"Interdistrict Desegregation Plan"

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IN'l'ERDISTRICT DESEGREGATION PLAN October 3, 1988 -- 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. INTERDISTRICT DESEGREGATION PLAN October 3, 1988 Introduction Position of the Arkansas State Board of Education Overview Interdistrict Desegregation Plan Student Choices and Options Summer School Gifted Education Long-Term Desegregation Plan staff Development School Operations Library Media Special Education Vocational Education 12. Guidance and Counseling INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences through the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her economic status, racial, cultural or geographical identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main committees which were devoted to the following areas: 1) student assignments
2) programs/academics
3) community and board development
and, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. At one time - or another all the parties had representatives present to develop and formulate areas of collaboration. The committees submitted their reports to the oversight committee (student assignment) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. The intradistrict submissions constitute the work product of representatives and counsel of the submitting party and do not necessarily represent matters upon which consensus has been formed among the parties. Indeed, it should be emphasized that all of the material has not yet been subjected to finnl review by the parties. However, such material does represent their best - joint efforts and mutual thinking to date. Finally, this document represents the work product of the LRSD, PCSSD, and Joshua Intervenors. The NLRSD is not a signatory to the proposal or any of its parts and has not agreed to participate in any of the programs, procedures or policies set forth. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD . The NLRSD will consider the programs, and may, subject to the - consent of the parties hereto, participate in specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. -- POSITION OF THE ARKANSAS STATE BOARD OF EDUCATION The Arkansas State Board of Education cannot support and must object to this plan, primarily because it expands the financial responsibility of the State Board beyond both the interdistrict and intradistrict remedies assessed against it in the opinions of the Eighth Circuit Court of Appeals. Upon request, the State Board will continue to cooperate and assist the other parties in an advisory capacity and will continue to negotiate with them to modify the plan so that it is brought in conformity with the earlier Eighth Circuit rulings in this case. OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for the three school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established interdistrict schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these interdistrict schools to be 50% black/white. Proposed interdistrict schools shall be phased-in to these ratios over time. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the interdistrict thematic school programs. The State Department of Education shall have ultimate responsibility for financing interdistrict thematic schools. Responsibility for operating and managing interdistrict schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four new interdistrict facilities will be constructed in 8 the near term ( 1989-90). Sites to be considered include a new Washington school
a new school near I-4 30, perhaps using the vacant Home Mart structure
a new King school
and a new Stephens school. -- Facilities considered for construction in the future include new schools in or near Shinall Valley
the Outlet Mall area and the Scipio A. Jones site. Further construction and additions may be undertaken at the Oak Grove (PCSSD) schools and such other existing school sites as determined between the parties or by the court as appropriate for interdistrict school locations. The interdistrict schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. efforts designed to schools. III. Enhanced Schools: PCSSD and LRSD will engage in recruitment maximize participation in interdistrict There shall be a limited number of enhanced schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools of 50\ black and 50\ white with an allowable range of assignment of present LRSD students of 55\ black and 45\ white. The recruitment of white students to these remaining schools may increase the percentage of white students in these schools. The enhanced schools shall be identified after a determination has been made of the number of black students who elect to attend them. The enhanced schools will be desegregated in phases through a combination of recruitment to the enhanced schools, and assignments from the enhanced schools to interdistrict schools, as those schools are built
such recruitment and assignment shall be in accordance with each district's student assignment plan. Funding for the enhanced schools shall be set at two times the level for regular-curriculum schools, to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. As this plan's first phase program is completed, the number racially-isolated school settings students. IV. Magnet Schools: of facilities construction of students remaining in should not exceed 15 o o The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools . V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district will operate no magnet schools unless it so chooses, although it may educate pupils of the other two districts. If an interdistrict school is placed in North Little Rock, it will be racially balanced. VII. Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: The districts shall explore operating a single transportation system. The cost of any such system shall be shared in a manner agreed upon by the parties or ordered by the court. Students who need transportation in order to attend their assigned schools (including its programs and activities) shall be provided it. Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic least equal districts. areas shall to those in receive attention and more affluent areas X. students Outside Pulaski County: resources at in respective The parties shall encourage assignment of students from outside Pulaski County to select interdistrict schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts and the state department shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools . c. The districts shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified
analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes
extra-curricular activities
expulsions and suspensions
and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of plan implementation shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive . xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: The parties recognize that most funding issues will ultimately have to be determined by the Court. The parties expressly agree that the method of funding chosen to satisfy the State's obligations under this Plan shall not result in a diminution of funds in comparison to the usual and customary Minimum Foundation Program Aid funding for a typical, non-magnet school. Moreover, where there is a commitment in this Plan to "enhance" a school, it is expected that more rather than less will be spent per student in State aid. The Little Rock School District does not have the necessary funds to implement this desegregation plan. Implementation must be dependent upon the receipt of additional desegregation funds by LRSD. XVII. Special Education: To the extent not addressed in other sections of this Plan, the parties are committed to ensuring that all aspects of Special Education within the three districts shall be operated and maintained by the parties with the objective that racial disparities, including over-representations of certain groups in special classes, shall be reduced or eliminated. The parties will continue to work together toward that end. XVIII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing . - INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the magnet schools in the Little Rock School District as well as the real potential for expansion of the tri-district Majority-to-Minority program should constitute the fundamental building blocks upon which a tri-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of new magnet schools
however, with certain exceptions, these parties do not presume to suggest final themes for new magnet schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn tri-district parent/patron surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following analysis of the data received from these surveys, a series of public meetings be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote con- - - .... fidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. The parties further propose a liberalized and expanded greater-majority to lessor-majority transfer option, which is separately presented as a proposed stipulation. Preliminary Suggested Magnet Locations The following suggestions are the best judgment of the planners in this process based upon the need for new construction and current demographics and geography. The parties suggest that within the Little Rock School District a new Stephens Elementary School operating at grades pre-K through 6 be located due west of and adjoining the Capitol Hill Complex, by 1990. These parties propose that this elementary center be constructed, owned, and largely operated by the state of Arkansas as both a model and experimental school which draws its black student body largely from the Little Rock School District and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have child care facilities. These parties also propose the construction of a new King Elementary School as a downtown elementary school, by 1990. These parties propose that this facility be located in the general area bounded by Interstate 630, Chester street, 9th Street and Center Street. These parties believe that this location would serve as a natural magnet for individuals who work - -- within governmental and business centers of Little Rock. To augment its attraction, and to facilitate, perhaps as a pilot program, the state of Arkansas' long-term goals for early childhood education, the school should include a four-year-old preschool program as well as childcare facilities. The parties further propose that the reconstructed Washington complex serve as an interdistrict magnet, beginning in 1989, and that, particularly because of its location, it be promoted as an option for out-of-county parents and students who work in the city of Little Rock. The parties also believe that the time has come to open all of the interdistrict magnet schools to parents and children who reside outside Pulaski County. This latter action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending magnet schools, and because the state of Arkansas will be called upon to play a significant financial role in the establishment and operation of these new magnet schools. The parties further propose that in 1989 the Oak Grove complex of schools in Pulaski County be constituted as an interdistrict school complex, with each organizational level assigned a publicly determined theme. The parties believe that the selection of themes for this school complex should be determined after the survey and public hearing process is completed. The PCSSD suggests that serious consideration be given to the implementation of a naval ROTC program for the Oak Grove high school and --- e - - the concomitant phas~-out of the naval ROTC program at Parkview High School. LRSD disagrees with the Parkview phase-out. The parties further propose that a facility located at the junction of Interstate 430 and Colonel Glenn Road in the western portion of the city, otherwise known as the "Home-Mart Building", be acquired for operation as a large elementary magnet school to be operated by the Pulaski County Special School District, beginning in 1990. The parties are in agreement that the location and physical construction of this facility offers enormous possibilities for an excellent instructional program. Among the advantages offered by this facility are its extraordinary size of 120,000 square feet, its proximity to Fair Senior High School, its unique location almost upon the boundary of PCSSD and LRSD and its proximity to Interstate 430. While final details have not yet been proposed, the parties believe that this facility could be operated in a unique way. This includes reserving for Pulaski County Special School District a significant number of seats, some of which might be available for mandatory student assignment by the PCSSD, to accommodate a future growth of student population in the western portion of the PCSSD. The parties believe that an appropriate theme or themes can be determined which would accommodate not only the traditional method of pure volunteerism for magnet schools but also the potential for number of the seats being reserved for a geographic assignment area within the PCSSD and LRSD . - The parties also recognize that the sheer physical size of the facility holds out the promise of a multi-theme magnet which could promote even greater interdistrict student movement. The parties further believe that its location at a major intersection on the Interstate system in the western portion of the county holds promise for the attraction of students from without the county who do not travel on the other major arteries which now bring them within proximity to the previously established Little Rock District magnet schools or the proposed Washington Elementary School. The parties further agree that serious consideration should be given to the establishment of an alternative school on the present site of Central Junior High School in North Little Rock in 1989. The parties recognize that such a facility might most appropriately be operated by the present interdistrict school cooperative. The parties will explore the possibility that funding received by LRSD as part of the Annie Casey Grant could be directed toward the operation of such a facility as a tridistrict effort. Potential M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote majority-to-minority transfers. Among the options proposed by the parties are the establishment of an Air Force ROTC program, together with instructive flight simulator, at North Pulaski High School. This will require additional construction at North Pulaski. The par- ties agree that the Air Force ROTC program at Central High School in Little Rock has been a success as well as a prime attractor for black students. Its implementation at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. As previously mentioned, the parties propose the establishment of a naval ROTC program at Oak Grove High School in PCSSD. Again, the parties agree that these - specialized programs are an appropriate desegregation tool designed to promote the voluntary movement of LRSD black students to appropriate PCSSD schools. Joint Pursuit of Federal Magnet Grant The three school districts in Pulaski County are committed to the joint pursuit of a federal magnet grant of up to seven million dollars for the operation of the multi-district magnet schools. It is hoped that the prospect of receipt of this grant will induce the State of Arkansas to become enthusiastic about the prospect of additional magnet schools in all three districts. The school districts believe that the receipt of this grant can - work to reduce the financial obligation of the state of Arkansas with regard to schools and thus invite the State's wholehearted - cooperation and assistance in obtaining the magnet school grant award. The grant application is due this fall and a decision on the - grant is expected during the 1988-89 school year. If the districts are successful, then monies should be available in time - -- -- - to assist in the development and implementation of the proposed new magnet schools. In any event, the districts and intervenors propose that the same funding arrangement that has previously been utilized be carried forth in the development of new magnet schools at the same time recognizing that the recommendation to develop the Home-Mart Building and Shinall Mountain School as magnet schools probably warrants a reduced expectation of participation, both student and financial, from the North Little Rock School District. However, this proposal does not constitute an acceptance by the districts and intervenors of the method utilized by the state to fund its share of the magnet school costs by using Minimum Foundation Program Aid which would have otherwise gone to the Pulaski County districts. - -- SUMMER SCHOOL Programs for remediation and enrichment will be offerd during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. Little Rock school District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations
however, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP. - Area of Collaboration Cooperative planning for summer school with the three Pulaski County school districts should be scheduled for late 1988. students in all three districts will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The three school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided . - - Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. - Budget Projections 1989 summer School Printing Tuition-free summer school for early intervention for 300 primary children recommended for grade retention Tuition-free summer enrichment program for 300 educationally disadvantaged elementary students Tuition-free summer remediation for students who have failed the 8th grade MPT TOTAL $ 2,100 40,000 40,000 60,000 $142,100 All other summer programs will continue to be self-supporting or funded through external resources. The LRSD values the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Budget projections should be similar for summer sessions for 1990-93. ,e INPl[H[NTATION TINELIN[ Annu,I Phn l989 (Yur) Person Rtspons,61e y1,oof Wood Goal: To 1111f> etllt!n 1989 slaer school Currtculuin nd Division Spec1,1 Programs Progr/Are SUlffl!Cr School STIIATEGIES/ IIElilNNIIIG CCWl.ETIOfl EVALUATION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPOIIS 1111 LI TY 8. (Cont'd) Rttelve a}I student pplt Play 15, 1989 June, cal ton f0n15 and fees 1989 -0- local nd Suatier School Forms/fees collected fr011 local schools Adlllntstrators
fin,n-cial Services Conduct siaaer school Hay 15, 1989 June, 1989 -0- SUlaer School AdMlni- School/course registration registration strators
Financial Conduct LATE regtstratloo June, 1989 Services June, 1989 -0- SIM! as above School/course registration 9. To l111prove student eva lu- Develop progr fon1 and Hay, 1989 June, 1989 -0- SIii! IS above Developed procedures Ilion procedures evaluation procedures 0. To refine s.-er school Establish grading proce- Nly 8, 1989 Hay 18, 1989 -0- S1111aer School Adnlini- Fina 1 procedures Adalnistratlve and rttord dures (recording, keeping procedures reporting) strators Establish registrar May 8, 1989 May 18, 1989 -0- Regular nd SUl!al!r Final procedures procedures for recording and averaging s.-er School Registrars
Oat, ~chool grades for pen1anen Processing rttord Deter.lne needs and May 8, 1989 May 18, 1989 -0- s.._r School Adllinl- Identified needs request JTPA siaaer 1110rkers str1tors Determine how records are Hay, 1989 June, 1989 -0- Division of Schools
Procedures identified to be stored Financial Services I ! I I ' ' ' f I INPl(N(NTATION TIN[llN( Annuil Plin 1989 (Teir) Person ltespo11s16le Ot1nne ftod Goll: To JmJwnt 198 su...er school CurrlculUIII ind Division Special Progr1111s Pr09r/Are1 s~r School STMTEGIES/ OIJECTIYES IEGIIIUIIG CCJl'lETIOII . ACTIVITIES DATE DATE COSTS R( SIONS 11 ll I TT EVAl.UA Tl OIi . (Cont'd) Develop In wrlttn9 the Aprl I 1, 1989 N.y 31, 1989 -0- Subject Aru Supervtso, & Content 1re1 guides tore content for uch of 1 the course offerings Shire currlcuh expect1- lions with s.-er school June, 1989 June 20, 1989 -0- Division of Currlcul Heel Ing agenda stiff 8 . To l11prove the ldentlfl- Develops~ school N.rch l, 1989 April l, 1989 -0- Suiaer School Adillnl- final procedures ut ion <,f Ind notlfle1tlon fln1ncl1l procedures str1tors
Divisions of for st..,.ts to 1ttend swaer schoo 1 Currlculua Ind Schools: fln111el1l Services Re~lew 1PPllc1tlon/notl- N.rch 20, 1989 N.rch 24, 1989 -0- Sae u above Heeling agenda ficatlOfl procedures and course offerings with principals Review appllcatton/notlfl N.rch 20, 1989 "arch 24, 198~ -0- 1>.e as above Heet ing agenda c1tlon procedures ind course offerings with counselors Revise & distribute s.-er school 1ppllcatlon N.rch 20, 1989 "arch 24, l 98~ ssoo Division of Schools Distribution of alicatio to the Individual schools Advertise scholarships N.rch 20, 1989 "arch 24, 198< -0- Division of Schools Advertisements Revise and print student N.y 8, 1989 "ay 25, 1989 U,000 S~r School Adalini- Revised handbook handbooks strators ( I Annual Plan 1989 (Year) Person Rspons1bl Dianne Wood licNII: To llnient '989 s--r scnool STRATCGIES/ OIJECTIYES ACTIVITIES 1 To define th@ scope of the Mill notices to super-curriculua for th el.-.n- visors requesting recoa-tary and secondary progr wndat Ions for s..aer school courses Invite proposals for suawr school enrlcllllent courses Plan cooperatively with s.-er school coordlna-tors froa II.A end PCSSD. Make each District's offerings available to principals and counselors in all three districts. Plan for Driver Educatlor Pro9r Identify and print each course to be offered for s..aer school Plan and Institute s~r school 111edia/ advert is Ing IHPL[l1[11TAT ION T 111[LIN( BEGINNING C<JU'lETION DATE DATE COSTS Novl!lllber J , 198B Novl!lllber JO, -0- 1988 Novellber J, 1988 Novl!lllber JO, -0- 1988 Dec l!lllber 1, 198B Decellber 22, -0- 1988 Apri l 1, 1989 May J, 1989 -0- March 1, 9989 March 9, 1989 -0- March 15, 1989 Aprl I 1, 1989 $JOO April 1, 1989 May Jl, 1989 -0- ( Curricu 1 U111 and Division __ S..
.p_ec_i_a_l_P_r_o_g_r.,.._s--=--- Progra/Area ____s11_ 11_111e r _ _s c=--h..o..o.. .l __ AESPOflSllll lTY EVALUATION Division of Curriculu Notices ulled Division of Curriculua Announcetnents posted Division of Curriculua Cooperative plans Division of Curriculum Lists of off~rings Division of Currlculua
Support Services Action plan Division of Currlculua Course offerings Division of Curriculua Publicity and Schools r ( INPLCNENTATION TIHCLINE Annv11 Plln 1989 (Ye1r) Person Responsible bf1nne Wood Goll: To t11111le111ent 1989 sunner school STIATE51ES/ HCIMING CGIPlETIOII OBJECTIVES ACTIVITIES DATE DATE COSTS 6 (Cont'd) Identify ,_r school April 3, 1989 Aprt I 27, 1989 -0- staff e,aluatton proced-ures Revise and print te.cher Nay 8, 1989 Nay 25, 1989 uoo handouts Provide siaaer school Nay 30, 1989 June 2, 1989 Self-support-contract to eaployees Ing e11cept for the fol- Provide tnser,lce for June, 1989 lowtng:Early s-r school staff Intervention for Pr1Nry Provide cllnlc11 super- June, 1989 August Chtlren vision 111d mnltortng of S40,000 progr Educattona111 Dlsadv1nt1gei Identify and secure tis, June, 1989 S4o,ooo texts, Ind equip. needed for Junior high and 8th Grade NPl senior high level progr~ Fatlures $60,000 COlll)lete suaaer school August, 1989 ev1lu1tlon report Provide a C011Prehensive August 15, 1989 Septetllber 28, Sl-.!r school report to 1989 the LRSD Board of Directors I I I I Curriculuin and Special Division Progras Progr1/Are1 SU11111er School AESPOIIS llll lTY EVALUATION Suiaer School Evaluation ~sign Alnistrators
Direc-tor of Personnel Sae as above Printed inatertals Director of Personnel Sign contracts Division of Currlcul11111
lnservlce agenca S-.-er School Adltlnistr tors s-r School Aini- Principals' notes strators Division of Schools
Receive materials School Adltlnistrators S.-er School C0111Pleted report Adltlnlstrators
Fln1n-clal Services
Support Services Submitted report ? ,e . ' f r f ( l"Pl[HENTATION Tl"[llNE Aftnu11 Pl111 1989 (Ye,r) Person Respon=snl6~1r:e~.:.:.----- Cioll: DlvlslOft _________ _ Progra/Are1 Sowec Scboo! ---------------------------------------------------------- STIATE61S/ 11HMIIIG C<IPl.T I Ofl 08JCTIYES ACTIVITIES DATE . DAT COSTS RESPONSIBILITY EYALUA Tl Ofl 4. To Identify siaaer school Coordln1te d1tes with Decew'bf!r 1, 1988 Decl!lllber 22, -0- Divisions of Curricul111 Final dates progr d1tes s.-er school coordln1- 1988 & Schools tors froa 11.R Ind PCSSO Subalt proposed dlles le -0- Division of Currlcul1111 Sublllission of dates (1) Pl1nt Services, (2) ind Schools Executive Stiff, 111d (l) Bo1rd of Directors for IPPl"OVII 5. To Identify transportation EstlNte nuieer of N,rch 1, 1989 "'rch 23, 198! -0- Director of Tr,nsporta- Est h11a led cost needs for siaaer school buses Ind cost for tion
Director of (Netropolllln) Netropo It tin ,_r Yoc1tional Education school site Discuss possible fun Pass with CAJ 6. To plan for quality Develop and lllll)leaent March 11, l 989 March 23, 198' -0- Director of Personnel Job announcements Instruction In siaaer su.-er school Job school announceaents ( in and out of lRSD) Interview s.-er school April 10, 1989 April 28, 198' -0- S.-er School Adlllnls- Interview schedule appllunts trators
Director of Personnel
Content Noll fy teachers to be M1y 1, 1989 May 5, 1989 -0- Area Supervisors Notification letters employed I I I ... r r r f INPUHErlTAT ION TIN[LINE AnnuI Plan 198g (Yur) Person Responsiblelanne Wood Goll: To 11111)1eaenl i989 s-r scnool STRATEGIES/ BEGINNING C(ll'l.ETION OIJECTIVES ACTIVITIES DATE DATE COSTS To identify eleaentary Work with s~r school OecellberJ,1988 Oecellber zz, -0- and secondary st-er coordinators fr Nl.R, 1988 schoo 1 s Hes PCSSO, and LR to obtain recoaaendatlon for ele11. lo secondary sites. l'eet with local building January 19, January 26, -0- adllllnistrators to discuss 1989 1989 the procedures, concerns, expectations, etc., for use of the Identified but ldlngs. 2 To advertise for, inter- Develop job announce11ent February 22, March 16. 1989 -0- view, and select su.aer for interview 1989 school adffllnistrative Conduct s~r school -0- staff job interviews J To develop proposed Obh In 1988 su.,- scmol March 1, 1989 Karch 23, 198g -0- Staaer school budget hDj!lblln-.e Project 1989 siaaer March 3, 1989 Karch 23, 1981 -0- schoo I progr I, budge tar y needs Investigate alternate March 3, 1989 March 23, -0- funding sources for 1989 SUllrler school r f Division Curriculum and Special Prograa/Arefu-9: School RESPONSIBILITY EVAlUATION OMSICIIS a( Ctn'ia,1111 I, Records ltl'd/ar finished prob:ts Sdlools wi II be <JI file far Yerl icat im/ evluati<J1 at~ scmol t.Hchers. Division of Sdlools Plans for facilities Otvlslons of Ctn'iculua lo Distribution of job announc Sdlools inents. Interview schedules Divisions of CurriculUII Developed Budget and Schools
Support Services .. ' e- - I. Gifted Education Long-Term Desegregation Plan PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12, It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986, The standards provide the framework for establishing equitable criteria for the iden-tification of gifted and talented students. Services are provided to these students by teachers who have completed or who are in pursuit of graduate credits in gifted education. II, AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval standards issued by the Arkansas Department of Education, gifted and talented children and youth are defined as " those of high potential or ability whose learning characteristics and educational needs require quali tatively differentiated educational experience and/or services. The criteria for pupil placement into gifted and talented programs shall be superior intellectual and creative ability. To the extent that task commitment and/or motivation may be obj actively determined, they too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: ( 1) curriculum, ( 2) staff development, and ( 3) research and administration whenever possible and/or feasible . STRATEGIES IMPLEMENTATION TIMELINE Annual Plan: 1989-90 (Year) Division: Curriculum & Special Programs Person Responsible: Ken Dickson Program/Area: Gifted Education Goal: 1. To establish collaborative efforts in ter.s of research and in the aaninistration and/or operation of Gifted Programs C&JECTIVES 1. To share research and/or findings in the operation and/or ad inistration of gifted progra s. 2. To 1nvest1gate the feas1b111ty of 1n1t1at1ng a tr1- d1str1ct effort to estab11sh a aodel progra to 1dent1fy and ecllcate soc1o-econoa1ca11y d1s-advantaged gifted children. This 1s dependent upon funds prov1ded by the Javits G1fted and Talented Children Act of 1988. STRATEGIES/ ACTIVITIES 1.1 Establish a scheclJl e of regular aeetings of the tri-district g1fted coordinators 1.2 Establish a proce-cllre to 1nfor and/ or 1nvolve other ad in1strat1ve per-sonnel and/or staff of research and/or 1nnovat1ve proce<llres 2.1 Seek clar1f1cat1on of requ1reaents for apply1ng for Jav1ts funds fr011 NAGC and ADE. BEGINNING DATE Cc4PLETION DATE Noved>er 1988 Ongoing Novellber 1989 COSTS RESPONSIBILITY EVALUATION -0- Ken Dickson and PCSSD/ Agendas and minutes of NLR Gifted and Talented meetings Coordinators Ken Dickson and PCSSD/ Records of Invest1gation NLR G1fted Coordinators efforts I HI 'I 1111'11 A I It, I I Ill I I 'II llnnuI rlan 1111 'Ill (Yra,) rrnon R"\1'11i1\il,lr . l.'~II U~~W" . Gnal : 7. 1,, lollal,,,1alr _',lall _ll1 vr l.'.J""''''.'.J..!..!.!.!!l~ 1n G1flril ldutal111!~.- 111 \j I , I llfl I Ill ' I ' II I ,1111 , , , . , I I ' ' 1 l' r oqr .11n / ArP ,a 1,1111 ,I I 111 ' , .. ,, --------------- - ----------- - - ----- ------- - - - - --- ------------- -- - -- - - - -- OBJECTIYCS 1. To share the cost of nut- I . I ~idP ronsult~nts In lhl' giftrd programs whrnPver fpa~lblP and pn~~ihlP if funds are available l . To plan and lllll)l('tllf'nt l . 1 tri -dlstrlct inservlces conducted by the trl-dis trlct staff on ldent iflcatlon, currlcul11111, and proqra evaluation If funds arp available : STRAHGl(S/ ACTIVITIES Coordinators tneet to discuss individual progra,11 needs 1nd to 1leler11lne If con su lt~nts can he shared . Coordinators aeet lo plan tri-dlslrlcl In services and trl dlstrlct lnservlces are held. BEGINNING OAlE Septembl'r, 1989 SPpletllber, 1989 COMPLETION OAT[ Ongoing OngoilJg COSTS Undet1>n11lned (cost wi 11 vary depend Ing on con su I lanl) Undeterained RE SPOIIS I 8 IL I TY ken Dirkson ~nd PC SSO/ NLR Coordinators ken Dickson and res~/ NLR Coord inators (VALUA11011 H1nut1>s of lllePlinq Hinutrs of <nePtinq, Work ~hnp Agenda, partlclp~nl registr1 - tion, tri-dislf"ir.l developed evaluation for . l"Pl[HENTATION TIHELINE Annual Plan 1989-90 (Year) r 0 ,son Aespons1ble ken Dickson r.oal : J. Jo collabo~thelmplementatl011 of a Tri -District Gifted and Talented Scope and Sequence of Skills. Dlvhlon (u-,iculum/SrP( ial Projrd\ Progra111/Area _Gi llcd Lducat inn STRATEGIES/ B[GltllllNG COHPLETION OBJECTIVES ACTIVIJIES DATE DATE COSTS RESPONSIBILITY [VALUATION I . In introduce, explain and I. I Conduct Gifted staff October, 1989 October, 1989 Undcter ined ken Dickson and rcSSO/ Roster or rarticiranl\, train all te~rhers/facili - 111eetin9s in each dis - NlR Gifted Coordinators participants que\l ionuai ,~tors In the trl-distrlct trict Pach rat I for qirted progr,1111\ on the usp teachPrs/facllilators and l plf'tllf'otation or the new to the progra. eistlng lrl-district qiftPd srope and sequence in\trnment. ?. lo refine and to COllll)lete 2. I llppolnt a trl-dlstrlct OctobPr, 19R9 October, 1989 kPn Dickson and PCSSD/ Roster of particiranls a the k-6 scope and sequencp curriculu c~ittee NlA Gifted Coordinators copleted document\. i O\lrullW'nl . to refinp and lo com-plete the docunoent. ,\ I ~ en IMl 'I llllll,\111111 IIIH I 1111 (',1111Hn,u y 111 ' ,ptf I ii fli- d . 1111 11 ,11,p ,tm It I 1111 1111 1.I) f,,1rn1,tl Plt1n . J~U!J "LI (YP,1r) 11,v1, 1,t1f111, t11l11111/ 1 11 1 1 l'rt",0'1 Rc\pon\tbl, "'t~tll u~-~l-~UII . l ' Jl}IJtlm/A,,, .,t,111 1 1111 ., I' 'I r.oa 1: _ 4_1JL.Hc1Jnc/1!.c,LU1Llurr. U,c..illlLL.i.11cd..J'.uulr,1111-.iJWun.LQLJc1u i I L "!'l J_xc1..!J._p11r '.'. _!_! _l_!!<'.!!_l _ i l_i_l a~. 1~ !", , !' Jun . ""' ',I .,1 r I,"" "'..I STRAT(GIES/ BEGINIIING CONPL ET ION OBJECTIVES ACTIVITIES DATE DATE I . To imp lelllf'nt a II ohjPr I ivt>s I. 1 lo i1111>lement all stra llugust, 1901! Sunwner 19R9 relating to lhP. LR',ll re- legies/activlttes de-linrmpnt/ restructurinq linrated in the re-implemPnlalion plAn in f i np111ent/res I rue t ur in< terms of identilication, plan In accordance to curriculum and statr their objectives develop111ent I COSTS RESPONSIB lll TY SSO, S00.00 Superintendent, Assoc. Supt. -f.urr ir11l11m and Special Projec~\, Assoc. Supt. -Oi vis ion of Schools, Coordinatrrs-Gifted Progranis, National Consultants, District-wide C~iltee<. Principals and School Tes, C~nlcat Ions Off Ice, Arkansas Oepart111ent or [ducat Ion, College Professors -- --- EV ALUA 11011 I or Hl,1 l I 11utir,1I <Offllll!'l ----- ---- I/(' ,HHJ \llff'IU,l f I Y P Ot r, PV iflrn( i111 ion ol the goAI. - - ~ -u.- <_.-. ( . :..'~~h PULASKI COUNTY SPECIAL SCHOOL DISTRIC r - - ---------------------- --- - . - 1500 Dixon Road PO E3 , , .~.: , Little Rock . Arkans
i~ - ~: .: 1501) J90-.: '.' PlJL.\SKI COUN'IY SPECIAL SCHOOL DISTRICT STAFF DEVELOPMENT TRI-DISTRICT COLLABORATION Pl.AN The staff develcpnent departments of Pulaski County Special School District. Little Rock School District and the North Little Rock School District, c:ilu112, with a representative of the Pulaski County Educational Cooperative 1vill meet .:i minimum of four times per year, twice each semester, to discuss and consider common staff developnent concerns. This tri-district coornittee will plan and implement staff developnent strategies that will provide training thnt addresses the commonalty of staff developnent concerns that the three districts have. I . l I ''l, j I ,,' I -, _. l , 11 t' 1,, \'_11111~1u 11l J1j 1,l l>rs lu 1rnrm. L-..:.U: LiL..uL.1.LimL .. ..:.UKLirnluJ1-J1 I :1 I ion -- ------ '.' - ." ~ : I : '.': : I , till! , 1 st.i ff devclopne11L , >11111 I ltee composed of ,-, 111C's' ' 11 lat i ves i 11(' LI from ,n,e school I Is l r l cts and the 1 , ii :1sk i County I, 1 tional Cooperative. I I llllfl i l tee's function I, i I I l 111d im )e to identify , 1< ' \ 'C lo ll1,1l w Lliree plement staff pnent strategies ill assist the (3) districts i 11 ful filling the ,\ jlPCt ations of ,t Lain , lt'sf'gr tli sln ing quality egated school cts. :
,e:,:. ,:::-
! [~i ~:,l\'!T l:S Minimum of four (4) meetings per year will be held, two (2) each semester. ,
J I - . ''., I . LI . .. ~
_ioL, [ , r: . . - 1 :- tc1U of s I 1 ff elev" I 01mL1 ~,<JJ.Jrc... ,_t _.._j ,,.,_ir ~ic -"s,.__ ___________________. ...,_,""" -' -Wp ::_
! r
r,: flG COllrl~TION D--~ "- DATE :J:
Ts P.~ sror1:
IB I LI TY E ' ,'\LUf-TIOfl Fall of 1988 Ongoing 0 Jim !!erring, Pulaski Ongoing analys County Special Schoo from needs District assessment Mary Mosley, Little Rock School District John Moore, North Little Rock School District Martha Nelsen, Pulaski County Educational C.Ooperative COLLABORATIVE DESEGREGATION PLAN LRSD - PCSSD - NLRSD 1989-1994 SCHOOL OPERATIONS We agree that general cooperation among the three ( 3) Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. we commit ourselves to the following: I. Underlying Principals * * * * * * * All students will be accorded equal opportunity to participate in all academic and extracurriculurn programs and services in the districts
All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race
All students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals
Special efforts will be concentrated on increasing parental involvement in the schools
Staffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law
Staff assignments will be made on an equitable basis
Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment
- -L~ i Plan Ongoing 1989-1994 (Yur) Olds ion -=-Sc:c.chc.:o:..
o_l""'s _____ _ ,- s : r: Res
:,or.s10" suoerjntendents Program/Mu _G=e~n~e~r=a~'----- :: ! I: -~'~-----------------jJ~o~e~s~t~a~biJ~isah._.,aLlolca~uuout~x~~iud~e'-MScwb~oo"'"J_..,lmp.,.r~o~v~eme-..ouL-.JoC~ouwo~cuiJJ _____________________ _ to address ongoing desegregation and i111provement efforts. STAAH:GiES/ BEGUIIIING COt1Pl ET I ON OBJECTl\':S ACTiVlilES DATE DATE COSTS RESPONS:BJLITY EVALUAilON Appoint a school i111prove- Address ong~ing planning July 1, 1989 June JO, 1994 none 3 Superintendents and Appointment of council P.nt counci I of the for d~scgregation and J Associate/Assistant representatives fr0111 each plan IIIOdificatlon or Superintendents for district. i111plenientation needs, if desegregation any. 'l Appotntwient of conwittees Persons vith specific January, 1989 June JO, 1994 none Appropriate Associates/ Resolution or issues to deal vlth issue expertise viii 11eet, as Assistant Superinten-specific concerns in areas needed, in coaittees dents of schools and support and resolve ongoing services coordinatljpt" i11 ~:S l'elated to the plan such as transportation and staff develol)lllent I I I I : I : - -l, ! i =-s:r. '.: ! l : Plan 1989-1994 (Year) Res~or.s1D1e Associate/Assjstant Superintendent/Personnel Directors II, To develop mutually supportive and eauitable recruitment and placement procedures I _ STRliltGIES/ BEG IIHIING C()IPLETION 08.!ECTI \':S ACiiVlilES DATE DATE COSTS To develop joint recruit- Share planning, resources July 1, 1987 Ongoing ng efforts and procedures and contacts for recruit-with particular emphasis 111ent of staff, both on 111inority teacher certified and non-recruitment certified To share the applicant Use teachers in the N Ongoing pools among the districts recruit111ent process Certified and non- " " certified applicant pools 11i II be shared with the a~rt!elllent to assist ac~ ~ther in correction or dispro-partionate staffing To 1110nitor distribution The principals 11ill be " " none ,r starr across grade accountable to ensure evels and support areas equitible distribution of teachers by grade level and subject area I I Division ~S~l~h~o~u~ls~-----Program/,. rea Personnel personnel RESPONS:BILIH EVALUAilON Personnel Directors Increase in minority s ta rr i ng a111ong cer ti f i ed staff and 1110re propor tional representation among support staffs ff " Propor Li ona I repre~enta-lion of minority and majority employees in all staffing categories Principals Statistical data that Personnel Director minority teachers have Associate/Assistant access to teaching oppor- Superintendents tun, ties at ,11 I qr
ute lev1>ls, in all suhj1>ct areas and in all p.-04rams. AP, Honors, f./T etc. I I I - -L! i Plan 1989-1994 (Year) -,-!:r. Res?or.s1b1e Personnel Director/Associate Superintendent : : !i: II. (continued} Di Vision __. .s.., .c. h.o. .,o...,I. .....:
,_ ___ Program/Arta ~P~e~r~s~o~n~ne~I,_ __ _ Pr inc, pa Is I STRATEGIES/ 8GIIIIIING COHPLETION OBJECTJ VES I. ACTiVlilES DATE DATE COSTS RESPONS: Bill iY EVALUATION 4 To identify students who Establish future teachers August, 1989 Ongoing None Principals/teachers Increase the number or nay be future teachers and clubs in eleaentary, students entering the to provide support pro- junior highs and senior teaching profession gras to the111 high schools To establish a joint Hold career fairs for August , 1989 Ongoing None Associate/Assistant Increase the numher or c011111ittee to address students Superintendents minority students who district planning for Contact the business graduate frOIII the Districts support of students who c011111Unlty for support and return to them to wish to becOMe teachers teach Create "contracts of Director of Personnel intent" to hire future teachers upon degree and certification completion Provide internship Personnel Director opportunities for students or education Building Principals I I I I f, - -1., : - ~ r.
: !1 (YEar) ___........,.......,"""''-"D_._1,._,re..,c..,t..,.ur/Associate Superintendent I SiJtAHt
IES/ l BEGlllrllNG 08.JECTl\'ES I. At:~ i VI ii ES DATE o establish a joint Production of a set of Spring, 1989 .onnittee for planning recruitment procedures r~cruit111ent strategies and timelines to be and procedures developed jointly to increase effectiveness and defines recruitment responsibl ities Develop a cooperative Spring, 1989 agree11ent for recrui taent of certified and non-certified staff with reservation of a nUllber of slots so that e111ployee categories will be desegregated l111prove teacher working Spring, 1989 conditions to llclintain teachers in the pro-fession ' COHPLETION DATE Fa 11, 1989 Fall, 1989 Ongoing Ongoing Division ~S~ch~o~o~l~s ____ _ Program/Arta Personnel cos-rs RE SPONS: BI LI TY I EVALUAilON - District Personnel Completion of the Directors document - District Personnel Racial ratios in all Directors staff positions commensurate with district and court approved gu1del1nes To be Support Services and Increase district deter111ined Building Principals start retention I I I : ' cci Plan 1989-1994 (Yeu) Otvision Schools ' ! ~ r. A~s
,or.s lb le Suoeru1ten!lents To establish student disciplinary and attendance policies which address student needs as wet I dS school cliiaate concerns Program/f.rea Schoo) Po)1c1es , 1 : 11 l I STRJ.TtGIES/ BEG 111111 NG COHPLETION oe.:ECTl\'ES I AC,iVITIES DI.TE OAiE COSTS RESPONS:BILITY EVALUAilON stablish a c~ittee to C011111ittee assessaent and July, 1989 June, 1990 - District pupil personne Completion or the task 'udy disciplinary rules COIIIJ)ar1sion or policies directors, identified .,nd regulations and to and procedures in school starrs, and work to address areas or student handbooks patrons fr001 the 3 divergence districts Disaggregation of data Develop a s~t of rules/ July, 1989 June, 1990 - . " related to student e~pectations which is discipline cOINIIOn \~ students in all 3 d1
tricts. (Specific penalties aay vary-final penalties wil be enrorced in ca.110n) stablish a procedure Review of student data Ongoing Building principals ror sharing access to to address issues of disciplinary records racial disparity ~hen students transfer Policy/procedure to be July, 1989 June, 1990 - . " designed ror c01111Unica-t1on of student dis-c1pl1nary records when students transfer or are P.xpelled/suspended ' I I I ' 4 'i f, : --l.?.
Plan 1989-1994 (Yur) ~ =-~~r. R,s~or.Slbte ~ssoc1ate/Assjstant Superintendents ~: ?1: Ill. continued STR1'H:GIES/ OBJECT! \'~S ACiiVlilES Review of attendance Appoint review c01111ittee policies to attempt to of patrons, staff and create a COIIIIIOn policy board llletllbers and set of procedures Appoint ongoing monitoring Appoint c011111i ttee c~ittee to keep policies on attendance and dis- Ongoing review of cipline under review and disaggregated data to to review data address disparities and student needs Develop alternative school Plan alternative school for students in need of with tri-district intervention or special cooperative to be assistance if "at risk available to students due to teen parenthood on a contract basis etc. and contingent upon funding availability BEG 111111 NG Dt.iE July, 1989 July, 1989 Ongoing Spring, 1989 Division ~Sc~h~o~o_l~s _____ _ Program/t.r,a Pupil Personnel COHPLETION DATE COSTS RESPONS:BILliY EVALU/\i)ON June, 1990 - Appropriate Associate/ Completion of task Assistant Superintendent fr0111 each of the 3 districts Ongoing - Superintendents tt Princirals and District Adllin, s tra tors Ongoing Approximately Appropriate Associate/ " 350,000 per Assistant district Superintendent State Department of Education I I I I : z : --1.. Phn 1989-1994 (Yur) Division <
,hlVlh ~-~ r. Res?or.s1b1e Director or Counseling/Pupil Personnel/ Program/t.rea Guidance :: ! 1 IV. Director or onjarx Education To provide loint progras in guidance/counseling to meet stuilen needs and to ensure racial equity OBJECTl\'E:S Hold ewiploy111ent fair ror students who would enter the world of work arter school. Provide consistent and complete infor111c1tion to students regarding colleges. testing, vocational schools, financial aid with specific and special concentration in access 1f black colleges and universities and financial aid for lnority students I I. STRATtGIES/ ACiiVIiIES Contact eaployers (local, regional and national) Hold fair with focus on ewiployers or inority Target skills needed for ewiployment as well as opportunities BEGIIIIIING O:.TE July, 1989 Yearly Yearly Hold joint counseling In Fall, annually infor111c1tion sessions for counselors Contact colleges regarding Each rail inority scholarships and financial aide Contact colleges regarding Each rail, spring adlttissions, ~inority adntissisons Provide target counseling for minority students Ongoing Notify studPnts. parPnts Ongoing and educate starr regardint all opportunities C~PLETJON DATE Yearly COSTS Minimal l,[SPONS:BllliY Directors of Guidance Vocational teachers Director or Vocational Education Journal is Departments Counselors School Principals Directors or Guidance Directors or Guidance w/c01111ittee of counselo s School Counselors Counselors/Principal Starr OevP.lopment D1rPcto.-s StatP. Oept uf r,111c,1t 10111 EVALUAilON - .c., Plan 1989-o~oing (YHr) ,s=r: litspors1b1tpil accounting/Guidance/Schools !li\'ision Schools Program/~rea ~Gu~~ d~a~n~ce~----- ~ I : V STR/.HGIES/ B:G IIIIHNG COt-lPL TI ON OBJECT l\'ES ACTIVITIES OJ.TE DATE COSTS RESPONSIBILI ,y EVALUATION 1. Enhance minority Individual student Ongoing - Counselors/Teachers Proportunate minority ecrui traent and conferencing. Teacher representation in awareness of student for and counselor encourage- these cl asses AP, honors and elective aent of and 1110nitodng progra111s of students 4 . Provide pooling of Create c,,telogies of Ongoing District Division Develop111ent and resources and specific of available intervention Heads implementation of plans of intervention services strategies for students who are disadvantaged and/or Districts share inservice at risk and contracted services to benefit students Develop and i1111>lement To be developed and Ongoing - Counselors/Teachers Implementation of Plans student career guidance reviewed by students, Director of Guidance plan with individual parents, counselors and Desegregation Officer student educational plans teachers (predicated or ind connunication with potential) )arents to encourage student access to all curricular and pro~ gra11111atic opportunities on a ratio comiensurate with school racial composition I I I I e, - -~, Plan )989 -90 (YHr) !Ji\'~ s ion _S"'c~h~o~o_l~s _____ _ -- ~er P.~spors1b1e Suoecioteocteots ?ro~ram/Area ~G~u-=d~an~c~e~---- . il : _,_,IV'-!..___,.....,.L!.JL.1.11.llliiJ,1.J. ___________________________________________________ OBJ t CT l\'E S rnhance c011111Unications 1ng divisions related to .unsel ing in the 3 Ii stricts lnifon1ity of district records regarding fll>T, A p cadetlic skills Oevelol)lllent Ian, P'IAT-6 In i for111 records transfer Jl ol icy creation and syste111s STRJ.TEGIES/ ACT I VlilES Regular, 1110nthly eeting a1110ng directors of guidance Periodic joint guidance 111eetings Appoint joint cc..ittee of counselors and staff to create unifor district record for s Appoint C011111ittee to develop procedure and ti elines or records transfer I I BEGI IIIIING I CONPLETION OAiE DATE COSTS RtSPONS 18 ! LI iY EVALUf.TJON July, 1989 Ongoing - Di rector of Guidance Enhanced Services Improved C011111Unication . June, 1990 - Appropriate Associate/ Completion or Task Assistant Superintendent Director of guidance " June, 1990 - Directors of guidance, Completion of Task principals, directors Improvement in Process of pupil accounting I I I I -.!i ?Ian 1989-94 (YHr) Ohision Schools - scr R,spor.s1b,, Assocjate Suoer1ntendents Program/~rea (xtracurr,cular , i : ~v~.'------------------T~oc....::d~e~ve~l~o~p~eq~u~i~t~a~b~le::......:.r~e~c~ru~i~t~me:=..:.:.nt=-=s~t~r~a~te~g~i~e~sL1 ~a~c~c~e~s~s~a~n~d....::Jopupo:..::.
__r~tu~n~t~i~e~s _____ ___________ _ for all students or extracurricular activities I STR1'TGIES/ B:GIIIIIING I . CCJlolPL ET I ON OBJtCT I \'ES I ACTIVITIES DI.TE DATE COSTS RESPOtlS
Bl LI iY I EVALUATION I. lo study G.P .A. and Review policies and June, 1989 Ongoing - Associate Superintendents t1zenship participa- percent of student Director of Athletics ,ion require111ents of participation in each districts to address district Completion of policy acalle111ic requirements reviPw and student participation Review data on student " . " needs participation and achievewient over the last 5 years in each district Review racial group " " " Revisions of policies representation in to address student extracurricular needs activities by district over 3 year period Appoint c011111ittee to " " " evaluate results of data review and see if any areas of pol icy agreement exist. I I I I 7. -.c.i Plan 1~89-94 (Yfar)
- ~~r. Respor.s1b1e Associate Superintendents
: !i : V. (continued) STR/.TEGIES/ OBJtCT I \'ES ACTIVlilES To recruit students for Teacher, ~rent and ,artlcipatlon in acadetnic counsel01 a.areness of related and athletic co- oppo
tunities and in curricular activities turn '!:icourageaent of students Provide special support of costs, recruit11ent, and encourageaent to students Reserve slots, if necessary, to ensure student participation and access in progras on a proportional basis I I Division Schools Program/~rea [xtracurriculdr BtGIIIIIING C!J'IPL ET I ON Cl.TE DATE COSTS RESPOt:S:B!lliY EVALUATION June, 1989 Ongoing Prine ipa Is Increased student Counselors part ic ipat ion - Teachers enhanced proportionality Athletic Oi rector in student participation . . . . . . . I I --: Plan 1989-1994 (Y~ar) !li \"is ion __,,S"c''h-"o=o~l--=-s ______ =scr P.espor.s1b1e Associate Superintendent 9 VI. To enhance testing progra111s and student preparation and access to programs Pro~ram/Area ~1~e-s_t~a~a~/ ___ _ Evaluatrnn STRATEGIES/ BLGIIIUJNG COMPLETION OBJLCT I \'ES ACT IV IT JES DI.TE DATE COSTS R~SPOl'<S l 8 JLJ iY EVALU~TJON .Joint testing progra111 Coordinate testing August, 1989 Ongoing Testing/Evaluation Dept (111provPrl and 1110re rough coop regarding and scoring Tri-District Coop err,c,ent progra111 --'l-6 and joint scoring and scoring District unifor111ity in Progra111 for analysis of Spring, 1989 Ongoing Associate/Assistant Completion or task reporting test results and student test results Superintendents analyzing disparities with data disaggregation to analyze disparities and student needs by race by subject area Form bi-racial 1110nitoring, l1onit,rin1 teaas COIIIP()S - June, 1990 Ongoing " Activation of the tea111s to ensure appropriat ed o: teacner. staff 1110nitoring c011111ittees test preparation and frOIII iesting and testing conditions for Evaluation and citizens al I students to 1110nitor test pre-paration and test conditions for students ~ddress strategies to Analysis of school by Suirmer '89 Ongoing Principa Is Development of plans rPrtuce disparities by school data and Superintendents meitns or school plans and individual student Mritsurable deae/lse inrtividual student needs 111 dispar1l1es improvement plans DevelopmP.nt or .. .. strategies to address concerns and to meet needs I I I I -,ii Plan 1989-94 (Y~arl ,-scr. R,spor.sibte Associate Superintendents . !l: VI lcootiooed) STRAEGIES/ OBJECT I \'ES 1'CTiVlilES Jointly provide services Joint staff develop11ent to teachers in testing re: use of test scores Individual teacher interpretations of analysis of student repSoCrO [e1Sn g of scores needs to parents Teacher preparation of interventions to benefit students strategies to address (and address these student needs spec if ic needs) School based planning of interventions to assist students in areas of acadeaic need Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and dis-advantaged students and 111inor1ty students I I BEG 111111 NG COHPLETION D,.T,-t DATE COSTS Ongoing Ongoing . . . . . . " " I I !l i"' s ion --=S--=-c'-'-ho::-co"--'l~sc.,--~----Program/ ~rea ~T-"e~s-=-t~n ,...g.,_/~---[ va 1 uat 100 R[SPONS:Blll,Y EVALUATiON Directors of Testing/ Acade111ic i"11)rovement Eva I uati on of all students Appropriate Associate/ Assistant Superintendent& Principals Tri-District Coop Principals State Oepart111ent of Education Coop 3 Districts Staff Oeve I op11en t Directors 2 - .a i Phn 1269-94 (YEar) ~-!u: Rupor.s1b1e Associate Superintendents ~ ?i: V. (continued) STR/.TEGIES/ OBJECT I \'ES ACTIV!i!ES To recruit students for Teacher, ,,rent and 1articipation in academic counse I 01 a.areness of related and athletic co- oppo, tun it ,es and in curricular activities turn ~:,couragelleflt of students Provide special supports of costs, recruit111ent, and encouragl!llll!nt to students Reserve slots, if necessary, to ensure student participation and access in prograffls on a proportional basis I I Di~ision Schools Progrim/Area Extracurricular BcGIIIIIING COl'IPL ET ION CJ.TE DATE COSTS RESPONS:B?LliY EVALUATION June, 1989 Ongoing Prine ipa ls Increased student Counselors participation - Teachers enhanced proportionality Athletic Director in student participation M M " M M M I I COLLABORATION BUDGET SUMMARY Sl ,050,000 - alternative school / I_ l'1 _! -1 r -T"'~_ n ... ,~'.'-~_, , .,, '_'._, I 1/, l I 714 f - -- - ---- - - ----- - ---- - .. -- --------- .,, ,, .,. , inn of mar<'ri ,1l s/! ,, ., ,, , ,.,, ro s r,ppnrt the 1 r,,, ,, 11/um 1n rle.c.eqrP<JatC" ,,,,.,, J ,J1 c:
trirts ts a tr1 - . /, 1 , , < r qoa l o the 1, ,,, ., ,,, mr-d1,1 proqrams. ,-,,,, ins<"cvice training of lil1 .11u merlia staff members 111 ,f, ..
rncPqate<I school ,, , :t, i,r:~ i.c
a tri-district ,,,.1/ ,,r the libran1 media I j SP/,icG:ES/ ACTi\lilcS Conr in11p hostinq Tri Di .c.rrict Hulti-cultucal Resnun:e Sl1arinq Fair . IN TIIF. F'UTURE, THE F'AIR SITE WI / ,L ROTATE AHO/VG TIIF. TIIRF.F. DISTRICTS . Regin hosting TriDistrict Resource Sharing F'air with Book and AV Haterials Vendors, rotating the site among the three districts Plan to host tri-district inservice meetings such as the one sponsored by rhe Pulaski Counti Educational Service Cooperative in April of IQ88 to explain the new national guidelines for school library media program planning BEG i I/fl! NG o
,,E annualllJ annually on-going ,1 . . , . . . ' COM'LETION DATE nn -gni ng on-going on-going Plan to host inservice to be ,,,ab,i,J oa-ooiao traininq for tri-district librarlJ media specialist~ usinq district employees I I I I I I COSTS Minimal Hinimal Seel< Funding F'rom Cooperative Minimal I I I -
)-. L,, '.. 1 c rt _.J.il.:
LLU<.Ll.U!l,J.L ___ _ r,ocr-un,l. , r:2 LlbLrll'J Mt~~----_ --- F.cSPor:s
8 ! LI TY LRSD-Supervisor of Educational TechnnlogLJ
PCSSD- Director of Library Hedia Services
l'ILRSD-Coodinator of Instructional Haterials LRSD-Supervisor of Educational Technology
PCSSD-Director of Library Hedia Services
NLRSD-Coordinator of Instructional Haterials EVt,LU/',TION Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work in desegregated school districts , . - .1.. ,, I I \'I' \ ,, I{ , , I,//) ( ' , . L 1,, s 1 on --1.Ilfil"..LJ.J.~u.1.1n.L.L ____ _ _ rr 1_ 111 . tr 11 r __ t'roc
r,irr, !.re:! t.ib~.!..L 'fe<ji ~''---- :'(' f) f , l 11 fl VP
------ -- - ------- -----------:----S-TR_1-._Tc_G_IE_S_/ __ -:----BE_G_1_r1-,1-i11--G--:-l--co-M-,P-L_E_T_10-N---
------
l---------,----------- nr-~~ -:~
\'ES ! ACTiV!TlES 01-.TE DATE COSTS RESPONSIBILITY EVALUf..TlON ' "' i I i7,1' inn nf televisionl Implement utilization of ,,., l11udoq1.1 in desegre- cable channel 19 and/or 1.11 , ,,1 sr/100! di str icts is videotapes produced at ,, tr i -<listrict goal of Hetro to teach basic '''" library media skills, etc. 11 nqr ams . Ur, , u i tment of Hinori ty r.i/,rary Hedia Specialists in d,-.s,.gregated school rli~tricts is a tri,/ i~trict goal of library mr-dia programs. 1 Tri -district cormtuni- , .11 inn for library media prnc1ram administrators , s ,1 goal for the 11 1,a r.1ms . Contact teachers training institutions/ Recruit teachers for training programs ln library media certification Copy memos relating staff development opportunities to other district administrators Heet informally for sharing sessions to be establ ishe, to be established on-going on-going on-going on-going Seeking LRSD-Supervisor of rederal runds Educational Technology
under Star PCSSD- Director of School Bill Library Media Services
~LRSD-Coordinator of Students will gain practical voca.tional experience in cunning a television studio: students will benefit from instructional units Instructional Materials provided ovec cable system or cecocded toe later classroom use. Minimal Minimal LRSD-Supervisoc of Educational Technology
PCSSD-Dicector of Libcacy Media Services
~LRSD-Coordlnatoc of ~nstructional Materials LRSD-Supervisoc of Educational Technology: PCSSDDirector of Library Media Services: NLRSD-Coordinator of Instructional Materials ~iring and placement of ~inocity media specialists will oecur. Better conwnunication will be achieved . I. TRI-DISTRICT COLLABORATIVE Special Education The three school districts in Pulaski County must employ strategies that will, over a five year period, reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to national statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A tri-district committee for assessment is in its fourth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs
public relations and common or shared training sites
(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit all the districts. Several cooperative programs can be established to meet the best interests of all districts and can be added to each district's individual desegregation monitoring plan. Areas to explore and/or expand include: 1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office Staff b. Principals/Other School Staff c. Teachers 3. Tri-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish tri-district system ( forms and format) for documenting due process procedures. The directors plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Tri-District's Expected Outcome 1. By the 1989-90 school year the tri-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. c. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the tri-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students
(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment
(3) outlining the extent to which certain teacher and student behaviors are evidence
and ( 4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
(5) providing more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. ., I fl 11111 I 11,1 , ',, 1 I ,. , .,,. l''k'l - 1"1 f , . ,, ) ' ' 1 11 ''"" JJr:.pon:.1Llt-- llirtL lcir '- - l1l - i11.t11tlo.. ' (III It 111 1 I I ii 0d1 _ , .~ 1al,l1shJ!!_f
.
,,5s :111d_u
rd1,.,l_11111 Ill ,,rr
, of_ n'(..ruitn11I of mi11ority_ l .l( l1f'I '. "'"' ~11ort _ ~l:i!! ___ ---- ' , ,. 'f ,,,,
, f I ' l .. ,c I 'I I I It
\ I 'II STRAT(Gl[S/ BEGJIIIIJNG OBJECTIVES ACTIVITIES OAT[ f11"1re proporl innate rf'prf'- Recn1it Arwl Employ minorit 1989-90 ~<'lll.tllon or well qualified teachers in certified mimri ly special etlucation areas of: lenchers II. Hild!~ hlmdic11pped b. lleari~ iired c . Hnderately/severely d. tvmdicapped Speech ifflpll ired e. Visoolly .IJl,palred Exp1md !!laf ilevelOJJlll!nl activities: II. Partnership with state colll'ges 1111d universities for training lllld retrain-i~ of teachers. ,,, COHPLETION DATE COSTS R[SPONSIBll lTY Ongoing $7,000 Olrectors: Personnel Special ducal ion Susiervhor!I - Special ~luc.at ion $'
,000 Professors, Special fduc Toi tion ation Deparlfflet1t Central Office Staff I I I I I ! ' I I I I -- [VAlUAll{JJI lncrea~ed pool or cn1 ,rtpn minority special ed .. al ion teachers I. : 1 . 1 I ,II I I "I I " ' II I I' 1 ,111 1'Jlj'.J-'.JV _ ( (1 II j I' r\on Pl ..~ 1,on~1Ll, lltrtL tor-.. - It 1-111 , trill<. .. ud 1. -~ sy,U,,:t.'!...ifun,,s - .,,.t i11n,.,1j ... , 11 IJC' drvcl111-.I for <l<K.IIJ'll('flt.,t ion or due I""'-'"" )'PK.<l11n,
. __ STRATEGIES/ B[GIIIIIING COHPLCTION OIIJECTI YES ACTIVITl(S DAT[ OAT COSTS I. l'Mrclop rrvlsro rol'lMl a. Srlf'Cl conrnilltt o( 1989-90 Spring, 1991 $ JO,OOIJ for for lri-district dot.unenl special education per- l'rinting ation or due pcocess. sonoel Craw all three districts. b. DevelOfl for11111t for documentation or due process c. Suunl t to ADE for review 2. 1...,1ement rPVised format a. lnservlce teachers and 1991-92 ~oh~ for tri-district doc1.a11enl - personnel, on use of at ion or due process revised forms RE SPONS re IL I TY 11,,d IU I I ' 11l1111 '" 1. tl , ,, ,, ,r,,111/
,, . , ' ("lid ld1t1 I ------- - I [VALUAl 1011 Oi r!!<:tors arw:1 Assoc iatr llnctlll('nlal ion wi 11 he t ,, n- Directors sistcnl scrvicrs wi 11 l,r provi<IP<I in more ti.nw,h n \'llU f Designated Special Educ- for stu:lents ation Sta(( e ' f.,, u,il P l.1u l'IH'l - t11 ( ,, .ir ) 1,..011 ~1 \ J,t1n,1Llt llin,. lors - lri-lrslr11l ,''11 . 111111"1111.I i,,M I : .l1uh:vtluv jL,
~111u11 l!~r
wn I 11,r_ ~t-'~"~~ w!._!_h _ I,~_ ~~Jdcnc!_ hand_~~:_ ______ _ STRATEGIES/ BEGJIIIIING COHPLET ION OBJECTI V[S ACTIVIT ICS OAT[ OAT COSTS I. iwRln plarni"R process Conduct OHds asses5fflef'I 1989-90 ~oing !To be deter- -rrovi<le awopriate pro- Select II school site (!: School year 111ined. for VI, lll,HI, & SfD stuin I!
Use o{ local, gr- for the following: Share speclallsts re- state, and a. Visual l""'9ired quired to wet needs of I edera l fonds students VI, 111,'HI, ird SfD b. IIP11rlng i.mp,iired c. l'lJlti-handicapped Identify and cOllblne ex-d. Seriously flnotionaily istlng resources avail- Disturbed able Purchase needed re-sources and -terlals Provide speciallted training for staff Rec.ru I tM!nt and 111!1:tin: of perSOlllll and/or ser-vice providers 2. l"l'lf'fl1l'nt pr~rmis for thf Strategies and activities 1990-91 arP11s lis ed above. to bP deter111lned by lmividual fducalion rlans (IFP's) , c ,,, r ,-, ,d,r, - , .. , , ,, .,,,,, , .. I" l I ,t I I, 1, .. ---- ------------ - -- RESPONSIBlllTt I [l.t.LUATIOII Directors and Associate Expandt and i"l'rovE'i ~" IJlrectors of Tri- IJi.stric.t to low incidence hanrli<.a rvicr 5 pped slu:lents. Services will be more co st crfective I I I . I I I Ill /I i, ,it 1111 If 11111111 - tt1 l . f f)q I I "
,,,,,,,,r/f.,, I'" i.d ld11r . it 1111 f 1 IJ . t I I' I ,111 LIJr)J-lj\J ( (, 1,
f' ,-.ut1 ,'e\1mn, d,1,, UtH:.1...L~C!> - J1.1.-iJJ,lr1<.. l'- 1,,,., . lv wU1l,ornt, slall_clcvdo)'lll 1_f(o!:_l~!_l,l _aj_l ':'':l.""-ls or ~ _a_l _!hk,tlirn~: __ ----------- ------- . - - .- I STRATCGl[S/ OBJCCTIYES ACTIVITIES I To sl...,re cost or arntlt..'Ylt..~ Re~rr~entative~ (rc,n three to inservlce teachers (J districts 111eet at spPCified ti.mes to deter-mine needs and select con-sultants ' 2. lnservlce central off Ice Develop lnst..-t to staff conduct needs assess-inent .Select teacher Cont- 111itlee 3 lnservice special teachrrs Develop various lnservice on special education, cur- progr,w needs, i.e. due riculum, ard reconmended process
lsSUI!! of nanrity teaching techniques, mater overrepresentetion
re-ials, etc. gular school/progra11 modifications
screening I 8CINIIING CIJ1Pl T I ON DATE DATE 9/89 (),going 9/89 Olgoing 8/89 Olgoing i --------- COSTS RESPONS 181 ll TY $10,000 OirKtor ard Associate Directors O:insultMtS Substitutes Fulaskl County Rkatiaal Teachers Cooperative l'llterlals/ ADE 5twlles f'rinting Stipends I ----- -- ---- ['IAlVAi 1011 \Ji 11 have a cc,mprehc1 '" i \ ' fl' tri-district staff d c-~eln1r:,c11t progr.rns I ,.,, e . . ''" , ,,,,,
r. '' ' ' " ' ' l'l .111 l'W'l - 'ffJ ' , . ,, J 1,, I I f,' "" JI, ... ,, .. ,,\ , 1,1,, l1ir,1 l11r - 1,,t.-1 I Hit ll11s ' , <,,, , 1 J_ fu l:.11!.UCc Ciflli.Ly .u1 rcvn::.u1Laliu11 ul-1,LK,k, nlillcs .i..u ~~!.Lt:!!11L
oli1111 tl1rou1,
li
o u11,rdK11sivc c. laJJ.1J, 11, 111111w :,t ( !If I I JIii f" . ' .. I I ,I I"" I ' I fr<ll(""' nnl llM lrar11111.11, <,11ler. STRATEGICS/ OBJECTIVES BEGINIIING ACTIYITl(S OAH I. rrovide insPrvi cf' llu,t ... l)pypfop trainil'llt centPr 1989-90 r nc u,
es on tc..chPr l1Ph.lvio for rf'gul11r teachers ex low.1rd a di~proportion or periencing problons in minority st,dents ~y mderstanding and teach hlitek mnl es in spec i.11 ing hlack 11111ies a11d educ., ti on . other dlinori ty students Identify teachers with high referral rates of black Mies to special education Schedule lnservic.e Ar r:.nge substitutes for rrgular teachers Prov ide in"crvice thitt rocuses on: llehav I or lllOd if i e11ti on for teacher behavior l'rO'rid oioort1.11i t lt>s ,or teachers to know, accl'pl and 1tili7.c nfonn:tt ion regi.rding lParnln& styles, lan-g .,.e/di11lec t , stu:mt ways of cettti,i:
/bc-havinr,, ,alue systen. C~PlCTION DATE COSTS !l,goi11P, U 25, 000-Per- :::>iPI IJ 20.000 ~t-rrials/ 9oJl..ies --- ----- -- - - -- ll[SPOffSIBll I TY Ill rec tor - ~Jf'C i :t I Fduc. SUJiervisor!<
/(11ordlnators of Special .du<...aliun Principals Supervisors - Spec . Emr. sos Director - Spec. fttoc . Learning C:,,ntl'r Staff I i I ('/f.L!JIIT 10 II Improve im:tn other sludrnls llrcrr.1se i11 t,:lucation re h ,rr:ils to "1n:. J Rates of dis111i s,
al or 1,1,,ck males/other" tu,lr11ls 1,icr .,~, - [I crt>.,,
c i 11 d i sc. i l' li 11E rrirrr, I 2 r ,.,.,,., 1 1 1 " 101 ttJ , ,. ,, } 1 '" '""" I""\ ol,lr UHL'\.lVl:. kl II fl1lll11, I,,,., I I. _Co11JIIMIC'll_lu111_. ,_ - S TRATCGICS/ OBJCCTIYCS ACTIVITIES Arf,ly skills at cente, with student Retum to school H:>n4 tor teacher effectiveness rrovlde inte11slve intrr- - Apply appropriate disciplinary interventions pre-referral interven-for: lions StudPOts whose social and emotional bPmvior l'rovide training: 5/88 makr it difficult to Curriculuw based advance ac.-.lEJ11icalty
IISSl'S9111!0l: I.inking Assessnient to Sturfents who show slow Classr00111 Strategies JV1tterns of develo,,ent which 111ay proctuce er- Identify regular lam- 7/89 roneous trst scores. ers for training rrovide training that 8/89 focuses on ch11nges in ln,.
tructional tech-Ii- <JU('S to m.1tch student!! <'perienc:es h.~111,1te how rnateriol"' r ')/89 in,
trur.tions 11re pee-smtcd to students 11111 , .. - - ll[GINNING COl1Pl ET I ON DATE OAr[ COSTS 5/88 $550 ~oing 25 teachers ~oir~ l~x~ Onguir~ 111, ,,0(11111,11111 I" l'ri. 1 ,,,,/\,. 1 ct ii 1,lu, ---- R[SPOIISIBILITY Rrgular Teacher,-
Regular Teachers Supervisors/Principals ~ular Teachers Principals Central Office Staff Psychological f.,.
w,,iners I I I I I [ '/Al UAT
011 ------------- Expandf'd and imtrovd te.1<..hi ,, skills Reduct, rrf <'rn.t Is for ni n-1 i t students lo SJIE--c.ial fluc.,,li,,, 11, 11111111,,
1 1Jf, I II', I r,.,11,.,1 l'l.111 l'f~'J 1M) '' '') ""\Un 1'1\1u1n,1f,l,, IJJ.CC~lJ[ - J ,lo.II, ,L1llhi, 11, I I . I. II f Ill I 1 1 , , , ,. ' - I'' 1'11, p,,n/Art '.-)"'Id id1 'I 1 (,.,.,, - l~w1LJJ11J1.,j_tlwd.J\.:L _ _ - - - ----. --------- --- - - -------------- ------ STRAHGl[S/ BEGINNING COHPI ( TI0N OBJECTIVES ACT I YIT I (S OAT[ OAT[ COSTS R[SP0NSIBILI TY ['/AlUA
I Check for miss/1111trl-P. Ohgoi~ or student skills/ <IPrici ts/teaching approaches lls~s why students Ohgoing l11111rove stude nt perf ll""'111Cfc are not -stering materials lt>nitor stwent act-ivities over long in tervals to identify breablolms in the learning process tbnitor tPacher ef- (),going rectiveness - do stu dents uroerstand the task7 l'rnvide nunerous met <Jngoing hods of assessing ..n,t students have I ,'l 100 P.ulc ,ut Pacl11~ion.1r O,going t\lterials $500 a~lrs r r students not IParnl~ l.11ek of lnstructin~ wck of prerf'q1isl lrs for aa,..dsitim fa- ml 5ti.l1s I 1\11,,11 ,tl 1'1.,n l'lk' L 'HJ r,, . ., ) 1',, .on ,,,. p.p,,n\1l, lt I J 1rcLl ,r - l , t , llt H1lll11o.
!,o ., 1 J , __ w11~i11\K'\l _Nu,~icr_ I _ - __ -- _______________ _ STRAHGIES/ BEGINNING OBJECTIVES ACTIVITIES DAT[ Soci~l (11Ctors - Schools allerded Allerxlance Support systf'III Pre-school instru- ~ion J. l'rovlde inservice that Provide T lnservice 10/89 focuses on teacher behirrior Review literature ..t toward a disproportion o[ research regardl~ 111inodty students epclally teacher eapectatlons black -1es in special for inorlty students educ.a tion . especially black IRlfs Provide tralnh~ Application of train-ing by lPechers ObsPrve/provide feed-liack lo teechers l'tmi tor te111:her beha, - ior on an ongoing t.,sis 1' , 1 '' , I CONPl ll I OH DATE COSTS Ongoing ~oir~ $5,400 111 JI I ' II I 111 I II 11111 , .. I',, ,.,, .. ,. 1 r.,, ., i .d f d11 ---- ------ - - -- RESPONSIBILITY ['/Al UAT I 011 Special f.rlucation C"mtral lncreasP studenl/ll'ac. Office St.arf lnterectlons lligher expectations r lnt'r-ovr-d instruct ion ilLhi('Vrtnelll . . , I I 1 I I hn or sll~,1~ r.,, ,,,11 1'1.tn l'J~ 1 l-f)ft ff ir) ,,, "" ..... ,,,on\ ,l,lr 11i .. -d .. , - r.- I 11, n,11111- 1,., .. I . I. y1n11.11-J __ Nunl
., __ I - STRATCGIH/ OBJECTIY[S ACTIVITIES , .. fnsurf' the- fol lowing: a . rrovi,IP COftlll'mfflSive Assisi black "'-"les in assessments and <fuwu
~ developing adaptive skil~ b. rrovide short-te1"111 interwntions such 11s group flctivlties to strengthen social bur act ion skills without changing student's 1155 ig1111ents c. 1..-,ll'ffll!nt Extended Plac-nt services In s diagnostic cl11ssr00111. Pl11eement to be review ed each senester. d . Develop Parent OJ,prmt (I) lrtanat.i~ System (2) Behavior tlmaganent Ski 11 s (J) Advocacy Training for U..ildren (4) lnfonnalion Center e. ldl'nt Hy and coordinat, cm111Jni ty resources BFGINNING DATE 9/89 9/89 9/89 11 1,1 I I 11, I' ,,,.,. ' I" , . ' '," , .. , ,., ' I" I ,.ii I ,hi I' I - ---- - -- ----- -- -------- ---- COHPLCTION DAT COSTS R(SPONSIBIL IJY I ['/t,LUAT ICII Clhgoing Regular Teachf'n
l"t'rove ,
tuclent acacl<:: ,ic rsychol~lcal t.x.wniners per(orma11ce Socinl Worker Olgolng rsychologist lnc:reast: in student al ln...t.~, IL' 0-.going Increase parent involH:rnent advocacy Olgoing SyslA11Wide e(hct iv<' rnnrls-ino
ervice on ... '"""'' f'l.1n l'IJ.i' - o (f, .p) I', . 1111 r,potw, ,l,lr IJlcc1.lvr _ I . \<'I I tl,l 1111, I,,,,, I 1 . ......J..oui.JJ.rut.'\l..lurllx.t_l _ . ____ ------ OBJECTIVES S TRA HG I [ S/ ACT IVITl[S r. Haint:iin lrAnsitional services lo regular c lltssf's throu.J, liaison s~rl services g. Dl!veh./adapt uterlals aro disseminate to la:.al schools s. fnsure lncrr11sed equity Conduct the following in- In in:o
truc:tional method- :wrvlces: olo~y through a c....,ret-i a. Learni~ Strategies sive starr developnent program b. Laubach Reading c. n:sA d. Peer Tutoring r J. fnsure incrrased equity i, a. fohke adaptations/modi-instn.: t ional fflf'thodology ricallons o( curri-throu!( h part ic lp,,tion in cul1J11 ror regular regular classes classes b. Identify eHective in- ~tructional techniques lrarni~ styles, tea-chi11g styles - - B[GUINING CIJ4rl[ r I OH OAT[ OAfE COSTS 1/90 n.going 4/90 ~oi~ Olgoing 1990-92 $ 750 $ 500 $5,t,()() $ 200 $2,000 $ JOO ---- RESPONSIBILITY <:entral OH ice Starr Social Worker Special Teachers Director and Special t.iluc.ation Supervison
I I I I I . 'I I .. . 1. 11 1,1, I 11 ---- --- ['IALUAT 1011 OPcrf',,si~ rf'rrrral~ nr hi
, males and othtr minnril\ st <.lcnts to spcciill lU<.,,tion Increased applic:ition ors in regular classes " lucrrased stU<knt-lca, hrr inler:1ctio11s " kedtK.r- th<- mr,rllf'r or s !tli 1 ,.,11, .. 1 out or rcRular Lias I I 9 1 11111111 ,. ,., ,,,,, 11,,11 , ..
,,,iu.il f'l.u, l''H'' 'NI {f,,ir) 111 ,1 111,1,1111111111, - I"' f,,.~.nn Pr
a1tm!d,l,, lhr~<..l<r l :, lt II, ~\,ttf11c
,,,,,,111 ,'I\,,, 1,_4 1 d Id l,idl : Z~ ..Hcl.iite._autl_CJIW,,J Ll~: 11,.,,11L,1.i11,r. _~y~l~m l!' 6,,11!('_1" dat
1_J 11r _~u1d1_._li111, ., lo111
il,.1111l __ ~l_!'l_y of ~'1"~ i :!l_l_<h "'"" 1 11d,111-,. _ - STRAHGlS/ BEGINNING COHPLCTION OBJCCTIYCS ACT I Vil l(S OAT[ OAT( I. Rf'fint' ~fl(' IIW>flitori~ and I. 1-t>ni toring is c"1letw Ongoing Ongoing t'valuat1on process in the on a bi-monthly basis. Oistrict. A s1fflllllry report is pro vided to the building principals. Correctivt' act Pon fonlS are pro-vided to en"ure con-tlnued C<lllpliance of due process by the District. 2. To l'11gagt> in data collf'C- 2. c.ar.,lle special educe- ~oh~ ()igoing t ion for a l~I tudinnl lion enrolt.nt includ-sb1~ of placm1ent prac- ing race, se, etc. 8f1d tices in the District. 1110nitor on a regular bas ls. Data ls re-viewed by the associalE superlntendl'nt. Specific schools are tar:geted if probl-ar- c identified by stafl. llulldi~ principals an their staff 11Ust deve-lop action plans to re lllf>diate deficienciPs identlfiet.l by Cl'ntr11I OH ice. These pain,
nre moni tor:ed by C.ent.rn Off ice staff. - ----- COSTS A(SPONSIBILI TY l Software <'.ent r11 I or f ice S!,'CC i a I $1,000 Muc11tion Starr Consultants $1,000 rol"IIIS $2,000 Professional Growth $1,000 Hilterials $3,000 Director - Special rducation --------- -- ( '/Al UA Tl 011 Rcvirw a,
an 011-1,(oi:, all rulr~, rr ~111,,t i: pol icir,
1 a,wt pr,ic t ,. llistrict s Spt>Cial _F~ ir lfl< lucal i ,
mrl r<:gular educatir ,n rro ... .. , f'rert'ff'rral intervc11 : ionc
: :t 4:-rconn~ I. ni1nl ~ I' ,,frrral utilizrd ~ schnol I- ~,ch schoo has or-r,., ~Prv il.e tt',"WIIS. rrcr intervcnt ions .rre d~ i1,,1l('<i l'l prcvrnt iMpprnpriat o rrf, ,-
rl
a,: well i'IS roc11~ "" ,: ilt,,rn. : a.,, instructinoal ~d,nnl's 11pil proP.r.--1 '" I .. . 'l ~rni '- " le ,T act ivrly ~rt iLit~,t, c:: Ill 1 i suring appr:opr-i.rll' r t fr,r
,I ,. , ... ,.., ., I ,. I.,,, I '1'1'1 1)(J , ,. I, ) I',.,,,,, Pil''"'\,1,J., IJUlllVl J~llU H,ttlu, (,,,,,I J,__IJISll[UlVllY-1t ~t11.L1,,I hk.:iliu11 ~!:idtk.i11~ _ll1t <~'!'!:tlJ.!:C'~c-1!_1,,,t1n11 111 oni1111,j_l_y ~_lu<l!!'l.~_e11r-,ll11l _i_!J~n,
:"'
,,, 1tH 1111 11111 l1, , ..
, ... ,, , '"' I 1 t I ti ld11 STRATCGl(S/ B(GINNING OBJECTIY(S ACTIYIJl(S DA1 I. rrovirlr 11,
sisl:incp in re- I. Schroult> stafr ~velop-- Oigoing ducinR the ovc-rrepresrnta- m111t on the followi~: t ion or minority st,a.ll!nts a. Current legislation (),going in special educ:11tion. anti litigation b. Eligibility criteri1 f6r special~ and related service: c. Current trends ln asses--.t d. Non-biased _ :ut ~ing e. Translation of test data Into appco-pri11te c11rricul1J11 and instruction ~oing f. Ada1,tive Behavior A,
ses--,t ~oh~ g. Curricultn Based Asses--.t Olgoing I. llflply llfl>l"opriate pre-rererral interventions Olgoing II. Rt>view c~ts of O.,
:oing I it tie Rock School 0is-lrict delivt>ry sy~tem a. Policies and ProcP-b. dures "PJ>r:aisal QJia, 0rg11niz.ttional structure c. f.urricult.111 d. Service delivery mn ~ - --- CCJ4Pl Tl ON DATE COSTS R(SPONSIBILITY 0-.going $2S,001 over-I l>i rec tor or Srl('C I a I all cost: Eilucat ion Suj)('rvisors Olgoing lnservice 1tver91te cost per type- llr. Al Sullivan $1,000 X 7 Slate DeJJRrlft>nl of sessions 7S fducatlon - Sprcial teachers F.ducation $2,000 prinl!( 1991 11111tlers
C.onsultants $2,000 consultants 1991 $],000 1991 Olgoing Central Offict> Sta(( '' i I I I ----- --- --- E'/1\lUATI0II ll"flrovr c
I: i I I c
in ut rrr 1rra I pl:ic.unrnl p i Ii, in. t. r- Nlur Decrrase in reforral students lo sprcial llr'Lrr:ic
r in ,
,jc
cl:,~c
minority c
lulenlc
/ls lncrr:,c
rt) lu1owl"'l1:r cess mI :ii,,i-opri
itt> hw:r:ic
NI k1N11.lh:c-hiu... atiun l'r0Rr
w11,
., or mirY~llV E<:lucali 11 j r i ( ,11 Ir . o,f tn, .. :ic .. ,, I' I nr """ I pru.:r "' r 111
: of I ( I rrl l'rtY_< 1rf < t.,, ,,,ti f' l.tn I 1JW-'JO ( t, ,tr) I', ,.on Rl',l)On.1Ll1: - llircctoi's ::-T, i-lli~trrcts c
o,,1 . Jll....mlii.!!!~-!l'l~'rl [or llK tri-<li,tdLl assr,_.nl L< 1111 ill<'t>, OBJECTIVES I. rarticip,te In a tridlstrict asses,
riw,nt committee vith a plallnf'd 11gen:la an:! stated dire::t.ia,. STRAHGIES/ ACTIVITIES BEGlfllllNG DATE Det<"rt11lne agenda llffli~ O>going lst11blish consistency In &l'eas or assessment: O>going -scree1d~ -evalunllon lnst1U11ents -eligibility Cl'iteria -review eKlsting assess- Olgoing ment lnst~ts -identtry .-- assessment inst~ts end purclvlse roe rteld test-ing O>going -exJWld i:-in:haslng based on data secured frooi field testing :111 I I , ,.
. , II 11'11 I 11,1 C~PLETION OATE O>going Oigoing O>goiOR Olgoing COSTS $10,000 Consultants "'1terials/ Su(,plies Printing Cooperative Pun.haslng 11" ( Ill I I' 1111, 11 - ' 1 , .1 ., . ,,,1111/l~.t : I"' 1.d I. I 111 RE SPONS I BI ll TY EVAlUA IION Cllrecton - Special file. Consi~tt>ncy lo'ithin anti a . c,~< tri-district bou,r .. ,r iPs l:tH1.h-- u-iners out the assessment prOLec ''. Coordinators . .. r,.,,.,,il l'l .,n J'IH')-'ft) ff ,irJ I' , ., ,.,, r', -..pon\ ii, 1,, I Ju 1'(_ t,,r - L I, J Ii H11 I 111 . l,0,1 I I. (1111l 1111 <I _lhn~, J STRAHGIES/ OBJECT IVES ACT IVIT ICS " rarP11t i l'lllOl vt'ffll'nt {. r
irent t'ducat ion Seninar - Special fduc.atlon ' 2. To rf'duce by ten percf'flt Resrarch-Longitudlnal Study over II fl~ yt>ar period a. Pilot Progr in tar-the nunber of 111inority stu geted schools utiliz-dent~ enrolled in speci(ic ing various strategle. learning diS11bled rqulalim h. Use e(fective slrate Current Percenta~e: gies district vlde Al:tek 70% \.'hi te JU% J. To reduce 0\/t'r a n~ year a. Use as its base of period by twenty percent operation federal, the 1ttmlJPr of students en- M. 94-142 and State rolled in mentally retard- Arkans11s Act 102, rd llnd spec>eh i ,,.,a i red legisl
itlons. Clear population. WP II wr i llen ,-oUcle
hffve been erutli<lul to provide sati,fa:- tory as~urnnce thllt 1,ulicies, procedures and progr111RS ~t.llHH, l'd and idninlsla'at Iv the district shall tr an
i.-
t.mt with the rro-vi~ ia11 of fllkal 111I stale l!Rmtes. ,. . ,,., ...'.e ,,,,, ..- .,: . - ------- BEGIIINING C011PlT 1011 OAT( OAT COSTS 9/87 1993-94 9/87 1993-94 I I I I 1 11 4 , 11 1 11 ,d - 1 , I I,,,,, 1, /1.r I'"' 1 , I l,J, 11 11 - --- - ---- -- - RCSPONSIBlll lY Director or Sfll'C ia l tiluc.ation Supervisors Principals --- lnnR i tudin.\l sturlir-
wi 11 ii,~ithat sveci~l MlA.iltiott nment will rrflct.t distriLt' al poi,ul
it ion. cate roll raci Special &tucation lbdns Division of School Personnel Supervisors Mh(, or m rrpr I rence wil I r<"luc Ee the Ir rvnt i sc l:1ss H ic
,t ion ~,.i "" r - e-
r11tntio:1. , , '"'II I' I Ill l ' IHl J- 'I( J ,., . , , 1,11 fJ ,,, 1u,f1 , 11,1 ,, IHnLllJ[ f,,,d 1 _J ._ ( AUii IHllf'd ,,,, ,. r t OBJ[CT IV[S ( Y, ,II I L, Ldl" tL,t thi , I I , IHI I 11111 I Ill "C1111 I 11 1 11. I"' I t , . I , , I 1 1 , I I, 11 1 1, 111 --------- ---- -------- - - ---- - - - -------- ------ STRATEGICS/ ACTI VI TICS b. Rl"ViPII the rderrnl, evnlu~l ion, 1md pl!OCf'l!lellt dl'Ci~iOfl!'
maclP ht the f.duca- Lion H,magernent Te11111. ~ c. . fblltor the proces! and all due proces! folders in eac.h school. BCG 111111 IIG CONl'll TION DAT[ OAT[ 9/81, 0,6oing 9/84 Olgoing COSTS R[SPOW
18 ll I l 1 [ "llllUA l (IJ:t ~(W'Ci.11 lihic.,,t ion f"fTll.r.1! Pl:lloM'nl .tc-ci~ion "'"' ,, , - Of[ice Start
tiot1nl pl,,n,
1.ill t, h,~v:
i ovrr.1 I l caupn hcn!i ! \ <' ,"IS!-=' m.,nt s. . . , /In npprec.iable <lrc.lin<' int.orrcc. tivc action proc..lures. .... , 11 I ,,,, 1 I Ill 1 II., ' H 1 ( , , , , 1 ,,. , .. ,,. .i.1,. lli, ,, ,.,, r ,. 11, 1111 ,,., .. ,, .,., ,, In 111111, 1 1r11ty Ill 1 .,11 1111 , .. . , . ,I f,h . ,, .... , 1,01.r,m-._._ OBJ{( fl Y( S I . lh~11rr f"'!jr I , ... ,tr rr.,rr<: rnt 111 '"" 0 wrl l r,I j f jf'd minority <:prri:,I "'hiral ion tP11<.1lf'rs. SlllAl((
l(S/ A(! I Y 111 l S Rrcrui t
nJ ""flloy 111inor- 7/R9 ity tr.-:ht-rs in c.rlHie, 11rP.15 of: Hildly h11n,Ucarped b. IIP.1rl~ iirffl c. ,..r11tly/s-rI lunlita(Pd d. Sr-ch i.lllpl I red e. Vi :o
ua II y i.lllpl i rf'd F.xpw,d st11U ~lop:lfflt ..-.tivilles: a. r11rtl'll'rshlp with sl11t col lPgPS an-I unlYP.rsitles for tr11inl111t int rrtraini~ of tP..achl'rs. b. See Sttwlent lflmti fic tion Mid rlace lnl?f'tt 1111d ln:o.truc-l ioml ~IPthodolQfty for other stnrr de-YPl,._...t IICl ivi ties. 8/89 llrGINIIINf. OAT[ (.(lf4rt f T ION DAI 19"1-94 COSlS $7,000 $4,000 Tuition 111 , , 11,ott .,, I I 111 1 I I f ,, I' 1111/ I I J"' f I I I, RFSP0ll',1811111 t,lrPCtor:o.: rrr:o
onnrl Stlf'Ci:11 f,hirnt inn s,."'rvl<:or~- ~'(.i:1f-. fducation l'rofessor:o., S(,rci11l .duc.atlon Orp
lrlllll'fll Cenlr11l O(Cice ~tnff 1 1AIII~ Pre p1H t1on nf M1nor1ty s,,ec 1dl EduL"at 10n TeJchcr s w1 l l mirror ropnrtion of m1nor1ty teachers d1str1ct w1,lc , Ml I I 'I I ,,. j 1ft I 1'111 JI. f111 ,.,,1 I l'l,111 ~'1"' '.XI ( , ... . I J, ro,i ''''\Jtt1n -. d1J,. 1,
rt.1.liu - I .f, Iii t~1tllii . l,11,11 : _ J ,__ IU_!'!l'Ulr_~u1,r.,v1 d 111,1l1ly!11l f>Jllily i11 ""'l.'rl_,1l,
__ ,1~ ..:"~1li< ~ 11 n, i_dI In li:111iL ,IJ1"'J ~li,l<'lll<:, ____ ti f llf f H td I I , I l , 9 r 1111 / /,r I ' ... \ 1 , 11 I di 1 I -- . -- ------------ - . -- . .. . . - - S TIIAT(Gl[S/ BGHltllNG I C~PlTI0N I 0BJCCTIYES ACTI YI TIES OAT[ DAI[ cosrs RESP0US 18 I LI fl ['/AlUAfl'JII I. SJ><"Ci.11 e<luc11tion tt'~ln,, it. lrlmtify a Sllf'Cllll 9/87 0-.golng Notte Director - Sf>t'ci11I fduc. f.->eh c 111:0:!Sroom ,. i 11 '...' 111 .,
- wi 11 dmw>nstrate systfflt- Khcallon com,ittee 11tic11lly that hi1th Q'lllLit) represmlati~ or the r~,t<' a11rl ,,pf'rOf>r iatt r.nl( effect Ive sprr I instruc total special educall0< <
UJ>1>li1!
lion is helng tovidPd starr to assist In the lhr~h the u~e or varil'd sf'lecUon or appro-innovative, and 11ppro- priate 11111lerlals and prlate IMledals and supplies supplies. b. Schedule "Material fllir ror Starr using local, "~oh~ $120,000 Supervisors Improve quality of in,
truc. l i ,,., sti1te, and nationally known vendors c . lrlmti(y 11111terials/ J/88 O>going Special .ducat ion supplies, etc. that mi Colr.1i l tee hlls ic lo resource, Itinerant and special clas srOOIIIS d. ldmti(y IMlerials/ 10/89 Olgoing Special fducalion Sllfllll les needed to im- Galmittee prove/enhance the quality or instruction ldrntirierl in slwent!S lf.r' S e. ~bnl tor select ion/use Olgolng O)Roing Principals o{ materials/supplies Supervisors I I I I I\, r ,, t I I I ltl 1 't J.1 '1 1HI f, ,,,, JJ, , 111,n ,t,1,- Utcu .. lul f,,,a I : J. WIILIJIUl:U. lluJru j ', . , i L:,Ldl H,11hi . II 11'1' I -------- --,---------------------- ------ -----. --------- (()11Pl CT ION _ _ I OBJ[C Tl V(S STRAHGICS/ AC TIVI Tl [S B(Gtrl!IING OAT f. Act ivitiP:<: to focui
(),going 011 current trerI~ of new materials/S4l~U'! g. Schedule sharing Olgolng t~ for effectiw and imovative use of nwterlals/ rql)liec
h. Adaptations/iaodifl- Olgoing cations of terials supplies/ equ I l,IM!l l OAT[ ~ . RlSPOll~lllll llY (),going $J,OOO Olgoing Olgoing $2,000 Soperv i i
or s llirKtor Teachers Teachers C I II I I ' I ti I" , .. I I I , . , ' I I H 1 I '1 I, I, I I I ti lnfol'1JW'<.I n11.artli11g n,,t i,1.11 trrnds Availahility of new materials and supplies -- ' -- vr. Budget Summary - Little Rock School District 1989-90 Funds derived from local. state, and federal sources. STUDENT !DENT!FICATION ANO PLACEMENT Staff Development Training Sub-Total Staff Recruitment Activities Tuition Sub-Total Instructional Methodology Learning Strategies (30 teachers) Laubach Reading TESA Training (30 teachers) Peer Tutoring Modifications/Adaptations of Materials Learning Styles Test Data Sub-Total Materials and Supplies Basic Materials/Supplies New Materials Adaptations/Modifications Sub-Total Monitoring and E'valua!ion Learning Center Sub- Tota 1 G~A~ID 707 AL s 5 s s S 25,500.00 S 25,500.00 $ 7,000.00 4,000.00 $ 11 .000.00 s 750.00 500,00 5,400.00 200,00 2,000.00 300.00 3,000.00 s 12,150.00 120,000.00 3,000.00 2,000.00 125,000.00 10,000,00 149,000.00 159,000.00 332,650.00 VI. Budget Summary - Tri-District 1989-90 1. Recruitment Activities 2. Assessment 3. Uniform System (Due Process) 4. staff Development 5. Programs - Low Incidence TOTAL 12,000 10,000 30,000 10,000 (undetermined) $ 62,000 Plan l'J8'J - l'J94 (Yfar) Respons1bl1>.,....,ucac1ona, u,recto~ Annual Person Goal: To imvcu~ drc1cu1.aL1.u11.1v11t"1 J.llllS ot l'CSSD, LRSIJ, .incl N/.1/SIJ OBJECTIVES 'l'o 1mprovf! drticulation ot VO<.:d t j Ulld J progrdms. Jm1Jrove rcc1uitment uf students i11to Hetropolitdll Vu-Tech STRATEGIES/ ACTIVITIES At tend edCh other's adviso,y couuci 1 meetings Review course utter i11gs Ot f.,, Opell J/ouscs Student Hroc:l,urcs E:mploymc11t FdiT l'J88 1988 1988 1989 1990 SEGINNING DATE - 1989 - l'J8'.I - 1989 - l'J9V IMPLEMENTATION TIMEL!NE 1 r, i -Sc/Joo! Disc, ictsJ COMPLETION DATE 011going 1989 1989 1990 l'J'JV COSTS - No11c $200 $l5V $l5V Di Vis ~r, ,.,-::~:.(,
' I IJ<"l I t>II Progra,~ vocar 1<>na1 RESPONSIBILITY EVALUATION 1-:ad, Vi.>CdL it111Jl Vi 1c, .. :tu1 ActuJ/ .JI I L'lldJ/h't Vocal ,ou.il 11,,ector.s Comlt..L ioll <>I Act iVlllj Vocdl iolld I lJ1 rec:tuz .s Complt't 1011 "' At:I ivlly Vocal ,onal 1>11cctoc.s Complc.t 1011 "' Ac.t. l VI I 1J Vucdt ion<Jl DilL'L'tOIS Comp I t t i 011 ul A ... t J VI t l) ....... ' J / I 'e I I I I I I I I I I I I I ,_ I I .i IMPLEMENiATION TIMEL!ttE Annual Plan l'J89 - J<J<J4 (Year) 01v1s1on /11-.,1111,1 1011 Person Responsible Vocatio11JI Oj l t..'CCUT!S Program/ Area V~H .,, IUll ,I I Goal: 1'n 1mprovc. cooperdtion amonq voc:c1tional depdrtmcut.s ill PC i, /,HS/I, .. wd NI.HSI>. STRATEGIES/ SEGINNING COMPLETION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPONSIBILITY EVALUATION Conduct meetings Conduct monthly meetings September 12 - Hout H.Jc-/J J>j rec tor w1 l l among vucdtional director, Oc:tobcr 11 Jtte,uJ November 1~ Dcc:embt. r JJ Sl1dre I11fonnation J. Share applicant pool When new courses - None E:ac/1 d J reel or ..,
l1 2. Consult each ot/lcz arise dtlc11<J concerning new course offerings Common Course Desc, iption Review course uftc1ings Ja11udry 1989 f'cbruary l'Jl/9 None !'dc:IJ /)J rt..'<..'lOI" wil 1 and course descriptions 011goi11g attend for difterences I -- GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE THREE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the three districts should meet on a monthly basis to share ideas, concerns, and plans for joint activities. areas of cooperation that will be explored are: Some of the 1. 2. 3. 4. 5. 6. employment for students entering the working world directly after high school, minority scholarships and financial aid, parent education in terms of student opportunities, college recruitment practices and their impact on minority applicants, recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the tri-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The director off the tri-district educational cooperative, with the assistance of the directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial tri-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all three districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the three districts are sent and received in a timely manner. A uniform records transfer system would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. ,. TASK Increa se communications between districts in areas of counseling and testing Employment Fair (Focus on minority employers) Joint inservices for counselors on student related information (black colleges and universities,financial aid, testing, other post secondary opportunities) Joint inservices for counselors on recruitment for AP, advanced classes, magnet schools, speciality programs, athletics and co-curricular activities Joint inservice for teachers on using test results Explore possibility of educational cooperative providing joint test service Explore probability for joint record transfer system RESPONSI Bl LITY Coordinator of Counseling Services Director of Vocational Education Coordinator of Counseling Service Secondary Counselors Vocational Teachers Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Coordinator of Counseling Services Coordinator of Counseling Serv ices cm.lPLETION DATE Ongoing Yearly Ongoing Ongoing Yearly Septemb_er, 1989 September, 1989
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.