Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations

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ve. a i)CC . I 2 I I (ff? 5 I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 Program Name EXTENDED PROGRAM EVALUATIONS (Alphabetical Order) Academic Progress Incentive Grant Academic Support Program Alternative Learning Center Booker Arts Magnet Carver Math/Science Magnet Central International Studies Communications Services Dunbar International Studies Four-Year Old/City Wide Early Childhood Gibbs International Studies Henderson Health Sciences Magnet Human Resources Mann Science/Arts Magnet McClellan Community McClellan Business/Communications New Futures (Teaming) Parkview Science/Arts Magnet Transportation (Special Education) Vocational Education Williams Magnet Program Name: Administrative Summary APIG/Focused Activities Implementation Plan 1995-96 Program Description and History From 1991-1994: The Academic Incentive Grant Program was intended to provide funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportionality in academic achievement among groups formed on the basis of race, gender, and economic status. Each area school would be able to apply for a total of $75,000 over a three-year period. This amount would be issued to the schools in increments of $25,000 each year, and the carryover of funds would be permitted. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators and patrons would participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District would not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria: A panel reviewed all applications according to the following: (1) A detailed and wellplanned proposal
(2) appropriate goals and objects
(3) We/I-documented need
(4) innovativeness
(5) potential for replicability
(6) realistic budget
(7) quality of evaluation
(8) ability to continue after grant period ends
(9) documentation of teacher, administrator, and patron involvement during proposal development
and, (10) use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Focused Activities - Each area school could have a fundamentally sound and strong basic education program. Each area school would also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (Non-incentive and non-interdistrict) received an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities was threefold: (1) to promote the school as a "community of learning" among parents, staff and students
(2) to provide enrichment opportunities at the building level
(3) to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school would be integrated into the core curriculum or reflected in the school's environment and day-today activities. The academic performance of area school students would indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment 'activities. Area school students would participate in ongoing, 1 meaningful enrichment activities that complement and extend the core curricular activities. All area schools would be viewed by the community as providing equitable and excellent educational programs. A business case on APIG/Focused Activities was submitted to the Little Rock School District Board of Directors and approved on April 12, 1995. (The recommendation in the business case stated that the Little Rock School District will redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools' operating budget. Annually each elementary area school would be funded $20 per student as of the October 1 enrollment. Funds could be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan have been combined in such a manner that the spirit and intent of the two grant proposals are maintained.) (Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student.) Recommendations: Continue to give Area Schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. 2 II I I I I I I I I ADMINISTRATIVE SUMMARY PROGRAM NAME: Academic Support Program PROGRAM DESCRIPI'ION: The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan VocationalTechnical Education Center. The Academic support Program offers a variety of options to individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull out at the elementary level. The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes . the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of separate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. RECOMMENDATIONS: Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. Administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood. Administrative Summary Page 2 Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that program supervisors exercise increased involvement in the Academic Support Program. Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers should utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading/language arts. The district should explore consolidating resources at lower grade levels by eliminating services at the secondary level. I I I ACADEMIC SUPPORT MODIFIED PROGRAM EVALUATION Evaluation Focus What follows is a modified program evaluation of the Little Rock School District Academic Support Program intended to address specific concerns at the secondary level. The current Academic Support Program was designed and implemented following a 1992 court order, in which the district was directed to redesign its support system for students with learning needs in the areas of reading/language arts and mathematics. The current concerns about the Academic Support Program have to do with perceived departures, Jrticularly at the secondary level, from the program design. Such departures may endanger the integrity of the Academic Support Program, by violating the goals of the desegregation plan with regards to student achievement and by failing to fully serve students who should be targeted in appropriate ways. Specifically, this program evaluation has been conducted to address questions about implementation of the program, administration of the program, and future funding of the program at the secondary level. In this context it has been necessary to modify the District's evaluation format in order to limit the focus of the analysis process to these three specific concerns. Therefore, the evaluation does not attempt to address the full scope of the current Academic Support Program. Secondary Program Description Purpose The purpose of the Academic Support Program is to provide support for participating students in the areas of reading, language arts, and mathematics. The program reinforces and enhances the ,icademic achievement of these targeted students. The support is provided by English, reading, and mathematics teachers in additional classes. Scope and Content All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan Vocational-Technical Education Center. The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing services to identified students through additional classes at the secondary level. Secondary Academic Support Pro~arn Secondary schools implement the Academic Support Program according to one of the following possible approaches: APPROACH ONE For students identified with severe reading problems, a reading class is available in five of the junior high schools to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO NIA APPROACH THREE The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of ~ eparate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. EXTENDED SERVICES-SECONDARY To support and extend learning opportunities for targeted students, the academic team concept is supplemented by making available to these students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. The implementation of academic support programs may vary from school to school in design. However, the following common critical elements are evident in every program: instructional strategies including higher order thinking skills, close observance of time on task, use of the District's approved curriculum with appropriate materials and resources, a positive school climate that includes conveying high expectations for all students, parent involvement designed to assure a collaborative partnership between parents and school, problem analysis consisting of collecting, analyzing and disaggregating student data, and monitoring/evaluation. Yew staff members participate in development activities that assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. 2 I I I Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartile on the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Specific objectives have been developed in order to accomplish the program goal. One of the objectives is to identify and serve students who are at-risk in language arts and mathematics. In '.):-der to meet this objective at the secondary level, several assumptions are made: 1) funding will be available for program activities 2) schools will implement the approved reading and language arts/math plus model 3) students will be identified and selected in a timely manner for the program using multiple criteria 4) staff development will be provided for teachers participating in the program 5) appropriate records will be kept on students to measure progress and meet federal and/or state regulations 6) instruction, evidence of learning, and record keeping will be monitored on a regular basis Evaluation The limited evaluation will address three aspects of the Academic Support Program: l) degree of implementation at the secondary school level during the 1995-96 school year 2) administrative coordination 3) external funding 3 Evaluation Criteria The evaluation criteria for the modified program evaluation for the Academic Support Program consists of: I) the extent to which the secondary schools are implementing the reading and language arts/math plus model. Data about the number of students served at each school compared to those eligible, the number of students in each reading language arts plus and math plus class, and the number of students who aren't in their regular language arts or mathematics teacher's plus class. 2) a listing of major program activities with a time line and the person(s) who initiated/implemented the activity. This listing will illustrate current administrative control of the Academic Support Program. 3) a description of program components and the cost of each component for the 1995-96 school year. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with the previously stated aspects. Aspect I Degree of Implementation at the Secondary School Level During the 1995-96 School Year Each secondary school (all junior and senior high schools) was surveyed to determine the total number of Language Arts Plus and Math Plus classes, the total number of students enrolled in each class, and the total number of students enrolled in the classes who are not being served by their regular English and/or math teachers. The surveys produced the following results: Among the eight junior high schools, there are 37 Language Arts Plus classes and 42 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 352. Of these students, 27 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 437. Of these students, 80 are not served by their own math teacher. Table A and Table B Among the five senior high schools, there are 36 Language Arts Plus classes and 9 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 343. Of these students, 95 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 72. Of these students, 2 are not being served by their own math teacher. 4 I I I TABLE A LANGUAGE ARTS PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT # MISPLACED STUDENTS Fair High Hall 6th 12 3 Fair High Gray 6th 7 Fair High Peters 5th 15 2 Fair High Pickering 1st 8 8 Fair High Earleywine 4th 7 Fair High Thompson 6th 11 8 McClellan High B. Gray 6th 11 McClellan High McDonald 1st 8 McClellan High Tatum 1st 6 McClellan High Jones 2nd 8 4 McClellan High Hawkins 4th 6 McClellan High Paul 4th 9 UcClellan High D. Gray 3rd 8 Parkview High Henry 3rd 7 2 Parkview High Kready 3rd 12 3 Parkview High Bailey 6th 7 Parkview High Rague 3rd 16 Cloverdale Jr. Burnette 6th 9 Cloverdale Jr. VanPelt 1st 11 Mabelvale Jr. Credit-Banston 3rd 8 Mabelvale Jr. Lee 5th 6 Mabelvale Jr. Hastings 4th 5 Mabelvale Jr. Price 6th 2 Mabelvale Jr. Toledo 7th 9 Mabelvale Jr. Wolfe 1st 7 Mann Jr. Bell 7th 12 Mann Jr. Gamer 1st 11 Mann Jr. Davis 4th 7 Mann Jr. Davis 5th 9 Southwest Jr. Smithson 7th 14 Southwest Jr. McCuien 2nd 14 l-:r,ntral High Paxton 5th 8 Central High Hammons 3rd 14 Central High Nash 5th 14 Central High Sain 1st 13 Central High Prewit 1st 9 9 Central High Prewit 2nd 8 8 Central High Prewit 3rd 13 13 Central High Prewit 4th 12 12 Central High Prewit 6th 10 10 5 SCHOOL TEACHER Dunbar Jr. Rizzardi Dunbar Jr. McLeroy Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Mundy I
1mbar Jr. Mundy Dunbar Jr. M. Smith Dunbar Jr. M. Smith Dunbar Jr. Flynn Pulaski Hts. Jr. Bodenhamer Pulaski Hts. Jr. Sparling Pulaski Hts. Jr. Ross Hall High Milloway Hall High Easter Hall High Hawkins Hall High Carter Hall High Runshang Hall High Gage Hall High Norman Hall High Walton Hall High McKinnon Hall High Maddison Henderson Jr. Williams Henderson Jr. Williams Henderson Jr. Olsen Henderson Jr. Olsen Henderson Jr. Palmer Henderson Jr. Williamson Henderson Jr. Key Henderson Jr. Key Forest Hts. Jr. McCree Forest Hts. Jr. McCree Total Jr. High Classes 37 Total Sr. High Classes 36 *Estimated from average PERIOD ENROLLMENT # MISPLACED STUDENTS 1st 9 2nd 11 2nd 7 4th 7 5th 9 1st 9 6th 9 I st 12 5th 8 6th 11 2nd 8 6th 11 4th 12 1st 7 3rd 9 2nd 14 5th 10 6th 5 3rd 5 2nd 5 4th 11 1st 5 1st 13 13 5th 10 6th 9 5th 10 6th 11 3rd 15 2nd 8 1st 7 7th 8 3rd 14 +14 5th 13 +13 Total Jr. High Enrollment 352 Total Sr High Enrollment 343 Average Enrollment 9.5 + 11 of McCree's 27 students have her periodically as a team teacher
16 don't have her at all. 6 I I I I II I I TABLEB MATH PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT #MISPLACED STUDENTS Central High Carr 1st 4 Central High Schlesinger 1st 8 Central High Schlesinger 3rd 8 1 Fair High Eskola 2nd 8 Fair High Feldman 3rd 13 1 Hall High Daniell 4th 4 Hall High Thompson 5th 9 McClellan High Larkin 2nd 10 McClellan High Larkin 6th 8 Dunbar Jr. Robinson (8th) 6th 9 Dunbar Jr. Flanigan (7th) 7th 8 Dunbar Jr. Newton (7th) 5th 8 Dunbar Jr. Cowell (8th) 2nd 8 Forest Hts. Jr. Gray (7th) 6th 7 7* Forest Hts. Jr. Gray (7th) 7th 7 7* Forest Hts. Jr. Nichols (8th) 1st 10 10* Forest Hts. Jr. Nichols (8th) 2nd 8 8* Henderson Jr. Burkepile (7th) 4th 7 Henderson Jr. Burkepile (8th) 5th 10 Henderson Jr. Grant (7th) 3rd 11 Henderson Jr. Grant (7th) 6th 6 H~nderson Jr. Thompson (8th) 7th 14 Henderson Jr. Ellington (7th) 1st 14 Henderson Jr. Slater (8th) 2nd 15 Mabelvale Jr. Lindberg (7th) 3rd 8 Mabelvale Jr. Dunbar (7th) 7th 11 Mabelvale Jr. Clark (8th) 7th 15 Mabelvale Jr. Webb (8th) 1st 10 Pulaski Hts. Jr. Allmon (7th) 1st 13 1 Pulaski Hts. Jr. Allmon (7th) 5th 11 ~ Pulaski Hts. Jr. Drake (8th) 2nd 11 Pulaski Hts. Jr. Drake (8th) 3rd 13 Southwest Jr. Ezell (7th) 2nd 9 Southwest Jr. Ezell (7th) 3rd 11 Southwest Jr. Kline (8th) 4th 10 Southwest Jr. Morgan (8th) 4th 12 7 SCHOOL Southwest Jr. Mann Jr. Mann Jr. Mann Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. ....C. loverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Total Jr. High 73 Total Sr. High 51 TEACHER Tidmore (7th) Moore (8th) McSwain (7th) Levin (8th) Benson (7th) Skidgel (8th) Skidgel (8th) Gately (7th) Gately (8th) Gately (7th) Reedy (7th) Reedy (7th) Klais (8th) Klais (8th) Klais (8th) Parkview- No Math Plus Classes PERIOD ENROLLMENT #MISPLACED STUDENTS 3rd 16 5th 15 6th 8 4th 15 7th 9 2nd 4 I 4th 14 2 4th 6 3 5th 10 10 6th 12 9 1st 11 2 4th 7 3rd 12 7 6th 10 4 7th 12 9 Total Jr. High 383 Total Sr. High 493 Average Enrollment 9.8 All Forest Heights Math Plus students are scheduled with a part-time "team teacher." 8 At the secondary level, there are a total of 73 Language Arts Plus classes with a total enrollment of 695 students. The average class size is 9 .5 students. TABLEC "ELIGIBLE" versus "SERVED" LANGUAGE ARTS PLUS STUDENTS *POPULATION POPULATION PERCENTAGE SCHOOL ELIGIBLE SERVED SERVED CLOVERDALE 159 20 12.5% DUNBAR 144 92 63.9% FOREST HEIGHTS 140 27 19.0% HENDERSON 165 78 47.3% MABELVALE 122 37 30.3% MANN 98 39 39.8% PULASKI HEIGHTS 142 31 21.8% SOUTHWEST 146 28 19.2% CENTRAL 446 101 22.6% FAIR 304 60 19.7% HALL 317 84 26.5% McCLELLAN 296 56 18.9% PARKVIEW 134 42 31.3% TOTAL 2613 69S 27.0% *Includes grades 7-12. There are a total of 51 Math Plus classes with a total enrollment of 509 students. The average Math Plus class size is 9.8 students. TABLED "ELIGIBLE" versus "SERVED" MATH PLUS STUDENTS *POPULATION SCHOOL ELIGIBLE CLOVERDALE 164 DUNBAR 124 FOREST HEIGHTS 136 HENDERSON 146 MABELVALE 104 MANN 82 PULASKI HEIGHTS 143 SOUTHWEST 136 CENTRAL 279 FAIR 161 HALL 137 M.::CLELLAN 154 PARKVIEW 63 TOTAL 1824 *Includes grades 7, 8 and 10. POPULATION SERVED 107 33 32 77 44 38 48 58 20 21 13 18 0 S09 9 PERCENTAGE SERVED 62.2% 26.6% 23.5% 52.7% 42.3% 46.3% 32.4% 42.6% . 7.2% 13 .0% 9.5% 11.7% 0.0% 28.0% {, The total number of students at the secondary level being served during the 1995-96 school year is 1,204. Of that total secondary student population tested, using the SAT-8, during the spring of 1995 4,299 fell below the 36th NCE, which is the cut-off for Academic Support Program service eligibility. 3,095 more students are eligible for service than are actually being served. Aspect 2 Administrative Coordination A review of the Academic Support Program activities reveals that there are 32 specific events which must be compiled for full implementation to occur. There are a number of specific events that may be categorized into 7 specific function categories. These ?function categories correspond to duties assigned to the following district entities: Federal Programs, R.~ading/Language Arts Department, Mathematics Department, Assistant Superintendent of Secondary Schools, and building-level principals. A number of the events require coordination of functions by two or more district entities in order to ensure that the events are fully completed. Table E, Table F and Table G. Academic Support language arts plus and math plus administration is presented in detail in Table G. Primary tasks are listed in five major categories: application preparation, student selection process, monitoring, personnel and evaluation. Each tasks shows a start and finish date and the name of the person or persons responsible for its completion. There are remaining coordinating functions that must be reconciled between Table F and Table G. 10 TABLEE TITLE I EVENTS - CROSS REFERENCED BY FUNCTION PROGRAM EVENT -J)e
velop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SA T-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program / assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical assistance to supervisors Provide technical assistance to principals ui>velop model choices/curriculum/materials Select program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Manage program budget Coordinate audits MO - Monitoring (Regulatory/Compliance) BM - Budget Management SD - Staff Development PD - Program Design MO X X X X X X X X X 11 BM SD PD EV TA X X X X X X X X X X X X X X X X X X X X X X X X X X X X X EV - Evaluation TA - Technical Assistance IM - Implementation X X X X X X X X X X X X X IM X X X X X X X X X X X ? .A 1.-- La_ TABLEF CRITICAL EVENTS RECOMMENDED ADMINISTRATIVE COORDINATION EVENT -l)c,velop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SAT-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program/assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical ~sistance to supervisors Provide technical assistance to principals uc>velop model choices/curriculum/materials >- ~elect program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Coordinate audits FP LA/MA - Federal Programs - Language Arts and Mathematics Departments - Principals COORDINATION PROVIDED BY LA/MA,FP FP LA/MA LA/MA,FP LA/MA PR LA/MA,PR PR PR PR,AS PR PR PR, LA/MA FP, PR, LA/MA LA/MA, PR, FP, AS PR LA/MA, FP, PR, AS FP LA/MA FP LA/MA,FP LA/MA PR, LA/MA, AS LA/MA LA/MA FP, LA/MA, AS FP FP FP FP FP PR AS - Assistant Superintendent for Secondary Schools 12 TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID N1m ,i
.-hedu""' "fun Sc.,.,.uled Finish Resource Names 1 ~~PUc,t,.T{Qtt ~l~BAIIQN 2/1/96 5/24/96 Adams/Promm Manager ' 2 Procram Description 4/24/95 5/l/95 Adams/Prlnclpal/Glascow/Parker l Budcet Summary 6/17/96 6/28/96 Adams/Hllhollen 4 Submit Project to Board 7/5/96 7/11/96 Superintendent/ Adams 5 Submit to ADE 7/25/96 8/15/96 ADAMS 6 STUDENT SELECTION PROCESS 11/1/94 7/5/95 ADAMS 7 Modify Dau lnstnimenu 11/15/94 1/l/95 Adams/Glascow/Parker 8 lnservlce Counselon 2/7/95 2/7/95 Adams/Glascow/Parker 9 Selection Deslcn l/1/95 l/10/95 Adams/Pro,ram Hanacer 10 Adoption Process l/10/95 l/ll/95 Adams/Glascow/Parker 11 Distribute Student Analysis 4/l/95 4/7/95 Adams/Suff FY95-96 13 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ilme esource ilmes t2 Administer Student Anillysls Tuchen 1] Collect DilUI 4/17/95 4/18/95 PrfnclPill 14 Score Student Anillysls 4/20/95 4/28/95 Adilms/Surf 15 Develop Milster List 5/8/95 5/15/95 Adilms/Glils1ow/Pi1r1ter 16 Collect Sunford-Elsht Scores 5/5/95 6/5/95 Adilms/)ilclcson/Buson/Rumns 17 Collect Tucher Recommendiltlon Forms 5/5/95 6/5/95 Glils1ow/Pi1r1ter 18 Submit Forms To Office of Federal Prosrams 6/6/95 6/9/95 Gli111ow/Pi1r1ter 19 Composite Scores 6/1/95 6/16/95 Adilms/Pro,rilm Hilnil&er 20 Select Needy Studenu 6/19/95 6/21/95 Adilms/Pro,rilm Hilniller 21 Aademlc Performance level 6/26/95 7/5/95 Chapter 1 ll Rei. Tuchen/Glils1ow/Pi1r1ter MONITORING 7/1/94 8/JQ/95 AlMMS FY95-96 14 TARI I-" G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID Name llidllNIUl"41 :uart icneau1ea finish ltesource Names 2J COMPLIANCE: student selectlon, student PEP, parent 7/1/94 8/J0/95 Adams/Prosram Hana1er/Spedallsts authoriutlon, staff collabontlon, parent Involvement, student sndes, student attendance, student behavior, pupil/teacher ratio 24 PROGRAM PROGRESS: prosress or lack of prosress, stares 9/1/94 6/4/95 Adams/Glas1ow/Parker/Prosram of Improvement, recommendatlon(s), follow-up Hana1er/Spedallsts 25 Honltorin1 Reports To Office of Federal Prosrams-BlHonthly 10/12/94 6/1/95 Glas1ow/Parker/Prosram Hana1er/Speclallsts 26 STAFF DEVELOPMENT: pre-school or orientation workshops, 8/22/95 5/12/96 ADAMS/GLASGOW/PARKER/SPECIALISTS contlnulnr and periodic lnservlce, specialized technlcal assistance, new personnel lnservlce, review of evalmtlon with school staff 27 Rudln1 8/15/95 6/4/96 Parker/Speclallsts 28 Rudln1/unrua1e Arts Plus 8/15/95 11/14/95 Adams/Speclallsts/ Adams 29 Classroom Teachers Instructional Practices 8/22/95 11/13/95 Parker/Spedallsu JO Mathematics 8/22/95 6/J/96 Glasrow/Speclallsts JI Classroom Tuchen Instructional Practices 8/22/95 11/13/95 Glasrow/Speclallsts J2 Hath Plus 8/15/95 11/14/95 Glas1ow/Speclallsts ll PERSONNEL: CHAPTER I /TITLE 7/3/95 6/28/96 ADAMS I/COMPENSATORY EDUCATION FY95-96 14 JS 16 17 ]8 19 40 41 41 44 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MATH PLUS FY95-96 ame Job Vaancy Announcement Appllatlon on FIie Interview Vaancy Document Vaancy Document Copy to Office of Federal Proarams Personnel Roster: Chainres, Replacemenu, Corrections Reconcile Compensaitory Eduatlon Personnel Vaancy List to Personnel Office COMPENSATORY EDUCATION EVALUATION Compensaitory Eduatlon/Chaipter 1 Information Management Program Summatlve Data FY95-96 16 7/l/95 7/3/95 7/l/95 7/3/95 7/l/95 4/l/95 4/l/95 5/JL25 8/22/94 10/20/94 6/l/96 Robinson/ Adams 6/l/96 Prlnclpal/Glasrow/Parker 6/l/96 Prlnclpal/ Adams/Hurley 6/l/96 Hurley 6/l/96 Adams/Mllhollen/Hurley 4/3/95 Adams/Hurley 5/1/95 ADAMS 6/30/25 ADAMS 6/15/95 Adams/Bates 6/15/95 Prorram Manager/Adams TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 IP Name :l(nl!<IUI .... :uart :1cneau1ea t1nun llesource Names 45 StanfordElcht Reports 5/16/95 6/1/95 Jackson/Beason/Conley 46 Impact Summary 6/1/95 6/15/95 Proaram Mauser/Adams 47 Sustained Gains 6/1/95 6/15/95 Pro,rahl Mana,er/Adams 48 Sustained Growth 6/1/95 6/15/95 Pro,nm Mauser/Adams 49 Two Year Student Study 6/1/95 6/15/95 Proaram Mana1er/Adams FY95-96 Aspect 3 External Funding Students may receive supplemental assistance in a reading class or language arts plus class as is shown in Table H. In 1995 $665,200 was the expenditure in reading only from Title I funds. In addition, $247,816 was the expenditure for language arts plus classes funded by Compensatory Education. Math plus expenditures were $290,221. Combined costs from both funding sources was $1,203,257. In 1996, reading and language arts is funded only by Title I and math is funded only by Compensatory Education. The difference in expenditure levels between 1995 and 1996 is j
~72,860. The decrease in funding resulted in a decrease in FTEs, as well, between FY95 and FY96. For the Language Arts Plus and reading the net decrease was 16 FTEs over the 2-year period, while for Math Plus the decrease in FTEs between FY95 and FY96 totaled 4.8 FTE's. If continuing to serve 30 per cent of the identified students in a plus class environment remains the norm, funding levels for these classes must remain at $700,000. (State Compensatory funding of $250,00 will not be awarded in FY97. In addition, Title I funding could be reduced by 10 percent in FY97.) Also, provisions must be made for salary increases and benefits. TABLEH ACADEMIC SUPPORT SECONDARY SCHOOL FUNDING SOURCE BUDGET FUNDING SOURCE FY9S FrEs FY96 FrEs TITLE I READING/LANGUAGE ARTS $665,220 19.2 $510,128 11.0 READ-ONLY READ/LAP MATH -0- -0- -0- -0- COMPED. 32 TEACHERS READ/LAP $247,816 7.8 (2 READ TEACH.) 44 MA TH TEACHERS $290,221 10.4 $185,989 5.6 TOTAL SI,203,2S7 37.4 $696,117 16.6 NOTE: Sr. High schools/Pulaski Heights Jr. High not eligible FY96. 18 Obstacles to Goal Attainment 0:: .
acles to goal attainment are indicated by relationship to the three aspects which are the focus o: : 1is evaluation. The obstacles are as follows: i. .. Degree to implementation at the secondary level during the 1995-96 school year Lack of staff development component for inservicing principals and registrars on bow to schedule students and classes. Inconsistency in use of placement forms and multiple criteria to determine eligible student population. Inconsistency in adherence to written Academic Support Program description. Lack of involvement in program design and management at instructional supervisor level. ')) Administrative coordination Lack of consistent communication among administrative entities: Assistant Superintendent of Secondary Schools, Director ofF~deral Programs, Director of Reading/Language Arts, Director of Mathematics/Science, and Building . Principals. Lack of clear delineation of roles and duties among all administrative entities. Inconsistency in interpretation of Academic Support Program design. Inconsistency in program implementation from site to site. 3) External funding Decrease in federal and state controlled funding. Lack of clear communication of how different program components are funded: which teachers are paid with what funds? Lack of clear understanding of what funds are available for materials, supplies, staff development, and technical assistance. Lack of clear communication on state and federal regulations, laws, and guidelines. 19 II Recommendations Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. The administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood by everyone. The current Academic Support Program was written to comply with a 1992 court order. The program description is very specific with regard to school implementation possibilities. Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The Academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that the program supervisors exercise increased involvement in the Academic Support Program . .Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short -term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers can utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading and language arts. The District should explore consolidating resources at lower grade levels by reducing or eliminating services at the secondary level. 20 Addendum To The Extended Evaluation For Alternative Leamini Center Program being evaluated: In-School Suspension, Alternative Learning Center: Curriculum Offering, Attendance Patterns/Rates, and Behavior Modification Procedures. Data collection: Area Classification Objective 1: Number of repons from office file. Support Objective 2: Evaluation of daily sign-in logs and attendance Jog held in office attendance file. Support Objective 3: Evaluation of the information made available for review by visiting monitors. Filed in office bookcase. Desegregation Objective 4: Evaluation of the Alternati'.'e learning Center Mission Package, intake conferences, counseling, orientation program, individualized lesson plans, In-School Detention, In-School Suspension, activity clubs, and field trips. Curriculum Objective 5: Evaluation of disaggegated enrollment data immediately after each enrollment change. Filed as "ALC- ROLL". Desegregation Objective 6: Evaluation of behavior modification sanction log book filed in principal's office. Desegregation Objectin 2.: Evaluation of curriculum offerings filed with the Arkansas Department of Education through Forest Heights Junior High School. Evaluation of grades filed for each student by the alternative school faculty. Information maintained in the office files. Curriculum Alternative Learning Center Extended Program Evaluation Revised: l l /10/95 Primary Leader: Dr. Anderson, Assistant Superintendent Secondary Leader: Dr. Marshaleck, Principal Chair: Dr. Anderson, Assistant Superintendent Program Name: In-School Suspension Partial Specific Areas of Study: (Operation of Alternative Education Center) 1.) Curriculum Offered 2.) Attendance Patterns/Rates 3.) Behavior Modification Procedures J I.RSD - J\I.C - EXf-l'ROI WPS Purpose Alternative Learning Center Extended Program Evaluation Program Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Scope and Content The Alternative Leaming Center provides learning experiences for students of the district's junior high schools who have demonstrated continued lack of success in the regular classroom setting after educational and behavior modification strategies have been applied. Students are offered a full academic load with smaller classroom settings and individualized lessons. Assessment and testing during orientation offer each teacher tools to modify classroom strategies to include the learning styles of each student. Attendance is stressed by providing door-to-door bus service for each student. Behavior modification programs are included to motivate students to become successful. Participants/Beneficiaries All students of the district's junior high school are eligible to be considered for placement into the alternative school setting. The Hearing Officer, principals, counselors, parents, or students may make application through the District Alternative Screening Committee. Students, who continue to be unsuccessful at the regular school setting in spite of modifications made by each junior high school's staff, may be assigned to the alternative school for another chance. Causes for lack of success at the regular school setting may include: lack of attendance, inattention, misbehavior, social stresses, personality conflicts, or other academic needs. One classroom of special education self-contained services is also provided. The remaining students of each junior high school benefit by having disruptions and distractions, caused by unsuccessful students, reduced. Principals and teachers may concentrate on academic strategies in the classroom instead of interruptions from misbehaving unsuccess students. When alternative school students, who become successful, are returned to the regular school setting classroom disruptions should be reduced. LRSD ALC EXT-PRO I. WPS Pase. 2 Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Specific objectives have been developed in order to specify what is to be accomplished to implement the program goal. 1. Provide communications with recommending junior high schools, advisory board, alternative faculty, and C'entral office supervisors at least once each month. 2. Maintain student attendance rates above seventy-five percent. 3. Maintain availability of information for desegregation monitoring. 4. Develop school-based objectives, discipline policy, and behavior modification program. 5. Provide statistical information on race, gender, grades, awards, discipline, and schedules at least once each month. 6. Maintain records of counseling interventions, parent involvement, and due-process procedures for behavior modification. 7. Provide curriculum offerings to assist alternative students to become successful and continue progress toward passing to the next grade level. Evaluation Criteria 1. Evaluate the number of reports submitted to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty. 2. Review of attendance rosters. 3. Maintain alternative school pro-file handbook. 4. Review of school-based objectives, discipline policies, and behavior modification procedures. 5. Review statistical information on race and gender for roll, grades, awards, discipline, and other areas. 6. Evaluate the number of reports of counseling interventions, parent involvement, and due-process procedures. LRSD - ALC - EXr-PROI.WPS 7. Evaluate curriculum offerings. Evaluation Results Objective 1: Reports to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty have been completed and submitted nine times in the first twelve weeks. Reports have been submitted an average of three per month well in excess of once each month. Discussion: Objective has been met. The Student Assignment Office, Communication Office, and Special Education Office has been added to the distribution list. Objective 2: Attendance rates for the first twelve weeks are as follows: Attendance days= Number of days in attendance for all students during a week. Attendance Average Days in Days* Attendance Roll .. Percent Week 60 12 12 Week 1: 100% 5 65 13 13 Week 2: 100% 5 57 14 16 Week 3: 87.5% 4 71 14 19 Week 4: 73.6% .. 5 79 16 19 Week 5: 84.2% 5 80 20 26 Week 6: 76.9% 4 151 30 33 Week 7: 90.9% 5 175 35 39 Week 8: 89.7% 5 139 35 42 Week 9: 83.3% 4 224 45 50 Week 10: 90% 5 139 46 50 Week 11: 92% 3 226 45 50 Week 12: 90% 5 ** All weeks except week four were well above the seventy-five percent goal. Last year the average at the alternative school was fifty to sixty percent. Discussion: Several student were assigned to the alternative setting due to poor attendance at the regular school. School buses pick up each student at his/her home. Buses are returned for students when necessary. Parents are called each day when a student is absent. We have one student who presently has 100% attendance since the first day of this school year. Object has been met. I.RSI) - 1\1.C - l:XT-J>ROI WJ>S Objective 3: Three ring binder library was established to maintain all information available for desegration monitors or other evaluators. The binders include: 1. Alternative Leaming Center Advisory Board 2. Court Referrals Book 3. Discipline Log Book 4. Evaluation Reports Book 5. Extended Evaluation Book 6. Federal Programs Book 7. Funding Information Book 8. Serious Incident Reports Book 9. Leave/Absentee Book 10. Office ofDesegration Monitoring Book 11 . Office File Book 12. PROFILE 13. Program Budget Document 14. Safety and Security Book 15. Special Education Book 16. Substitute Book 17. Vacancy Lists Book 18. Visitor's Sign-in Book 19. V.I.P. Sign-in Book Discussion: All information needed to evaluate the effectiveness of the alternative program is maintained in an immediate access system. Objective met. Objective 4: School~based mission, objectives, discipline policies, and behavior modification are published in the Alternative Learning Center Mission Package. Other behavior modification procedures include: 1. Extensive one-on-one parent-student-principal intake conferences are required prior to enrollment. Each intake conference includes development of academic and behavior modification plans, completing a contract, and establishing requirements for success at the alternative school. 2. Parent-student-counselor intake conferences are held with each entering student to refine modification plans, assess individual needs, and provide guidance for success while at the alternative school. 3. A three day orientation (transition) program is required prior to attending regular classes at the alternative school. During orientation students are evaluated, assessed, and tested to determine placement in each class and underlying factors such as learning styles and needs. In addition, classes on motivation, ALC rules and regulations, and Students' Rights and Re,\ponsibilities Handbook are included. 4. Each teacher is prepared to provide individualized lesson plans. Students are given opportunity for success during each class period. Progress is measured in small increments which allows our children-at-risk to develop patterns of l.RSD - i\LC - EXT-PRO! WPS Page: 5 success. These patterns should allow each returned student to become successful at the regular school setting. 5. Level Zero (In-school detention) is provided to prevent classroom disruptions at the alternative school and the regular school setting when they return. During Level Zero self-control and disciplined behavior is stressed. This self-contained classroom environment is modified to provide more individual structure and order. 6. Level One (In-school suspension) is provided as an alternative to outof- school suspension. During this self-contained classroom students are required to complete normal academic lessons under strict supervision. 7. The ALC Student Handbook Mission Package teaches responsibility for individual actions. Knowledge of and adherence to rules and regulations will enable each student to become successful when returned to the regular school setting or when given the opportunity for future employment. 8. Academic related field trips to Central Flying Service and Aerospace Education Center provide an opportunity to demonstrate social skills when dealing with the public and to be exposed to high-tech career fields. 9. Activity Clubs are included to develop hands-on skills and to motivate students to attend school. Activity clubs change from time to time depending on the specific needs at the time. The clubs presently available are 1) Electronics Club, 2) Weight-lifting Club, 3) Scrabble Club, 4) Game Board Club, 5) Basketball Club, 6) Science Club, and 7) Current Events Club. Discussion: Behavior modification is integrated into every aspect of the alternative school system. The ultimate goal is to return successful students to the regular setting and to'have them remain successful throughout the future years. When students are not successful, in spite of behavior modifications or disciplinary sanctions, other alternative strategies are addressed through the district's Hearnig Officer or the district's alternative screening committee. Over all, students disrupt the classroom much less then years past. Time-on-task has improved. Student grades have improved. Signs of student success, such as, excitement, motivation, grades, and getting along have improved. However, some students still bring disruption to the campus through gang-related behaviors and belligerent attitudes. These behaviors have the most serious disruptive impact on the alternative program. Students who engage in gang-related disruptive behaviors must be separated to prevent serious fighting. In years past we had the support of the "Delta Service Project" of Americorps. This year "Delta Service Project" did not provide service. The alternative school needs another supervisor to maintain Level Zero and Level One in separate rooms. Recommend the immediate approval of one extra instructional aide for the alternative school to supervise Level One students. Objective met, except supervision of Level One. fl, I.RSI) - /\l.C - EXT-PRO I.WPS Page. 6 Objective 5: Student enrollment changes weekly. During the following dates the percentage of black enrollment started at eighty-five percent and is presently seventyseven percent. p E R C E N T 100 - 90 85 r-- 80- 701- ,-,- 60 8/28 . . 75 ~ 9/5 % of Black Students Each Enrollment - --- - - - - - 81 84 81 r-- 79 - 79 - r-- ~ r---~ ,-- I I ~- r- ....... -- -- -,- -- ,-- 9/19 9/25 10/3 10/9 10/16 10/30 11/6 As Of Dates D %Black - Discussion: Last year the percentage of blacks was well above 85% most of the year. This year the percentage remains around 80% so far. Objective met. Objective 6: Counseling reports are maintained and show an average of four students coun!'ielled each day since the beginning of the 1995-96 school year. Counseling included both group (Heal, Behavior Modification, and Health) and individual. Parent . involvement includes every intake conference and return conference after a sent-home or suspension. Discipline records are maintained in the principal's office and show each disciplinary conference held by the principal. One hundred seventy-five disciplinary conferences were held since the beginning of this school year. Of the conferences fortynine (28%) resulted in disciplinary sanctions. Race/Gender BM BF WM WF Disciplinary Sanctions By Race and Gender Number of Sanctions 30 4 15 none Percent of Sanctions Percent of roll 61% 56% 8% 10% 31% 19% 00% 4% I.RSIJ - ALC - 1:XT-l'ROI.Wl'S Page: 7 Discussion: The number of sanctions remain high, although somewhat less than the past years. The percentage of sanctions for the groups of students by race and gender remain similar Jo the percentage of students on roll. Objective met. Objective 7: Curriculum offerings include the four main subjects plus Health and Keyboarding/Computers. Subject Offering Number Sections Grade Level English English (Reg) 4031 5 7-8-9 Science Earth Science 6535 2 7 Life Science 6550 2 8 Physical Science 6545 1 9 Math Mathematics 4510 2 7 Pre-Algebra 4515 3 8-9 Social Study Geography 7065 2 7 American History 7030 2 8 Civics 7040 1 9 Computers Typing/Keyboard 5550 2 7 Business Education 5510 2 8 Computer Science 5010 1 9 Health Health/P.E/ 3020 5 7-8-9 Spec. Educ. Non-categorical 7580 6 7-8-9 During the first quarter one student received a 3.5 GPA, one student received a 3.0 GPA, and one student received a 2.8 GPA. Ten students (21%) received a 2.0 GPA or above. The following GPA's were compared by race and gender: Average GP A's including every student Average GPA's excluding students with 0.0 GPA BM 1.46 BM 2.04 BF 1.83 BF 1.83 WM 1.27 WM 1.78 WF 2.20 WF 2.20 Discussion: The curriculum offerings at the alternative school are sufficient to provide progress toward graduation. Students grades are approximately average in all subcategories (close to 2.0 GPA). Students are prepared to reenter their regular school setting after successful completion of the alternative school courses. However, improvement in attendance and motivation may result in a hands-on creative class. Studies indicate that students with motivational problems show improvement when offered lessons according to their learning styles. Hands-on style of teaching has produced gains in alternative pro!,>Tams nation-wide. We have a room set aside for woodworking: yet, it is not being used because no qualified instructor is available. Including "Wood-Working" or "Arts and Crafts" into our curriculum would provide experience in J? II I ,.. 0~. ,
J LRSD - /\LC - EXT-PRO I. WPS P&[lC 8 job-related skills. Recommend an additional instructional aide, who enjoys woodworking and crafts, be added to the faculty and a hands-on creative class be added to the curriculum. Objective met, except hands-on creative classes. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objective: Objective 4: (Behavior _Modification) The additional cost of an extra instructional aide to supervise Level One would cost the district about 10,000.00 per year. Objective 7: (Curriculum) The district is in financial distress. The inclusion of one teacher to provide a hands-on creative class would cost approx. $25,000.00 per year. This increase, at this time, would be difficult to justify. However, an instructional aide, who could supervise wood-working as an activity, instead of a class, would provide the training in job-related skills for about 10,000.00 per year. Recommendations Increase the number of instructional aides at the Alternative Leaming Center by two. One instructional aide is needed to supervise the Level One program. One instructional aide is needed to provide a hands-on creative class such as wood-working or arts and crafts. Revised 11/30/95 BOOKER ARTS MAGNET SCHOOL EXTENDED PROGRAM EVALUATION ~E!!l Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose Booker Arts Magnet School introduces students to and strengthens students' experiences in the arts. By utilizing the arts to complement the regular academic program, students develop an understanding of the interrelationships among the disciplines and their place in students' lives as a whole. - Scope and Content Booker Arts Magnet School provides an infusion of visual art, music, creative movement, and drama into the Little Rock School District K - 6 curriculum. Classroom teachers facilitate this integration on a daily basis. Arts specialists assist classroom teachers with this integration and teach classes in their specialty areas such as visual art, creative movement, music, recorder, and orchestra. The goals of Booker Arts Magnet School are to nurture students' learning
to encourage personal expression
to use the arts to motivate achievement
to foster self-discipline inherent in artistic achievement
to provide opportunities for students to achieve in artistic disciplines such as visual art, music, creative movement, and drama
to relate all fields of learning to academic achievement
to encourage the development of poise and self-confidence
and to involve parents in students' educational programs. Participants/Beneficiaries Students in grades K - 6 in the Pulaski County area who attend Booker Arts Magnet School. Program Goal The intent of the School Operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. Evaluation Criteria Objective L 1. Meet the guidelines related to the extracurricular and cocurricular activities. 1.2 Comparative review of data regarding numbers of applicants and participants by race. 2. Develop and implement the school recruitment plan. 2.2. Increase in the number of students participating in nontypical programs. 4. The school profile will reflect equitable representation of the school population. 4.2. Track the utilization of the program in order to determi~e the number and cost. Eval~ation Results Objective L 1. All students and patrons were informed about cocurricular/ extracurricular activities available for students. 1.2. Printed information concerning extracurricular/cocurricular activities was made available to parents. 2. The School Recruitment Plan was developed and implemented. 2.2. A steady increase in the number of students, particularly minority students, in the orchestra and recorder programs has occurred. 4. All barriers to equitable participation of students were identified and addressed. The barriers were removed with the exception of a lack of orchestra instruments to accommodate the increased interest in the program. 4.2. All costumes and instruments are available to students at no cost. However, an adequate number of instruments was not available. Objective L: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Monthly Calendar of Events, the Parent/Student Handbook, Orchestra Program and Recorder Program applications, daily announcements, and memos to parents fully informed all students and parents of co-curricular and extracurricular fine and performing arts activities for students. Enrollment in orchestra and recorder classes has dramatically increased (133% and 135% respectively) over the past two years. This increased interest has created a shortage of instruments. Booker Arts Magnet School has always provided the use of instruments to students free of charge. Currently, 215 students are enrolled in the orchestra program with only 60 instruments available for usage. A shortage of 45 violins, 26 violas, 28 cellos, and 14 basses exists. More interest is anticipated as students are provided with additional performance opportunities. An inadequate and insecure storage system for instruments is in use. Parents and staff have also expressed great interest in reinstating piano labs as a part of regular music instruction. Booker Arts Magnet School's enrollment is well below its capacity of 656. The enrollment was 595 during 1993-94 school year. It dropped to 574 on October 1, 1994 and then fell to 555 on June 5, 1995. Utilizing the school recruitment plan, staff and parents have made great efforts to increase enrollment. However, the October 1, 1995 enrollment is sti~l far below capacity. The fine arts program at Booker Arts Magnet School is virtually the same as when the program was initially implemented in 1982. The student population and patrons' vision for the program have altered greatly since its inception. Thus, a change in the program is necessary. Discussion Objective 7 was partially achieved. Because parents and students were fully informed of available co-curricular and extracurricular activities, an increase in enrollment in orchestra and recorder classes occurred. This increase further accentuated an existing problem shortage of orchestra instruments. A lack of sufficient instruments is a barrier to equitable participation. Reinstating the use of piano labs is also perceived as a need by staff and patrons. The arts program ls a critical component in the recruitment of students to Booker Arts Magnet. Enrollment has dropped over the last few years. Changes in the school program and extensive use of recruitment stra~egles are necessary to bring the student population back to capacity. Evaluation Criteria Objective ll 1. Assessment of individual school improvement plan will show an increase in student achievement and a reduction in disparity by race and gender. 1.1. Formulation of guidelines, plans, and interventions. 1.2. Disaggregated outcome-based data. 1.3. Outcomes evaluations conducted on a comparative basis. 1.4. (Report will be used to make and implement recommendations of corrected actions) 1.7. Assessment process and remediation plans for areas in need of improvement. Objective ll 1. A five-year Comprehensive Outcomes Evaluation Plan was developed and is revised periodically. 1.1. Guidelines and strategies were developed to lead to specific achievements increases and interventions for students. 1.2. Student achievement and discipline data disaggregated. 1.3. Comprehensive Outcomes Evaluation plan ~as updated monthly. 1 . 4. Students' progress was monitored through the use of interim reports, report cards, classroom assessments, and classroom monitoring reports. 1.7. Annual report listed assessment process and remediation plans tor areas in need of improvement. Objective.!]_: To ensure school-wide planning and individual academic achievement
to address disparities, individual needs and student success, and to provide staff development on an ongoing basis. After an extensive review of test data, data indicated that over the last two years students scoring at or below the 25th percentile increased by 4.58 per cent and students scoring above the 50th percentile increased by 5.05 percent. Further analysis of the Stanford 8 achievement data indicated that minority students scored significantly lower on standardized tests than non-minority students. Booker Arts Magnet School's Comprehensive Outcomes Evaluation plan includes actions to further i nfuse the arts into the curriculum to increase student achievement and reduce disparity by race and gender. Discussion Objective 13 was partially achieved. Research data indicates that infusing the arts into the curriculum gives teachers more teaching skills and resources, increases positive feelings among students toward learning, enhances and reinforces concepts in other subject, and gives variety and breadth to instructional activities in the classroom. Integration of the arts into the curriculum of students experiencing difficulty in school enabled them to become relaxed and allowed them to discover and appreciate their strengths. Annual extended pre-school inservice strongly influenced student achievement as evidenced by increased standardized test scores during the early years of the arts magnet program when such inservices were held. Computer technology has increased since the first computer lab was established using Comm.adores. The Academic Support Program Tandy Lab reinforces reading and math while the other lab provides enrichment and reinforcement for all areas of the curriculum. The current computer lab functions _with many different and outdated computers and software. New hardware and software is essential to compliment the existing fine arts program and the future of the performing arts program. Obstacles to Goal Attai!!.ment Objective L: The objective was partially achie-ved due to lack of funds. Objective!~: The objective was partially achieved due to lack of funds. Recommendations Recommendation~ Drama should be incorporated in the curriculum at Booker Arts Magnet School. Objective 1: To provide opportunities for all students to develop poise and self-confidence and to creatively ~xpress themselves through the inclusion of drama into the curriculum. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker ~rts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: The inclusion of drama into the curriculum at Booker Arts Magnet will positively impact student enrollment. The inclusion of drama into the curriculum will positively impact the Desegregation Plan and Court Orders by recruiting students to the school program, thus increasing enrollment and attracting ,2./ additional non-black students. Patrons have long been favorable to the inclusion of drama into the program. The inclusion of drama is not anticipated to pose any risk to the current school program. However, not including drama in the program will serve as a deterrent in the recruitment process. As patrons now have an opportunity to consider many and varied magnet school programs for their elementary children, it is critical to make each program as attractive as possible. The inclusion of drama will strengthen the entire school program at a time when enrollment is below capacity. Resources Analysis An additional full-time teacher certified in drama will be necessary to implement the change from fine to performing arts. Inservice for current staff members will also be necessary. (See Recommendation 2, Objective 1 for further explanation). In addition, copies of plays/programs, materials for costumes, and materials for sets will also be needed. The cost to implement this objective will be approximately $35,000.00 annually. Force Field Analysis Staff, students, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. The inclusion of drama will assist Booker Arts Magnet School in becoming the only performing arts magnet elementary school in the central Arkansas area. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. The principal will make a recommendation for staffing and order necessary materials. A program design will be developed for the inclusion of drama in the arts program. Objective 2: To expand the instrumental music program at Booker Arts Magnet, thus increasing the number of students having an opportunity to participate. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker Arts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: Expansion of the instrumental music program and reinstatment of piario instruction at Booker Arts Magnet will positively impact student enrollment. The Desegregation Plan and Court Orders will be positively impacted by the expansion of this program. Patrons have long been favorable to the expansion of the existing program and also to the reinstatment of piano instruction. The changes in this program are not anticipated to pose any risk to the current school program. In fact, the failure to implement these changes will serve as a deterrent in the recruitment process. Due to the wide range of parental choices among magnet school programs today, it is necessary to offer as attractive a program as possible to patrons. The timing of this expansion will aid in increasing student enrollment to near capacity. Resources Analysis Additional orchestra instruments are necessary for implementation of this objective. Also a secure storage system and yearly maintenance are necessary. Multi-station piano labs are also needed to accommodate a full class. The cost for the additional instruments is approximately $18,481.50. Yearly repair and maintenance costs are $2,5000.00. Cost for the storage system is approximately $29,384.00. Cost for a piano lab to accommodate a full class is -~46,000. The total cost for implementation of this objective in 1996-97 is approximately $41,921.00
for 1997-98, $53,031.50
for 1998-99, $5,333.00, and for 1999-2000, $3490.00. Force Fi eld Analysis Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. Instruments will be purchased over the next four years. Storage will be purchased in 1996-97. Piano labs will be purchased in 1997-98. The principal will order the necessary equipment and services. Objective~: To expand the use of artists-in-residence to enrich the arts curriculum Evaluation Criteria: Classroom visitation Expected Benefits: The students will be exposed to many and varied mediums of expression in the arts. Booker Arts Magnet School will receive positive feedback from patrons and community, and enrollment will increase. /I 1-... ,., o ,...,,./
J---------~~-------------------------------~ Impact Analysis: The utilization of artists-in-residence at Booker Arts Magnet will positively impact achievement in the arts and student enrollment. The utilization of artists-in-residence will positively impact the Desegregation Plan and Court Orders by recruiting students to Booker Arts Magnet, increasing enrollment (specifically, non-black students). Patrons have provided positive feedback about the utilization of artists-in-residence since the opening of Booker Arts Magnet. The expansion of the use of artists-in-residence is not anticipated to pose any risk to the current program. However, failure to implement the use of artists-in-residence will serve as a deterrent in the recruitment process. As patrons now have an opportunity to select among a plethora of magnet school programs, it is essential that Booker Arts Magnet School offer the most attractive program possible in order to increase student enrollment to capacity. Resources Analysis Stipends for various artists-in-residence are needed to implement this objective. The anticipated cost will be $10,000.00 annually. Force Field Analysis: Staff, students, patrons, community members, and the Little Rock Sc h.c ol district will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. The principal will locate artists-inresidence, contract with them, and monitor utilization. Objective~: To utilize up-dated brochures, flyers, and community workshops to recruit students to Booker Arts Magnet. Evaluation Criteria: Increased enrollment Expected Benefits: Student enrollment will increase. Non-black patrons will be attracted to Booker Arts Magnet. Waiting lists will increase in size. Impact Analysis: The utilization of updated brochures, flyers, and community workshops will positively impact student enrollment at Booker Arts Magnet. The Desegregation Plan and Court Orde.rs will also be positively impacted by the increase in enrollment. Patrons will respond positively to recruitment efforts and assist in these efforts. No risks are anticipated for the current program. Failure to make recruitment efforts will result in a D loss or no growth in enrollment. As all schools are participating in recruitment efforts to attract students, it is in the best interest of Booker Arts Magnet School to publicize program offerings. Resources Analysis Funds to print new brochures, flyers, postage, and materials for community workshops are needed to implement this objective. The anticipated costs will be $5000.00 annually. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implem-entation will begin in July, 1996. The principal will oversee updating of the brochure, procure printing services, mail flyers, and purchase materials for workshops. Recommendation~ Inservice will be provided to staff on program design and mission of school to ensure commitment to program. Objective~: To ensure school-wide commitment to program by staff to increase student achievement. Evaluation Criteria: implementation Formulation of revised program design and Expected Benefits: The staff will have a clear understanding of the program design and provide complete support to the arts program. The students will be the major recipients of an infusion of the arts in the basic curriculum. Complete infusion of the arts will give teachers more teaching skills and resources, increase positive feelings among students toward learning, enhance and reinforce concepts in other subjects, and give variety and breadth to instructional activities in the classroom. Impact Analysis: This recommendation impacts the total program of Booker Arts Magnet School. Without total support of the staff, the program will not be successful and students will not reach their total capacity for learning. This recommendation would have a positive impact on the Desegregation Plan and the Courts by providing a totally committed staff that utilizes the arts to provide students with successful experiences. Resource Analysis: Stipends for 3-day workshop@ $50.19 per teacher (48) per day= $7,227.36. Force Field Analysis: Staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan: If the recommendation is approved, implementation will begin in July, 1996. Inservice will be scheduled by the principal. Objective: To ensure more integration of the arts into the curriculum
to address disparities, individual needs and student success, and to provide staff development on an ongoing basis. Evaluation Criteria: Core group of teachers selected Expected Benefits: Integration of the arts into the curriculum will be beneficial to student performance. Impact Analysis: Without a core groups of arts infusion enthusiasts would be virtually impossible to implement a change in the schedule and arrangement of classes to ensure more integration of the arts into the curriculum. Resources Analysis: Stipends for three-day planning session@ $50.19 per teacher (10) per day= $1,505.70. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individual who oppose any additional funding to magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. Planning workshop will be scheduled by the principal. Recommendation~ The computer lab at Booker Arts Magnet should be updated. Objective 1: To provide a computer lab with hardware and software that will enable Booker Arts Magnet School students to reinforce and enrich the basic curriculum. Evaluation Criteria: Data will reflect an increase in student performance, positive discipline and attendance. Expected Benefits: Students will be able to utilize the computers and software to enrich and reinforce the basic curriculum as well as the arts curriculum. ~mpact Analysis: With the addition of the new computer technology, students at Booker Arts Magnet School will be able to take the arts infusion to newer heights. Students will be able to use computers to illustrate reports, to create art, to compose music, and to extend their knowledge of artists and their compositions. Without the new technology, students will not be able to develop technology skills needed for success in the 21st Century. Resources Analysis: There would be no personnel changes. The approximate cost would be $130,000 for the computer lab. Force Field Analysis: Students, staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 199~ with completion of the project in 2000-01. Business Case is recommended yes no Plan modification is recommended yes no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs I 1TTLI" R C>CI< S CHOOi DISTRICT CARVER MAGNET SCHOOL Addendum/Needs Assessment Report Carver's program being evaluated is the educational technology component. The data collected is derived from the quarterly report of Carver's Program Budget Document for 1994-95, staff needs assessment surveys and the Technology Team composed of the Principal, Media Specialist, Science Specialist, Math Specialist, Computer Specialist, Curriculum Specialist, Primary teacher and Intermediate teacher. Extended Evaluation Section VI Recommendations Carver will have a state of the art educational technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Area Classifications Objectives 1. All carver students will Curriculum improve achievement, self and esteem and accomplishment Desegregatio:i through computer-assisted individualized learning. 2. Teachers will improve understanding and the use Curriculum of technology as a tool to and enrich the curriculum as Desegregation they link technology usage to the school improvement goals. I. Program Description School operations include the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central office and staff Principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose: To increase student educational achievement by improved use of educational technology through staff development and computer system up-grades. Scope and Content: The program will encompass the following components: Technology Inventory - a complete listing of current educational technology available at the school will be created. The inventory will identify: * Types and capacities of individual computers and internai computer networks * Software programs installed on school computers * Placement of the computers across the building . * Levels of student utilization of school technology * Building capacity (wiring) for additional network installation Core Team Selection - Staff from Carver will be selected to as a core team of trainers to the entire educational staff. team selection will include teachers, administrators, and specialists. serve Core topic Consultant - An independent computer consultant with expertise in educational technology will be contracted to assist in the development of the core Team training curriculum and other program activities. The consultant will be selected based on referrals from other school districts where similar programs have achieved cost-effective success. The consultant will work in conjunction with the Instructional Technology /Library Program at the LRSD Instruction Resource Center (IRC). The IRC is the district's inhouse resource for staff development, topic area supervision, and other staff/curriculum enhancements. Based on a review of the school technology inventory, interviews with teachers and other assessments, the consultant will provide the following services: * Development of a training curriculum for the core team * Development of a training curriculum for the entire educational staff * Recommendations on additional school-based networks - what they could do and how they could be used * Recommendations on implementing a central administration network that would allow teachers greater efficiency in accessing and maintaining student files * Identify program with proven effectiveness for minority and/or low scoring students * Recommend programs on interactive and literature based instruction, student portfolio assessment, and other areas. * Recommend an effective process for use of existing and new technological resources to meet program goals, particularly individualized instruction and classroom scheduling . . Core Team Training - The core team will receive intensive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. Core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school. Training of the core team will establish them as effective trainers for the full school staff. School Staff Training - Training of the entire school staff will progress in relation to the capacity building of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing oneon- one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Jostens linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training I\,..._ ,.. o_, ... ,
J process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. Selection/Installation of New Hardware/Software Based on recommendation from the IRC staff and the program consultant. New equipment will be purchased and installed. Then, the Carver staff will be appropriately trained in its usage. Specialized software will be chosen for distinct administrative and educational needs. The programs will be selected based on the educational research and recommendation of the IRC staff, the program consultant and Carver's faculty and administration. Participants/Beneficiaries: All students will improve achievement through computer-assisted individualized learning. All students will improve self esteem and accomplishment but particular emphasis will be on students with low test scores on standardized tests. Teachers will improve understanding and use of technology as a tool to enrich the curriculum. II. Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. III. Evaluation Criteria 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 1. Utilization of the school climate survey 1.1 Agendas of meetings 2.1 Reports of Supervisors, Assistant Superintendents 2.3 Staff Development rosters 2.3 Quality of education survey results 3.1 Completion of program design 3.2 School profiles and monitored building plans 4.1 Development of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical improvement in student behavior and achievement 3. To develop and implement policies which influence school climate and improve discipline and student attendance while meeting individual student needs and learning styles. 1. Comparative data annual school report for student attendance and student management quarterly reports 1. Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions 2.1 Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 1. Meet the guidelines related to the extracurricular and co-curricular activities 1.1 Log of announcements, media usage, other community contacts 2. Develop and implement the school recruitment plan 3.1 Yearly (annual) analysis of participation data and comparative profiles 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. 1. Principal Evaluation Process 1.1 Conduct of staff development 1.2 Principal Feedback 1. 3 Assistant Superintendent evaluations of school climate and programs and principal management of these 14. Provide staff development on an on going basis to staff and information to parents relative to student success. 1.1 Provision of staff development Evidence of enhanced classroom instruction with improved student performances IV. Evaluation Results Objective 2: To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. Result: Active, well attended PTA meetings, school improvement teams, use of closed circuit T.V., news programs featuring "at risk" students, partnership utilization of AETN, weekly grade level/Specialists planning meetings attendance at professional conferences, and the development of the Student/Parent handbook were evidence of this belief. Every room in the facility is utilized to its maximum capacity. The GT Specialist shares a room with the two Curriculum Specialist. The Special Education specialist shares a room in the afternoon with the Speech Specialist. Carver could use an expanded wing of rooms to accommodate our 600 plus students and teachers. Objective 3: To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. Result: Positive discipline practices and training through in-service, student handbook presentations, committee reviews, Pupil Service Team interactions, Good Citizens Teas, home visits and the Caught Being Good program reinforced this objective. Funds from our Rockefeller Grant for School Improvement were used to provide inservice training in the Discipline with Dignity approach. Objective 7: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Result: All children and parents were provided knowledge of all extra and co-curricular activities through the monthly Carver Courier, mailed to all households. Each family received a magnet proclaiming our years theme "Healthy Lifestyles" with monthly mail-outs and student work to stick to their refrigerator and learn along with their children. Carver's success stories were published throughout the year in the local paper and on television. Sixth grade students, teachers and parents attended Space Camp in Huntsville, Alabama for the first time as an added opportunity for learning more about the Young Astronaut Program. I Objective 10: To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. Result: This was accomplished through attendance at local and national conventions and transference of the latest educational strategies to staff and revitalization of Carver's curriculum. The institution of our monitoring program for all children scoring in the 25th percentile and it's cooperative/collaborative staff approach moved children's scores upward and bolstered their self esteem. Objective 14: Provide staff development on an on going basis to staff and information to parents relative to student success. Result: All parents are scheduled for parent conferences two days of each school year. Additional parent conferences are scheduled whenever a child's grades drop below a C average or when behavior problems begin to effect classroom climate. v. Obstacles To Goal Attainment Objective 2: Objective achieved. Necessary resources were provided to support a climate based on the belief and expectation that all children can and do learn. This achievement would be greater with physical expansion of our building and improved educational technology. Our Desegregation Settlement capacity is 613 students. October 10, 1995 we had 626 students. {see Attachment) Individualized computer instruction would supplement teacher instruction and improve learning opportunities for all students. Objective 3: Objective achieved. Carver developed and implemented policies which improved school climate and discipline and attendance while meeting individual student needs and learning styles. This achievement would be greater with improved . educational technology. Attendance and discipline would be improved as we would increase student performance by low achievers. Computer programs offer immediate results and positive feedback which raise a child's self esteem and increase motivation for class participation. Objective 7: Objective achieved. The school program provided and ensured opportunities and encouragement to all students to participate in extra curricular and co-curricular activities and assessed the results of school practices, paying special attention to their impact on minority and disadvantaged students. This achievement would be greater with improved educational technology. The hands-on approach and individualized learning process available through computers is especially effective in increasing student performance of low achievers. Objective 10: Objective achieved. The Principal had sufficient authority to improve the school and advocate for students and showed accountability for results and opportunities for all students. This achievement would be greater with improved educational technology. Gains projected for students will be equally evidenced by teachers. Their confidence in use of technology will motivate an increased commitment to student learning. Computers would become another tool for both instruction and learning. Objective 14: Objective achieved. Staff development was provided on an on going basis as was information to parents relative to student success. These achievements would be greater with improved technology. Staff surveys the last two years show educational technology to be a high priority with this staff and parents. Computers would become another tool for both instruction and learning. VI. Recommendation Carver will have a state of the art technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Objective 1: All Carver students will improve achievement, self esteem, and accomplishment through computer-assisted individualized learning. Evaluation Criteria: Standardized tests, portfolio assessment, logs. (Stanford, ABACUS)' improved attendance, teacher evaluation, grade and discipline Expected Benefits: 1. Hands-on approach and individualized learning process available through computers is especially effective in increasing student performance by low achievers. 2. Computer programs off er immediate results and positive feedback which raise a child's self esteem and increase motivation for class participation. 3. Children are generally more willing to take a chance with a computer as opposed to raising their hands in class. 4. Keyboarding and the neatness of computer printers offer a sense of accomplishment to students as they struggle to develop penmanship skills. 5. Computers can offer 3-D imagining concrete conceptualization for pre operational and concrete operational students. (Especially important to under achievers and helpful in bridging the disparity gap.) 6. Students can gain a community and global awareness using computers for communication with E-mail. 7. More self-directed learning after knowledge of how to access different systems. Objective 2: Teachers will improve understanding and use of technology as a tool to enrich the curriculum as they link technology usage to the school improvement plan goals. Evaluation Criteria: Teacher/student usage log, computer evaluation reports for parent contact of student progress, improved student performance on all test. Expected Benefits: 1. Teacher training in classroom management skills for adequate student time - on task at classroom computers, particularly for students with low test scores. 2. Computer assisted administration such as programs for grade book management or student portfolio compilation and assessment. 3. Teacher confidence in use of technology and sense of accomplishment in assisting student development will motivate and increased commitment to student learning. 4. Computers will become another tool for both instruction and learning. 5. Teachers access to latest information at a moments notice will allow for immediate monitoring and adjustment. 6. Lends itself beautifully to enrichment as well as remediation. 7. Teachers are no longer isolated in the classroom or building. Internet will allow for global communication and perspective. Objective 3: Advanced Carver students and students with special academic requirements will have their needs met through the audiographic teleconferencing form of distance learning. Evaluation Criteria: Standardized tests, teacher evaluation, improved attendance, and discipline logs. Expected Benefits: 1. Students with special needs will participate in here-to-fore particularly in the areas of science. have the opportunity to unavailable coursework, foreign languages, math and 2. Classroom teachers will be able to provide a broadened range of individualized instruction in a high-quality, cost-effective way. Impact analysis: Carver Basic Skills/Math Science Magnet School, offers a K - 6 process-focused curriculum with special enhancements to the core curriculum that attract students from Little Rock, Pulaski County and North Little Rock. An upgraded state of the are computer technology program can only serve as an added attraction to white students who often choose to attend private schools. The recruitment of white students to the District is one of the goals of the Desegregation Plan. The District is under court order. During the 1994-95 school year Carver was one of three schools to raise out overall score average and to decrease our number of student in the lowest quartile. Disparities still exist. School staff have identified the reduction of these disparities as a priority objective in the school improvement plan. It is also a goal of the Desegregation Plan. The improved knowledge and use of computer technology by staff and students will allow us to do this more successfully. ~ 'JI, - a White - 1994 Stanford Achievement Test Mean Percentile Rank Total Math Total Reading Complete Battery Black White 0 - . White - Black White Other Brade K 57 52.6 43.8 3.5 Grade 1 67 52.2 38.8 8.9 56 93 95 67 92 93 60 93 93 Grade 2 84 48.8 51.1 63 92 44 80 52 89 Grade 3 90 50.0 45.5 4.4 51 85 89 44 75 82 45 82 89 Grade 4 92 50.0 47.8 2.1 59 82 71 :51 78 71 59 84 73 Grade 5 96 51.0 48.9 47 89 31 80 43 88 C3rade 6 87 58.6 39.0 2.2 69 92 99 39 88 98 54 91 98 Total 573 51.8 45_4 2.7 This educational technology program recommendation addresses five areas listed in the National Education Goals: 1. School Completion - The program outcome of greater educational success and appreciation of the school environment by elementary school students will carry over to the high school level and contribute to the goal of a 90 percent graduation rate. Increased familiarity with educational technology will facilitate student learning in their high school years when such technology takes on a predictably larger role in the overall learning environment. 2. Student Achievement and Citizenship - Program outcomes of increased educational attainment in reading and math support the goals of students leaving grade 4 with demonstrated competency over challenging subjects. 3. Science and Math - Program outcomes of student improvement in mathematics will contribute toward the national goal of becoming first in the world in this area. 4. Disciplined Schools - Program outcomes of establishing a structured classroom environment where students have scheduled time for individualized computer assisted learning will contribute to an overall environment that promotes self discipline and goal setting and is conducive to learning. 5. Teacher Education and Professional Development Program outcomes of increasing teacher capacity in use of educational technology offer teachers direct access to the knowledge and skills needed to instruct and prepare all American students for the next century. This educational technology program recommendation addresses the state of Arkansas and the Little Rock School District Learner Outcomes. In 1991 the Arkansas Board of Education published a set of Learner Outcomes that are directly supported by program goals. These include: 1. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies and existing/emerging technologies. 2. Students will apply various thinking/problem solving strategies to issues related to all subject matter fields and to real life situations. 3. Students will exhibit/demonstrate attitudes and attributes that will promote mental, physical and emotional health. 4. Students will demonstrate good citizenship and function as positive members of the local, national, and world community. Also in 1991, the LRSD published a set of eight Student Learning Outcomes, four of which are directly supported by the program. These outcomes state that all students who graduate from the 12th grade will: The 1. 2. 3. 4. 5. 6. 7. 8 . 9. 10. 11. 1. Adequately master reading, writing, speaking, listening, communicating, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 2. Locate and use needed information from printed materials and/or other resources. 3. Identify problems and needs, apply problem solving strategies, and analyze information for meaning and/or action. 4. Use tools of technology at an effective, efficient, flexible, and adaptable level. risks of not implementing the program are: Increased white flight Increased disparity on standardized tests Stagnant math/science program Teacher frustration with technology Inadequate computer skills of teachers and students Lower test scores Falling further behind students from other states and countries in computer technology Inability to use the encyclopedia in the computer lab because the present system needs more memory space than we have Loss of instructional time in lab due to inadequate and inconsistent operation of all the aged computers Limiting the opportunities for addressing research based learning styles of African Americans. (Kinesthetic and visual) Limiting the opportunities for teaching Lazar's intelligences: Analylitical, Inter/Intra Personal, Auditory, Artistic, Muscle Memory & Spatial With Arkansas leading the nation in the area of Computer technology and many other districts in the state already connected to world wide networks, we at Carver in a Math/Science magnet are falling farther behind by the minute. The time is right for us to offer our students the opportunity to not only compete with others in the state, but to lead as is expected in a Math/Science Magnet school. We needed this technology program yesterday. Resources Analysis: Personnel: A core team of 8 - 10 present staff members with keen computer technology interest will be selected. The core team will receive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school Training of the core team will establish them as effective trainers for the full school staff. Training of the full school staff will progress in relation to the capacity of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing one-on-one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Josten's linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. The Media Specialist, Math Specialist, Science Specialist and Computer Specialists will be the leaders of the core team and the five year implementation. Financial Analvsis: Year 1 Year 2 Year 3 Year 4 Year 5 96 - 97 97 - 98 98 - 99 2000-2001 2001-2002 28,130.00 28,130.00 28,130.00 28,130.00 28,130.00 Total for 5 years of $140,650.00 Sources of revenue funding are the North Little Rock, Pulaski County, and Little Rock School Districts and the State of Arkansas and other possible grants. Carver's Science and Math Specialists are working on two grant proposals at this time. Force Field Analysis: The primary supporters of this recommendation are the present parents of carver Students and perspective parents. All students and staff of Carver will support this endeavor. The East Enc Community Development Corporation will also be a supporter. Perhaps community night classes could be offered at Carver in computer technology to increase the knowledge and skills of those parents, students and other community members of this area. The courts and the ODM should support this recommendation as it will only serve to enhance the Desegregation Plan. General Implementation Plan: Year One . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Select core team November 1996 Principals 2. Select consultant February 1997 Core team IRC Specialist 3. Perform inventory March 1997 Consultant Computer & Media Specialist 4. Determine May 1997 Consultant software needs IRC Specialist 5. Design network to June 1997 Consultant support software IRC Specialist needs ,.._ . ,. :J Year Two . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Upgrade cable August 1997 Consultant and electrical IRC Specialist needs 2. Purchase saver September 1997 Consultant and components IRC Specialist Principal Procurement 3. Purchase October 1997 Consultant software IRC Specialist Core Team 4. Purchase October 1997 Principal computers for Consultant library IRC Specialist Procurement 5. Train core team January 1998 IRC Specialist Independent in-service groups Core team Year Three: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Purchase August 1998 Principal computers for Consultant lab IRC Specialist Core team Procurement 2. Train classroom May 1999 Core team teachers Year Four. RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 1999 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train remaining May 2000 Core team faculty members Year Five: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 2000 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train new staff October 2000 Core team members 3. Evaluate the December 2000 Consultant project Core team IRC Specialist Principal "The Most Beautiful High School in Am~rica" Central High School 14th and Park Streets Phone 376-4751 INTERNATIONAL STUDIES MAGNET PROGRAM In-depth Program Evaluation Program Description Little Rock, Arkansas 7220: The International Studies Magnet program at Central High is designed to prepare students to function effectively in the global comrnuni ty. Through this program, students develop awareness and knowledge so that they can relate to people of other cultures and countries, learn to communicate proficiently in at least one foreign language, develop skills for analyzing complex global issues, and have a solid working knowledge of history and geography. Purpose For more than three decades, the Little ~ock School District has experienced many social problems which resulted from racial and ethnic imbalances in the district. To complicate matters, the demographic, economic, and sociological features have been in constant change. Seemingly, many of the middle class and the upper-middle class parents are unwilling to support and are ready to abandon the public education system of Little Rock. A condition 2 of blight and desertion has been created by this behavior. In an effort to counteract this systematic cycle of neglect and abandonment, the International Studies Magnet program was established, beginning the fall semester of the 1990-91 school year. Scope and Content The International Studies Magnet program at Central High School serves as a culmination for international studies, representing those students who have developed through the programs at Gibbs and Dunbar and those who enter the IS Program at the high school level. The Central High School IS program and students will focus on interdisciplinary and multiperspective strategies that will increase the students' awareness and acceptance of all aspects 0 world cultures--from economics and global issues to humanities and geography. Students will recognize and accept their relevance in today's world and will develop the ability to function in and contribute to an interdependent global community of trade and cooperation. Participants/Beneficiaries Primarily, the students enrolled in IS courses are the participants and beneficiaries of the IS program. However, the Central student body at large will benefit and participate from the program and will be able to take IS courses where space is available. 3 Moreover, the entire Central family, the Board of Directors, the district, the Pulaski County School District, and Pulaski county at large will benefit from the positive impact that the International Studies Magnet program will have. Program Goal The intent of the International Studies Magnet program is to provide equitable global educational opportunities for all students enrolled in the program as well as other Central students whenever space is available. It is further intended to facilitate the achievement of racial balance by encouraging, recruiting, and retaining white students from the North Little Rock and Pulaski County School Districts. Also, the program will be further balanced by recruiting black students who are already in the Central zoning area. Evaluation Criteria The evaluation criteria to be used as set forth by the district is as follows: 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to -Mand out-of-zone students to the program. 2. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per 4 None Attendance Zone and M-to-M Students Black White Other Total 237 118 23 378 International Studies Magnet Students Black White Other Total 27 87 9 123 As the above data shows, Central has attracted -377 out-of-zone and M-to-M students. This number comprises 24% of the school's entire enrollment, which is 1,588 students. There are 528 white students enrolled this school year. Out of that number, 118 are M-to Mor out-of-zone, which comprises 22% of the entire white student enrollment. This information is based upon the data provided by the Student Assignment Office. Additionally, the IS Magnet was assigned 175 seats. Of that number, 123 seats are filled, which is 70% of the allotted space. Objective 2: [Identify the magnet program cost for personnel, supplies, equipment, materials,staffsf development, etc. Determine the cost per student based on magnet participation levels.] Thecostst incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the I 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies - Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment - Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at tn
c ~
~0 d. Materials - The amount of $1,990.00 teaching materials. e. Staff development - Monies have not development. 2. The cost incurred in delivery of the mag minimal, and the benefit to students was 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at this time. d. Materials - The amount of $1,990.00 has been spent on teaching materials. e. Staff development Monies have not been spent for staff development. 2. The cost incurred in delivery of the magnet program was minimal, and the benefit to students was outstanding. 6 a. There are 123 students enrolled in the IS Magnet program for the 1995-96 school year. The budget allocated for the operation of the program was $7,435.00. The cost for each student enrolled is $60.45. b. Many of the students enrolled at Central are the highest in not only the Magnet program but in the state, also. Without the IS Magnet program, Central would not have the number of Merit Scholars, etc., and many of our most gifted students would have to attend elsewhere. obstacles to Goal Attainment Objective 1: The objective stated in item number one was not completely fulfilled. The IS program attracted 123 white students out of the 175 seats allotted. The program needs to be expanded and more resources provided for staff development, equipment, etc. Objective 2: In terms of the goals of the IS Magnet program as stated in objective number two, the rewards far outweighed the investment in the program. Recommendations It is recommended that the International Studies Magnet program be augmented as stated below in reference to objective one (1) and two (2) . I I I Recommendations It is recommended that the International Studies Magnet program be augmented as stated below. It is recommended that the IS program be established as a node on the Internet. The Internet was initially created for use by the Department of Defense in 1969. Since then, it has grown to include educational institutions and corporations, as well as any other type of establishment one could think of. It is the largest collection of computer networks in the world, connecting well over 17 million people worldwide. As we are quickly moving out of a manufacturing economy and into an information economy, it is important that we give students the tools to compete in the real world. It is nigh impossible to do so without giving them access to adequate equipment and services. In 15 years, one will not be able to survive in this society without the aid of a computer. An unlimited amount of information is contained within the Internet. It is said that man's knowledge doubles every four to five years. More than likely, in some form or another, this rapid influx of information will be archived electronically along with the vast amounts of information that man has accumulated over the centuries. Any information on any subject may be found on the Internet. From important research data from leading colleges and universities to over 75% of all government documents that can be viewed (and some that can not) by the public are all archived electronically and available on the net. One could, with only a few keystrokes, be able to look up everything on a given Congressman, President, or 7 J1 --- , ... ::,------------------~~~~-------------- 8 any other government official. One could even correspond to the official via E-mail. If not for the Internet, finding vast amounts II of this type of information and this level of involvement in government, just short of actually voting, would be a daunting task, to say the least. The Internet is also about people. Through the Internet, students are able to experience the ambiance of distant cultures with the touch of a button. Students would be able to log onto the databases of top universities, accessing all kinds of information on just about anything one could think of. The net could be integrated into all aspects of student life. School based organizations could (i.e. clubs, the Wellness Clinic, etc.) communicate with similar organizations of other schools, trading ideas and suggestions. More importantly, a bond would be established between our school and other schools worldwide. The . departing seniors would no longer have to fear going somewhere distant for, more than likely, they will already have been reassured by a welcoming face from a friend at the intended destination. A working relationship could be established between Central and other schools. The community could also be involved. Information on government programs, entitlements, revitalization grants, etc. can easily be found electronically. The benefits of installing a networked, school-wide system that would be able to access the Internet would greatly outweigh the costs . Many schools, the Arkansas School for Math and Science and Clinton Elementary, for example, have already been networked 9 and are established as nodes on the Internet. The Internet is for everyone to use, and the district would be doing its students, as well as the community and future generations to come, a great disservice by not investing now in such a rich commodity. The International Studies Magnet program consists of 18 teachers. There are 119 students enrolled in the program. Of these students, only one percent is black. A balance at the school could be achieved by having the black students who meet the requirements of the IS program declare themselves as IS students. In that the program was designed to achieve racial harmony, the ration between black and white students should be balanced. Even though the IS program impacts approximately 50% of the schools' population through the enrollment of students in the IS English, IS Drama, foreign language and social studies courses, the program itself needs to be balanced. The IS program at Central should be continuation of Gibbs and Dunbar International Magnet Schools. Thus, more leadership is needed to make the bond a reality. In addition, the IS program needs leadership to strengthen the curriculum coordinate the program with the staff and students, provide resources and training the international studies to the staff, and increase the visibility of the program for the Pulaski County community at large. In order to be successful in these endeavors, the coordinator needs to be given a ten month contract and a one-half day teaching load. The coordinator should teach two classes in the morning and have a one hour preparation time. The afternoons will be devoted 10 to the IS activities and related business in the area designated at office space for the coordinator. Expected Benefits Not only will meeting the objectives set forth benefit the IS Magnet population, but it will also benefit the student body at large. Also, of the paramount importance, if will increase the white student enrollment. Further, the quality of the program and the effective teaching methods used will improve student achievement and will enable students to be more agreeable to attending Central High School. Impact Analysis The International Studies Magnet program will be supported by technology that will motivate and stimulate students as they progress in understanding the global village concept while developing academic skills. Resource Analysis Provided is a listing of .hardware and software that must be purchased to join the Internet. Included is the projected budget for staff development of teachers, etc. (see attachment). Force Field Analysis The primary supports of these recorranendations will be the Central High family, the district, the Board of Directors and the Pulaski County community at large. Those who oppose will be persons who do not promote the global village concept or integration. Also, since the IS program will I I 11 attract students who might have enrolled in the Pulaski County School District and the North Little Rock School District, they should be considered detractors. Since the IS program will bring positive publicity to Central High, a noted school worldwide, it is expected that the city of Little Rock will have a positive response. Date 11/95 4/96 4/96 5/96 5/96 8/96 6/97 Negative reactions can be reduced by all .those involved. General Implementation Plan Timeline Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional Materials/Supplies Ordered Staff Development Begins On-going Monitoring/Assistance Provided Evaluation of Current Theme Implementation Person(s) Responsible Superintendent Purchasing Purchasing vendor Theme Specialist Theme Specialist Vendor Coordinator Principal Coordinator CurriculumSupervisors Central High School International Studies Magnet In-depth Program Evaluation Recommendation and check-off of the budgetary impact statement Business Case is recommended yes --~no Plan modification is recommended yes __ _,no 12 Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs Central High School International Studies Maqnet In-depth Program Evaluation ADDENDUM Program Description . The International Studies Maqnet proqram at Central Hiqh School,. is designed to prepare students to function effeot'-ively in the qlobal community. Through this program, students de~elop awareneas :and knowledge so that they can relate to people of '. other cultures .and countries, learn to communicate proficiantly. in at leat .,one foraiqn language, develop akills for analyzing complex global issues, and have a 1olid working knowledge of history and geography. How the Data Was Gathered The data in this evaluation is .based upon the 1-m.formation obtained .. from the Student Assignment Office, centralsAttendance Offtce, International Studies files, and a questionnaire given to students in International studies courses. Recommendations It is recommended that the International Studie Magnet proqram be augmented as stated below. Curriculum The curriculum of the International Studies Magnet needs to: be expanded to attract more student& by adding D\ore di1ciplina1 - to _-- t he Magnet program, establishing a continuum between Dunbar and ... central, and. :by makinq the IS program a node on the Internet. Additionally, the coordinator needs to be provided with time to strengthen the curriculum, coordinate the program with staff :and student , provide resources and training for the members of th IS staff, and increase the visibility of the program for the Pulaski eounty community at large. Desegregation Becomin9 a node on the Internet, expanding the oour1e offering , and providing more time for the coordinator' position w.111 facilitate the desegregation of central High Sobool. Havinq acca to the Internet will virtually ensure an increase in enrollment. The best schools, teachers and coursea without regard . to 9eography, distance, resources, etc. will be. available to tha atudents. Installing the Internet, expanding the
proqram to include other disciplines, and provid1nq ample time for the coordinator will serve as the "magnet" . -needed to attr.ct the necaaaa.ry enrollment. Addendum Central High School International Studies Magnet Paga 2 Support Area 'l'he Guidance Department needs to be added to the IS Mac,nat ataff. In that they are the staff members responsible for enrollin9 atudents in the program and helping to recruit them for it, -tima need to be provided for in-service so that they can be fully aware of what the program involves . . Also, the vice-principala need to ba cognizant of the requirements for enrollinc
in tha IS proqram and to be abreast with the concepts of the proqram ao that they can, also, assist in the recruitment of students~ fl'harefore, traininq needs to be provided for the vice-principals a well. ADMINISTRATIVE SUMMARY PROGRAM NAME: Communications PROGRAM DESCRIPTION: The Communications Department of the Uttle Rock School District is responsible for both internal and external communications for the largest school district in Arkansas. These responsibilities include communications among students, employees, the Board of Directors, parents, the news media. the business community, and all city residents. A major responsibility of this program is to fulfill the public relations function as outlined in the desegregation plan. With limited personnel and equipment resources, the Communications Department successfully fulfills its publication responsibilities, including newsletters, school calendars, brochures, and news releases. However, community outreach, recruitment, and dissemination of information via broadcast methods are not successful due to underutilization of Cable Channel 4 and lack of video production capabilities. RECOMMENDATIONS: . It is recommended that additional resources be committed to video production to improve recruitment efforts and community outreach through better utilization of Cable Channel 4. This will result
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>