Bale. Only schools where 75 percent or more of the children served are from low-income families may receive services under this program. The District has partnered with the University of Arkansas at Little Rock Department of Music, the American Orff-Schulwerk Association, and Music Workshops, Ltd. - World Music Drumming. The deadline for submission is July 19, 2002. Fiscal Impact The total three-year award request will be $1 ,200,000. The requested funds are primarily targeted for the implementation of the intensive ongoing professional development plan. Funds have been requested to enable the District to establish partnerships with outside organizations with the expertise needed to support program implementation. Local match is not required. Recommendation The staff requests approval for the submission of this grant. TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Proposed Revision of ID-R: School Schedules Background The current regulations for Policy ID on the school day only address high school issues. Although several instructional time requirements are in practice, they are not currently written down in policy, regulations, or administrative directives. These proposed additions (the sections that are underlined) to the regulations in ID-R formalize those requirements and can, then, be more easily accessed by staff, students, and parents as questions arise. Fiscal Impact None. No new requirements are proposed-just a formalization of current practice. Recommendation That the Board of Education review and provide feedback to the staff on proposed revisions to I D-R. BAL/adg Attachment I LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ID-R STUDENT SCHEDULES Grades 9-12 Students in grades 9-12 must be enrolled for four units ( eight courses) each semester in a school with an A/B block schedule or three and one-half units (seven courses) in a school with a seven-period daily schedule. One unit may be placement in a study hall or enrollment as a student assistant/monitor. The principal is authorized to modify this requirement if there are extenuating circumstances. Extenuating circumstances include the following: 1. The student is enrolled in a concurrent program at a college or university. 2. The student is enrolled in a school-sponsored work program. 3. The student has an illness that precludes full-time enrollment. 4. The student demonstrates a hardship of needing to support self and/or family. 5. The student demonstrates other reasons acceptable to the district inclusive of legal matters. Students in grade 9 are required under Act 1748 to participate in at least one hour of physical training each week (see IMP-R). Enrollment in the required one semester of Physical Education IA as a freshman will satisfy one-half of that requirement. The other semester may be satisfied by enrollment in another semester of physical education (Physical Education IB) or through participation in approved alternative activities and a signed waiver (again, see IMP-R). Dropping/Adding Courses, Grades 9-12 According to Arkansas Accreditation Standards, a student must be enrolled in a course for at least 60 clock hours in order to receive one-half unit of credit. Students, therefore, are not permitted to change their class schedules after the tenth class day of each semester to ensure that the school is in compliance. The following exceptions to the ten-day rule ~e permitted, but only with the high school principal's permission: l. The student is changing from one teacher's class to another teaching the same course. 2. The student is changing from one level of a course to another, such as from the regular level to the Pre-AP level or from Pre-AP to the regular level. 3. The student is exiting an ESL adapted course in order to move into a mainstreamed equivalent course. 4. The student is dropping a course in order to enroll in a study hall or other noncredit period (only one such period is allowed in any one semester). Grades 6-8 Students must take all courses, including a double period of the Reading/Writing Workshop at each grade level, 6-8, approved by the Board of Education for the required middle school required curriculum. Courses not required by the State of Arkansas may be waived through the waiver process. (See Policy IBA, IBA-R, and IBA-R Exhibit.) Additionally, all grades 6-8 students must participate in at least one hour per week of physical tra_ining, _inc luding at least three sessions of 20 minutes each. (See IMP-R.) , _ _ Middle schools may schedule classes seven periods a day, or they may elect to use the A/B block schedule, enabling students to take eight courses every two days. Grades 3-5 All students in grades 3-5 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2 hours daily at grade 3
Mathematics Science Social Studies Music or Visual Art Physical Education At least 2 hours daily at grades 4-5 At least one hour daily Daily instruction
may be interdisciplinary Daily instruction
may be interdisciplinary At least one hour per week At least one hour per week, including no less than 20 minutes three times per week Tirlie teguiremmtSi!that-go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) Grades PreK-2 All students in grades PreK-2 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2 hours daily Mathematics At least one hour daily , Science Social Studies Music or Visual Art Instruction may be interdisciplinary
at least every other day, if not every day Instruction may be interdisciplinary
at least every other day, if not every day At least one hour per week Physical Education At least one hour per week, including no . less than 20 minutes three times per week Time requirements that go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) A sample pre-kindergarten daily schedule is attached that meets all licensing and LRSD requirements. Sample Pre-K Schedule IMP-Exhibit 2 Time Monday Tuesday Wednesday Thursday Friday 7:30- Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers 8:00 Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Including Math, Including Math, Including Math, Including Math, Including Math, Science Social Studies, Science Social Science Social Science Social Science Social Art Studies, Art Studies, Art Studies, Art Studies, Art 8:00- Circle Time Circle Time Circle Time Circle Time Circle Time 8:15 Explanation and Explanation and Explanation and Explanation and Explanation and Directions for today's Directions for today's Directions for today's Directions for today's Directions for today's activities activities activities activities activities 8: 15- P.E Music Library/Guidance P.E Music 8:45 8:45- Snack Time Snack Time Snack Time Snack Time Snack Time 9:30 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers Arts Arts Arts Arts Math, Science Social Choice of Centers Choice of Centers Choice of Centers Choice of Centers Studies, Art Math, Science Social Math, Science Social Math, Science Social Math, Science Social Studies, Art Studies, Art Studies, Art Studies, Art 9:30- Outside Play: Including Outside Play: Outside Play: Outside Play: Outside Play: 10:00 Gross Motor, Art, and Including Including Including Including Dramatic Play Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Activities Dramatic Play Dramatic Play Dramatic Play Dramatic Play Activities Activities Activities Activities 10:00- Circle Time Circle Time Circle Time Circle Time Circle Time 10:45 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 10:45- Lunch Lunch Lunch Lunch Lunch 11:15 Social Skills Social Skills Social Skills Social Skills Social Skills Language Development Language Language Language Language Development Development Development Development I I :15- Outside Play Outside Play Outside Play Outside Play Outside Play 11:45 Gross Motor Gross Motor Gross Motor Gross Motor Gross Motor Art Art Art Art Art Dramatic Play Dramatic Play Dramatic Play Dramatic Play Dramatic Play 11:45- Language Arts/ Language Arts/ Language Arts/ Language Arts/ Language Arts/ 12:15 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 12: 15- Story Time/Rest Period Story Time/Rest Story Time/Rest Story Time/Rest Story Time/Rest I: 15 Period Period Period Period 1: 15- Snack Time Snack Time Snack Time Snack Time Snack Time 2:15 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers: Arts Arts Arts Arts Including Math, Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Science, Social Studies, Including Math, Including Math, Including Math, Including Math, and Art Science, Social Science, Social Science, Social Science, Social Studies, and Art Studies, and Art Studies, and Art Studies, and Art 2:15- Circle Time Circle Time Circle Time Circle Time Circle Time 2:35 Story Story Story Story Story Review of Review of Review of Review of Review of Activities/Closure Activities/Closure Activities/Closure Activities/Closure Activities/Closure Dismissal Dismissal Dismissal Dismissal Dismissal IMP-Exhibit 1 Request for Waiver of School Day Scheduling Requirements Administrative Regulations ID-R Little Rock School District Name of Student- -------------ID Number- ---- Classification I request a waiver from the scheduling requirements in Administrative Regulations ID-R. I understand that in order to be eligible for such a waiver, I must provide proof of one or more of the following extenuating circumstances: need to take fewer courses due to poor health (verification by a licensed physician is required)
need to take fewer courses in order to go to work
need to take fewer courses due to responsibilities to care for a child or other family member
need to take fewer courses in order to free a period for remedial instruction or for study hall (verification required by an assistant principal, a counselor, and/or a teacher)
need to take fewer courses in order to enroll in a post-secondary course (verification required of application to enroll and admission). Therefore, I request that during the next semester/school year (circle one) I be permitted to enroll in only ___ courses rather than the four units of credit required each semester or eight units of credit required for the year. My proof of extenuating circumstances is either attached through signed statements or follows below: Signature of Student Signature of Parent/Guardian Date Approved/Disapproved ( circle one) Signature of Principal Date TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY~\onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Purchase of License for Use of "Responding to Reading Through Writing" Background Information Annie Ross, a teacher at Jefferson Elementary School, developed during the 2000-01 and 2001-02 school years a series of writing prompts to use with her fourth-grade students in preparation for the Grade 4 Literacy Benchmark Examination. Because Jefferson had 95 percent of their students score at or above the "Proficient" level on the 2000-01 examination, District staff asked Ms. Ross not only to consider selling to the District the right to reproduce her grade 4 writing prompts, but also to create similar prompts for grades 3 and 5. She agreed to do so. Since Ms. Ross wishes to be able to sell her product to other Arkansas districts, considerable time was required during 2001-2002 to negotiate an agreement that was in compliance with state legislation and with the District's policy. That agreement is now ready. Act 1599 that became law in 2001 requires that such contracts or agreements be approved by the Board of Education through resolution and then be approved by the state. The proposed resolution and a copy of Ms. Ross' disclosure form are attached, as is a copy of the "License Agreement." All these documents have been reviewed by LRSD attorneys. If the Board of Education approves the attached resolution, the next steps are as follows: 1. Secure approval of the State Board of Education, as required in recent legislation, Act 1599
2. Reproduce the materials for all grades 3-5 teachers
Board of Education July 25, 2002 Page Two 3. Set up and conduct the necessary professional development for principals and teachers on how to use the materials
4. Implement the use of the materials in all grades 3-5 classrooms (2002-03 school year). Fiscal Impact The cost of the License Agreement is $11,452.50. That cost, plus whatever cost is incurred in reproducing the materials and in providing professional development, will come from the Elementary Literacy budget for 2002-03. No additional funds are requested. Recommendation That the Board of Education approve the District's participation in the proposed License Agreement with Ms. Annie Ross, pending approval of the State Board of Education. BAL/adg Attachments RESOLUTION ACT 1599 F A. Whereas the Little Rock School District Board of Directors met in a regular, open, and properly-called board w-eeting on July 25, 2002, in the Board Room, 810 W. Markham, Little Rock, AR 72201. Whereas seven members were present, a quorum was declared by the chair. Whereas the Board of Directors received a recommendation to adopt a resolution to enter into a contract with Annie H.. Ross, a teacher in the Little Rock School District Full disclosure of all relationships and interest as required by Act 1599 that are relevant to proposed contract: Annie H. Ross is a teacher in the Little Rock School District, and she is the sole owner of the classroom teaching tool, "Responding to Reading through Writing," which the Little Rock School District proposes to use in grades 3-5 through a "License Agreement" (see attached). Specific facts and reasons for justifying the contract were: Annie H. Ross developed this unique product on her own time, used it in her own grade 4 classroom at Jefferson Elementary School and found it to be highly successful in preparing her students for the grade 4 Benchmark literacv examination. She is willing to share it with other LRSD grades 3-5 teachers through the attached "License Agreement." The unusual circumstances necessitating the contract were: Normally, the District would have paid this teacher for her time in developing a product for districtwide use. In that case the District would have assumed ownership of the product. In this case, the teacher, nnie H. Ross wished to maintain her ownershi of the roduct and her ri ht to sell it to other school stricts-necessitatin the attached "License A List of relevant data enclosed: A copy of the "License Agreement" is attached. Whereas __ board member(s) having declared an interest in the proposed contract left the meeting prior to the discussion of the contract and did not return to the meeting room until the voting on the contract had been concluded. Whereas the Board, after serious consideration, moved to approve the contract with Annie H. Ross Whereas the contract was approved with the following restrictions and/or limitations: No restrictions and/or limitations beyond those stated in the ''License Agreement" Whereas the period of the contract shall be perpetual, as per the terms of the "License Agreement.". Ther efore , due to the specific reasons cited above, it is hereby declared to be the intent of the Little Rock School District Board of Directors to award this contract to Annie H .. Ross. As is required by Act 1599, 2001, the contract is contingent upon approval by the Director of the Arkansas Department of Education, if required. If approval is denied, this contract approved by the Board would be null and void. -Superintendent Board President Date Date E CONTRACT DISCLOSURE FORM Name of Public Educational Entity: Little Rock School District Name of Person Disclosing Transaction: Annie H. Ross Note: Fully complete this form and return to the administration office. NO TRANSACTION OR SERVICE MAY BE RENDERED UNTIL THIS FORM HAS BEEN COMPLETED AND APPROVED. Act 1599 of 2001 requires FULL and COMPLETE DISCLOSURE of transactions with public educational entities. KNOWINGLY FAILING to FULLY DISCLOSE pertinent information relating to a transaction could result in criminal felony charges. I am a (an) C Board Member Administrator X D Employee of the public educational entity. 6412 Hawthorne Little Rock AR 72207 Mailing Address City State Zip Home Telephone: 501 /664-5863 Work Telephone: 501 /671-6281 - ature of transaction subject to disclosure and approval: See attached "License Agreement." Estimated dollar amount of transactions with public educational entity for ENTIRE school year: $11,452.50 Check ONE: X I have a financial interest in the transaction with the public educational entity. c:
A family member has a financial interest in the transaction with the public educational entity. r::: BOTH a family member and I have a financial interest in the transaction with the public educational entity. Nature of financial interest: (State how you and/or family members are financially interested in the transaction): I, Annie H. Ross, a teacher in the Little Rock School District, am proposing to license the Little Rock School District for a one-time fee of an educational classroom teaching took, "Responding to Reading through Writing," which I developed on my own time. (See attached "License Agreement.") Justification for Approval (State reason why you believe the transactions are in the best interest of the public educational entity: state the unusual circumstances involved.) erhe product which I developed is unique
nothing similar can be purchased elsewhere. It is totally aligned both with the textbooks adopted by the Little Rock School District and the Arkansas and District curriculum standards. Further, the writing prompts are modeled after the released items of the grade 4 Benchmark 1 assessment in literacy. These materials will assist grades 3-5 teachers in the Little Rock School District in preparing their students for the state literacy examinations. er am proposing this "License Agreement" as a method of making the product available to the Little Rock School District, yet maintaining my rights to sell the product to other school districts. Check here if Emergency Transaction as defined by Section 9 of Act 1599 of 2001 PLEASE ATTACH ANY OTHER ADDITIONAL INFORMATION OR DOCUMENTS YOU BELIEVE ARE NECESSARY FOR A FULL, COMPLETE, AND ACCURATE DISCLOSURE OF THE FACTS AND CIRCUMSTANCES OF THE TRANSACTIONS. SIGNATURE: __(_ h_u_'L -(. <2,_. _._,,__....~.. .. ..- ---< '.'..__ ____D ATE: ---'6_-~
....,,7'---0""---:1_. _ CONTRACT DISCLOSURE FORM FOR OFFICE USE ONLY: Date completed form received by district: July 1, 2002 9 School Official's Signature Local Board Action: 501 /447-1002 501/447-1159 Telephone Number FAX Number D APPROVED D DISAPPROVED Date PRESENTED to Board: July 25, 2002 Board President's Signature: _______ _ Required to be presented to the Director of the Department of Education for written approval: X DYES D NO Written Adopted Resolution Attached: X:o YES ONO Required Additional Documentation: Copy of signed "License Agreement" attached. Date Certified to ADE: ___________ _ Date Director's Written Approval received by district: Effective Date: - Please return by certified mail to: Mr. Raymond Simon, Director Arkansas Dept. of Education #4 Capitol Mall, Room 304A Little Rock, AR 72201 2 LICENSE AGREEME T THIS LICENSE AGREEMENT ("Agreement") is entered into this 25th day of July, 2002, by and between ANNIE ROSS ("Licensor") and the LITTLE ROCK SCHOOL DISTRICT ("Licensee" or "LRSD"). WHEREAS, Licensor has expended time, energy, and effort to create an educational classroom teaching tool entitled "Responding to Reading Through Writing" (the "Product") that may utilized by teachers in connection with the 1999 edition of Harcourt Brace's reading textbook series entitled "Signatures" (the "Series")
and
WHEREAS, Licensee desires to enable Licensee's teachers to utilize the Product in Licensee's classrooms, NOW, THEREFORE, in consideration of the mutual obligations and covenants contained herein and for other good and valuable consideration, the receipt and sufficiency of which is hereby acknowledged, the Licensor and Licensee agree as follows: 1. Grant of License. Licensor hereby grants to Licensee the non-exclusive right to use the Product for the Term (defined in Section 2 of this Agreement) in the Little Rock School District. Licensor understands and agrees that Licensee may make as many copies of the Product as may be reasonably necessary to distribute the Product to the teachers and students in the third, fourth, and fifth grades maintained by Licensee. Licensee understands and acknowledges, and as evidenced by its execution of this Agreement agrees, that Licensor retains ownership of the Product and specifically the right to license the use of the Product to other school districts. 2. Term. The non-exclusive license granted hereby shall be perpetual and continue until the earlier of (i) Licensor's election to terminate the Agreement following an Event of Default by Licensee or (ii) the discontinuation of the use of the Series by Licensee. 3. License Fee. In consideration for the grant of the license hereby, Licensee hereby promises to pay a one-time license fee to Licensor in the amount of $11,452.50 (the "License Fee"), payable in cash or other immediately available funds upon the later of (i) delivery of the Product or (ii) five (5) business days after the Licensee's receipt of all necessary approvals required in connection with the execution and delivery of this Agreement. 4. Updates and Modifications. During the Term, Licensor shall provide to Licensee, at no additional cost to Licensee, copies of all updates, modifications, successor or replacement versions of the Product, if any, created by Licensor during the Term
provided, however, Licensor shall have no duty or obligation to create any such update or modification. Additionally, Licensor shall provide Licencee with assistance with the implementation of the Product in the Little Rock School District at no additional cost during the first year of this Agreement. Such assistance shall include meeting with the LRSD's reading staff to discuss implementation of the Product, initial teacher training with fourth grade teachers (subject to such training not affecting Licensor's status or pay as a teacher with the LRSD), refining the Product for up to three daily meetings per year (with typing done by LRSD staff members), meeting with the LRSD reading staff once per nine (9) week quarter during the school year during the Term. Any additional assistance or support after the initial implementation of the Product shall be on terms agreed to by the parties from time to time. 5. Events of Default. This Agreement may be terminated by Licensor upon the occurrence of any one of the following events: a. Licensee fails to pay the License Fee as and when due
or 1 C:IMY DOCUMENTSILRSD LICENSE AGREEMENTV3.WPD b. Licensee exercises or attempts to exercise any aspect or right of ownership of the Product that impairs, attempts to impair, or might impair Licensor's ownership of the product, which may include, without limitation, making unauthorized copies of the Product, selling or attempting to sell the Product, or taking any other action which if completed would indicate to a reasonable person that Licensee owned the Product. 6. Licensor's Warranty of Ownership. Licensor warrants and represents to Licensee as follows: (i) Licensor is the sole owner of the Product, free and clear of any claims or restrictions on the licensing or use thereof, (ii) Licensor has the authority and right to grant the license covered by this Agreement
and (iii) that Licensor's ownership, licensing and use of the Product by Licensee does not (and will not) infringement on any copyright, patent, trade secret or intellectual property right any third party. Licensor's breach of any of the foregoing shall be immediate grounds for the termination of this Agreement and Licensor's obligation to refund all license fees paid by Licensee (which refund shall be in addition to Licensor's obligations for indemnification set forth m Paragraph 7 below). 7. Copyright Protection and Infringement Indemnification. Licensor shall, at Licensor's cost and expense, take all commercially reasonable action necessary to obtain, maintain, sustain, reissue, extend, defend and enforce the copyright on the Product and to keep same free from infringement by third parties. Licensor shall defend or settle, at Licensor's expense, any cause of action, claim or proceeding brought against Licensee which is based on a claim that the use of the Product infringes on any copyright, patent, trade secret or intellectual property right of any third party. Licensor further agrees to indemnify and hold Licensee harmless from any liability, claim, loss or damages arising out of the foregoing (including attorneys fees and costs incurred in defending against the same). If a claim is made that the use of the Product does infringe on the copyright, patent, trade secret or intellectual property right of any third party, Licensor shall either procure for Licensee the right to continue the use of the Product, modify it to make it not infringing or replace the Product with non-infringing product, if available. Licensee shall give Licensor written notice of any alleged infringement of the Product on the rights of a third party within three business days of the receipt of the same from party alleging such infringement. 8. Authorization. Licensee warrants and represents to Licensor that Licensee has, by due and appropriate action of the governing board of Licensee, authorized the entering into this Agreement and the payment of the Licensee Fee to Licensor by Licensee, and that the person executing this Agreement on behalf of Licensee has the power and authority to bind Licensee. Furthermore, Licensee warrants and represents that Licensee has complied with all laws, rules, and regulations necessary for Licensee to enter into this Agreement and pay to Licensor the License Fee. 9. Merger. Licensor and Licensee each warrant and represent and agree to and with one another that this Agreement contains the entire agreement between Licensor and Licensee, and that this Agreement may only be amended or modified by a writing signed by both parties. 10. Governing Law. This Agreement shall be subject to and governed by the laws of the State of Arkansas. 11. Validity. This Agreement has been duly executed and delivered by the each party, constitutes the legal, valid and binding obligation of such party, enforceable against it in accordance with its terms, except to the extent that such enforceability may be limited by applicable bankruptcy, insolvency, reorganization, moratorium, or other similar laws affecting the enforcement of credirors' rights, or by general principles of equity. 2 CIMY DOCUME TSILRSD LICENSE AGREEME TV3.WPD > 12. Assignment. Neither this Agreement, nor any of the rights, obligations and duties hereunder, may be assigned or otherwise transferred by Licensee without the prior written consent of the Licensor. 13. Binding Effect and Benefit. This Agreement shall be binding upon and inure to the benefit of the parties hereto, and their respective successors and permitted assigns. Otherwise, this Agreement is not intended to create any rights for the benefit of any third party . EXECUTED THIS 25th day of July, 2002. LI~R: ~ ~d---{~ Annie Ross LICENSEE: LITT-LE- ROCK SC OOL RICT - By: /. ~ . -~~-"~ ~ Title: Superi tendent of Scho ls, Little Rock School Dis rict 3 C: \MY DOCUMENTS\LRSD LICENSE AGREEMENTV3.WPD TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: 1b1onnie A. Lesley, Associate Superintendent for Instruction DATE: August 22, 2002 SUBJECT: Reports on Grades 4, 6, and 8 Benchmarks If the test results arrive in time for the staff to analyze them before the Board meeting, there will be an oral report on the Grades 4, 6, and 8 Benchmark examinations in mathematics and literacy. BAUadg DATE: August 22, 2002 TO: Board of Education Little Rock School District 810 West Markham Little Rock, AR 72201 FROM: Dr. T. Kenneth James, Superintendent PREPARED BY: Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Jane Harkey, Principal, Chicot Elementary Paula Kerr, Kindergarten Teacher, Chicot Elementary RE: Grant Proposal - Even Start Family Literacy Program Background The Arkansas Department of Education released a request for proposals for the William F. Goodling Even Start Family Literacy Program. The purpose of this program is to help break the cycle of poverty and illiteracy by improving the opportunities of Arkansas' low-income families. This will be accomplished by providing early childhood education, adult basic education and parenting education and incorporating them into a unified family literacy program. The grant awards will allow local educational entities to implement programs that build on existing community resources, promote achievement of State student performance standards and provide families with the necessary skills to achieve their full potential as learners. Chicot Elementary, along with 12 partnering agencies, will participate in developing the Chicot A-Chief-ers Even Start program. By promoting a family-centered education program through adult education, childhood education, parenUchild interactions and parenting education, this partnership will work to increase parent involvement, family literacy, and student achievement. The grant will be submitted on August 15, 2002. Fiscal Impact The total one-year award request will be $130,016. If awarded the grant may be renewed for an additional 4-year period for a total of $520,064. The requested funds are targeted for program implementation. Local in-kind match of 10% is required. Sources for in-kind match will be provided through Title I and LRSD Adult Education. Additional new financial resources have been secured through business partnerships with J.A. Riggs, Dollar General Corporation and Wal-Mart. Recommendation The staff requests approval for the submission of this grant. TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~nnie A. Lesley, Associate Superintendent for Instruction ~d Williams, Statistician, PRE DATE: September 26, 2002 SUBJECT: Revisions to the LRSD Assessment Plan Background When the Achievement Level Tests were adopted for use, effective fall 1999, the District did not have in place any criterion-referenced tests that were aligned with the standards and benchmarks. The AL Ts were recommended by the Superintendent and PRE not only to serve that need, but also the Superintendent wanted a test that would measure student growth across grade levels to be used for local accountability. The Board of Education approved in August 1999 the addition of the AL Ts to the District's Assessment Plan, and the first administration was in spring 2000. In August 2001 the Board approved a staff recommendation to eliminate the fall administration of the AL Ts and all the high school tests except grade 9 reading and language usage. These recommendations were made because (1) the fall tests were not yielding useful information
(2) we wanted to reduce the amount of instructional time being required for testing
(3) and we wanted to eliminate tests that were not tightly aligned with the standards and benchmarks. In the meantime, other changes compel the staff to request further modifications to the Assessment Plan, as follows: 1. Eliminate the ALT from all grade levels
2. Select another "objective" test for grade 2 in English language arts and mathematics to be used for gifted/talented screening and which can also be used to measure student performance against the standards
3. Move the SAT9 for grades 5, 7, and 10 to the spring, as per changes at the state level
Revisions to the LRSD Assessment Plan Page Two September 26, 2002 4. Re-allocate the money saved from the ALT license, minus what will be required to purchase a new grade 2 test, to English language arts and mathematics departments to fund additional teacher training on the development, use, scoring, and application of the results of standards-aligned classroom assessments on an ongoing basis Due to the District's and each school's accountability under both the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) and No Child Left Behind (NCLB) systems, the LRSD teachers must be able to focus on the State Benchmarks. It has been very difficult for them to align their instruction behind competing assessments at the same grade level (e.g., the AL Ts and the Benchmarks at grade 4 ). The result of too many assessments is a lack of concentrated alignment with the curriculum content standards and with the one test that matters under both ACT AAP and NCLB-the state Benchmarks. A second reason to make a change is that under NCLB, the states must now test at every grade 3-8 and at least once in grades 10-12. The ALTs would, then, be redundant since one reason we adopted them initially was to have annual testing. It is true that it will be at least two years before tests are available for grades 3, 5, and 7 from the state, but the ALT data in those two years would not be particularly helpful to teachers anyway. ADE may phase out the use of the SAT9 over the next two years since those grade levels will begin administering the Benchmarks. Saving instructional time is a third reason for this change. The AL Ts not only require lots of classroom time to administer, but also to prepare students for, to plan for the administration of, to analyze, and to produce reports. Those staff and student hours can be spent more productively. Teachers will likely save additional instructional time at grades 5, 7, and 10 since the SAT9 has been moved to the spring. In the past, many of the teachers felt they had to spend the first six weeks of each school year reviewing the students in preparation for the test. With the spring administration, the review/teaching process can be taken care of through regular instruction. A fourth reason is that in the past three years English language arts and mathematics teachers have experienced training in the design of their own tests to measure student progress against the standards. They have also learned how to write rubrics for the scoring of this work. Such teacher-made tests are much more like the items on the Benchmarks than the AL Ts (which are multiple choice only), and they give teachers more valid and more immediate information about where their students are than the AL Ts. Revisions to the LRSD Assessment Plan Page Three September 26, 2002 Finally, money is short. The annual $30,000 license fee will be better spent helping teachers become even more proficient in designing their own assessments and in learning how to collaborate in the assessment of student work against the standards. Such processes are critical if schools are going to be able to meet their "adequate yearly progress" requirements. Fiscal Impact None. In fact, the savings in staff hours are important in this decision. Recommendation That the Board of Education approve the four proposed modifications to the LRSD Assessment Plan. BAL/adg TO: LITTLE ROCK SCHOOL DISTRICT DIVISION OF EXCEPTIONAL CHILDREN 100 SOUTH ARCH STREET LITTLE ROCK, AR 72201 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~?. Gary Smith, Director, Division of Exceptional Children J-Dr. Bonnie Lesley, Associate Superintendent DATE: SUBJECT: September 26, 2002 2002-2003 Consolidation Application for Special Education and Related Services Background Information/Fiscal Impact - The consolidated VI-B Budget for this year is $3,204,930.85. FY 2003 Base Distribution $1,335,443.34
FY 2003 Census Allocation and FY 2003 Poverty Allocation $1,869,487.51. The total allocation is $3,204,930.85, but this does not include Cash-on-Hand as of June 30, 2002, in the amount of $76,445.52. Recommendation - We recommend your approval of this 2002-2003 proposal for submission to the Arkansas Department of Education. GSS:jej Attachment .. ---
.. PROJECT ABSTRACT Total Project Period: July 1, 2002 - June 30, 2003 Requested Funding for Project Period: $3,204,930.85 Primary Target Population and Number Served: The Project will serve students with disabilities that meet the eligibility criteria set forth by the State standards. Paragraph Description: The District will provide a free appropriate education to students with disabilities enrolled in our school district. Major Objectives: Child Find: The District will make every effort to locate and identify all children who may be disabled. Appropriate Services: A full continuum of educational services for disabled students will be provided. Implementation: To the maximum extent appropriate, disabled students shall be educated with students that are not disabled. Evaluation Strategy: The Individual Education Program {IEP) will be used to determine the appropriateness of each student's Program. TO: Board of Education LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: DATE: T. Kenneth James, Superintendent of Schools September 26, 2002 SUBJECT: First reading of CHCA: Handbooks, Manuals and Directives Background Information The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policy, and administrative regulations. It is important that the contents of all handbooks/manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact None Recommendation That the Board of Education approve on first reading the proposed Policy CHCA: Handbooks, Manuals and Directives. TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie Lesley, Associate Superintendent for Instruction DATE: September 26, 2002 SUBJECT: Revision of IHBDA-R2: Student Academic Improvement Plan (SAIP) Background Information If the Board of Education approves the elimination of the Achievement Level Tests for 2002- 03, then these regulations require revision. ALT results were formerly used to define gradelevel performance for students' in grades 3-4. Fiscal Impact 9 None. Other tests already in use will be used at these grade levels until the state implements new Benchmarks at the end of grades 3, 5, and 7. Recommendation That the Board review and provide feedback on the proposed revisions to IHBDA-R2. BAUadg LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA-R2 STUDENT ACADEMIC IMPROVEMENT PLAN (SAIP) In compliance with Act 999 of 1999, elementary classroom teachers and both middle and high school teachers of English language arts and mathematics will develop a Student Academic Improvement Plan (SAIP) for each student who is not performing on grade level (K-4)
is not "proficient" on any part of the state's Benchmark examinations-primary (grade 4), intermediate (grade 6), middle (grade 8)
and is not scoring "proficient" on End-of-Course examinations in literacy, geometry, and/or algebra. Grade-level performance in grades K-2 shall be defined as performing at or above the readiness level on the Developmental Reading Assessment. Grade-level performance in grades 3 4 shall be defiaed as perfoHHiag at or abo,,,e the aatioaal median oa the Aehie,,,emeat Le1,<el Tests (ALTs) ia readiag, language, and mathematics shall be defined as performing at or above the national mean on the grade 2 standardized test. Grade-level performance at grade 4 shall be determined through teacher-made criterion-referenced tests until the state implements Benchmarks at grade 3. Schools and individual teachers are encouraged to develop plans for additional students who, in their judgment, require remediation or intervention. The Student Academic Improvement Plan (SAIP) will document a student's achievement through District-adopted assessment tools, consideration of personalized education services (special education, English-as-a-Second Language, Title I, gifted programs, etc.), identification of areas of need, specific skills to improve, strategies that will be implemented (see IHBDA-R), and progress. The Student Academic Improvement Plan (SAIP) and the student's progress toward grade-level or "proficient" performance must be shared with parents/guardians at the parent-teacher conferences that are regularly scheduled. If parents do not attend the scheduled parent-teacher conferences, alternate conference times may be scheduled or the form may be mailed. The principal must review and sign all SAIPs. The SAIP will be used to document parent-teacher conferences. Student Academic Improvement Plans are to be filed in the students' permanent record folders at the end of each school year or when the student withdraws from the school. TO: FROM: PREPARED BY: THROUGH: DATE: SUBJECT: Board of Education T. Kenneth James, Superintendent of Schools Gary S. Smit~&tor, DEC ~onnie A. Lesley, Associate Superintendent for Instruction September 26, 2002 LEA Capacity Building and Improvement Activities Grant ...................................................................................... Background Information: The Arkansas Community Health and Education Foundation makes available grant dollars for non-profit agencies, including public school systems, annually. The DEC requests permission to submit the attached application for monies to be used to enhance the learning environment of 12 self-contained classrooms and to purchase software for use by all students in receiving services under IDEA. Fiscal Impact: If approved by the grant committee, the District would receive $10,000 for enhancing the learning environment of 12 elementary self-contained classes and an additional $20,000 for the purchase of software for use by all students receiving services under IDEA. No additional match dollars would need to be expended. Recommendation: It is recommended that the Board of Directors approve submission of the grant proposal. Application for Grant AR.KANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 FAX: 501-447-7421 Has your organization ever received a grant form the Arkansas Community Health and Education Foundation? NO Amount of Current Request: Project A & B $30,000 Are there any matching funds? YES Answer the following questions in the space provided. 1. State the specific use of the grant funds Total Project Cost: Project A&B - $180,200 The Division of Exceptional Children of the Little Rock School District receives federal funding for materials and services to serve students with disabilities at the rate of just over $500 per student annually under the Individuals with Disabilities Education Act (IDEA). Although lawmakers committed to fund programs under IDEA at the rate of 40% in 1972 at the first passage of the law, current funding is at about 10% of the actual cost to implement IDEA. The Little Rock School District commits local and state A dollars to assure required services, equipment, and materials are provided. However, the current level of W federal, state and local funding prevents the purchase of materials and equipment that may not necessarily be required to implement a student's Individual Education Plan but certainly would enhance the learning climate and reinforcement of skills through technology. The request for Grant Funds is for two inter linked projects that together will enhance the learning environment and academic progress of students who receive services under the Individuals with Disabilities Education Act. Project A - The Little Rock School District expends an average of $2100 to furnish a typical elementary classroom. The 26 special education classrooms that serve elementary students with disabilities in a selfcontained setting receive this same average expenditure but often attempt to augment the learning environment with furnishings and materials purchased personally by the teacher. An audit of these classrooms identified 12 classes as being especially at need in this area. Many of these items include audio equipment, activity centers, interactive electronic screens, small refrigerators for snacks, etc. At this time funds are not available for the purchase of these materials. Purchasing them would help enhance the learning environment and climate of these classes. The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds totaling $10,000 to purchase teacher requested materials to enhance these classrooms. Project B - The Little Rock School District has committed to provide, at minimum, one computer for each of the 125 special education classrooms at the average cost of $1000 per computer for a total cost of $125,000. Student access to the computers will allow reinforcement of academic skills to the students. However, due to the individual needs of all of the students who receive special education, currently approved software is not always appropriate for the reinforcement of skills for many of the students. There is additional software available that would reinforce skills taught by the special education staff A members. At this time, however, the funds are not available within the budget to purchase this software. W The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds to allow a $20,000 purchase of software and hardware selected by a committee of special education staff members for use in the classrooms. 2. Describe the program or project? Project A- The Division of Exceptional Children will allow 12 teachers of self-contained elementary classrooms to purchase materials and equipment from local vendors in Pulaski County. Request for purchases will require approval from their direct Special Education Supervisor and the Director of the Division of Exceptional Children. Approval will be based on the teachers' rationale of how the purchases will enhance the learning environment and climate of their classroom. All requests approved will follow established District procedures regarding purchases from local vendors and inventory of items. Any purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. Project B - The Division of Exceptional Children, Little Rock School District will establish a committee of special education teachers and special education supervisors to review educational software to be used in any of the 125 special education classrooms. Emphasis will be placed on selecting software that will reinforce academic, social, and functional skills to the students who receive services under IDEA. All requests for software will follow established procedures for assuring compatibility with the District's computer systems. Any software purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. 3. Who will benefit from this program or project? How many will be served? Project A- The 12 elementary self-contained classrooms serve an average of eight to ten students per class for a total of approximately l 00-120 students. It is anticipated that equipment and materials purchased will have multiple years of usage resulting in many more students benefiting as students enter/ move through the educational system. Project B - The Division of Exceptional Children serves over 2500 students who are identified as needing services under IDEA per year. The software purchase is anticipated to benefit at least 80% of these students per year. It is anticipated that the software will have several years of usage resulting in countless other students who enter the District in years to come to benefit. 4. Expected date this program or project will be implemented and concluded? Project initiation date is anticipated to be January 2003 and conclude by October 31, 2003. 5. Please attach the following _ Organizations current operating budget _ Program or project budget _ JRS 501 ( c )(3) nonprofit determination letter for application organization _ List of officers and directors of the organization 6. By accepting, grant recipient must submit by the following December 1 a written report setting forth the implementation of the funds and results achieved. Signature of Board President Signature of Executive Director/Superintendent - H. Baker Kurrus Dr. T. Kenneth James Typed name of Board President Typed name of Executive Director/Superintendent Application for Grant ARKANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 Activity Equip 12 self-contained classrooms with standard furniture and materials at an a cost of $2100 per room Enhance learning environment with supplemental equipment and materials Equip all special education classes with a minimum of 1 computer Purchase software equipment for use in classrooms that serve students under IDEA TOTAL FAX: 501-447-7421 BUDGET PAGE Grant dollars District Match $0 $25,200 $10,000 $0 $0 $125,000 $20,000 $0 $30,000 $150,200 Timeline Already equipped October 1, 2003 October 31, 2002 October 1, 2003 TOT AL FOR GRANT $180,200 Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 24, 2002 Board of Directors T. Kenneth James, Ed.D. Superintendent of Schools Second Reading: CHCA - Handbooks, Manuals and Directives Background Information: The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policies, and administrative regulations. It is important that the contents of all handbooks, manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact: None Recommendations: That the Board of Education approve the proposed Policy CHCA - Handbooks, Manuals and Directives, on second reading. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA .HANDBOOKS, .MANUALS AND .DIRECTIVES Handbooks and Manuals The Board of Education recognizes the value of operational handbooks/manuals that assist in the implementation of laws, Board policy, and administrative regulations. It is essential that the contents of all handbooks/manuals conform to Board policies and regulations. It is also important that all handbooks/manuals bearing the name of the District or one of its schools be of a quality that reflects credit on the District. All handbooks/manuals will be developed in alignment with relevant Board policies and administrative regulations and will be approved by the Board/Superintendent prior to distribution. Handbooks/manuals approved by the Board of Education are official Board policy. The curriculum catalogue, personnel handbook and student handbook(s) will be approved annually by the Board. The Superintendent will decide if other handbooks/manuals need Board approval. A copy of each handbook/manual will be filed in the Office of Planning and Development. Directives On rare occasions directives may be necessary to clarify a Board policy or administrative regulation. All directives must be approved by the appropriate associate superintendent then submitted to the Superintendent for approval. The Office of Planning and Development will distribute directives for inclusion in every Policy Book. The directive will be filed behind the related policy and regulation. Adopted: Cross Reference: CHCA-R LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA-R HANDBOOKS, MANUALS AND DIRECTIVES Procedures for handbook/manual development: 1) Obtain approval for handbook/manual development from the Superintendent or appropriate Associate Superintendent. 2) Reference all Board policies and administrative regulations for which the handbook/manual is developed. 3) Ensure alignment of handbook/manual contents with Board policies and administrative regulations. 4) Specify process for dissemination and plan for professional development on handbook/manual use. 5) Submit draft copy to Office of Planni.ng and Development for review. 6) Submit final draft copy to the appropriate Associate Superintendent for approval. 7) Submit final copy to the Superintendent for approval. 8) Upon final approval, implement dissemination plans and conduct professional development activities. Date: Cross Reference: Board of Education Policy CHCA TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: J Linda Watson, Assistant Superintendent ~f'Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Approval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments: the Achievement Level Tests at grades 3-5, the SA T9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: /taonnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE: October 24, 2002 SUBJECT: Early Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District {1999-2000 and 2000-2001 ). This report was presented for information, but our Section 2. 7 .1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data: Patricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following: an introduction
a chapter on the literacy program design and its relationship to the District's Strategic Plan and the Revised Desegregation and Education Plan
a description of all of the K-2 assessments used to measure student progress
a chapter aligning the program with national research studies on effective early literacy programs
numerous tables displaying the data in several different ways, disaggregated by grade level and race
an analysis of the results (based on student performance data)
an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement
a chapter on findings-answers to the six research questions originally posed
a bibliography
and tables of school-level data on each assessment for the two-year period. An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows: Is the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine "effectiveness." To determine the effectiveness of the new program in "improving and remediating the academic achievement of African American students," the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the program's implementation would need to be equal to, but preferably greater than, the growth of non-black students. (p. 81) Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data: The following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years. (pp. 82-83) In this section's conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test). (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program
and (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement. Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students' scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the growth of other students generally exceeded African American student growth on the ORA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001 Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg Attachments ' - TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programs-such as the ESL program mandated by the Office for Civil Rights. Judge Wilson's "Compliance Remedy" A summary of the Compliance Team's interpretation of Judge Wilson's order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to "use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated." Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, "Was this program effective in improving and remediating the achievement of African American students?" The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. 5.2.2 Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. 5.2.3 Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. 5.3.2 Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Board's program evaluation agenda for 2001-02 was as follows: Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2 Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the State's Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Board's agenda for approval on October 24, 2002. Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Board's formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Board's formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3 Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4 TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools ! PREPARED BY: bt-Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Proposed Revision of Administrative Regulations IKE-R: Promotion, Acceleration, Retention, and Administrative Placement of Students, PreK-12 Background Information Current regulations IKE-R require revision for several reasons: 1. A new regulation on retention in grades PreK-1 is included based upon study of retention data and on an analysis of ORA and OS data in grades K-2, which show that even though a student may be below grade level in reading during grade 1, a high percentage do learn to read in grade 2, making grade 1 retention unnecessary. 2. References to elementary summer school need to be eliminated since that program is not available at all schools any more. In its place are interventions throughout the school year or, for EYE schools, through inter-sessions. 3. References to credit-by-examination at the middle school need to be eliminated since that option is no longer available at middle school. 4. More elaboration was needed on acceleration to guide school-based decisions. 5. References to performance on the State Benchmarks need to be added due to the increasing importance of this measurement. 6. Changes in the number of credits required for promotion at the high school level are necessary due to enhanced graduation requirements. Fiscal Impact None Recommendation That the Board review and provide feedback to the staff on the proposed revisions to IKE-R. BAUadg Attachment LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R STUDENT PROMOTlOH A~ID RETENTIO~t, PreK 12 PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, tffil retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementarv School, PreK 5 Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). (e.g., nefffi referenced tests, state and leeal eriterien referenced tests, grades, teaeher/emmseler predietiens ef sueeess at the nmct le'>'el, eKteRuating eireumstanees, ete.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. administratiYe perserarnl. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generallv candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be "double-promoted" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments. if substantiated by other criteria. may be considered for retention. even though scores mav be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher. and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, substfilltial contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing (or attempts to eneoumge the parent's partieipatioa). Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. C. The parents of a retained student must be ad,ised that the stl:ldent ml:lst attend summer school 11:Rd make progi:ess or be retained. 4. If a student will reach age eleven ( 11) before June 1 of his/her HHhe third grade year. he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her HHhe fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. to the neJct gi:ade. Middle School. 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s). the counselor. the principal, parent(s)/guardian(s). and other appropriate staff. Such an exception must be based on multiple criteria. including criterion-referenced tests. grades. teacher/counselor predictions of success at the next level. extenuating circumstances. etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or~ above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated (double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g .. criterion-referenced tests. examinations in literacy and mathematics. norm-referenced tests. grades. teacher/counselor predictions of success at the next level, extenuating circumstances. etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained or reqHiree to aHene stunrner seh.ool for prom.otioH must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition. parent(s)/guardian(s) must be notified in writing bv the end of the third nine-weeks grading period of the likelihood ofretention and the need to attend summer school to make up failing grades. srneeHt's stB:ttis Ho later th.fill the eHe of the th.ire HiBe 1Neelcs _gi'aeiHg perioe. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. Another option for earning ereeit for a feilee eotirse is through. the ereeit by e~camiHatioH pro_gi'am (effeeti1v1e, seh.ool year 1999 2000). At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. or h.e/sh.e m.Hst eern oHe ereeit through. th.e ereeit b1 examiHatioH pro_gi'am. (Creeit by e~camiHatioH a1,<ailable iH 1999 2000.) C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-dav summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. 1111- ... . D. A student who fails three core curriculwn courses is eligible for promotion only if he/she attends the full da
summer sehool program fil1Q is able successfully to earn one course credit through the credit b
' e,camination program. (Credit by e,mmination aailable in 1999 2000.) D. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. E. A student 1,1,rho does not earn promotion the seeond
'ear at a grade le1,rel in grades 6 and 7 rnay be adrninistratiYely placed at the neJct grade leYel. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verifv the low performance and if scores are received bv the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) during grade 8 before June l of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7. Any e,ceeption to these regulations shall be the result of a eollaboratiYe decision ino1Ying the counselor, classroom teacher(s), prineipal, parent(s)/ guardian(s), and the appropriate curriculum and adrninistratiYe personRel. Such Elil exception must be based on rnultiple criteria, including the student's norrn reference test scores, local and state criterion referenced test scores, grades, age, eJctenuating eircumstaHces, aHd the student's probable success at the nc,ct lc1,rel. An exception CElil be rnade for those students v,rho can successfully earn credit fer a failed course through the credit ay examination program. High School, 9-12 1. Effective for the classes of 2001-02 and 2002-03 fall 1999, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) 6 units Junior (grade 11) 12 units Senior (grade 12) 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6 units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) 6 units Junior (grade 11) Senior (grade 12) 13 units 19 units 2. Over-age and credit-deficient students may be refeffed to administratively assigned to an alternative education program if program eligibility and placement criteria are met. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementary School, Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be "double-promoted" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments, if substantiated by other criteria, may be considered for retention, even though scores may be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher, and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing. Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. 4. If a student will reach age eleven (11) before June 1 of his/her third grade year, he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. Middle School, Grades 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s), the counselor, the principal, parent(s)/guardian(s), and other appropriate staff. Such an exception must be based on multiple criteria, including criterion-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated ( double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g., criterion-referenced tests, examinations in literacy and mathematics, norm-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition, parent(s)/guardian(s) must be notified in writing by the end of the third nine-weeks grading period of the likelihood of retention and the need to attend summer school to make up failing grades. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course_during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-day summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. E. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verify the low performance and if scores are received by the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) before June 1 of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. High School, 9-12 1. Effective for the classes of2001-02 and 2002-03, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6 units 12 units 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6 units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6 units 13 units 19 units 2. Over-age and credit-deficient students may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7
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