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PROPERTY OF O0M LIBRARY RECEIVED M.4R 1 ~ 200! OriiGEGF Little Rock School District Revised Desegregation and Education Plan Compliance Report March 15, 2001 TABLE OF CONTE:\'TS INTRODUCTION ..................................................................................... I\" C0:\1PLIANCE REPORT .................................................................................. 1 I. Good Faith Section 2.1 ............................................................................... 1 Section2.l.l ............................................................................... 3 II. Facultv and Staff III. IV. V. Section 2.2 ................................................................................ 5 Section 2.2.1 ........................................................................... 5 Section 2.2.2 .............................................................................. 7 Section 2.2.3 .............................................................................. 8 Section 2.2.4 ............................................................................... 9 Section 2.2.5 ............................................................................ 9 Section 2.2.6 ............................................................................ 9 Section2.2.7 ........................................................................... 14 Student Assignment Section 2.3 ......................................................................... 15 Section 3.6 ......................................................................... 18 Special Education and Related Programs Section 2.4 ............................... .-.......................................... 20 Discipline Section 2.5 ........................................................................... 24 Section 2.5 .1 ............................................................................ 25 Section 2.5.2 ........................................................................ 25 Section 2.5.3 ......................................................................... 25 Section 2.5.4 .......................................................................... 26 VI. Extracurricular Activities Section 2.6 ......................................................................... 27 Section 2.6.3 ............................................................................... 29 VII. Advanced Placement Courses and the Gifted and Talented Program Section 2.6.1 ........................................................................ 30 Section 2.6.2 ........................................................................ 30 VII. Academic Achievement A. Generally Section 2. 7 ...................................................................... 51 B. Transition to Middle Schools Section 3.4 .................................................................... 66 C. Early Childhood Education Section 5.1 ........................................................................ 72 D. Reading and Language Arts Section 5.2 ...................................................................... 75 Primary Grades Section 5.2.1 ...................................................................... 75 Section 5.2.l(a) ......................................................... 77 Section 5.2.l(b) ......................................................... 77 Section 5.2.l(c) ......................................................... 77 --------------~- Section 5.2.l(d) ........................................ ................. 78 Section 5.2.l(e) ......................................................... 78 Section 5.2.l(f) ................... . ....................... . .............. 79 Section 5 .2.1 (g) ....................... .................................. 79 Section 5.2.1 (h) .................................... : .................... 80 Section 5 .2.1 (i) .......................................................... 80 Section 5.2.l(j) .......................................................... 81 Section 5 .2.1 (k) ......................................................... 90 Section 5 .2.1 (I) .......................................................... 90 Intermediate Grades Section 5.2.2 ..................................................................... 93 Section 5.2.2(a) ......................................................... 94 Section 5.2.2(b) ......................................................... 94 Section 5.2.2(c) .......................................................... 95 Section 5.2.2(d) .......................................................... 95 Section 5.2.2(e) .......................................................... 95 Section 5.2.2() .......................................................... 96 Section 5.2.2(g) ......................................................... 96 Section 5.2.2(h) ........................................................ 102 Secondary Schools E. Section5.2.3 ..................................................................... 105 Section 5.2.3(a) ........................................................ 107 Section 5.2.3(b) ........................................................ 108 Section 5 .2.3( c) ........................................................ 108 Section 5.2.3(d) ........................................................ 109 Section 5.2.3(e) ........................................................ 109 Section 5.2.3() ............................................... ...... : ... 111 Mathematics F. Section 5.3 ...................................................................... 115 Section 5.3.1 ..................................................................... 115 Section 5.3.2 ..................................................................... 125 Section 5.3.3 ..................................................................... 125 Section 5.3.4 ..................................................................... 126 Section 5.3.5 ..................................................................... 129 Computer Literacy G. H. Section 5.4 ....................................................................... 136 Alternative Educational Opportunities Section5.6.l ..................................................................... 145 Program Evaluation IX. Section2.7.l ...................................................................... 148 Parental Involvement Section 2.8 ................................................................................ 149 ii I ~ I I I I I I I I I I X. Equitable Allocation of Resources Section.2.9 ............................................................................ 158 Section 2.10 .......................................................................... 158 XI. Guidance and Counseling Section 2.11 ............................................................................... 160 Section 2.11.1 ......................................................................... 160 Section 5.8 ........................................................................... 162 XII. Cultural Sensitivity Section 2.12 .............................................................................. 163 Section 2.12.1 ............................................................................ 163 Section 2.12.2 ......................................................................... 165 XIII. Compliance Section 2.13 ............................................................................ 166 APPENDIX Resource Allocation Review (Three-year Comparison and 2000-01 Correlation Analysis) Dedicated Millage Projects Proposed Bond Projects iii INTRODUCTIO'.\' The Little Rock School District (hereinafter "LRSD" or "'District") submits this Compliance Report in accordance with Section 11 of the Revised Desegregation and Education Plan ("Revised Plan"). On March 15, 2000, the District filed with the Court an Interim Compliance Report. The purpose of the Interim Compliance Report was to advise the Court, the other parties to this case, and interested persons of the status of the District's efforts to meet its obligations under the Revised Plan and to develop a format for this report. The District asked the parties and other interested persons to provide comments or suggestions with regard to the substance and format of the Interim Compliance Report. It received none. Accordingly, this report will follow a similar format as the Interim Compliance Report. The Interim Compliance Report cataloged the programs, policies and procedures implemented by the District in an effort to comply with the Revised Plan. To avoid duplication, the Interim Compliance Report is hereby incorporated by reference. The programs, policies and procedures implemented by the District and identified in the Interim Compliance Report will not be repeated in this report. Where there is nothing new to report, this report will simply refer the reader to the Interim Compliance Report. This report assumes that the reader is familiar with the Interim Compliance Report. This report will vary in one significant respect from the Interim Compliance Report. The Interim Compliance Report included information related to every substantive section of the Revised Plan. This resulted in some redundancy within that report. This report attempts to avoid this redundancy by focusing on the core obligations contained in Section 2 of the Revised Plan. This report is divided into thirteen sections, each of which correlates to a Section 2 obligation. Other sections of the Revised Plan are discussed along with the underlying Section 2 obligation. Effort has been made to refer the reader to other related sections of the report rather than iv repeating information in multiple sections. A table of contents also has been added to assist readers in finding information based on either subject area or section number. Finally, this report was prepared for the Board of Directors ("Board") by the District's Compliance Committee. However, it reflects the hard work of a large group of dedicated District employees, including administrators, principals, teachers, counselors and other staff members. While that group is too large for individual acknowledgement, their efforts are greatly appreciated and should not go without mention. Thank you. Compliance Committee V COMPLIANCE REPORT I. Good Faith. Section 2.1 LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African-American students, to ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. The Covenant During the term of this Revised Plan, the District attempted to demonstrate its good faith by meeting its plan obligations. As the term of the Revised Plan nears its end, the District sought a means to manifest its good faith commitment for the future. On January 11, 2001, the Board adopted a "Covenant for the Future" (hereinafter "Covenant"). In the Covenant, the Board promised to continue to exercise its best efforts to: improve the academic achievement of all students, comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of the District, and provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending District schools. On January 12, 2001, the District brought together administrators from every school in the District to affirm the Covenant. Participants were presented with the Covenant and then asked to outline strategies to be implemented at their respective schools to fulfill the promises made in the Covenant. Participants were later required to share the Covenant with their Campus Leadership Teams ("CL Ts"). Campus Leadership Teams and Total Quality Management The District's success in fulfilling the promises set forth in the Covenant will in large measure depend on the continued success of the CLTs. The CLT program was at the heart of the District's efforts to meet its obligations under the Revised Plan. Since their formation in 1998, the CL Ts have provided the horsepower driving the District's efforts to improve student achievement. They derive their power from the philosophy of Total Quality Management ("TQM"). TQM stresses four basic principals: continuous improvement, continuous education, customer satisfaction and data-driven decisions. Training in TQM has been a top priority for the District. Training began during the 1998-99 school year. Principals meet monthly for TQM group study sessions. The CL Ts, including principals, and the Cluster Coordinating Committees conduct a monthly-"leadership" meeting. The Cluster Coordinating Committees also meet quarterly. Dr. Terrence Roberts has provided additional professional development to school principals and the CLTs. In October 2000, high school principals and some administrators involved in the TQM initiative attended the National Quality Conference in Raleigh-Durham, North Carolina. All principals have had an opportunity to receive additional TQ
,.,.1 training thro ugh a series of four-day intensive training sessions conducted by the Arkansas Leadership Academy in the summer of 2000. This training has continued during the 2000-01 school year with two-day training sessions in November 2000 and February 2001 and with rigorous "homework" assignments in the interim. During the 1998-99 school year, the District sought to be formally recognized as a quality school district by the Arkansas Quality Award ("AQA"), a non-profit agency formed to provide opportunities for interested organizations in the state to measure their progress toward quality. AQA's team of examiners scrutinized the District using the nationally recognized Malcolm Baldrige National Quality Program criteria. These criteria are considered to be organizational best practices and are the foundation for developing and integrating all processes in an organization's operation. The award criteria are divided into seven categories that reflect the major areas for organizations to develop and improve: Leadership, Strategic Planning, Customer and Market Focus, Information and Analysis, Human Resource Focus, Process Management, and Business Results. There are four quality award levels: Level 1 -- Quality Interest Award: For an organization expressing an interest in adopting and applying quality principles. Recognition is given to any organization completing the basic elements associated with quality awareness and understanding. Level 2 -- Quality Commitment Award: For an organization that has advanced from the knowledge and skills gained from initial steps and has a plan to move the organization toward total quality improvement and has progressed to a point of potential serious commitment. Level 3 -- Quality Achievement Award: For an organization that has demonstrated significant progress in building sound and notable processes through its cornmitme~t and practice of quality principles. Level 4 -- Governor's Quality Award: For an organization which is an outstanding example of a quality organization in the state of Arkansas exhibiting "World Class" processes which serve as a role model for others. In the fall of 1999, the District received the "Quality Interest Award." In the feedback report, the examiners wrote: Overall, this applicant has established a strong initial process to achieve performance excellence . . .. Substantial planning and training have taken place and the organization is clearly committed to the process .... Significantly, the success of this particular organization will be applauded as a success for the organization and for the State as a whole. 2 Motivated by this positive feedback, the District submitted its second application to AQA in the spring of 2000. Last fall, AQA awarded the District the Quality Commitment A\\'ard. The A.QA. provided the following feedback: [T]he applicant has a systematic approach that is responsive to the basic purposes of Leadership, Strategic Planning, Customer and Market Focus, Information and Analysis, Human Resource Focus, Process Management, and Business Results: The early stages of developing trends and obtaining comparative information are evident from the data that are presented .... Work systems are designed to promote cooperation and collaboration by the use of work teams, teacher teams, cluster teams, and Campus Leadership Teams. This applicant's approach to education and training balances both short and longer term goals by providing professional development for certified personnel geared toward successful implementation of new initiatives .... Currently, the District is reviewing AQA's feedback and compiling data in preparation for submitting its application for the "Quality Achievement Award." A quality school district meets the needs of all students. In adopting the CLT program, the District committed itself to providing each school the leadership and autonomy necessary to meet the needs of each school's unique student population. With that autonomy comes a responsibility to ensure the success of each student. The TQM training provided by the District to principals and CL Ts represents an effort to ensure that they are equipped to meet that responsibility. Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the JoshuaIntervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. Dr. Terrence Roberts continues to assist the District in meeting its plan obligations by: Consulting with teachers, counselors, and administrators
Reviewing programs, policies and/or procedures
Identifying areas in need of reshaping and problem solving
Providing methods for maintaining District goals and focus
Aiding in future projections to address the District needs and strategies for improvement
Developing the "Leaming to Cope With Difference" employee training program
Meeting with individuals and groups to rethink and/or affirm their commitment and personal development plan
Working to establish a level of enthusiasm toward personal commitment, growth, and development
and 3 Seeking to formulate the concept that each individual \\ ould be so committed to personal growth that results would be seen District-wide, resulting in the District becoming a positive model for our nation. Likewise, Dr. Steven Ross continues to assist the District in meeting its plan obligations by: Consulting with Department of Planning, Research, and Evaluation ("PRE") and the Director of Federal Programs on the evaluation of Title I programs
Advising PRE staff on school profiles
Planning with PRE regarding program evaluation models
Assisting the Superintendent and PRE in determining appropriate categories of data to present in order to determine whether there has been improvement in student achievement
Reviewing drafts of data reports for program evaluation
Discussing data reports with PRE staff and making suggestions for improvement
Meeting with the Compliance Committee to discuss program evaluation issues
Providing assistance in securing a consultant for outsourcing some program evaluation responsibilities
and Making a presentation to the Board on program evaluation and the formation of a research committee. 4 II. Facultv and Staff. Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Total Administrative Staff The overall percentage of African-American administrative staff increased from 48.86 percent to 50.29 percent from 1998-99 through 2000-01. While the number of African-American administrators has remained relatively constant (86, 84, 86), the number of white administrators has decreased slightly each year (90, 89, 85). There has been no change in the racial composition of assistant and associate superintendents (three African-American and four white/other). Total Administrative Staff Year African-American White/Other Percent A-A* 1998-1999 86 90 48.86% 1999-2000 84 89 48.55% 2000-2001 86 85 50.29% * African-Arnencan will be abbreviated "A-A" where necessary because of space Iurutat1ons. Building Level Administrators The majority of building level administrators continues to be African-American with a slight increase in the percentage of African-American administrators in the 2000-01 school year. In schools with more than one administrator, the District attempts to maintain racial diversity among administrators where practicable and consistent with other legal requirements. Building Level Administrators Year African-American White/Other Percent A-A 1998-1999 55 46 54.5% 1999-2000 55 46 54.5% 2000-2001 57 42 57.6% Section 2.2.1 LRSD shall maintain in place its current policies and practices relating to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. The District continues to aggressively and successfully recruit qualified African-American teachers. From July 1, 2000, through September 1, 2000, there were 198 full-time teachers hired, 42 percent of whom were African-American. As the table below demonstrates, this raised 5 the District 's percentage of African-American teachers to 3 percent, up from 37 percent in the 1997-98 school year. Total District Teachers Year African-American White/Other Percent A-A 1997-1998 704 1205 37% 1998-1999 728 1192 38% 1999-2000 719 1218 37% 2000-2001 757 1208 39% Recruiting and Retaining Teachers The District's success in recruiting and retaining African-American teachers has not been matched by the other school districts in Pulaski County. Twenty-one percent of the Pulaski County Special School District's certfied staff and 18 percent of the North Little Rock School District's certified staff are African-American. Even so, all of the districts are doing a good job in this regard considering that only 8 percent of college graduates in Arkansas are AfricanAmerican. During the 2000-2001 school year, 84 percent of District recruitment binders were issued to African-Americans. Recruitment binders are advanced commitment agreements enabling applicants to be assured of employment. New recruitment and retention strategies being implemented or developed include: Tuition assistance programs for full-time students to complete their undergraduate degree, for full-time students to complete a master's degree and for non-certified employees to obtain an undergraduate degree
The Teachers of Tomorrow Program which provides scholarships to District high school graduates interested in becoming teachers
Waiver of the tenure requirement for tuition reimbursement for African-American teachers willing to complete an additional certification in a critical supply area
and Arkansas New Teacher Mentor Program which partners first year teachers with master teachers. Desegregation of Teaching Staffs The District has also sought to ensure desegregation of the teaching staff at each school. It has measured success in this regard by looking at the number of schools whose percentage of African-American teachers is within plus or minus 15 percentage points (+/-15%) of the overall percentage of African-American teachers at that grade level. As the table below demonstrates, three schools fall outside +/- 15% measure at the elementary level. This is down from seven in 1998-99 school year. At the secondary level, only one school, Metropolitan Career Technical Center, remains outside the +/-15% measure, compared to four schools in the 1998-99 school year. 6 Year 1997-98 1998-99 1999-2000 2000-01 Year 1997-1998 1998-1999 1999-2000 2000-2001 Section 2.2.2 Percentage Of Elementary Schools Within+ / -15% Of Overall ElementanRacial Composition Total Schools Schools Inside Range 36 29 36 29 36 31 36 33 % Of Secondary Schools Within+ / -15% Of Overall Elementary Racial Composition Total Schools Schools Inside Range 15 12 15 11 15 13 15 14 Percent Inside Range 81% 81% 86% 92% Percent Inside Range 80% 73% 87% 93% LRSD shall implement programs, policies and/or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. The District's efforts at increasing the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers have met with modest success. While the percentage of African-Americans in these areas has increased, the increase has been small, as shown in the tables below. Media Specialists Year African-American White/Other Percent A-A 1997 8 44 14% 1998 8 I 43 16% 1999 8 43 16% 2000 9 43 17% 7 Counselors Year African-American White/Other Percent A-A 1997 36 48 43% 1998 39 49 44% 1999 39 49 44% 2000 40 49 45% Core Secondary Year African-American White/Other Percent A-A 1997 156 230 40% 1998 179 227 44% 1999 189 249 43% 2000 206 259 44% Earlv Childhood Year African-American White/Other Percent A-A 1997 40 104 28% 1998 47 116 29% 1999 47 109 30% 2000 46 107 30% Primary Grade Teachers Year African-American White/Other Percent A-A 1997 94 186 34% 1998 92 180 34% 1999 92 198 32% 2000 105 197 35% Section 2.2.3 LRSD shall establish a uniform salary schedule for all positions within the District, including a salary range for director and associate and assistant superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. See Interim Compliance Report filed March 15, 2000. 8 L Section 2.2.4 LRSD shall implement a policy for the centralized hidng and assignment of teachers b) the LRSD Human Resources Department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection by a school principal. See Interim Compliance Report filed March 15, 2000. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying District employees of open positions. Over the last three years, between 62 percent and 71 percent of administrative positions have been filled by promoting existing District employees. The percentage of African-Americans promoted has roughly mirrored the percentage of African-Americans in the District as a whole. Administrative Positions Filled Via Promotion Year Vacancies Promotions Percent Promotions 1998-99 15 10 67% 1999-00 1.7 12 71% 2000-01 13 8 62% Section 2.2.6 LRSD shall implement programs, policies and /or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. The District decided not to require involuntary transfers in order to meet this obligation. Rather, the District compiled data on each school's average years of teaching experience, percentage of teachers with advanced degrees and percentage of teachers with a master's degree and nine or more years of experience. These data are provided in the tables below. Principals were expected to take this information into account when making hiring recommendations. Average Years of Experience The average length of service of teachers by school ranges from 6.65 years (Baseline) to 16.74 (McDermott) in the elementary schools
6.95 years (Mabelvale) to 12.96 years (Henderson) in the middle schools
and 7.9 years (McClellan) to 13.96 years (Parkview) in the high schools. 9 Average Years of Experience Elementarv School 1998-99 1999-2000 2000-01 Badgett 11.63 10.26 8.29 Bale 11.88 12.24 10.81 Baseline 10.52 9.29 6.65 Booker 14.29 13.04 12.62 Brady 11.38 11.54 12. 71 Carver 10.85 10.10 10.12 Cloverdale 12.96 12.70 12.32 Charter NIA NIA 3.00 Chicot 11.69 10.00 9.07 Dodd 8.77 8.94 8.05 Fair Park 16.00 17.16 14.89 Franklin 10.30 8.73 10.00 Forest Park 12.44 10.95 9.95 Fulbright 15.51 13.60 13.64 Garland 9.50 Closed Closed Geyer Springs 10.60 10.47 11.36 Gibbs 12.25 12.45 12.52 Jefferson 15.06 15.42 14.08 King 11.40 11.97 10.95 McDermott 16.25 17.32 16.74 Meadowc!iff 14.80 12.95 14.68 Mitchell 7.63 6.77 7.38 Mabel vale 11.06 11.25 11 .23 Otter Creek 12.28 11.44 9.21 Pulaski Heights 10.72 11.35 9.41 Rightsell 11.33 11.04 7.38 Rockefeller 9.86 9.76 10.19 Romine 15.29 14.37 15.92 Stephens Closed Closed 6.85 Terry 13.23 11.71 12.79 Wakefield 15.80 15.17 15.61 Washington 10.47 9.32 9.31 Watson 10.39 9.95 9.45 Western Hills 14.77 13.35 12.50 Williams 16.51 16.09 14.79 Wilson 13.70 12.72 13.67 Woodruff 9.18 7.00 7.38 Secondary School 1998-99 1999-::?000 ! 2000-01 Middle Schools Cloverdale Middle 9.84 8.62 -8.36 Dunbar 10.02 8.54 7.42 Forest Heights 12.78 10.50 10.16 Henderson 12.88 13.27 12.96 Mann 12.92 12.38 12.19 Mabelvale Middle 7.90 8.55 6.95 Pulaski Heights 14.84 10.23 9.73 Southwest 10.16 10.22 10.40 High Schools Central 14.54 11.66 12.04 Fair 12.17 9.03 8.84 Hall 14.48 11.94 11.37 McClellan 9.67 8.59 7.90 Metro 14.26 13.81 14.72 Parkview 15.36 14.38 13.96 Percentage of Teachers with Advanced Degrees The table below provides the percentage of teachers with advanced degrees at each District school for the last three school years. Elementary schools have so few teachers that looking only at the percentage of teachers with advanced degrees can be misleading. A school's percentage can change substantially with the change of only a few teachers. At the middle and high school levels, the alternative schools and Metropolitan High School have the lowest percentage of teachers with advanced degrees. The alternative schools' percentages may be explained by the relative newness of those staffs. Metropolitan's percentage is low due to the nature of the vocational subjects being taught. There simply are not many advanced degrees in those areas. Percentage of Teachers with Advanced Degrees Elementary School 1998-99 1999-2000 2000-01 Badgett 57% 47% 60% Bale 56% 40% 58% Baseline 61% 52% 38% Booker 63% 54% 56% Brady 63o/cl 58% 50% Carver 55% 50% 50% Cloverdale Elem. 54% 52% 52% Chicot 49% 50% 48% 11 Dodd 50% -1-t 52% Fair Park 62% 5S 0 0 I 50~-o I Franklin 36% 36% I 41% Forest Park 47% 50% 50% Fulbright 56% 54% i 58% Garland 29% 42% Closed Geyer Springs 62% 40% 33% Gibbs 65% 59% 63% Jefferson 74% 74% 74% King 52% 41% 42% McDermott 50% 44% 48% Meadowcliff 46% 42% 40% Mitchell 57% 40% 38% Mabel vale 42% 24% 23% Otter Creek 64% 54% 64% Pulaski Heights Elem. 56% 71% 55% Rightsell 65% 54% 32% Rockefeller 49% 41% 45% Romine 41% 45% 48% Stephens Closed Closed 40% Teny 45% 50% 50% Wakefield 71% 67% 71% Washington 47% 38% 37% Watson 53% 55% 52% Wes tern Hills 52% 55% 60% Williams 80% 76% 57% Wilson 75% 70% 68% Woodruff 44% 45% 48%, Secondary School 1998-99 1999-2000 2000-01 Middle Schools Cloverdale Middle 48% 38% 32% Dunbar 69% 56% 50% Forest Heights 55% 48% 40% Henderson 41% 48% 40% Mann 54% 54% 59% Mabelvale Middle 47% 51% 50% Pulaski Heights Middle 56% 45% 47% Southwest 56% 51% 50% ACC- Metro 67% 59% 67% ALT Agency 25% 40% 25% ALC 62% 53% 47% High Schools 12 Central 69% 62% 63% Fair 61% . 60% 5 -o , ) / 0 Hall 60% 54% 56% McClellan 50% 44% 49% Metropolitan 37% 28% 23% Parkview 75% 67% 71% Master's Plus Nine The District also compiled data on the percentage of teachers with a master's degree and nine or more years of experience since this was the measure used in the District's resource allocation review. See Section 2.9. The percentage of teachers with a master's degree and nine or more years of experience ranges from 19 percent (Mabelvale) to 67 percent (Wakefield) in the elementary schools
27 percent (Cloverdale and Forest Heights) to 52 percent (Mann) in the middle schools
and 35 percent (McClellan) to 55 percent (Parkview) in the high schools. Overall, there are 40 schools where more than 33 percent of the teachers have a master's degree and nine or more years of experience . . Master's Degree Plus Nine or More Years of Experience Elementary School 1998-99 .. 1999-2000 2000-01 Badgett 10/28 36% 8/17 47% 8/15 53% Bale 15/36 42% 12/35 34% 11/26 42% Baseline 13/36 36% 12/27 44% 10/26 38% Booker 23/59 39% 20/52 38% 24/55 44% Brady 14/30 47% 10/26 38% 10/26 38% Carver 19/47 40% 14/44 32% 15/42 36% Cloverdale Elem. 12/37 32% 10/29 34% 9/27 33% Chicot 14/43 33% 13/42 31% 14/42 33% Dodd 9/28 32% 8/20 40% 9/21 43% Fair Park 11/26 42% 10/19 53% 10/20 50% Franklin 11/45 24% 11/45 24% 13/41 32% Forest Park 9/64 14% 7/26 27% 8/22 36% Fulbright 16/41 39% 15/35 43% 14/31 45% Garland 4/25 16% 6/26 24% Closed Geyer Springs 13/34 38% 10/25 40% 6/21 29% Gibbs 12/31 39% 14/29 48% 15/27 56% Jefferson 22/39 56% 17/27 63% 17/27 63% King 19/52 ,37% 17/46 37% 18/45 40% McDermott 12/38 32% 10/27 37% 10/27 37% Meadowcliff 11/26 42% 7/19 37% 9/25 36% Mitchell 9/28 32% 7/25 28% 7/24 29% Mabelvale 7/36 19% 5/29 17% 5/26 19% 13 Otter Creek 11/28 39% 11 26 42% 12/25 48% Pulaski Heights Elem. 13/36 36% 12 23 52~0 I I 10 22 -+) ~o Rightsell 10/23 43% 11 '2-+ 46% 5/28 18% Rockefeller 11 /43 28% 11/39 28% 12/38 32% Romine 11 /32 34% 11 /29 38% 11 /27 41% Stephens Closed Closed 9/30 30% Terry 12/31 39% 13/40 33% 14/36 39% Wakefield 17/28 61% 14/27 52% 16/24 67% Washington 18/34 53% 17/55 31% 17/51 33% Watson 12/60 20% 12/13 92% 13/31 42% W estem Hills 10/23 43% 10/20 50% 9/20 45% Williams 25/41 61% 23/34 68% 23/35 66% Wilson 17/32 53% 14/23 61% 15/25 60% Woodruff 5/27 19% 7/22 32% 8/21 38% Secondary School 1998-99 1999-2000 2000-01 Middle Schools Cloverdale Middle 16/54 30% 15/56 27% 16/60 27% Dunbar 28/68 41% 22/63 35% 19/62 31% Forest Heights 22/64 34% 18/65 28% 17/63 27% Henderson 18/63 29% 21/61 34% 19/60 32% Mann 30/59 51% 29/61 48% 34/66 52% Mabelvale Middle 17/53 32% 18/47 38% 18/48 38% Pulaski Heights Middle 30/61 49% 25/62 40% 23/58 40% Southwest 18/54 33% 20/55 36% 21/56 38% ACC- Metro 7/12 59% 8/16 50% 10/21 48% ALT Agency 0/4 0% 1/5 20% 1/17 1% ALC NIA 4/15 27% 3/17 18% High Schools . Central 60/108 56% 60/135 44% 64/125 51% Fair 27/67 40% 28/75 37% 27/75 36% Hall 36/70 51% 39/102 38% 44/102 43% McClellan 30/78 38% 31/91 34% 32/91 35% Metropolitan 7/19 37% 5/18 28% 5/22 23% Parkview 37/67 55% 43/87 49% 45/82 55% Section 2.2. 7 LRSD shall negotiate with the Knight lntervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. See Interim Compliance Report filed March 15, 2000. III. Student Assignment. 14 I I I Section 2.3 LRSD shall implement student assignment programs, policies and /or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies Policy JC, School Attendance Zones, and JCA, Student Assignment, were approved and adopted by the Board on May 25, 2000. Overall Enrollment From the 1998-99 school year through the 2000-01 school year, the District's enrollment increased a total of 627 students, and the overall racial composition moved from 67 percent African-~erican to 68 percent African-American. Total Enrollment Year Total Enrollment Percent African-American 1998-99 24,898 67% 1999-2000 25,159 68% 2000-01 25,525 68% Enrollment by School The table on the following page shows the percentage of African-American students attending the District's schools for the years 1996-97 through the current school year. The District has used two measures to assess the degree of desegregation within the District. First, it has looked at the number ofracially isolated schools, defined as schools that are 90 percent or more AfricanAmerican. These schools are shaded in the table. While the number of racially isolated schools has increased from four to nine, this occurred with very little change in the racial composition at the affected schools. 15 Percentage African-American B, School Elementarv Schools School 1996-97 1997-98 1998-99 1999-2000 2000-01 Badgett 84 92 94 91 93 Bale 71 73 73 74 76 Baseline 80 83 84 85 84 Booker 52 52 49 51 55 Brady 64 63 65 71 75 Carver 51 52 51 52 53 Chicot 70 69 71 67 68 Cloverdale 88 92 93 89 89 Dodd 64 65 66 64 65 Fair Park 76 76 73 72 73 Forest Park 48 48 53 44 38 Franklin 91 92 94 96 97 Fulbright 53 48 57 41 40 Garland 92 93 93 94 closed Geyer Springs 75 75 78 82 86 Gibbs 51 52 50 52 52 Jefferson 42 44 45 39 42 King 53 54 52 55 54 Mabelvale 74 73 69 73 75 McDermott 57 57 59 57 53 Meadowcliff 76 79 78 79 74 Mitchell 95 92 95 98 97 Otter Creek 42 46 46 47 51 Pulaski Heights 54 55 55 57 53 Rightsell 96 94 96 97 99 Rockefeller 61 59 56 61 61 Romine 66 63 62 65 66 Stephens closed closed closed closed 94 Terry 45 46 52 46 46 Wakefield 88 86 87 84 81 Washington 55 53 52 61 60 Watson 82 89 94 94 95 Western Hills 70 70 73 75 74 Williams 52 52 52 51 52 Wilson 81 82 85 89 90 Woodruff 69 71 78 80 85 Total Elem. 65 65 67 68 68 16 Middle Schools - Middle Schools 1996-97 1997-98 1998-99 1999-2000 2000-01 Cloverdale 86 89 89 88 -- 86 Dunbar 58 57 59 60 59 Forest Heights 77 70 64 65 65 Henderson 82 86 88 76 76 Mabelvale 74 75 76 73 79 Mann 52 52 51 52 53 Pulaski Heights 59 57 62 60 56 Southwest 78 83 85 -.,:. --~--. , ...... 91 -"J:v/ -~v
: :. 92 Total Middle 69 69 70 69 69 High Schools High Schools 1996-97 1997-98 1998-99 1999-2000 2000-01 Central 62 59 59 57 55 Fair 79 81 82 80 80 Hall 72 71 70 71 72 McClellan 83 84 86 89 ...... _ -t ....
f."l~~l:~..,--~o Parkview 52 51 51 50 51 Total H.S. 68 67 66 68 68 The District also looked at the number of schools within plus or minus 20 percentage points(+/- 20%) from the district-wide percentage African-American by organizational level. Twenty-three of the 35 elementary schools (66 percent) fall within the+/- 20%. Of the 12 remaining elementary schools, eight have an African-American population more than 20 percent above overall African-American percentage at the elementary level. The racial population at 11 of the 13 secondary schools (85 percent) remains within+/- 20% of the overall African-American percentage at the secondary level. While the number of schools outside the+/- 20% range increased under the Revised Plan, the increase occurred with very little change in the racial balance at the affected schools. Schools Outside +/- 20% Range Year Schools Outside Range 1996-97 9 1997-98 9 1998-99 I 11 1999-2000 15 2000-01 14 17 Assignment Options A significant number of the District 's students continue to take adrnntage of altcmati\e assignment options provided by the District. In the current school year. 70 percent of high school students are attending their zone schools (80 percent if Parkview students are removed) and 75 percent of middle school students are attending their zone schools (83 percent if Mann students are removed). At the elementary level 62 percent of the students are attending their zone schools (68 percent if stipulation magnet students are removed). Not including students attending a Stipulation Magnet or attending school in another district based on an M-to-M transfer, 731 students are attending a school other than their zone school pursuant to the Revised Plan. In total, 20 percent of the District's students take advantage of an alternative assignment option available under the Revised Plan. The District's Stipulation Magnets remain a very attractive option. Enrollment has increased under the Revised Plan, as shown on the table below. Student numbers for the six Stipulation Magnets show growth and reflect a 2 percent increase over the past three years. Stipulation Magnet School Enrollment 1998-99 1999-2000 2000-01 3763 3787 3837 Similarly, students in Pulaski County continue to take advantage of the M-to-M Transfer program in large numbers, as shown in the table below. Although the number of incoming PCSSD students to elementary interdistrict magnets dropped, this was partly due in part to the middle school transition and grade restructuring. Summary of M-To-M Transfer Students NLR 1998-99 1999-2000 2000-01. Sending 8 0 Receiving 65 27 PCSSD 0 21 Sending 482 399 366 Receiving 1310 1122 1128 LRSD Sending 1375 1149 1149 Receiving 490 399 366 Section 3.6 LRSD-shall construct at least two new area elementary schools, one in west Little Rock and one at the site of the former Stephens school. When the new Stephens Elementary opens, it shall receive additional funding as described in Section 5.5 of this Revised Plan and one or more of the schools identified in Section 5.5 will be closed. When a school identified in 18 Section 5.5 is closed, LRSD shall exercise its best efforts to find a community or educational use for the property. Otherwise, LRSD shall not seek-to close schools in African-American neighborhoods solely because of age or poor maintenance except when a new school will be located in the same general area. The new Stephens Elementary School held its first classes on January 8, 2001. It receives double funding in accordance with the current formula as described in the August 16, 1995, report of the Office of Desegregation Monitoring. Plans for construction of an elementary school in west Little Rock are being developed. A site selection committee is currently investigating potential school sites. The first meeting of the West Little Rock School Site Selection Committee was held on February 5, 2001. 19 IV. Special Education and Related Programs. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Board of Education revised Policy IKF, General Education Graduation Requirements, in December 2000. The revision included among the diploma-earning options, "Diploma with waived or altered requirements established by an Individual Education Program ("IEP") team for a student identified with disabilities." Procedures A new "504" Handbook was distributed in fall 2000 to campus "504" coordinators and to selected central office staff to ensure greater consistency and equity in administering the "504" program. A group of secondary Advanced Placement ("AP") teachers was convened in fall 2000 to meet with the District's "504" supervisor in order to define reasonable accommodations for teachers of AP classes to employ in order to open access to the courses for "504" students. They agreed on a set of accommodations to pennit students with disabilities to participate in AP courses. A fonn was developed for the "504" committee to use in meeting with parents to establish agreedupon accommodations. The list of available accommodations was published in both the 2001-02 Middle School Curriculum Catalog and the 2001-02 High School Curriculum Catalog. Department staff worked throughout spring 2000 and fall 2000 with the English-as-a-Second Language ("ESL") Supervisor and consultant in establishing procedures for the screening/identification of limited-English proficient students who are referred for special education testing. Programs School-Based Day Treatment Program The Division of Exceptional Children has instituted a school-based day treatment program consisting of two elementary classrooms at Romine Elementary staffed by two certified teachers and two paraprofessionals. The program is coordinated by a school psychology specialist and receives support services from a clinical therapist and psychiatrist provided by The Centers for Youth and Family. The purpose of the program is to provide a school-based placement option that is less restrictive than an off-campus day treatment program. The program addresses academic and social skills individually identified for each student. Students obtain the skills necessary to return to their home campuses and are afforded the opportunity to strengthen those skills by participating in regular classrooms at Romine. Language Arts In order to assure linkage of curriculum with specialized programs and to provide consistent and balanced literacy instruction for special education students, District reading materials and 20 curriculum implementation training were provided to all elementary special education teachers. along with general education teachers. Additionally, special education teachers have participated in the middle and high school teacher training on the implementation of the Reading and Writing Workshop in grades 6-9. Mathematics and Science All special education teachers have been trained in the implementation of both the mathematics and science curricula. Special education teachers share materials with the general education teachers in their building. Inclusion The Director for Exceptional Children was on the agenda for all three of the curriculum orientation workshops for counselors in January 2001. In his presentation he emphasized the importance of reducing the number of hours in which middle school special education students are served in the resource room to assure equitable exposure to the general education curriculum. He advised counselors to be prepared to place virtually all students who might formerly have been placed in resource room programs in the regular levels of Reading/Writing Workshop based on the IEP team's recommendations during annual reviews. He and the Director of Secondary Language Arts collaborated on the design of that curriculum and on professional development and determined that appropriate modifications could be made in the regular classroom for most special education students. Special education teachers have been informed of the curricular modifications and have been strongly encouraged to have IEP teams place students in regular Reading/Writing Workshop. School Psychology Specialists In 2000-01 the Department of Exceptional Children relocated to school sites the school psychology specialists. By placing school psychology specialists at school sites, they now: participate on individual schools' Pupil Service Teams to provide technical assistance in pre-referral interventions to the general classroom teachers
participate in pre-referral and referral conferences to assure students are not inappropriately referred for consideration of special education services
and are available to meet and confer with parents and staff regarding behavioral interventions for all students. In addition, the Department redistributed school assignments to school psychology specialists, assuring that no school psychology specialist serves more than three school sites. During fall 2000 the Department assigned three school psychology specialists specifically to middle schools to conduct activities outlined in the Safe School/Healthy Students grant proposal. Compliance Staff The Department recruited and hired compliance personnel to ensure that due process documentation is monitored and corrected for compliance and equity. 21 "504" Coordination A new District-level "504" supervisor was designated to provide technical assistance and training to school-based "504" coordinators, principals, and teachers to ensure that students are not inappropriately referred for consideration of special education services. Identified Students The following three tables are reports of ( 1) the numbers of identified students with disabilities for 1998-99, 1999-2000, and 2000-01 by race and gender
(2) the numbers of identified students with mental retardation and learning disabilities, again by race and gender, for the same three years
and (3) the numbers of special education students according to free/reduced lunch eligibility in 2000-01. Numbers ofldentified Students with Disabilities School Year A-A A-A White White Other Other Total Males Females Males Females Males Females 1998-99 1239 547 383 220 28 13 2430 Percents 51% 23% 16% 9% 1% 1% 1999-2000 1233 536 362 199 30 13 2373 Percents 52% 23% 15% 8% 1% 1% 2000-01 1257 584 379 193 39 22 2474 Percents 51% 24% 15% 8% 2% 1% Percents add up to more than I 00% due to roundmg. Numbers ofldentified Students with Mental Retardation and Learning Disabilities School Year A-A A-A White White Other Other Totals Males Females Males Females Males Females 1998-99 842 360 165 96 14 7 1484 Percents 57% 24% 11% 7% 1% 1% 1999-2000 839 369 160 87 14 7 1476 Percents 57% 25% 11% 6% 1% 1% 2000-01 873 399 144 74 21 12 1523 Percents 57% 26% 10% 5% 1% 1% Percents add up to more than JOO% due to rounding. Students Identified with Disabilities A-A A-A White White Other Other Totals Percents Status Males Females Males Females Males Females Free 855 399 63 33 15 12 1377 61% Reduced 79 32 23 15 0 2 151 1% Total ldent. 1257 584 379 193 39 22 2474 100% Free/Reduced 74% 74% 23% 25% 38% 64% Percent of Total Interpretations of this data are difficult since African-American students with disabilities are more likely to be enrolled in public education than are their white peers with disabilities. For instance, according to the December 2000 Child Count, there were 44 white students identified 22 with disabilities who were being educated either in private or home schools as compared to zero African-American children. Other factors impacting the relative percentage of AfricanAmerican students with disabilities are the disproportionate percentage of African-Americans who live in poverty and lower levels of pre-natal care among African-Americans. 23 V. Discipline. Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Overall, the number of disciplinary sanctions issued decreased by 21 percent from the 1997-98 school year through the 1999-2000 school year, as shown in the table below. For that same time period, the number of students committing offenses decreased 16 percent. Thus, fewer students are committing offenses, and those that do commit an offense are less likely to commit a second offense. Moreover, fewer than 2 percent of the students enrolled in the District were involved in violent offenses. Violent offenses are considered by the Arkansas Department of Education as incidents involving drugs, alcohol, student assaults, knives, handguns, rifles, shotguns, explosives, clubs, and gang activity. Overall Disciplinary Sanctions 1996-97 1997-98 1998-99 1999-2000 Short Term 5486 5664 4865 4588 Suspensions Long Term 453 474 446 335 Suspensions Expulsions 82 109 1 3 TOTALS 6021 6247 5312 4926 Number of Students 3585 3672 3237 3011 Committing Offenses The number of African-American students suspended decreased 20 percent consistent with the overall reduction in disciplinary sanctions. The proportion of suspensions issued to AfricanAmerican students remained in the neighborhood of 85 percent. Suspensions By Race 1997-98 1998-99 1999-2000 Suspensions issued to African-American 5341 4470 4274 students Suspensions issued to White/ Other 906 842 652 students Total Suspensions 6247 5312 4926 The decrease in discipline sanctions has had a positive impact on parents' and teachers' perceptions of District schools. A survey of parents and teachers conducted during the 1999- 2000 school year revealed that 93 percent of African-American parents and 95 percent of white/other parents that expressed on opinion agreed that their child was safe at school. Ninetyone percent of both African-American and white/other parents that expressed an opinion agreed 24 that their child has a feeling of belonging at schools. Ninety-seven percent of African-American teachers and 96 percent of white/other teachers that expressed an opinion indicated that they felt safe at school. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. Policy JBA, Nondiscrimination in Programs and Activities, and Regulation JI, Student Rights and Responsibilities, were approved and adopted by the Board on May 25, 2000. The policy and related regulations affirmed the District's ongoing commitment to make decisions involving students based on individual merit and free from discrimination in all its forms. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapons offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Building administrators purge students' discipline records at the end of each school year unless the student has been disciplined for an identified offense. In that case, the Student Hearing Office determines if it is in the best interest of the student for the records to be purged. Section 2.5.3 LRSD shall establish the position of "ombudsman" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. As a new position for the District, the ombudsman needed substantial training in order to fulfill his responsibilities. Since the position was established, the ombudsman has received training in conflict resolution (Fred Pryor Seminars), mediation (Center for Dispute Resolution, Austin, Texas), the role of an ombudsman (United States Ombudsman Association) and racial diversity (Dr. Terrence Roberts, "Learning to Cope with Differences"). In order to increase public awareness of the services available through the ombudsman, information about the ombudsman was disseminated by way of the District's cable network and printed publications. The ombudsman's rple in the discipline process has been included in the Student Rights and Responsibility Handbook, and the ombudsman made presentations at local churches, PT A, civic, and community meetings and participated in school/community activities, e.g., the Wright Avenue Neighborhood Association's Annual Fall Fest and the Magnet School Fair. 25 Efforts to raise public awareness of the ombudsman appear to h::iYe been successful. In the last year, the ombudsman has been contacted by over 358 parents and/or students. In addition, the ombudsman has implemented intervention activities at Badgett Elementary and McClellan High School designed to assist African-American males who demonstrate unacceptable behavior. Efforts are in place to expand these activities to include other schools. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Behavior modification plans are developed by the Pupil Services Team or Educational Management Team. The Team typically includes the student, his or her parent, a building administrator, a counselor and one or more of the student's teachers. Others, such as the "504" Coordinator or a Special Education Supervisor, may be included depending on the student's individual needs. All members of the Team share responsibility for monitoring implementation of the behavior modification plan. 26 VI. Extracurricular Activities. Section 2.6 LRSD shaH implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified AfricanAmericans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program. Extracurricular Activities Participation of African-Americans in extracurricular and co-curricular activities showed a significant increase through the 1999-2000 school year. Extracurricular activities are activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include athletics, clubs and organizations such as Student Council, Y-Teens, and Beta Club. As the table below demonstrates, the number of AfricanAmerican students participating in extracurricular activities increased 76 percent in the 1998-99 school year and an additional 26 percent in the 1999-2000 school year. Sixty-two percent of the District's African-American students participated in an extracurricular activity during the 1999- 2000 school year. Data for the 2000-01 school year are not yet available. Extracurricular Activity Participation A-A I W/O I A-A I W/O I A-A I 2335 I 393 I 4121 I 803 I 5203 I Co-Curricular Activities Extracurriclar Participation (Secondary) 4000 2000 0 African-American Participation a91.9s 98-99 99~0 W/O I 902 I African-American participation in co-curricular activities also showed an increase through the 1999-2000 school year. Co-curricular activities are activities designed to extend learning experiences through group or individual activities at school or public events, including band, orchestra, choir, or debate. As the table below demonstrates, the number of African-American students participating in co-curricular activities increased 9 percent in the 1998-99 school year and an additional 30 percent in the 1999-200 school year. Sixty-six percent of the District's African-American students participated in a co-curricular activity during the 1999-2000 school year. Data for the 2000-01 school year are not yet available. 27 Co-Curricular Activity Participation A-A I W/O I A-A I W/O I 2579 I 1222 I 2806 I u 15 I CO-CURRICULAR PARTICIPATION (SECONDARY) 2000 African-American Participation 11:198-99 99-00 - 00-01 A-A 3988 I W/O I I 1864 I The increased participation in extracurricular and co-curricular activities is likely the result of active recruitment by activity sponsors, coaches, principals, and the athletic director. School incentives and community involvement also played a role in increasing student interest and participation in activities. Specifically in terms of athletics, implementation by the District of a "no cut" policy for the new middle school sixth graders has been responsible for the tremendous escalation of numbers of young African-American athletes. Finally, the adherence of the District to the Supplemental Instruction Plan ("SIP") has had a positive effect on growth of student participants. The SIP program allows athletes to continue to participate in sports while they attend tutoring to improve their grades. Parent and Teacher Survey The 1999-2000 survey of parents and teachers reflects the District's success in the area of ' extracurricular activities. Ninety percent of African-American parents and 93 percent of white/other parents that expressed an opinion agreed that activities were open to students. Ninety-three percent of African-American teachers and 95 percent of white/other teachers that expressed an opinion agreed that students have opportunities for activities. Activities Advisory Board At the time of the District's Interim Compliance Report, a steering committee had been formed to organize an Activities Advisory Board ("AAB") for the purpose of promoting, supporting, and enhancing extracurricular and co-curricular activities at all schools. The AAB, comprised of District staff, parents, students, and community representatives, began monthly meetings in April of 2000. Specific areas related to activities have been targeted for discussion and implementation. The focus of these discussions has been on a disproportionate number of African-American students who do not have the financial resources to participate in activities. Other areas of discussion and implementation include marketing, facilities, funding, accessibility, procedural process, and 28 scheduling. Each area has been discussed in connection with increasing student participation. with emphasis on assuring African-American participation. Fine Arts Director The Board has approved the position of Fine Arts Director. One of the basic responsibili.Hes of the Fine Arts Director is to provide leadership in improving student participation and success in fine arts courses, perfonnances, and competitions. In addition, the Fine Arts Director will be responsible for ensuring equitable opportunities are available to qualified African-American students. Section 2.6.3 LRSD shall provide transportation to students otherwise eligible for transportation to school to allow those students to participate in after-school activities required for participation in an extracurricular activity. The District provides transportation to students otherwise eligible for transportation to allow those students to participate in after-school extracurricular activities. Through December 7, 2000, the District averaged 74.3 extracurricular activity runs per day, 29.1 for high schools and 45.2 for the middle schools. No records are kept of the students taking advantage of this service because the number and type of activities vary so greatly day to day. However, no extracurricular activity transportation request made by an eligible student has been denied. 29 VII. Advanced Placement Courses and the Gifted and Talented Program. Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Policies The Board approved the revision of Policy IKF, General Education Graduation Requirements, in December 2000. This revision included enhancements of the recommended curriculum. Effective for the class of 2004, students taking the recommended Curriculum must complete a total of 28 units, including at least eight Pre-AP or AP courses. The University Studies courses offered at Hall High School may substitute, as well as any other approved dual-credit courses taken by District students. To receive an Honors Seal on their diploma, students must complete the recommended curriculum and earn a grade-point average of at least 3.5. Criteria for earning the new Arkansas Scholars Seal and a Magnet Program Seal were also included. These changes provide incentives and recognition for more students to take the most challenging courses. Procedures With the revision of Policy IKF, the Board also revised the related regulations. The new regulations include new career focus areas for Teachers of Tomorrow, Computer Technology, and International Studies at Central High School, as well as new programs in Career and Technical Education, such as the new Aviation Technology courses. New courses were also added to the list of courses that will satisfy the Technology Applications requirement. See Section 2.4 for a discussion of procedures for participation of students with disabiliti~s in AP courses. The 2001-02 Middle School Curriculum Catalog and the 2001-02 High School Curriculum Catalog included the following language in bold print: "Schools are encouraged to allow open admission to all Pre-AP and AP courses and then to require attendance, good behavior, and acceptable performance (including effort, not just a minimum grade) to stay in the course, rather than to deny admission to any motivated student who wishes to try a more challenging curriculum." The curriculum catalogs also contained language making it clear that ESL students must have access to AP courses. All this information was presented to counselors, registrars, and principals during the January 2001 curriculum orientation workshops conducted by the Associate Superintendent for Instruction. She emphasized the importance of increasing the participation and performance of African-American students in advanced programs and in extracurricular activities. 30 The middle school and high school Student/Parent Guides to Course Selection for 2001-02 also included extensive information about Pre-AP and AP courses. as well as strong encouragement to students to take the courses. The District's Quality Index continues to include indicators that the District is achieving_!he goals of improved access and success in AP courses among all students, especially AfricanAmerican students. These indicators include the enrollment and completion rates in advanced courses, including Pre-AP and AP, as well as University Studies courses at Hall High School
the percent of seniors who graduate earning the Honors Seal
the percent of grade 8 students who have completed Algebra I
and the percent of students scoring at a "3" or above on the Advanced Placement examinations. Data with regard to some of these indicators are presented below. Programs Gifted and Talented Program The Gifted and Talented ("GT") Program specialists and facilitators (teachers) are responsible for being resources in their respective schools to aid in the academic achievement of identified gifted students as well as aiding teachers in providing enrichment for all students. The teachers are, therefore, encouraged to participate in all professional activities that would help them to be more effective in their jobs. The teachers are provided opportunities for professional growth through various inservice sessions and conferences. GT facilitators representing each secondary school (middle and high) meet each month to share ideas, develop materials, receive new information regarding gifted programs, and learn new ideas to enhance their schools. Facilitators share curricular and co-curricular activities at their respective schools through a publication called "Sharing the Good News." This publication is published six times per year. GT specialists provide a connection between the regular curriculum and the gifted curriculum
therefore, they must be well informed of both curricula. The professional development activities that they receive must connect to all of the curriculum departments because they are the advocates and resources in their schools for high achievement. They in turn become resources to the various departments because of their expertise. The table on the following page outlines the professional development growth opportunities for and by the GT Department. 31 Gifted and Talented Program Professional Development Date Title I Number Participating 1/30/98 Tn-District GT Specialists lnserv1ce (Pulaski Co, NLR and 66 LRSD) 3/19/98 Kingore Observauon Inventory Traimng (Designed to 32 observe gifted behaviors of students in grades K-2 whole group enrichment) 9/3/99 GT Student Achievement and Assessment (Rubrics and 16 Ponfolios) Cluster B 9/10/98 GT Student Achievement and Assessment (Rubrics and 17 Ponfolios) Cluster C 9/28/98 Office for Civil Rights Visit - Identification of Gifted 7 Students 10/15/98 AVID Awareness (Advancement Via Individual 24 Determination - Program designed to help underachieving and underrepresented students in advanced classes/programs)(lncluded principals, community persons, counselors and teachers) 10/9/98 GT Curriculum Writing Workshop 5 11/17/98 GT Student Achievement and Assessment - Cluster A 10 11 / 18/98 GT Student Achievement and Assessment - Cluster B 7 11 /19/98 GT Student Achievement and Assessment - Cluster C II 12/4/98 Testing Procedures and Research Development 35 515-5/7/99 Implementation of the Research Guide 35 6/2/99 Curriculum Development 32 6/3/99 Curriculum Development 32 6/4/99 Curriculum Development 33 9/29/99 Introduction to Windows 95 (Technology Course- This 3 course was provided according to the skills and needs of the specialists) I 0/1/99 Introduction to Word Processing (Technology Course) 8 10/5/99 Curriculum Mapping and Content Standards/Performance 10 Assessment- Cluster A 10/6199 Curriculum Mapping and Content Standards/Performance 11 Assessment- Cluster B 10/7/99 Curriculum Mapping and Content Standards/Performance 11 Assessment - Cluster C 10/8/99 Introduction to Word Processing (Technology Course) JO 10/ 14/99 Senior High Counselors- Recruiting and Preparing Students for a Rigorous Academic Curriculum 11 /9/11 Using E-Mail and the Internet (Technology Course) 12 32 Date Title - Number Participating 12/3/99 Curriculum Mappmg and Portfolios, ESL Students and 33 Refrigerator Curriculum 2/22/00 PowerPoint Productions 8 2/24/00 PowerPoint Productions 7 3/9/00 PowerPoint Productions 10 3/6/00 ESL Training/Curriculum Issues - Cluster A 11 3/21/00 ESL Training/Curriculum Issues - Cluster B 7 3/23/00 ESL Training/Curriculum Issues - Cluster C 13 3/16/00 PowerPoint Productions 12 4/6/00 Marco Polo Training (Technology Course) l* 4/7/00 Marco Polo Training (Technology Course) 2* 4/10/00 Effective Literacy Training 35 4/11/00 Marco Polo Training (Technology Course) 17 4/17/00 ELLA Training 33 4/18/00 Graphic Organizers in the Classroom (Technology Course) 11 4/20/00 Graphic Organizers in the Classroom (Technology Course) 10 4/25/00 ESL Students (LEP) in Gifted Programs and Pre-AP and AP 10 Programs (GT Facilitators) 4/27/00 Science Program - Hands On 32 5/30/00 Math Program - Hands On 32 9/11/00 Middle School Research - 6w Grade Teachers 24 9/11/00 Teaching Thinking Using CoRT and the Six Thinking Hats 19 9/12/00 Middle School Research- 7w Grade Teachers** 23 9/13/00 Middle School Research- 8w Grade Teachers 25 9/18/00 Teaching Thinking Using CoRT and the Six Thinking Hats 17 10/3 and Instructional Strategics of GIT Unit Design 31 10/5/00 10/27/00 ESL Strategies for GT Specialists (ESL Designated Schools) 6 11/10/00 ESL Strategics for GT Specialists 8 12/09/00 GT Instructional Strategies and Assessment 31 Teachers mcluded ma larger group GT Staff Provided Instruction for Classroom Teachers New AP and Pre-AP Courses Two new AP courses, Human Geography and Economics, were added to the curriculum for 2000-2001. An additional two new AP courses, World History and Physics II, were added to the curriculum for 2001-2002. One new science Pre-AP course, Advanced Science/Theoretical Research II, was added to the curriculum for 2001-02. Proposed International Baccalaureate Programme at Cloverdale Middle School and McClellan High School The magnet school grant proposal submitted by the District to the U.S. Department of Education in December 2000 included the proposed implementation of the International Baccalaureate Programme at Cloverdale Middle School and McClellan High School. This plan includes the introduction of the International Baccalaureate Middle Years Programme in grades 6-8, integrated with three other curricula themes: Economics, Multimedia, and Engineering. The planning team stated that they see this approach as necessary to ensure academic rigor at their 33 school. The Middle Years Programme will continue at McClel lan High School in grades 9-1 0. and then the International Baccalaureate Diploma program \\ill be implemented in grades 11 -12. At McClellan the International Baccalaureate courses will be integrated with that school 's themes -- Business and Finance, Multimedia and Graphic Design, and Engineering Design and Fabrication -- creating a continuity of curricula purpose throughout the high school and from its feeder middle school. If this grant is funded (notification is expected in April 2001), then the International Baccalaureate Programme courses will be another category of advanced and challenging courses available to students, and their enrollment will be tracked and analyzed, along with the AP, PreAP, and University Studies courses. Middle School Research and Writing Pre-AP The English department for secondary schools worked with teachers, librarians/media specialists, and gifted/talented teachers during summer 2000 to write a new curriculum guide for Research and Writing 6 Pre-AP, 7 Pre-AP, and 8 Pre-AP. Then teachers were trained in how to use the guide in fall 2000. This work grew out of the Middle School Curriculum Refinement Plan that was developed in summer 2000 and included an activity to create qualitatively differentiated courses at the Pre-AP level. High School Reading and Writing Workshop I Three high schools (Fair, Hall, and McClellan) opted to include the two-period English I Workshop and English I Workshop Pre-AP in their master schedules for 2000-01. As of January 2001, all three of those schools plan to continue the program in 2001-02, plus Parkview High School and, perhaps, Central High School. Additionally, effective fall 2001, the Fair, Hall and McClellan have plans to implement the two-period English II Workshop and English II Workshop Pre-AP. This program incorporates some of the characteristics of the Project A YID support class for students so that they can be more successful in their advanced courses. The course was also created to improve student performance on the End-of-Level Literacy test. that all students must take in grade 11 as a part of the State Benchmark examinations, as well as performance on the SAT/ACT necessary for college admission. Teacher and Counselor Training The District has committed to providing teachers with the appropriate training to ensure that all students are successful in upper-level courses. Teachers are involved in the training offered through the College Board. The District has provided the funds to participate though a reimbursement program provided by the State. During summer 2000, 28 teachers participated in Advanced Placement Summer Institutes in Hot Springs and Fayetteville. The subject areas were science, mathematics, social studies, art, and foreign language. During fall 2000, 53 teachers in English, social studies and foreign language attended an AP workshop. The number of teachers attending is lower this fall because Pre-AP training in social studies was not available. 34 Forty-four teachers participated in the Gifted Programs Secondary Content Workshop on August 4, 2000. This training is designed to help teachers work more effectively with identified students in their classes. All counselors and registrars participated in training on January 9-11, 2001, during the ammal curriculum orientations conducted by the Division oflnstruction on the importance of student access to and success in Pre-AP and AP courses. Results of Policies/Procedures/Programs Implementation Identified GT Students The following table displays the number of identified GT students at the elementary school level for school years 1998-99, 1999-2000, and 2000-01 ( as of January 2001 ). There was a significant reduction in elementary school numbers in 1999-2000 when grade 6 students moved from the elementary schools to the middle schools. Then there was an increase of 131 students identified and served from 1999-2000 to 2000-01. Eighty-nine of those were African-American (or 68 percent of the increase). The percentage of African-American students in the elementary program has remained steady at 45 percent. White student participation has declined slightly over three years from 50 percent to 48 percent, with "other" students improving from 5 percent to 7 percent. The total number of identified students at the elementary level in 2000-01 was 1516. A-A White Other Total Little Rock School District Gifted Program Elementary Participants 1998-99 Percent 1999-2000 Percent 2000-2001 883 45% 599 43% 688 986 50% 708 51% 723 106 5% 78 6% 105 1975 1385 1516 Percent 45% 48% 7% Secondary students include those in middle schools (grades 6-8) and in high schools (grades 9- 12). At the secondary level GT students are served primarily through the Pre-AP and AP courses. The only school that serves GT students in courses separate from Pre-AP and AP courses is Dunbar Magnet Middle Schoolj which is a GT magnet. GT courses are offered at Dunbar in all three grade levels and in all the core subject areas. In addition, a GT Seminar course is available to students at all three grade levels. The following table displays secondary student enrollment over three school years: 1998-99, 1999-2000 and 2000-01. Although the numbers of African-American students participating in the gifted/talented program have increased from 1224 to 1333 (an increase of 109), the percentage of the total enrollment has declined slightly from 50 percent to 48 percent. White student enrollment went up only one percentage point over the three-year period, as did "other" student enrollment. The total number of identified students at the secondary level in 2000-01 was 2758. 35 1998-99 A-A 1224 Whne 1136 Other 93 Total 2453 Little Rock School District Gifted Program Secondary Participants Percent 1999-2000 Percent 2000-2001 50% 1468 49% 1333 46% 1404 47% 1298 4% 124 4% 127 2996 2758 Advanced Placement Courses Percent 48% 47% 5% Great effort has been expended in improving student, especially African-American student, access to AP courses. In summary, the following strategies were implemented: Improved recruitment of students by teachers and counselors for AP course enrollment
Added several new AP courses to the curriculum in 1999-2000 and again in 2000- 01
Authorized all AP courses to be available in all five high schools
Included enrollment in AP courses as one of the Quality Index indicators
Changed regulations so that students may now enroll in a Pre-AP or AP course if they earned at least a "C" in the previous course
Increased awareness of goals through the Revised Plan, the National Science Foundation Project, policies and regulations adoption, and professional development for teachers, counselors, and principals
Published in the curriculum catalogs the guidelines for ensuring access of students to the AP and Pre-AP courses, including those with disabilities, those identified as "504," ESL students, and those who are non-traditional students
Ensured equal access to the professional development courses for teachers oy advancing the funds so that teachers could participate in the AP and Pre-AP conferences and Institute, thereby ensuring more equity for students at all schools
Conducted parent night meetings at secondary schools to provide infonnation to parents about AP and Pre-AP programs, the importance of enrollment in courses, and the need for parental support in keeping students in courses
and Increased communication with parents through direct conferences and through the High School Student/Parent Guide to Course Selection and Graduation Requirements. 36 Enrollment in AP Courses The table on the following page displays enrollment in each of the AP courses offered by the College Board for African-American students as compared to .. other" students for school years 1997-98, 1998-99, 1999-2000, and 2000-01. Important findings are as follows: Improvements in Total Enrollments in AP Courses The total enrollment of African-American students in AP courses increased from 4 71 in 1997-98 to 797 in 2000-0 I-an increase of 326 students or 69 percent. The total enrollment of "other" students in AP courses increased from 964 in 1997-98 to 1495 in 2000-01-an increase of 53 I students or 55 percent. The total enrollment of all students in AP courses increased from 1435 in 1997-98 to 2292 in 2000-01-an increase of 857 students or 60 percent. Changes in Enrollments in Specific AP Courses In 1997-98 the District had students enrolled in 16 AP courses. The number of courses taught in 1998-99 increased to 18, in 1999-2000 to 20, and remained at 20 in 2000-01. According to the College Board's 1998 Advanced Placement Yearbook, "the average participating high school offers six AP courses." A greater variety of courses in the District contributed to the attraction of more diverse students to the program. (Note: Spanish IV-VI was counted as one course, as were the multiple levels of French, German, and Latin, so the total number of courses may be higher than the numbers provided.) The most popular AP course in 1997-98 was American History, with 284 students enrolled, followed closely by English IV with 277 students. These two AP courses substituted for graduation requirements, which, no doubt, contributed to the high enrollment. A similar pattern in course taking occurred in 1998-99, with 287 students enrolled in English IV and 260 in American History. With the addition of AP English ill in fall 1999, the enrollment shifted somewhat: 320 students enrolled in American History, 246 in English IV, and 186 in English III. English IV was the most popular course in 2000-01, with 359 students enrolled. American History had 299 students, and English III had 261. Over the three-year period the biggest enrollment increases among AfricanAmerican students were in American History-an increase of 60 students
Environmental Science-an increase of 57 students
English IV--an increase of 49 students
and Statistics-an increase of 42 students. Also, 75 African-American students were enrolled in AP English ill in 2000-01 (that course was not offered in 1997-98). The biggest improvements over the three-year period in AP enrollment were in English III (increase of 261), Environmental Science (increase of 174), in English IV (increase of 82)
Psychology (increase of 63)
in Art History (increase of 58)
and Statistics (increase of 53). Some of the improvement in English III AP comes from a reduced number of students taking English ill Pre-AP
and some of the improvement in Statistics AP is the result of fewer students taking Algebra II PreAP. 37 Enrollment in Advanced Placement Courses APCoune 1997-98 19~8-99 1999-2000 2 Yr. Change 2000--01 3 Yr. Change A-A Other Total A-A Other Total A-A Other Total A-A Other Total A-A Other Total A-A Other Total English Ill 0 0 0 22 13 3S 70 116 186 +70 +116 186 7S 186 261 +7S +186 261 English IV 93 184 277 98 189 287 I0S 141 246 +12 -43 -31 142 217 3S9 +49 +33 82 Caltulus AB 55 96 ISi 53 79 132 50 66 116 -5 -30 -35 58 122 180 +3 +26 29 Caltulus BC 2 IS 17 4 10 14 0 8 8 -2 -7 -9 0 10 10 -2 -5 -7 Slalislits 8 46 54 10 40 50 36 36 72 +28 -10 18 so S7 107 +42 +II 53 Biology JI 42 52 94 31 59 90 58 66 124 +16 +14 30 42 116 128 0 +34 34 Chemistry II s 27 32 13 43 56 20 42 62 +IS +15 30 2S 311 63 +20 +II 31 Physits II 2 25 27 0 14 14 8 25 33 +6 0 6 3 30 33 +I +5 6 Env. Stitncr 2 s 7 16 42 58 41 42 83 +39 +37 76 59 122 181 +57 +117 174 Eur. History 88 114 202 90 90 180 so 79 129 -38 -35 -73 54 90 144 -34 -24 -SIi Amtr. llislory 107 177 284 115 145 260 127 193 320 +20 +16 36 167 132 299 +60 -45 15 Psythology 0 0 0 0 0 0 10 26 36 +10 +26 36 18 4S 63 +18 +45 63 Gov. & Polilits 0 0 0 0 0 0 4 3 7 +4 +3 7 0 0 0 0 0 0 Etonomits 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Human Geog. 0 0 0 0 0 0 0 0 0 0 0 0 s 9 14 +5 +9 14 Frtnth IV-VI 12 56 68 10 24 34 18 31 49 +6 -25 -19 16 56 72 +4 0 4 Gtrman IV-VI I 27 28 0 15 IS 0 16 16 -I -II -12 0 17 17 -I -10 -11 Spanish IV-VI 32 96 128 27 57 84 so 74 124 +18 -22 -4 38 128 166 +6 +32 311 Lalin 111-V I 3 4 0 2 2 0 2 2 -1 -I -2 2 32 34 +I +29 30 Art llislory 0 0 0 29 70 99 18 67 85 +18 +67 85 6 52 58 +6 +52 58 Studio Art 9 16 25 14 21 3S 12 30 42 +3 +14 17 18 37 ss +9 +21 ~o Mus. Theory 12 2S 37 9 23 32 18 33 51 +6 +8 14 19 29 48 +7 +4 ~ Comp. Stitnte 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Totals 471 964 1435 541 936 1477 695 1096 1791 +224 +132 356 797 1495 2292 +326 +531 857 Ptrttnt or Total 33 67 100 37 63 100 39 61 .,,. 100% 35% 65% 100% I Yr.lncreast IS -3 3% 28 17% 21% IS 36% 28% 2 Yr.lntrtan 48 14 25% 47% 60% 55% 3 Yr. Increase 69% 5S - 60% The ltst of co11rses above mc/11des all AP courses ava,lable through Jhe College Board. The greatest decline in enrollment over the three-year period has been in AP European History. Enrollment has declined 58 students-from 202 to 144. The major reason for this decline is that under the former graduation policy, students could substitute this course for the requirement of World History. Effectiye fall 1998, the State Board of Education changed their rules and stated that European History could no longer substitute for World History-thus reducing student interest in the course, especially among African-American students who accounted for 34 of the 58-student decline. The District also experienced a drop in German IV-V-VI enrollment over the three-year period-from 28 students in 1997-98 to only 17 in 2000-01, a decrease of 11 students. Ten of the I I-student decrease in enrollment were "other" students. The District sees increased student interest in Spanish and the difficulty of staffing German classes as contributing to the change in this area. Pre-Advanced Placement Courses In December 1998 the Board approved a major revision of the high school curriculum. Among the changes were the elimination of all former courses labeled "honors," "advanced," or "enriched." The District made a decision to label all such courses as Pre-AP so that the alignment behind the AP courses was more evident for everyone and for greater consistency and ease of communication. Another change was the establishment of Pre-AP courses in the core subject areas, beginning in grade 6, with the transition to middle school. Data were collected in 1999-2000 and again in 2000-01 on the enrollment in the Pre-AP program since this is the pipeline through which the District plans to develop the talent already in the District. Through these courses teachers can build the students' capacity to perform at higher and higher levels and, thus, to succeed in the AP courses in grades 11 and 12. Improvements in Enrollments in High School Pre-AP Courses The table on the following page displays enrollment in all Pre-AP courses at the high school level for both school years of implementation, 1999-2000 and 2000-01. 39 Enrollment in High School Pre-AP Courses Course 1999-2000 2000-2001 One-Year Change A-A Other Total A-A Other Total A-A Other English I 267 293 560 340 346 686 73 53 English II 253 284 537 298 316 614 45 32 English III 149 187 336 208 155 363 59 -32 Algebra II 169 330 499 168 257 425 -1 -73 Geometry 152 184 336 200 291 491 48 107 Trig/Adv. 92 168 260 79 222 301 -13 54 Biology I 280 277 557 289 332 621 9 55 Chemistry I 189 234 423 247 269 516 58 35 Physics I 171 191 362 177 274 451 6 83 Sci. Rsrch. 10 10 20 2 14 16 -8 4 Civics 283 282 565 333 347 680 50 65 World Hist. 326 284 610 374 415 789 48 131 World Geog. 0 0 0 0 0 0 0 0 Totals 2341 2724 5065 2715 3238 5953 374 514 Percents 46% 54% 100% 46% 54% 100% 1-Yr. Growth 16% 15% 15% Key findings are as follows: The total number of high school students who enrolled in Pre-AP courses improved in 2000-2001 from 5065 to 5953-an increase of 888 students or a 15 percent improvement. African-American student enrollment improved at a slightly higher rate-from 2341 in 1999-2000 to 2715 in 2000-01, an increase of 374 students or 16 percent. "Other" student enrollment also improved-from 2724 in 1999-2000 to 3238 in 2000-01 for an increase of 514 students or 15 percent. The percentage of African-American students in the total high school Pre-AP enrollment remained the same- 46 percent in 1999-2000 and in 2000-2001. The most popular high school Pre-AP course in 1999-2000 was World History . Pre-AP with 610 students enrolled and the only course with more than 600 students. In 2000-01 five courses surpassed 600, but World History remained the favorite: English II Pre-AP with 614, Biology I Pre-AP with 621, Civics Pre-AP with 680, English I Pre-AP with 686, and World History Pre-AP with 789. African-American student enrollment improved in English III Pre-AP by 59 students
"other" student enrollment, however, declined by 32. Seventy AfricanAmerican students chose English III AP at this level, rather than the Pre-AP option, and 116 "other" students made this decision, which most likely accounts for the decline in "other" enrollment in the Pre-AP course. African-American enrollment in Pre-AP Algebra II declined by one student, and "other" student enrollment declined by 73. A partial explanation for this situation is that Statistics AP, which is an alternative course to Algebra II Pre-AP, increased by 22 students in 2000-01. The largest one-year improvement in enrollment was in World History Pre-AP with 179. Close behind were Geometry with a 155 improvement, English I with 40 Total 126 77 27 -74 155 41 64 93 89 -4 115 179 0 888 126, and Civics with 115. The largest grm~'th for African-American students was in English I Pre-AP (73), and the largest gtowth for "other" students was in \\'orld History Pre-AP ( 131). Freshman and sophomore-level course enrollments were generally much higher than those at the junior level. Just as in middle school, it is important to keep these students in the pipeline toward talcing the AP courses. If the District is successful in doing so, AP English enrollment, as an example, could potentially increase a great deal in just two years. Improvements in Enrollments in Middle School Pre-AP Courses The table on the following page displays enrollment in all Pre-AP courses at the middle school level for both years of implementation, 1999-2000 and 2000-0 I. Key findings are as follows: Even though some feared that students were over-enrolled in the Pre-AP courses at the middle school level in 1999-2000, even more students stepped up to the challenge in 2000-01. The African-American student enrollment grew 937 in one year for an improvement of 19 percent
"other" students grew by 1076 for an improvement of 24 percent. The District as a whole grew by 2013 students or 22 percent. In contrast to enrollment in the high school AP courses, where African-American enrollment was 35 percent of the total in 2000-01, the African-American enrollment in middle school Pre-AP courses was 51 percent of the total. If students currently in the middle school pipeline continue through high school in the Pre-AP courses and then take AP courses in grades 11-12, the District can project significant improvements in the AP course enrollments as the current middle school students move into grade 11. As an example, there are currently 828 students enrolled in English 6 Pre-AP and 80 additional students enrolled in English 6 GT for a total of 908 students taking an advanced English course in grade 6 during 2000-01. At the high school level there are only 261 students talcing AP English III in 2000-01. If AP English III enrollment increased to 908, the District would have almost a 250 percent improvement. Enrollment in Specific Middle School Pre-AP Courses The most popular Pre-AP courses at any grade level in middle schools are the English courses. For example, 908 grade 6 students are enrolled in a Pre-AP or GT English course. Enrollment in other core areas is less: 742 in Pre-AP/GT mathematics
792 in Pre-AP/GT science
and 754 in Pre-AP/GT social studies. Algebra I enrollment in middle school made a big jump in 2000-01-from 300 students in 1999-2000 to 426 in 2000-01, a 42 percent increase. In addition, four students were enrolled in 2000-01 in Algebra II and another 19 in Geometry for a total of 449 students enrolled in high school mathematics courses in 2000-01 , as compared to 308 in 1999-2000. That is an increase of 46 percent in one year. 41 - - II -
1 I I I 111 I Enrollment in Middle School Pre-AP Courses I Course 1999-2000 2000-2001 One-Year Change 1~ 1 A-A Other Total A-A Other Total A-A Other Total i- Read/Write 6 Pre-AP 370 299 669 438 390 828 68 91 159 Read/Write 7 Pre-AP 391 305 696 411 318 729 20 13 33 Read/Write 8 Pre-AP 321 241 562 365 322 687 44 81 125 Read/Write 6 GT 14 37 51 21 59 80 7 22 29 Read/Wnte 7 GT 17 58 75 14 48 62 -3 -10 -13 I-Read/ Write 8 GT 18 41 59 15 59 74 -3 18 15 Rsrch/Write 6 Pre-AP 187 152 339 302 208 510 115 56 171 Rsrch/Write 7 Pre-AP 156 107 263 309 196 505 153 89 242 Rsrch/Write 8 Pre-AP 118 65 183 243 132 375 125 67 192 Rsrch/Write 6 GT 2 14 16 21 59 80 19 45 64 Rsrch/Write 7 GT 7 22 29 14 48 62 7 26 33 Rsrch/Write 8 GT 4 6 10 15 59 74 11 53 64 Mathematics 6 Pre-AP 313 266 579 363 314 677 50 48 98 Mathematics 7 Pre-AP 287 322 609 345 290 635 58 -32 26 - '\ Mathematics 8 Pre-AP 261 142 403 233 104 337 -28 -38 -66 Algebra I Pre-AP 124 176 300 130 296 426 6 120 126 Algebra II Pre-AP 0 0 0 0 4 4 0 4 4 Geometry Pre-AP 0 8 8 I 18 19 I 10 11 II Mathematics 6 GT 13 32 45 12 53 65 -1 21 20 Mathematics 7 GT 9 28 37 9 28 37 Science 6 Pre-AP 330 291 621 381 339 720 51 48 99 II I! Science 7 Pre-AP 365 320 685 399 339 738 34 19 53 Science 8 Pre-AP 299 256 555 379 341 720 80 85 165 Science 6 GT 19 39 58 19 53 72 0 14 14 I 11 Science 7 GT 15 54 69 16 48 64 1 -6 -5 Science 8 GT 15 43 58 14 61 75 -1 18 17 Health Sci. 6 Pre-AP 31 17 48 30 24 54 -1 7 6 Health Sci. 7 Pre-AP 18 30 48 32 22 54 14 -8 6 - Health Sci. 8 Pre-AP 12 17 29 18 30 48 6 13 19 Lab Science 6 Pre-AP 22 28 50 25 37 62 3 9 12 Lab Science 7 Pre-AP 23 32 55 27 31 58 4 -1 3 II Lab Science 8 Pre-AP 24 26 50 28 39 67 4 13 17 Soc. Studies 6 Pre-AP 337 291 628 359 323 682 22 32 54 Soc. Studies 7 Pre-AP 344 303 647 374 324 698 30 21 51 Soc. Studies 8 Pre-AP 322 241 563 347 316 663 25 75 100 I Soc. Studies 6 GT 11 36 47 19 53 72 8 17 25 Soc. Studies 7 GT 16 56 72 16 45 61 0 -11 -11 Soc. Studies 8 GT 14 44 58 13 63 76 -1 19 18 II Totals 4820 4417 9237 5757 5493 11,250 937 1076 2013 Percents 52% 48% 100% 51% 49% 100% One-Year Change 19% 24% 22% I 11 I\ I II 42 - Enrollment in Pre-AP courses predictably declines at each grade level as students drop out of the program. Interestingly, ho\vever, in 1999-2000 there were 720 students enrolled in grade 6 Pre-AP/GT English. In 2000-01 those students enrolled in Pre-AP/GT English 7 in even greater numbers: 791-an increase of 71 students in one grade level and a trend that runs counter to what usually h_appens. There were large increases of enrollment in 2000-01 in the Research and Writing Pre-AP/GT course -- 171 in grade 6,242 in grade 7, and 192 in grade 8. This change reflects a change in the schools' policy. In 1999-2000 Pre-AP/GT students were enrolled in only one period of the Reading/Writing Workshop, and they were free to choose the second period as an elective-Research and Writing. Given the importance of this course, most schools decided to register all PreAP/ GT students into both periods in 2000-01. AP Examination The District's major emphasis in 1999-2000 and 2000-01 has been on encouraging enrollment in the advanced courses so that increasing numbers of students experience a more rigorous curriculum and begin to see themselves as college-bound. College Board research shows that students talcing an AP course and earning even a "2" on the test ("3" is the minimum score required to earn college credit) do better in college courses than those who did not talce the course. Although the District's priority during 1999-2000 and 2000-01 was not in increasing the number of students talcing AP examinations or in improving the percent who earned college credit on the examinations (but rather on improvements in enrollment), some notable improvements did occur in the number of examinations talcen. AP Examination Participation 1997-98 1998-99 1999-2000 Change Number of candidates 249 298 251 1% Number of exams 427 508 489 15% The District also recognized that when the numbers of students talcing any test increase, average scores generally decline since the test was formerly reserved for a more select group of students. The trade-off is worthwhile, since in the long run greater participation in the AP program will reap more benefits for greater numbers of students than simply meeting the goal of raising the average scores of a small group. The following table displays the percentage of District students earning a score of "3" or above on AP examinations over the past three years, 1997-98, 1998-99, and 1999-2000. The District anticipates that the percentage of students earning college credit will continue to be stagnant until the increased numbers of students talcing the AP examinations are those who have been in the Pre-AP courses for several years. Many of the new students currently talcing the tests are in their first advanced course and have simply not had enough years of preparation to do well. For now, the celebration is that more students took the examination in 1998-99 and 1999-2000 than in the baseline year, 1997-98, and more students are earning a "3" or more on the examinations than in 43 the baseline year. Fifty-five percent of 489 (or 268) is, therefore, better than 59 percent of 427 (or252). Number and Percent of Students Earning a '3" or More on AP Examinations 1997-98 1998-99 1999-2000 252 (59%) 273 (54%) 268 (55%) Grades in Advanced Placement Courses The table on the following page displays the percentage of students, by race, earning a grade of "C" or above in AP courses in 1999-2000, spring semester. Data for earlier years could not be retrieved for comparison purposes due to changes in the course numbers and titles that occurred in fall 1999. Final grades for 2000-01 will not be available until June 2001. Percentage of Students Earning a "C" or Above in AP, 1999-2000 Spring Semester AP Course A-A White Other Total English III 87 96 95 93 English IV 82 93 93 89 Calculus AB 77 87 100 85 Calculus BC -- 88 100 89 Statistics 89 83 92 87 Biology II 80 97 86 89 Chemistry II 85 90 100 91 Physics II 88 95 91 92 Env. Science 91 90 100 90 Eur. History 86 88 90 88 Amer. History 72 88 81 81 Psychology 80 96 100 92 Gov. & Politics -- -- -- -- Economics -- - -- -- Human Geog. -- -- -- -- French IV 73 85 100 81 French V 75 100 -- 91 French VI -- 100 -- 100 German IV -- 100 -- 100 German V -- 100 -- 100 German VI -- 100 -- 100 Spanish IV 75 96 92 88 Spanish V 100 86 86 91 Spamsh VI 89 92 100 92 Laun III 100 96 100 97 Latin IV -- -- -- -- Latin V -- -- -- -- Art History 83 90 89 89 Studio Art 91 82 100 86 Mus. Theory 100 97 100 98 Comp. Science -- -- -- -- -- denotes no enrollment m course m spnng 2000. 44 Grades in High School Pre-AP Courses, Spring 1999-2000 The following table provides information relating to the p-ercentage of students, by race, who earned a "C" or above in Pre-AP courses at the high school level in spring 2000. Percentage of Students Earning a "C" or Above in High School Pre-AP Courses, 1999-2000 Spring Semester Pre-AP Course A-A White Other Total English I 74 90 97 83 English II 64 81 91 74 English III 74 77 90 76 Algebra II 77 89 96 85 Geometry 68 87 89 79 Trig/Adv. 78 90 93 86 Biology I 73 85 79 79 Chemistry I 67 81 87 76 Physics I 71 84 93 80 Sci. Research 70 100 - 85 Civics 90 94 93 92 World History 81 88 87 85 Grades in Middle School Pre-AP Courses, Spring 1999-2000 The following table displays the percent of students, by race, who earned a "C" or above in middle school Pre-AP courses in spring, 1999-2000. Percentage of Students Earning a "C" or Above in Middle School Pre-AP Courses, 1999-2000 Spring Semester Pre-AP Course A-A White Other Total Read/Write 6 Pre-AP 92 96 100 94 Read/Write 7 Pre-AP 80 89 92 85 Read/Write 8 Pre-AP 83 91 94 87 Read/Write 6 GT 100 100 100 100 Read/Write 7 GT 88 98 88 95 Read/Write 8 GT 39 78 100 70 Rsrch/Write 6 Pre-AP 93 95 100 94 Rsrch/Write 7 Pre-AP 89 97 100 92 Rsrch/Write 8 Pre-AP 82 92 100 87 Rsrch/Write 6 GT 100 100 100 100 Rsrch/Write 7 GT 100 100 100 100 Rsrch/Write 8 GT 75 83 100 83 Mathematics 6 Pre-AP 88 95 100 92 Mathematics 7 Pre-AP 74 90 86 83 Mathematics 8 Pre-AP 67 75 69 70 Algebra I Pre-AP 76 85 81 81 Algebra II Pre-AP - -- 100 100 Geometry Pre-AP .. 100 100 100 Mathematics 6 GT 100 94 100 96 Science 6 Pre-AP 96 99 100 97 Science 7 Pre-AP 79 91 89 85 Science 8 Pre-AP 91 91 94 91 45 Science 6 GT 95 100 100 : 98 I Science 7 GT 80 100 - 89 95 I Science 8 GT 67 82 I 100 I Sl Health Sci. 6 Pre-AP 84 77 S.3 s::: I Health Sci. 7 Pre-AP 63 46 100 57 Health Sci. 8 Pre-AP 92 88 88 89 ' Lab Science 6 Pre-AP 95 100 100 98 Lab Science 7 Pre-AP 83 90 100 88 Lab Science 8 Pre-AP 78 85 86 82 Soc. Studies 6 Pre-AP 89 96 96 92 Soc. Studies 7 Pre-AP 87 94 100 91 Soc. Studies 8 Pre-AP 87 92 94 89 Soc. Studies 6 GT 100 100 100 100 Soc. Studies 7 GT 94 100 100 99 Soc. Studies 8 GT 79 90 100 89 -- denotes no enrollment m course dunng spnng 2000. Enrollment in University Studies Courses at Hall High School Another category of advanced-level courses is the University Studies program at Hall High School, made available through a collaboration with UALR. The program began in 1999-2000 and continued in 2000-01. The following table displays the enrollment of students by race in these courses, where students earn concurrently both high school and university credit. Each course listed is a one-semester course, earning the student one-half high school credit and three semester hours of university credit. Course A-A Composition I 23 Composition II 19 Communications 6 Biology 8 Inrroduction to 14 Sociology Introduction to 9 Psychology Physics I Physics II College Algebra U.S. History I U. S. History II Totals 79 Percents 58% Enrollment in Universitv Studies Courses Hall High School, 1999-2000, 2000-01 1999-2000 2000-01 Other Total A-A Other 16 39 7 9 13 32 7 7 7 13 2 3 5 13 2 9 10 24 8 12 6 15 9 10 4 7 2 6 4 6 6 18 6 18 57 136 57 105 42% 100% 35% 65% Key observations are as follows: Total 16 14 5 11 20 19 11 8 10 24 24 162 100% Enrollment in University Studies courses increased 26 students in 2000-01 over the initial year enrollment in 1999-2000 (from 136 to 162), representing an increase of 19 percent. 46 African-American student enrollment declined in 2000-01 from 79 the first year to 57-a decrease of22 students. "Other"srudent enrollment increased from 57 to 105 for an increase of 48. Numbers of Students Earning a "C" or Above in University Studies The following table shows the number and percent of students earning a grade of "C" or above in the University Studies courses at Hall High School. ACT Results Students Earning a Grade of "C" or Above University Studies, Hall High School, 1999-2000, 2000-01 Course 1999-2000 A-A Other Total Composition I 22/23 12/ 16 34/39 96% 75% 87% Composition II 16/19 12/13 28/32 84% 92% 88% Communications 5/6 7/7 12/13 83% 100% 92% Biology 6/8 4/5 10/13 75% 80% 77% Introduction to 10/14 519 15/23 Sociology 71% 56% 65% Introduction to 6/9 4/6 10/15 Psychology 67% 67% 67% Totals 65/79 44/56 109/122 82% 79% 89% The District has two quality indicators in its accountability system that relate to performance on the ACT, the college admission examination that most District students take. The first goal is to improve the numbers of students who take the ACT, and the second goal is to improve the performance of students on the ACT. Just as with the Advanced Placement examinations, the emphasis during the first few years is on encouraging students to take the test, to see themselves as college-bound, and to use the results for post-secondary planning. At the same time, a number of initiatives has been undertaken to improve student performance. They include: Enhancing graduation requirements so that all students take the courses that are recommended in ACT preparation materials
Including at least eight advanced courses to the recommended curriculum so that students are encouraged to take the most rigorous curriculum possible
Revising ACT preparation courses for both English and mathematics and offering these courses in all five high schools
Providing comprehensive Pre-AP and AP courses for students who see themselves going to college
Aligning the Pre-AP curriculum, not only with the AP course requirements, but also with the ACT expectations
47 Providing a series of pre-test workshops in each of the subject areas through the Community Education Department
and. - Better communicating with students and parents about ACT test dates, advantages of taking the test, financial aid, how to make scholarship applications, and how to apply to college. The following table includes the ACT results for school years 1997-98 through 1999-2000, disaggregated by race. The results are provided for each sub-test, as well as the composite (average) score. Students are required to earn a composite score ofat least a "19" to qualify for an Arkansas Challenge Scholarship. Year Total 1997-98 ' No:_ofTest"s ~~-91 ~ ,-..:~~ akers.,,_'!i~ -~ - English Math Reading Sci. Reasoning Composite 1998-99 l
\~~2,.,.0~st~ ,.,. 929 .
~alcers~ ~ English Math Reading Sci. Reasoning Composite 1999-00 ~ 9
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-'if.. . &i 21.6 16 19.3 23 .3 16.3 17.8 21.3 18.8 19.3 21.8 19.2 19 22.1 17.7 19 Key observations are as follows: The number oftest-takers improved from 786 in 1997-98 to 1026 in 1999-2000 for an increase of 240 or a 31 percent improvement. The number of AfricanAmerican test-takers improved from 410 to 570--an increase of 160 students or a 39 percent improvement. The number of white test-takers also increased-from 268 in 1997-98 to 345 in 1999-2000--an improvement of77 students or a 29 percent improvement. 48 Only 40 percent of the test-takers in 1997-98 were male. This percentage remained at 40 percent in 1998-99 and went up slightly to 41 percent in 1999- 2000. These figures suggest the need for initiatives to increase the percentage of male test-takers. African-American students improved their English scores from 17.2 in 1997-98 to 17.4 in 1999-2000. White students' scores declined from 22.5 to 22.2 in the same period. The District's average scores in English went down from 19 .4 to 19 .3. African-American students' mathematics scores over the three years declined from 16.5 to 16.4, and white students' scores went down from 20.7 to 19.6. The average for the District went down from 18.3 to 17.8 between 1997-98 and 1999- 2000. Reading scores for African-American students stayed at 17.4 from 1997-98 to 1999-2000, even though many more students were taking the test in 1999-2000. White students' scores went down from 23.4 to 22.2, and the District average declined in reading from 20.3 to 19.3. African-American students improved their Science Reasoning scores from 17.2 in 1997-98 to 17.4 in 1999-2000-again with many more students taking the test. During the same period white students' scores declined from 21.8 to 21.4. The District's average score declined from 19.5 to 19. African-American students improved their average composite score from 17.2 in 1997-98 to 17 .3 in 1999-2000, again with many more students taking the test. During the same period, white students' composite scores declined from 22.2 to 21.5. The District average declined from 19.5 to 19. That African-American participation in taking the ACT has improved so dramatically over three years (39 percent) while at the same time achievement has generally gone up is evidence that the initiatives to enroll these students in advanced courses are paying off already. It is very difficult for any group to increase its numbers and at the same time to improve their average scores. Parent Survey African-American students' willingness to move into more rigorous academic courses may reflect their belief that they will get the support they need to succeed. In the 1999-2000 parent survey, 88 percent of African-American parents who expressed on opinion agreed that their child received academic support. Eighty-six percent of white/other parents who expressed an opinion agreed with this statement. Summary and Next Steps Continued improvements are necessary for full equity of access to Pre-AP, AP, and other advanced courses, but the District is clearly on the right track in making these improvements, with large percentages of African-American students now taking advantage of the opportunity to participate. District and school-level staff members will continue to seek additional funding to 49 improve the program, especially for enhancements in student recruitment, parent involvement, and student support systems, as well as for curriculum development and staff development. 50 VIII. Academic Achievement. A. Generally. Section 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Policies On August 24, 2000, the Board approved a new policy on Home Schooling (IKED). This policy reflects state law and State Board of Education regulations, as well as District views. In December 2000 the Board approved a revision to Policy IKF, General Education Graduation Requirements. The new policy moved much of the detail about required courses that was formerly in regulations into policy. Changes included the following: Increasing for the Class of 2004 the number of required units from 24 to 26 and the number of units in the recommended curriculum from 27 to 28
Modifying the recommended curriculum to include eight Pre-AP/AP or University Studies courses
Establishing criteria for the Magnet Program Seal
Establishing criteria for the Arkansas Scholars Seal
Modifying slightly the requirements for the Honors Diploma Seal
and Changing the one unit requirement in oral communications to one-half unit in oral communications and an additional one-half unit in any English, communications, or journalism course. A new course in Modem Grammar is recommended. The Board adopted in February 2001 Policy lAA on Professional Development. This new policy states that the Board will "commit the necessary time and other resources to a comprehensive professional development program that will be driven primarily by student performance data and result in improved educational achievement and equity of outcomes for all students." Procedures The regulations for Policy ID on the School Day were revised on May 25, 2000. Formerly, grade 12 students were not required to take more than four units of credit if that was all they needed to complete graduation requirements. The regulations were changed to require seniors to take eight courses, one of which could be a study hall or enrollment as a student monitor/assistant. The principal is authorized to modify this requirement if there are extenuating circumstances, which are defined. The Board reviewed on August 24, 2000, the new regulations for the policy on Remedial Instruction, 1HBDA-R2. These regulations establish the Student Academic Improvement Plan ("SAIP"). Effective fall 2000, a SAIP is to be developed for all students who are (1) not performing on grade level (K-4)
(2) not proficient on any part of the state's Benchmark examinations -primary (grade 4), intermediate (grade 51 6), middle (grade 8)
and (3) not scoring "proficient" on End-of-Course examinations in literacy, geometry, and/or algebra. An electronic form was de\eloped for teacher use, and all schools received a reference text and software to use in writing the SAIPs. During fall 2000 the Board amended regulations IK.f--R. They eliminated the former procedures that had been established to provide for semester test exemptions for students with good grades, attendance, and behavior I This change was in response to the expressed concerns of many parents and teachers that such exemptions were not in the best interests of students. The exception was reinstated in February 2001 for seniors only. The Board reviewed on October 21, 1999, and then reviewed proposed revisions on May 25, 2000, the regulations on Class Rankings/Grade-Point Averages, IKC-R. These regulations delineate the kinds of grades that will be included in the calculations for class rankings/grade-point averages
the kinds of grades that will not be included
procedures to be used when students re-enroll for a course to make up a failing grade or to improve a low grade
how to calculate transfer grades
the grade points of regular-level and AP course grades
procedures for determining rank-inclass
procedures to be used in determining senior honors
and definitions of key terms. The May revisions included a new provision that allows a student who earns a grade of "C" or "D" to retake a course to improve the grade. Both the first and second grades will be included in the calculation of the grade-point average. A new set of regulations, IKEC-R, Credit for Courses Taken Through Distance Learning, was reviewed by the Board on September 14, 2000. These regulations allow District students to take certain high school courses through the Arkansas Virtual High School. Such opportunities open doors to meet more students' needs. The regulations note that these courses might especially be appropriate for "students who need to make up failed courses, for the resolution of scheduling conflicts, for students transferring in from other high schools, to provide courses where there is a lack of certified teachers available, for home-bound students, for returning home school students who lack credits, for pregnant teens and teen parents, and others with extenuating circumstances." The Board reviewed on August 24, 2000, the proposed regulations IKED-R on Home Schooling. The procedures that were established include how to place home school students in grade levels or courses upon their entry or re-entry into the District. The Board reviewed in December 2000 new regulations for General Education Graduation Requirements, IKF-R. The new regulations delineate the procedures for placing students in English and social studies courses
added new technology courses that c.an satisfy the requirements for Technology Applications
and added new Career Focus areas, including one for Teachers of Tomorrow, one in Aviation Technology, and another for the out-of-zone students transferring into Central High School. 52 The Board reviewed on January 11, 2001, proposed new Professional Development regulations, IAA-R. These regulations defined the required professional development hours
the necessity of a professional development individual improvement plan
the use of the school day for professional development
procedures for awarding salary credit
procedures for paying stipends
procedures for tuition reimbursement
procedures for earning time off on Turkey Day (the Wednesday before Thanksgiving)
encouragement to teachers to become National Board certified
the status of AEA Days
a definition of the District's induction program for beginning teachers
the importance of professional development in school improvement plans
and the requirement for program evaluation. On May 1, 2000, a new Administrative Directive ID was issued on the Length of the Instructional Day. Administrative Directive IIB on Minimum Class Enrollment was issued on May 1, 2000. Administrative Directive IKA(2) on Grading Procedures was issued on January 21, 2000. Administrative Directive IKAB on Reporting Pupil Progress was issued on May 1, 2000. Administrative Directive IKC on Implementation of Policy IKC was issued on May 1,2000. Administrative Directive IKF A on Scheduling High School Students was issued on May5,2000. The Middle School Curriculum Catalog, 2001-02, was published and distributed during January 2001. The High School Curriculum Catalog, 2001-02, was published and distributed during January 2001. The Middle School Parent/Student Guide to Course Selection, 2001-02, was published and distributed to schools during January 2001. The High School Parent/Student Guide to Course Selection and Graduation Requirements, 2001-02, was published and distributed to schools during January 2001. Priority Intervention Procedures In early September 2000 the District adopted a set of Priority Intervention Procedures ("PIP"). PIP is the system for providing support, corrective actions, and sanctions for schools identified by the Arkansas Department of Education for improvement. This 53 system includes both a set of supportive interventions to help schools improve and a set of corrective actions if schools fail to improve. The procedures include a variety of interventions for schools identified for improvement: I Accessible data for principals, Campus Leadership Teams, and others involved in school improvement
Professional development for teachers, principals, and instructional support personnel
School Improvement Plan coaching for principals and Campus Leadership Teams
School Improvement Audits and/or Curriculum Audits conducted by District staff and then shared with the principal, Campus Leadership Team, and the faculty
Technical assistance, on demand, for all schools. Equitable resources to all schools
provision for extra resources for schools in need
and Principal evaluation system that is aligned with the accountability system. The PIP also includes a list of possible corrective actions for schools that are identified for improvement: Diminished autonomy
Required professional development for the principal and/or other staff. Negative impact on evaluations for the principal and/or other staff
Removal of the principal after two consecutive years of a school being identified for improvement
and Removal of 50 percent of more of a school's teachers after three consecutive years of a school being identified for improvement. At the September 2000 Leadership Team meeting (principals and central office brokers), the PIP was presented, and a meeting schedule with clusters of principals was distributed. During early October representatives of the School Services and the Instruction Divisions met with each group of four to five principals to talk with them about what is available to support school improvement, to listen to a presentation on their School Improvement Plans, and to listen to their needs for assistance and support. Staff members took notes at these meetings so that follow-up could occur. Subsequent meetings with the same groups of principals were conducted to discuss the results of assessments as they became available. Additionally, the School Services staff conducted monthly follow-up meetings with principals, and two of the PIP gr_oups of principals are meeting to plan together for improvement. Mid-year conferences have been scheduled to follow up on recommendations made as a result of the group pre-conferences conducted in October. 54 Another planned follow-up is to provide training for the Di,ision oflnstruction staff, as well as principals and assistant principals, in the use of the School Observation Measure developed by Dr. Steve Ross and his associates at the University of Memphis. This instrument allows observers to visit classrooms and then to construct a school profile of the instructional program. These data will be used as a part of the Curriculum Audits proposed as a possible intervention in the PIP. The training will be conducted for fall 2001 implementation. Programs Assessments Achievement Level Tests The District's Achievement Level Tests ("ALTs") in reading, language, and mathematics are administered in grades 3-11. The ALT is administered early each fall and again in late spring so that the year's growth can be measured. These tests are criterion-referenced in that they are closely aligned with the District's curriculum content standards and grade-level benchmarks. The scores are on a continuum that allows parents, teachers, students, and others to determine a student's growth during a given year, as well as over time. Also, the scoring software allows the staff to compare a student's performance with that of all the students in the nation who also take the ALTs, and a percentile score is derived. This percentile is not the same as the one used to score the SAT9 tests. The ALT national sample is inclusive of all students who take the test, and there has been no attempt to establish a norm based on representative students acc'0rding to region, poverty, race/ethnicity, gender, and so forth. Criterion-Referenced Tests-Literacy, Grades 3-5 Also, second and third quarter criterion referenced tests are administered to third, fourth and fifth grade students. These tests are designed by the District's teacher leaders with input from classroom teachers. They are closely aligned with the District's elementary curriculum content standards and grade-level benchmarks so that they give the school and parents good information about the status of a student's performance in terms of achieving the standards. They are also intended to be predictive of how a student will perfonn on more formal measures unless appropriate interventions are made to improve perfonnance. Criterion-Referenced Tests-Literacy, Grades 6-12 To measure students' growth against the District and State benchmarks, criterion referenced tests ("CRTs") were developed by the English curriculum staff in the areas ofreading, writing, and grammar. These tests are used by each classroom teacher to measure students' growth and to plan instruction. Tests were carefully written to model form and procedure of the SAT9, the State Benchmark Exam, End of Course Literacy Test, and the AL Ts. Items are annotated to reflect benchmark(s) tested. The CRT's are designed to be given during the second and third quarters, but teachers have the prerogative1to administer tests during a period of several weeks for maximum value and individual needs. 55 Criterion Referenced Test (End ofUnit/Module Exams), Mathematics and Science CRTs were also developed by the District's Mathematics-and Science Departments in collaboration with PRE. This CRT measures performance at critical junctures in the new math and science curricula: specifically at the end of each mathematics "module" and each science "unit." The test directly assesses student performance on District benchmarks in math and science. Each benchmark includes 4 test items. Stu~ents are expected to answer at least 3 of those items correctly to be proficient on the benchmark. In addition the test includes openended, free-response items that are formatted like the open-ended items on the Siate Benchmark Exam. Results on the CRT inform teachers, principals, and the District about how students are achieving the District benchmarks. A process is being implemented to efficiently convey test results to teachers, parents, and principals in order to achieve the CRT goal of identifying student performance in relation to our own curriculum and to identify students in need of additional instruction. To facilitate administration of the math and science multi-module CRTs, a systematic approach is being used for scanning, scoring, and the generation of reports for teacher, parents, and principals. The reports will include an "item analysis" that reveals how students performed on the test question by question. This will give the teacher detailed information about the content and skil
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 Resources.

<dcterms_creator>Little Rock School District</dcterms_creator>