Arkansas Department of Education (ADE) implementation plan

I I I I I I I I I I I I I I I I I I I Introduction ARKANSAS DEPARTMENT OF EDUCATION Implementation Plan Pulaski County School Desegregation Case Settlement Agreement Table of Contents Part I A. Benchmarks B. Intervening Events Since the Original Settlement Agreement Part II A. Goals and Objectives Linked to Legal Obligations B. Organization Part III A. Description of Monitoring Operations B. Timelines of Key Activities between March 15, 1994, and June 30, 1995 C. Controlling and Coordinating the Implementation Phase MAR 1 5 1994 Officeo f DesegregatMioonn itoring 1 I I I I I I I I I I I I I I I I I I I Introduction ARKANSAS DEPARTMENT OF EDUCATION Implementation Plan Pulaski County School Desegregation Case Settlement Agreement In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Implementation Plan to the parties and the Court. On Monday, January 3, 1994, ADE Director Gene Wilhoit appointed the ADE's Desegregation Working Team consisting of 12 persons from within the Department and naming Rodger Callahan and Emma Bass as Co- Interim Planners. Several of the Working Team members participated during December in developing the ADE's Development Plan. The Desegregation Working Team membership was revised on January 19, 1994. This Implementation Plan developed by the Team is, as required in the Court's Order, a "comprehensive and detailed written cyclical implementation plan which will guide AD E's actions in following the steps, outlined in the initial Development Plan, that lead into the ensuing implementation phase. " In developing the Implement,,tion Plan, the Team concentrated much of its attention to understanding the legal obligations in the Settlement Agreement and the 1989 Monitoring Plan and to considering, in detail, how existing programs at the ADE can be adapted to provide the monitoring operation to meet the legal obligations. The Team is mindful that AD E's legal obligations include monitoring desegregation compensatory education programs, but also encompass the responsibility to assist the Districts in addressing problems identified through the monitoring process. To this end, the Team collaborated with all parties involved to obtain their input on several elements of the Implementation Plan. This document is the product of the Team's work and input received from other interested parties. Special attention should be paid to the sections entitled "Benchmarks"
"Intervening Events Since the Original Settlement Agreement"
and "Commitment to Principles. tr The Team devoted a considerable amount of time developing the "Benchmarks" section. This section identifies those critical educational indicators that have proven or shown great promise of providing guidance to educators in their evaluation of school success and supervised student learning. The section entitled "Intervening Events Since the Original Settlement Agreement" identifies those events related to the Settlement Agreement and the established benchmark conditions that have occurred between 1989 and 1994. It then describes these events and the impacts they have on the benchmark conditions and on the ADE and the Districts' abilities and 2 I I I I I I I I I I I I I I I I I I I capacities to fulfill their legal obligations under the Settlement Agreement and the 1989 Monitoring Plan. Under the "Commitment to Principles" section, the State Board of Education and all ADE sections reaffirm their commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. PART I A. BENCHMARKS Student Learning Student learning benchmarks should incorporate clear and challenging academic standards and should describe students' progress in grades K through 12 with longitudina data. Student learning is measured by "learner outcomes". While the term was used here in a generic sense, it also relates specifically to new approaches being developed by the Arkansas Department of Education (ADE). "Arkansas Learner Outcomes: A Vision for Outcomes-Based Education", published by ADE in October, 1991, lists four "learner outcomes. 11 They are: Students will acquire core concepts and abilities from the sciences, the arts, the humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies, and existing/ emerging technologies. Students will apply various thinking/problem solving strategies to issues related to ail subject matter fields, to all school-related activities, and to real life situations. Students will exhibit/ demonstrate attitudes and attributes which will promote mental, physical, and emotional health. Students will demonstrate good citizenship and function as positive members of the local, national, and world communities. Opportunity to Learn Learning standards define accessibility for learning to all students. These standards could address alignments of curricula, materials and resources in content areas
capacity of educators to provide high quality instruction, appropriate assessments and organizational structure of schools. The scheduling of classes and programs may be an example of denying students an opportunity to learn. If access to resources, such as teachers, materials and special programs is scheduled when some students 3 I I I I I I I I I I I I I I I I I I I cannot participate, those students are being denied the opportunity to learn. "Developmentally appropriate curriculum", being made available by Districts, regardless of agl
:!, is another example of "opportunities to learn". Learning Readiness Learning readiness is associated more with preschool and early elementary grade students. That is, getting students ready for entering school
getting them ready to learn. Stt,.Jents' normal growth and development prepare them to learn certain concepts at different stages of development. Developmental progress varies individually. Learning readiness means getting the students prepared to learn as they enter preschool and eo.rly grades. Federal programs ciassify these stages in ages up to 8 years. Family, Community, Public Support Family, community and public support include parental involvement in supportive roles and activities, including volunteers in schools
parents-teachers association
attendance and support of extracurricular events
attendance at school-wide meetings
participation in magnet school contracts. Other examples include: business community support of individual schools such as the "Adopt a School" program
0 public support evidenced through approval of bond issues for local financing of school programs and facilities
students withdrawing for home schooling programs would be a negative indicator of public support for schools. Success After Graduation from One Level to Another This benchmark was originally intended to be "success after graduation" from high school. Team members felt that success from one level to another was also very important and should be considered within this benchmark. Also, students other than college bound students should be assessed for "success after graduation" including vocational education students. High school counselors should keep track of all students awarded scholarships. School Improvement Schools prepare school improvement plans as a self study and peer review process
and school impPovement plans and reports provide data. for monitoring and identify technical assistance neaded by the Districts. School Improvement Plans refer to school districts and sites as systems. 4 I I I I I I I I I I I I I I I I I I I B. INTERVENING EVENTS SINCE THE ORIGIN.AL SETTLEMENT AGREEMENT The ADE has identified those intervening events related to the Settlement Agreement and the benchmark conditions established in Part I. A. that occurred between 1989 and 1994. The following is a list and description of these intervening events and the impacts they have on the benchmark conditions and on the ADE and the Districts' abilities and capacities to fulfill their legal obligations under the Settlement Agreement and the 1989 Monitoring Plan. MAT 6 to Stanford 8 ADE changed standardized tests from the MAT 6 to the Stanford 8. The impact is that data are not available from the same instrument for both 1988/1989 and 1992/1993 school years, except through conversion tables. Students in Grade 3 are rio longer administered the Minimum Performance Test (MPT). Also, ADE is in a transition phase on the MPT
it will not be used after the 1993/1994 school year. In addition, during this transition phase, there is no retention factor for 8th grade students as of the 1992/1993 school year. MPT will be available for 6th and 8th graders in 93/94
8th grade lVIPT will be based only on one administration for 93/94
in the past, the 8th grade MPT was based on the third administration and reported data were the result of the 3rd administration. The impact is that the MPT is anothe:
_n source of info1mation that was available in 1988/1989, but will not be available for the 1994/1995 school year and for the school years in the future. COE/SITES Since 1989, the Comprehensive Outcomes Evaluation ( COE) and a federal program entitled, "School Improvement Through Effective Schools" (SITES) have been implemented. The COE is a comprehensive self study
80% of all school sites are in the process
the School Improvement Plans are data driven. COE started with a 1989/90 pilot covering 20% of school sites and these Districts now have 80% of their schools in the process. The impact is that for the first time ever all schools in the state by the end of the 1994-95 school year will be involved in a formal, data-driven school improvement process. Specifically, the three Pulaski County School Districts will be in varying stages of the Extended COE process that emphasizes all aspects of the ADE monitoring responsibilities as outlined in the May 31, 1989 Monitoring Plan. School Accreditation The annual report for the school accreditation process has been computerized, making data available more quickly. The reports provide a three year computerized history of standards violations
a process for tracking certified staff
more data and more readily accessible data
some 5 I I I I I I I I I I I I I I I I I I I data are available for the 88/89 year
three years of d&ta are available for the North Little Rock School Disc . ."ict (NLRSD) and the Pulaski County Special School District (PCS SD)
and 4 years of data are available on the Little Rock School District (LRSD). The impact is that through computerized reporting, the ADE can more effectively track improvement in the areas of hiring, standards violations, and document areas of concern. Equity Equity is one of 19 goal areas for state standards. Districts are being held accountable for meeting equity standards for accreditation. Protected classes of students will have learning needs carefully scrutinized. The impact includes requiring districts to submit improvement plans for each equity goal area in which the learning needs of protected classes of students are not being met . ., Minority Recruitment Initiative The Minority Recruitment Initiative (MRI) puts more pressure on ADE and the districts to do more minority recruitment
state law is that if a District has more than 5% minority students, those districts are required to have a minority recruitment plan submitted to ADE. The MRI is one of the districts' obligations that ADE will monitor regardless of the Settlement Agreement. Court Scrutiny This intervening event recognizes that with increased court scrutiny, the Districts and ADE are under more pressure to adhere to the Settlement Agreement obligations. The Court hearing process has brought the Districts and the ADE under new scrutiny
the Districts have modified their plans, gaining exemptions an--- seeking new elements. On January 18, 1991, the District Court converted the Office of Metropolitan Supervisor into the Office of Desegregation ~.1onitoring (ODM), to monitor the parties' compliance with the Settlement plans and to assist the Court and the parties in achieving desegregated public school systems. Revised Special Educaton Standards The Special Education section of ADE has coordinated the revision an ' publication of a new state plan as reqt::..red by Part B of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1411-1420). This pla!l will be in effect for the fiscal years 1994 (beginning J1
ly 1, 199->), 1995 ..:,nd 1996. Policies, procedures, certifications and assurances addressed in this document also include references pertaining to preschool grants applications. This section also revised two other documents: Program Standards and Eligibility Criteria for Special Education and Referral, Placement and 6 I I I I I I I I I I I I I I I I I I I Appeal Procedures for Special Education. These regulations implement the policies of the provisions of Arkansas Code Annotated Sections 6-41-202 through 6-41-223 (Repl. 1993)
and 20 U.S.C. Sections 1400-1485, Public Law (PL) 94-142 as amended, the IDEA
training was presented on these new regulations at the beginning of the 1993-94 school year (August and September). One additional component included in the above standards also addresses students with specific learning disabilities ( SLD). These standards set forth criteria for SLD determination which include the use of regression analysis in determining the existence of a severe discrepancy between ability and achievement. A psychometrically sound definition of "severe discrepancy" can be established using regression analysis. Therefore, for purposes of establishing SLD eligibility, the following standard applies: A severe discrepancy is considered to exist between the student's ability and achievement when the level of severity is equal to or greater than two (2) or more standard deviations (SDs) at the fifty percent (50%) or above level or probability as determined by regression and analysis. This process will help to further reduce the overreprescntation of minority students in special education. Another publication was produced in the summer of 1992: Specific LearningDisabilities - An In-Service Training Manual for Regular Classroom Teachers. This was the result of Arkansas Act 338 of 1991 which promotes the goal of teaching students with disabilities in the least restrictive environment - to the maximum extent appropriate, with their non-disabled peers. This training manual was developed to help regular education teachers become more aware of learning disability characteristics, to make appropriate modifications, and to implement more effective teaching strategies. The intent was not to increase the number of students being referred to special education, but to provide programming for such students to be successful in the regular classroom. Training was offered to all special education supervisors and school district regular education representatives in July, 1992. The ADE Special Education section compiles and monitors statewide information on special education students by gender, race, disability, and grade on an annual basis. The analysis of such data provides the basis for districts to closely examine patterns and practices which may contribute to overrepresentation and over-identification of minority students in special education. These findings become the basis of districts' plans (submitted to the ADE) for addressing the identified issues. The district is then in a position to implement practices to overcome faulty prac ices through such things as staff development. Revised Pre-School Special Education Regulations and Standards Pre-school programs provide early identification of and intervention for students with disabilities. Criteria for identification are developmental in nature, and allow for noncategorical identific ...t.i on when appropriate. In 7 I I I I I I I I I I I I I I I I I I I addition to data collected on the childrens' disabilities, data are collected by gender and race. These data are not currently analyzed for overidentification and overrepresentation, as there is no averag8 daily attendance (ADA) or average daily membership (ADM) make-up with which to compare it for 3-5 year olds. A major intent of pre-school programs is the early identification of children with disabilities which may ad ersely affect their learning if interventions are not undertaken to eradicate or lessen the effect of the disability on learning. The impact is that thus far these programs have been highly successful n reducing the need for special education services as children enter kindergarten and first grade. Analysis of transition data shows that for the past two years 62 and 63 percent of students served in these preschool programs have entered school without the ongoing need for special education services. They enter on a "level playing field" with other non disabled peers. This has a positive effect on reducing disparities among learners, especially minority students. They also are not stigmatized by being categorized as "special education" students. Reduced Federal Funding for the Districts Federal funding received by the State to be passed on to school districts statewide has been reduced from $67 million to $55 million
a formula determines what portion of the federal funds each district receives. Statewide Compensatory Education For state Compensatory Education, the funds extracted from our annual $8 million budget to the Districts in fiscal year 1993-94 are as follows: 1992-93 1993-94 $2,020,197.05 $7,998,690.00 The school year programs, exclusive of their summer programs, approved and implemented for the three Pulaski County school districts during 1993-94 are described as follows: 60-01 Little Rock: Literacy Intervention Program Cornerstone Project to teach selected students Reading, Writing and Spelling 60-02 N. Little Rock: Parent/Homework Center Middle School Drop-Out Prevention Program ( Computer lab, tutorial) Turning Point (Assisted Instruction) Reading Recovery 8 I I I I I I I I I I I I I I I I I I I 60-03 Pulaski County: Computer Lab Higher Order Thinking Skills (HOTS) Tutorial The funds assigned during the 1993-94 fiscal year to each of the three school districts previously cited are as follows: Districts 1992-93 1993-94 Totr1ls 60-01 LRSD $0 $527,260.00 $527,260.00 60-02 NLRSD $9,349.01 $225,090.00 $234,439.01 60-03 PCSSD $241. 094 .68 $454,690.00 $695,784.68 Early Childhood/Primary Initiative Act 846 of 1993 provides for the restructuring and strengthening of the educational system to enable all students to perform at their potential in reading, math, and language, and to achieve essential skills in problem solving and thinking by the end of third grade. In order to accomplish these goals, ADE is developing a plan with the following components: (1) preventing academic nroblems through improved readiness programs
( 2) sustaining progress ~,1 the primary grades through curriculum modifications in content, procedures, and schedule
and ( 3) collaborating with parents. The impact is that greater emphasis is being placed on the early years of a child's life and the involvement of parents in the schools. K-3 Summer Supplemental Instruction Program Act 1139 of 1993 provides for Supplemental Summer School Instruction for students in grades K-3 whose performance is below grade level in reading and math. The impact is that all students performing below grade level will have the opportunity to have extended learning experiences with a 12 students to one teacher ratio. K -3 Staff Development One-week staf development training to support the Early Childhood/Primary Initiative was offered statewide to teachers in the summer of 1993. Enrollment in the K-3 Staff Development Training or the K-4 Crusade is required of summer school teachers. Staff Development Training sessions will continue during the spring of 1994. The impact is that all teachers teaching in summer school must participate in a state developed one week workshop or the K-4 crusade training. This 9 I I I I I I I I I I I I I I I I I I I training has been specifically developed to integrate the teaching of reading, math and science. Statewide Systemic Initiative (SSI) The Statewide Systemic Initiative provides training and materials to Arkansas teachers. Under the SSI, the K-4 Crusade, a joint effort of the ADE and the ADHE, provides two avenues of training for teachers of the Supplemental Summer School. In addition to the K-3 Staff Development described previously, the K-4 provides graduate courses in integrated math, science and reading instruction. The Math Crusade is now providing, and the Science Crusade will provide, beginning in the fall of 1994, training in hands-on math and science instruction for fifth grade through college teachers. In addition to training, materials are provided to teachers in each of the Crusades. Funding is from a National Science Foundation Grant and the State. The goal of tl,e Crusades is to reach every teacher in Arkansas within the next five years. Multi-cultural Reading and Thinking (McRAT) A two-year staff development program offered to all Arkansas teachers, McRAT is currently in use in over 1000 classrooms in the state. Instruction uses multi-cultural literature as a basis for instruction in four categories of thinking skills. All costs tb districts and teachers are covered by a grant from the ADE. Although participation in the program statewide has been strong, participation of the Districts has been limited. Eight Little Rock and North Little Rock teachers (of a total of 359 statewide) are currently in the first year of training. A limited number of area teachers has previously received McRAT training. Available data document student progress in thinking skills and are available for sub-population. (G/T, race, gender, Chapter 1) . Equity emphasized that, owing to the success and cost-effectiveness of the McRAT Program in addressing both the need for multi-cultural education and providing successful reading instruction for minority students, the ADE should offer McRAT as a resource in meeting the objectives of reducing student achievement disparities in the Pulaski County districts. The impacts are: (1) McRAT increases higher order thinking and writing achievement of all students regardless of achievement levels, gender, race or socio-economic factors. ( 2) Applying thinking skills to the development of multi-cultural concepts across the curriculum increases understanding and appreciation of differences among individuals and groups within our society. Incentive Schools The seven Little Rock Incentive Schools are elementary school attended predominantly by black children. Those schools have many enhancements, 10 I I I I I I I I I I I I I I I I I I I including programs, activities, personnel, equipment and double funding. However, during the 1992-93 school year all schools showed a decrease in enrollment. The impact .:. this intervening event is that the ADE must determine why parents and students eagerly wait in line to attend one of the magnet schools while incentive school enrollment steadily declines. Additionally, the ADE must compare test scores of black students in regular schools, magnet school and incentive school to determine what instructional programs successfully close the disparity gap in academic achievement between black and white students. Part II A. Goals and Objectives Linked to Legal Obligations The ADE has developed goals and objectives aimed at monitoring and evaluating the Districts' progress during the Implementation Phase and at assisting the Districts in designing and developing programs to address effectively the disparities in academic achievement between black and white students in the Districts. The ADE has also specifically identified, described, and defined legal obligations in the Settlement Agreement and the 1989 Mon'toring Plan. Each goal and objective of the Implementation Plan is then linked to the legal obligations. I. Financial Obligations Legal Obligation: The ADE has made financial commitments to the Districts for Magnet Schools, Minority Incentive Payments, Magnet and M-to-M transportation, compensatory education, and in ieu of formula payments. Additionally, the ADE has financial commitments to the LRSD for up to a $20 million loan, to the PCS SD for scheduled payments, to NLRSD for special education payments, to the Magnet Review Committee and to the Office of Desegregation Monitoring. Goal: On an ongoing basis, through the Finance and Administration Section, the ADE will make timely and accurate payments from the Public School Fund Budget to the three Districts, the Office of Desegregation Monitoring (ODM), and the Magnet Review Committee. A. Magnet Funding Objective Make magnet payments to the Districts on a monthly basis from August through June of each school year. 1. MFPA Calculation 11 I I I I I I I I I I I I I I I I I I I Legal Obligation Include each District's magr12t stude:r:.ts in the calcda:.:or. cf that District's table rate, when dete,:mining eac~i District's MFPA. Key Activities a. Through Vivian Roberts of the Loc.-:.l Fisc~1l Services Office, use the previous year's three-quarter 8Verage daily membership to calculate MFPA for the c1.F
c~,.t school year. b. Through Vivian Rober-ts of the Local Fiscal Ser-v
.cGs Office, include ali Magnet students in tho residcl1.t District's average daily me:r..bership for calculation. c. Through lvfo.r.geS haw of the Ge::1.erai Financ _ Of'ficc, process and distribute state fvlFPA. 2. Magnet Operational Cho.rge Legal Obligatio
1 Pay LRSD the Magnet operational ch,,rge for each tucient attending 8 magnet school in the District. Key Activities a. b. c. d. Through 1 'ancy Hall of the Local Fiscal Services Office, determine the number of Magnet students rc,siding in each District and attending a Mag 1.et School. Determination is made from t:1e Quarterly Attendance Reports riled by the Districts. Dete:cmins the Magnet operational char-g8 for che school year from the Court. The Leg2.l. S2rvices Oi'fice reports this information to the Local Fiscal Services Office. Thr-ot 1.gh Nancy Ha:1 of the Loc&l F:.scal Scrviu,s Otfi~c, calculate the state aid due tl-,e Little Rock ::
c:joGl Di.strict. rTI11ou.gll1Y 1argeS h_a\l\lc f tl1e Jer
_e::-:nFl i11unc'."O3 ffi.ce 1 process and distribute magn3~ oper&cional f\n,.di'.1
chec ,
:s. I I I I I I I I I I I I I I I I I I I B. Majority-to-Minority (M-to-M) Incentive Payments Legal Obligation Pay District M-to-M Incentive payments as described by the August 26, 1986, stipulation agreement. Objective Make M-to-M payments to the three Districts from September through June of each school year. Key Activities a. b. Through Nancy Hall of the Local Fiscal Services Office, calculate the amount of M-to-M incentive money to which each school District is entitled. Through Marge Shaw of the General Finance Office, process and distribute M-to-M incentive checks to the Districts. C. Magnet Review Committee Expenses Legal Obligation Make annual payments to the Magnet Review Committee Objective Make a payment of $75,000 to the Magnet Review Committee on July 1 oi each year. Key Activity Through Marge Shaw of the General Finance Office, process and distribute check to the Magnet Review Committee. D. Magnet and M-to-M Transportation Legal Obligations Pay for the actual costs of transporting Magnet and M-to--M students. . Objective Pay the Districts for the actual costs of transporting Magnet and M-to-M students. 13 I I I I I I I I I I I I I I I I I I I Key Activities a. b. c. d. e. At the beginning of the school year, the Districts submit an estimated budget to Reginald Wilson, Pulaski County Program Monitor. Through Marge Shaw of the General Finance Office, the ADE pays the Districts for the first two-thirds of their proposed budget during the first half of the school year. Reginald Wilson, Pulaski County Program Monitor, notifies Susan Ferguson of the General Finance Office to make the first two payments to the Districts representing two-thirds of the proposed budget. Before the final one-third payment is made to the Districts, the Districts present an itemized list of actual expenditures to Reginald Wilson, Pulaski County Program Monitor. Reginald Wilson, Pulaski County Program Monitor, verifies the expenditures and reviews the bill with each District's Transportation Coordinator. Reginald Wilson, Pulaski County Program Monitor, presents the final bill to the Legal Services Office for review. f. Reginald Wilson, Pulaski County Program Monitor, notifies Susan Ferguson of the General Finance Office to pay the Districts for their actual expenditures. g. Through Marge Shaw of the General Finance Office, process and distribute the transportation aid for Magnet and M-to-M students. Objective: Reduce redundancy in transportation efforts and provide more efficient transportation service to students. Key Activities a. Schedule a meeting with the Interdistrict Transportation Authority to present two proposed alternative plans: Plan 1 Hire an IT A Director that will work with the three Districts on a daily basis to maximize services and costs
and, Plan 2 Determine if one District would be willmg to be responsible for routing buses for the Magnet and M-to-M Transportation Program. 14 I I I I I I I I I I I I I I I I I I I b. c. Make a decision on the proposed plans and begin implementation Purchase buses for the Districts to replace existing Magnet and M-to-M fleet and to provide a larger fleet for the Districts Magnet and M-to-M Transportation needs. A Proposed Bus Replacement Rotation Chart is attached as Exhibit A. E. Attorney's Fees Advancement to LRSD (complete) F. LRSD Payments 1. Compensatory Education Legal Obligation Make payments to LRSD for compensatory education and other desegregation expenses. Objective Make the payment to LRSD as established on page 23 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute the checks. 2. In Lieu of Formula Payments Legal Obligation Make additional payments to LRSD in lieu of formula guarantees. Objective Make the payments required on page 24 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 3. Loan Legal Obligation Provide loans to LRSD of not more than $20,000,000 15 I I I I I I I I I I I I I I I I I I I Objective Make the loan to LRSD as required by pages 24-27 of the Settlement Agreement. Key Activities a. LRSD presents a promissory note in the amount of their loan request to the ADE. b. Through Marge Shaw of the General Finance Office, process and distribute checks. G. PCS SD Payments 1. Scheduled Payments Legal Obligation Make scheduled payments to PCSSD Objective Make the payments required on page 28 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 2. In Lieu of Formula Payments Legal Obligation Make additional payments to PCS SD in lieu of formula guarantees. Objective Make the payments required on page 29 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. H. NLRSD Payments 1. Compensatory Education Payments Legal Obligation Make compensatory education payments to NLRSD. 16 I I I I I I I I I I I I I I I I I I I II. Objective Make the payments required on page 31 of the Settlement Agreement. Key Activity Through Marge Shaw of the General Finance Office, process and distribute checks. 2. Special Education Payments Legal Obligation Make special education payments to NLRSD. Objective Make the payments required on pages 31-35 of the Settlement Agreement. Key Activities a. b. c. NLRSD sends correspondence to the ADE Local Fiscal Services Office indicating the number of children being served in special education in the District. Barry Kincl, Coordinator in the Local Fiscal Services Office, forwards this correspondence to Clent Holly in the Special Education Section for his review. Clent Holly of the Special Education Section reviews the correspondence and verifies the number of students served in special education and the number of students placed in regular education programs. He then recommends payment of a specific amount to the NLRSD to the General Finance and Administration Section. d. Through Marge Shaw of the General Finance Office, process and distribute the check. Staff Development Release Days (complete) III. Prohibition of Punitive Action Legal Obligation: The ADE shall take no punitive action against foe Districts. Goal: On an ongoing basis, as monitored by the Director, the ADE will take no punitive action aganst the Districts. 17 I I I I I I I I I I I I I I I I I I I IV. Monitoring Compensatory Education Legal Obligation: The ADE shall monitor the implementation of compensatory education programs by the Districts and provide regular written monitoring reports to the parties and the Court. Goal: On an ongoing basis, through the School Improvement, Federal Programs, Finance and Administration, Accountability and Equity Sections, the ADE will develop and implement Compensatory Education monitoring instruments and systems and evaluate their effectiveness. Objectives 1. 2. 3. By July, 1994, adapt and install the AD E's COE School Improvement Plan program for use as the monitoring instrument for compensatory education programs developed and funded by the Districts with the desegregation funding by the State. By January, 1995, test and evaluate the monitoring instrument and monitoring system to assure that data are appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. By May, 1995, using the Extended COE School Improvement Plan program as the monitoring instrument and system, prepare AD E's first monitoring report. V. Statement of Support for the Plans (complete) VI. A Petition for Election for LRSD will be suppor ed should a millage be required. Legal Obligation: T.b.e State will join LRSD if LRSD petitions the Court to allow it to hold a millage election. Goal: On an ongoing basis, through the Director and the State Board of Education, the ADE will join LRSD in requesting the Court to allow LRSD to hold a special millage election. Objectives 1. 2. Monitor Court Pleadings to determine if LRSD has petitioned the Court for a special election. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 18 I I I I I I I I I I I I I I I I I I I VII. Repeal of Statutes and Regulations that Impede Desegregation Legal Obligation: The ADE shall seek repeal of legislation which impedes desegregation and seeks repeal or modification of regulations impeding desegregation. Goal: On an ongoing basis, through the Legal Services Office, Accountability, Equity, the State Board of Education, and the Legislature, the ADE will research and list laws that impede desegregation and submit proposals to the Legislature to repeal the laws. The ADE wili ask the State Board of Education to repeal or modify regulations that impede desegregation. Objectives 1. Using acollaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 2. 3. Key Activities a. Conduct a review within ADE of existing legislation and regulations to identify those that appear to impede desegregation. b. Request of the other parties to the Settlement Agreement, that they identify laws and regulations that appear to impede desegregation. By November, 1994, the ADE will submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. By January, 1995, the ADE will submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. VIII. Elimination of State Funding for the Pulaski County Education Service Cooperative (complete) Elimination of State funding for the Pulaski County Education Service Cooperative has occurred. Action is complete for this legal obligation in that the Cooperative has been disbanded and the funding previously allocated to the Cooperative has been redirected to the Office of Desegregation Monitoring (ODM). 19 I I I I I I I I I I I I I I I I I I I IX. X. Commitment to Principles Legal Obligation: The ADE shall remain committed to remediating racial academic achievement disparities for Arkansas students, to have special education and gifted and talented classes which are not racially identifiable, to work cooperatively to promote the desegregation goals of the State and the districts and to insure education excellence. Goal: On an ongoing basis, through the State Board of Education and all ADE sections, the ADE will remain committed to the principles outlined in the Settlement Agreement, and ADE will work toward the development and implementation of procedures and programs to see that this will enable the following principles to be met: A. B. c. Remediation of Racial Academic Achievement Disparities Special Education and Gifted and Talented Classes should not be Racially Identifiable Promotion of Desegregation Goals of the State and Educational Excellence Objectives 1. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 2. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 3. Through regular oversight of the Implementation Phase's project management tool, and scrutiny of Remediation results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. Legal Obligation: The ADE will develop and search for programs to remediate achievement disparities between black and white students. 20 I I I I I I I I I I I I I I I I I I I XI. Goal: The ADE, on an ongoing basis, through the Extended COE process will assist in searching for programs and processes to assist the Districts in closing the disparity gap in academic achievement between black students and white students. Objectives 1. 2. 3. 4. Beginning in the Fall, 1994, through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education program will be identifi.....d. Beginning in the Fall, 1994, identify available resources for providing technical assistance for the specific condition, or circumstance, of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. Key Activities a. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. b. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. Beginning in the Fall, 1994, solicit, obtain, and use available resources for technical assistance. Beginning in the Fall, 1994, evaluate the impact of the use of resources for technical assistance. Test Validation Legal Obligation: The ADE shall conduct periodic reviews of tests used to determine if s tu den ts' race, sex or culture adversely affect their test scores, and if bias is found, ADE shall modify test to eliminate bias. Goal: On an ongoing basis, through the Accountability Section, the . ADE will conduct periodic reviews of tests used in state to determine if students' race, gender, or culture adversely affect their test scores, modifying said tests if necessary for bias control. 21 I I I I I I I I I I I I I .1 I I I I I XII. Objectives 1. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. Key Activities a. b. C. d. e. By April, 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. By May, 1994, the bias review committee will research test validation issues and procedures. By July, 1994, the bias review committee will prepare and issue a nrequest for proposals", soliciting proposals from qualified bias review services or experts. By September, 1994, the bias review committee will receive, review and evaluate proposals, conduct interviews as necessary and recommend a bias review service or expert for the assignment. By December, 1994, the ADE will negotiate and contract with the bias review service or expert and oversee the contractor's activities for evaluating the Stanford 8, and/ or other monitoring instruments. 2. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. In-Service Training Legal Obligation: The ADE shall establish in-service programs to assist in providing training for the staffs of desegregating school districts. Goal: On an ongoing basis, through the leadership of the School . Improvement Section, the ADE will establish in-service training programs for staffs of desegregating school districts, increasing progress toward successful implementation of the Agreement. 22 I I I I I I I I I I I I I I I I I I I Objectives 1. 2. 3. 4. 5. Beginning in March, 1994, identify in-service training needs of desegregating districts. Key Activity Through an interactive process with representatives of desegregating districts, identify in-service training needs. Beginning in March, 1994, assess whether existing ADE or Educational Service Cooperative in-service training programs address the in-service training needs of desegregating districts, identifying subjects for new, or enhanced in-service training programs. Beginning in March, 1994, develop in-service training programs to address in-service training needs of desegregating districts. Beginning in May, 1994, implement in-service training programs to address in-service training needs of desegregating districts. Beginning in September, 1994, evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. XIII. Recruitment of Minority Teachers Legal Obligation: The ADE shall supply new teacher graduate information to the Districts upon notification of foreseeable shortage areas. The ADE shall seek to increase the pool of minority teachers available to the districts nd shall develop annual profiles of teachers by race, specialty, subject area and area of certification. Goal: On an ongoing basis, through the teacher licensure unit of the Accountability Section, the ADE will create and maintain a database for identifying the supply of minority teacher education graduates. Objectives 1. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 23 I I I I I I I I I I I I I I I I I I I Key Activities 2. 3. a. b. c. d. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minority-teacher graduates. Within 30 days of receiving the data from colleges and universities, the ADE will provide data to the Districts on teacher openings at the colleges and universities and data from colleges and universities on minority graduates. Each November, the ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidate database. e. Encourage ADHE to recruit minority students into teacher education and to recruit minority teacher aides into teacher edt cation. By September, 1994, assist Districts' efforts of minority-teacher recruitment at career days of each in-state college and university and at one out-of-state university. The AD E's career day assistance to the Districts will begin in March, 1994, and be provided on a full scale basis by September, 1994. Continue to maintain a database that includes data for all certified teachers in Arkansas, including their race and gender, and provide the data to Districts on a regular basis. XIV. Financial Assistance to Minority Teacher Candidates Legal Obligation: The ADE shall work with the Department of Higher Education to reduce any racial disparity that may exist in the distribution of existing scholarships and to secure passage of legislation to financially assist minority students attending Arkansas colleges and universities who commit to become teachers in Arkansas. Goal: On an ongoing basis, through the Lead Planner, the School Improvement and other sections, the ADE will assist the 24 I I I I I I I I I .I I I I I I I I I I Arkansas Department of Higher Education (ADHE) in identifying and analyzing any racial disparities that may exist in the allocation of scholarships and assist potential minority teacher candidates by assessing legislative programs and, if necessary, making legislative recommendations to improve existing programs. Objectives 1. 2. Beginning in April, 1994, and on an ongoing basis, assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. Key Activities a. b. C, Representatives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in the allocation of scholarships. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions and recommendations about racial d.isparities in allocating scholarships to ADHE. Working with the Department of Higher Education, ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in the allocation of scholarships. The ADE Lead Planner will be responsible and accountable for overseeing ADE's actions under this objective. By November, 1994, and on an ongoing basis, with the Department of Higher Education, assist minority students by evaluating existing laws that are intended to provide scholarship inc1.:",~ives to minority students pursuing education degrees and proposing amendments to existing legislation, or new legislation, to address shortcomings of existing laws. Key Activities a. Representatives of the ADE and the Department of Higher Education will work together to identify and assess the impact of existing laws that were 25 I I I I I I I I I I I I I I I I I I I 3. intended to increase the number of minority graduates with teaching certificates. b. Working within the Executive Branch's policy development and legislation development process, ADE and Higher Education will propose legislative measures for reducing racial disparities in allocating scholarships. Beginning in April, 1994, and on an annual basis, monitor the allocation of scholarships to minority students by the Department of Higher Education
evaluate the impacts of new approaches and new legislation on an ongoing basis. XV. Minority Recruitment of ADE Staff Legal Obligation: The ADE will develop and implement a plan to identify jobs and consultant positions within the Department in which minorities are underrepresented and will recruit and employ minority applicants for those positions so as to create a balanced, desegregated staff at all levels. Goal: On an ongoing basis, through the Director and the State Board of Education, .the ADE will develop and implement an action plan to recruit minorities to the ADE, achieving better minority representation at all levels in the ADE. Objectives 1. Beginning March 15, 1994, administer the ADE Minority Recruitment Plan developed by the ADE Staff and Board of Education and officially adopted by the Board of Education. 2. On an ongoing basis, monitor minority representation at all levels of the ADE and assess the effectiveness of the ADE Minority Recruitment Plan. XVI. School Construction Legal Obligation: The ADE will develop criteria for site selection of new schools, major school expansion and school closings. The ADE will require that a district applying to it for approval of new construction or major school expansion provide a desegregation impact statement. The ADE will not recommend or approve the site of any school in any county contiguous to Pulaski County if the construction or expansion of the school at the requested 26 I I I I I I I I I I I I I I I I I I I XVII. location of such school will have a substantial negative impact on any District's ability to desegregate. Goal: Within the first year of the Implementation Phase, through the Legal Services Office, Equity Office, and Finance and Administration Section, the ADE will review criteria for site selection of new schools, major school expansion and school closings, and uniformly and consistently recommend uniform standards and a well-defined site evaluation process. Objectives 1. 2. 3. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. Key Activity Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses impacts on racial balances of individual school sites Within the three districts. Address shortcomings in existing rules, regulations and school improvement forms by developing and proposing changes to the State Board of Education and promulgating new rules and regulations through the State's Administrative Procedures process. Assist Pulaski County Special School District Legal Obligation: The ADE shall use its best efforts to work with appropriate colleges and universities to facilitate a special arrangement which would significantly reduce the cost of a black history program to PCSSD. Goal:. On an ongoing basis, through the Lead Planner and the Accountability Section, the ADE will work cooperatively with the Arkansas Department of Higher Education to reduce the costs of Black History offerings to the PCSSD certified staff. 27 I I I I I I I I I I I I I I I I I I I Objectives 1. By March, 1994, determine if the PCSSD wants and needs assistance in lowering the costs of Black History course offerings to its certified staff. 2. By September, 1994, if PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lowest cost possible. XVIII. Scattered-Site Housing Legal Obligation: The ADE shall use its best efforts to influence appropriate state agencies to assist PCSSD in its efforts to promote and secure scattered site housing in PCS SD by securing and providing, to the extent feasible, state owned or controlled land suitable for such use. Goal: On an ongoing basis, through the Finance and Administration Section, the ADE will work with other state constitutional officers and state agencies to influence the location of scattered site housing on state-owned land in Pulaski County. Objectives 1. By April, 1994, through Executive Branch communication procedures, the ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 2. By June, 1994, if State-owned land within Pulaski County is available for scattered-site housing, the ADE will refer information about the sites to the appropriate state and federal housing agencies. XIX. Standardized Test Selection to Determine LRSD Loan Forgiveness Legal Obligation: The ADE and LRSD shall agree upon a standardized te t to measure LRSD 1s students scores and determine whether the ADE1s loan to LRSD will or will not be forgiven. Goal: Through the Accountability Section, the Legal Services Office, and the Director's Office, the ADE will work with the LRSD to reach agreement on a standardized test to measure the District 1s progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 28 I I I I I I I I I I I I I I I I I I I Objective By April, 1994, meet with and propose to representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. XX. Monitor School Improvement Plt..ns Legal Obligation: The ADE shall monitor school improvement plans to determining progress toward achieving educational equity. Goal: On an ongoing basis, through tne School Improvement, Federal Programs, and Special Education Sections, the ADE will continue to monitor annual school improvement plans to determine progress toward achieving educational equity. Objectives 1. Fully implement the Extended COE School Improvement Plan process in all schools in the three Pulaski County school districts. 2. 3. 4. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year ( every school every 5 years) and provide peer review team recommendations to the schools reviewed. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. Follow-up and assist schools that have difficulty realizing their school improvement objectives. XXI. Data Collection Legal Obligation: The ADE shall collect data to provide information required by the May 31, 1989 Monitoring Plan Goal: On an ongoing basis, through all sections and offices, the ADE will collect, obtain, and furnish data called for in the May 31, 1989 Monitoring Plan. Objective Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 29 I I I I I I I I I I I I I I I I I I I B. Organization Key participants in the initiation and operation of the ADE Desegregation Implementation Plan include the State Board of Education, the ADE Director, the ADE Senior Management Team, the three person Oversight Group, an Implementation Phase Working Group, and the Monitoring Operations Team. In addition, the ADE will request that representatives of the Districts and the Intervenors collaborate in Implementation Phase activities. State Board of Education The role of the State Board of Education (Board) during the Implementation Phase is to make policies on Implementation Phase issues and to provide political leadership among state government agencies, the Legislature and state organizations and associations for implementing those policies. The Board has overall oversight responsibilities to ensure that the ADE is fulfilling its responsibilities and obligations under the Settlement Agreement and the May 31, 1989 Monitoring Plan. Board Implementation Phase activities encompass receiving and reviewing monthly project management reports and receiving and acting on findings and recommendations addressing Implementation Phase Issues. In addition, Board members may choose to observe directly Implementation Phase activities and monitoring operations to see first hand how the Department is addressing its Implementation Phase responsibilities. Director I Arkansas Department of Education The Director of the Arkansas Department of Education reports to the Governor and to the State Board bf Education. The role of the Director during the Implementation Phase is to provide executive leadership and direction to the Department's Senior Management Team and any other Implementation Phase groups or committees. In addition, the Director will support Implementation Phase activities and operations by building collaborative relationships with other parties affecting the Department's successful and effective execution of the Implementation Plan. The responsibilities of the Director during the Implementation Phase encompass providing administrative leadership and supervision to the Lead Planner and the Department's Senior Management Team. In addition, the Director is responsible for directing and allocating departmental resources in accordance with approved budgets and operating plans necessary for the effective execution of the Implementation Pian. The Director receives, reviews and comments on monthly project management reports and ADE monitoring reports, and makes recommendations on Implementation Plan issues to the State Board of Education, to the Governor, and to the Legislature. ADE Senior Management Team Because execution of the Implementation Plan involves all o the ADE sections and offices, the Department's Senior Managers are key participants in the Implementation Phase. Their responsibilities as 30 I I I I I I I I I I I I I I I I I I I individual managers include ensuring that resources within their organizational units are available and committed to fulfilling the Implementation Phase activities described in the Implementation Plan. Their responsibilities as members of the Departments' Senior Management Team involve providing the leadership and direction to assure that working relationships within the Department are conducive to effective execution of the Implementation Plan. ADE Desegregation Oversight Group The ADE Desegregation Oversight Group consists of the Lead Planner, the Desegregation Attorney, and the Internal Auditor. The Desegregation Oversight Group is responsible for coordinating and controlling the Implementation Phase and provides overall staff support to the ADE Implementation Phase Working Group and other groups and committees with Implementation Phase responsibilities. The Desegregation Oversight Group is responsible for preparing and submitting project management reports and ADE monitoring reports. Lead Planner. The Lead Planner is a member of the ADE Senior Management Team and reports directly to the ADE Director. The role of the Lead Planner during the Implementation Phase is to coordinate and control the execution of the Implementation Plan. The Lead Planner's responsibilities during the Implementation Phase encompass overall project management duties, including providing di" ection for the Desegregation Oversight Group. The Lead Planner will chair the Department's Implementation Phase Working Group, operate the project management tool, prepare project management reports, and coordinate reports, findings and recommendations on Implementation Phase issues to the Director and the State Board of Education. Desegregation Attorney. The Desegregation Attorney functions as a staff attorney in the ADE Legal Services Office. The role of the Desegregation Attorney is to monitor all desegregation case court proceedings, The Desegregation Attorney's responsibilities encompass advising the Lead Planner, the ADE Legal Services Office, and the ADE Director on desegregation legal obligations and issues. Internal Auditor. The Internal Auditor reports to the Lead Planner. The role of the Internal Auditor is to assist the Lead Planner in controlling Implementation Phase activities. The Internal Auditor's responsibilities include conducting examinations and reviews of the ADE's execution of the Implementation Plan and fulfilling its responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. ADE Implementation Phase. Working Group (Group). The ADE Implementation Phase Working Group will be chaired by the Lead Planner and will consist of representatives from ADE sections that have direct responsibility for Implementation Phase activities and operations. In addition, the ADE will invite other parties important to the execution of the Implementation Phase Working Group. Initially, the Group will be 31 I I I I I I I I I I I I I I I I I I I responsible for developing and installing the ADE's monitoring instrument and system. Staff support will be provided to the Group by the Lead Planner, Internal Auditor, and Desegregation Attorney. The Group will be scheduled to meet regularly to review actual progress against planned activities, to coordinate Implementation Phase activities within the ADE and to collaborate with ADE, the Districts, and the other parties. The Group will review ADE's monthly project management tool reports and ADE's monitoring reports prior to their being submit ed to the ADE Director, the State Board of Education, and the Court. ADE Monitoring Operations Team (Team). This will be the group within the ADE that will conduct the Department's Implementation Phase Monitoring Operations. Its operating responsibilities are described in the Monitoring Operations section of the Implementation Plan. The ADE will invite representatives of other parties to participate in its monitoring operations and to be included on the Team. Some members of the ADE Implementation Phase Working Group described above will also function as members of the Team. Part III A. Description of Monitoring Operations This section of the Implementation Plan describes ADE's selection of "Extended COE" as the Department's monitoring instrument and process for meeting the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. In addition, this section includes a description of AD E's monitoring operations, a detailed description of how.monitoring, evaluating, and reporting activities will be coordinated with other agencies, and a description of the process and criteria ADE will use to evaluate the effectiveness of its own implementation plan as it unfolds. Selection of monitoring instrument and process During the Development Phase, ADE considered its ongoing monitoring instruments and processes and assessed them for applicability to the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. Several ADE sections monitor schools and school districts using monitoring instruments and processes required by respective state and federal programs. Some of these monitoring and reporting processes and school improvement efforts include Equity, Chapter 1 and Chapter 2, Special Education, Child Nutrition, Vocational, Restructuring, Diamond School Initiative, Break the Mold Schools, Curriculum Frameworks, performance on norm-referenced tests, state education goals and national education goals. In addition, the Department administers the Comprehensive Outcomes Evaluation" (COE) process which has been installed in Arkansas schools at the rate of 20% per year since 1989-90, which was the pilot year for the program. 32 I I I I I I I I I I I I I I I I I I I Through this examination, the Desegregation Working Team determined that none of ADE's in-place, on-going monitoring and school improvement efforts would fulfill the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan. However, the Team determined that of all the Department's existing efforts, the COE process most nearly accomplished the monitoring requirements and obligations described in the Settlement Agreement and the May 31, 1989 Monitoring Plan. The COE provides a base, or platform, for developing its monitoring instrument and process for meeting the Department's obligations and responsibilities described in the Settlement Agreement and the May 31, 1989 Monitoring Plari. The monitoring instrument and process will be referred to as "Extended COE". Overview of the Arkansas Comprehensive Outcomes Evaluation The Comprehensive Outcomes Evaluation ( COE) is a process used by the Arkansas Department of Education to assemble objective data describing schools, to engage everyone involved with each school in the appraisal of existing school program disparities, and to create and execute plans for the resolution of inequities and issues revealed through examination of information. Elements of the Comprehensive Outcomes Evaluation 1. Assembly of data 2. 3. a. b. c. Archival (student behavior, tardiness, drop-out, suspension, retention and absenteeism rate
teacher profiles, subpopulation divisions) data are accumulated. Perceptual (impressions of teachers, students and parents concerning school program) data. Student achievement data Program appraisal The faculty, students and parents analyze information to draw conclusions, especially concerning disparities between subpopulations (by gender, ethnicity, behavioral patterns, etc.) Mobilization A plan is developed by the information analysts to solve problems, reduce disparities, improve curriculum and produce improvements. Exhibit C describes the ADE's current COE process and describes each of the above elements. Monitoring Once every five years, a Comprehensive Outcomes Evaluation ( COE) is supervised by a field service specialist who orients all the participants in a school's COE process and meets, as required, with subcommittees and 33 I I I I I I I I I I I I I I I I I I I individuals delegated to accomplish incidental tasks associated with gathering information, analyzing data, creating problem solving strategies, and executing the steps of the school's five-year improvement plan. In addition, the school prepares one-year and three-year updates to the fiveyear plan which are submitted to the field service specialist as notice of continued activity and progress. Exhibit D describes a schools preparation for a COE visit and what occurs during a COE visit. Exhibit E is a guideline for a school's responses to recommendations made by the visiting team, and the COE analysis instrument provides a broad view of the COE process undertaken by the school. Outcomes The school develops a planning document for a program that is site based (determined by and advocated by participants), data driven (predicated on valid information), research oriented (neffective schooln research shows a number of critical areas--clear school purpose, instructional leadership, high expectations, student achievement, parent and community involvement, school climate, time on task/opportunity to learn--that may lead to more successful results) . Advantages of COE Use as ADE1s Monitoring Instrument and Process 1. COE School Improvement Planning is based on neffective schools researchu that emphasizes learner outcomes. 2. 3. 4. 5. COE School Improvement efforts are school-based. Data collection and analysis are done at the school-site level, closest to the students. The school-based process empowers educators to identify and address disparities in student achievement. A data collection and monitoring framework is in place. COE materials include extensive formats for data collection. Use of COE would not add another data collection burden to teachers and administrators. COE School Improvement Plans identify school-based needs for ADE assistance. In-service training and orientation packages and processes are well developed. Disadvantages of the COE Process for Use as ADE1s Monitoring Instrument and Process 1. As presently constructed, the COE School Improvement leaves target areas _to be addressed to the discretion of the school. If the data analysis is flawed, if data are ignored, o if site-based priorities do not address critical student learning outcomes, the process does not provide ADE access to intervene. In Pulaski County, most schools engaged in the COE process have not incorporated equity issues, or their desegregation plans into their 34 I I I I I I I I I I I I I I I I I I I 2. 3. 4. COE School Improvement Plans. District representatives explain that schools have viewed the COE and desegregation planning as separate. The AD E's Desegregation Working Team and District representatives agree that the school-based COE School Improvement Plan and school-based desegregation plans must be merged. "Extended COE" must require that in their School Improvement Plans, schools collect and analyze equity data and address desegregation issues, including reducing disparities in academic achievement between black students and white students. As presently operated, once School Improvement Plans are completed, reviewed, and recommendations made by the COE Site Visitation Committee, the AD E's support system has not been adequate to assist schools in the implementation of their School Improvement Plans. "Extended COE" must provide a mechanism to ensure support for implementation of School Improvement Plans. In all areas of Arkansas except Pulaski County, educational services cooperatives are one source of support. The ADE and the Districts must collaborate during the Implementation Phase to restore services and functions once provided by the county's educational service cooperative. As presently operated, the COE process is a cyclical, five-year process. The School Improvement Plan is produced over a period of two to four semesters, the plan is reviewed by a site visitation team and recommendations are made for changes, or enhancements to the Plan. Schools prepare one-year and three-year updates which are submitted to ADE field specialists. "Extended COE" must provide data for monitoring reports and plan results must be considered and assessed on an annual basis. As presently constituted, the COE process does not incorporate other ADE school improvement efforts. Therefore, school staffs are beset with several different ADE requirements, monitoring procedures, and uncoordinated site visits. The ADE has a goal, to merge its various and separate school improvement efforts into the "Extended COE" process. Proposed COE Adaptations. The following outline lists proposed adaptations to the present !=OE process to establish an "Extended COE" process that will meet the Department's obligations and responsibilities under the Settlement Agreement and the May 31, 1989 Monitoring Plan: 1. Review and update the current COE data collection packet to ensure consistency. 35 I I I I I I I I I I I I I I I I I I I 2. Incorporate or fold in the specific information required through the equity office. Review software database systems for possible widespread implementation to provide processes for continual data collection/ disaggregation. Review and adjust current time line requirements to ensure consistency. Adequate staff development time is a necessity at the building level to provide maximum success probability. Appropriate training must be initiated for the ADE staff and the faculties of the school Districts. Maximum possible technical assistance is an absolute necessity. A determination of appropriate training for schools at various stages of school improvement activities is a must. Examples might be: Equity Guidelines Data Collection/Disaggregation High Expectations for All Students Group Processes/Dynamics Brainstorming/Environmental Scan Research Activities Outcome Creation Mission Provide a current educational bibliography as necessary to foster student success. Establish a computerized database within the ADE to provide assistance to the three school Districts Establish a "success" criteria throughout all stages of the school improvement process. Keeping in mind that some schools are in the latter stages of their original process. The monitoring process should meet the criteria as it relates to those schools. Assure that proper data are collected and analyzed. Ensure appropriate subpopulations (recognizing disparity) have been identified and activities designed to meet the needs of those specifjc groups. (Incorporate Equity Guidelines.) Provide processes for continual evaluation of data and specific activities. Link the success criteria of school improvement activities to continued school accreditation. 36 I I I I I I I I I I I I I I I I I I I Enfold the various school reports/activities that are currently being reported separately under -the "umbrella" of school improvement processes. Equity Special Education Gifted/Talented Compensatory Education Federal Programs Others Review the COE visiting team process to look for improvement areas. Expanding the time Expanding the team Reviewing the number of visits and where they should occur in the process Review the actual hard copy format of the school improvement plan submitted by the schools. Include other items such as more data summaries, etc. Review and refine the reaction/acceptance process to visiting team recommendations submitted back to the school. Research based recommendations Rationale of school failing to incorporate recommendations Follow-up by ADE Review target/outcome possibilities for each building. Should mandates be included? Are the selected targets, outcomes, and actions reflective of disparities indicated through collected data? To implement the proposed monitoring process, the ADE has committed the following : Ensure the realignment of staff needed Hire additional staff who will have oversight responsibilities for the monitoring process Install technology needed to facilitate the process Development and installation of the "Extended COE" monitoring instrument and process! Between March 15, 1994, and July 31, 1994, the AD E's Implementation Phase Working Group, including the Districts and other parties, (see Organization) will refine the proposed COE adaptations described above and develop new training manuals and orientation materials for "Extended COE." Exhibits C, D and E will be modified during this time period to make the necessary adaptations and new instruments will be created to fulfill the AD E's obligations. 37 I I I I I I I I I I I I I I I I I I I Extended COE will be installed into the remaining 2090 of schools in Pulaski County that have not engaged in the COE School Improvement Process. Inservice training on Extended COE will be provided to teachers and administrators of these schools during the summer, 1994, and preparation of the Extended COE School Improvement Plans will commence with the fall semester. For those schools already engaged in the COE School Improvement Process, the adaptations for "Extended COE" will be provided and incorporated into existing and ongoing COE School Improvement Plans. In-service training on Extended COE will be provided to teachers and administrators of these schools after training for the initial group. Monitoring operations. ADE monitoring operations will occur at school sites, District offices and at ADE offices. Monitoring operations will be conducted by ADE personnel including the ADE Desegregation Oversight Group (see Organization) and the ADE Monitoring Operations Team. ADE's Monitoring Operations Team will consist of a core group of approximately 15 persons from several different ADE sections who now constitute one of the Department's "expanded teams". Team members will participate in the development and installation of Extended COE and will be trained to support its implementation. Extended COE monitoring operations will be guided at the school-site level by ADE Field Specialists, who will also chair the Extended COE site visitation groups. Extended COE site visitation groups will be formed by and scheduled at school sites by the ADE Field Specialists. Members of school site visitation groups will vary depending upon the special - characteristics and needs of each school
however, each school site visitation group will include several members of the ADE Monitoring Operations Team as well as -invited representatives of the Districts, and other parties. A committee of the Desegregation Working Team has, during the Development Phase, compared the data described in the May 31, 1989 Monitoring Plan, with data collected and analyzed through the COE process and provides the following accounting: The following information is specifically in reference to the May 31, 1989 Monitoring Plan. *This information will refer to committee recommendations of how /where the school improvement process will address each area through the Extended COE Process. Reference page 4: 1. Evidence that policies, procedures, rules and regulations are developed and implemented to facilitate desegregation. Schools will review, on an annual basis, all of these items through the review of archival data. 38 I I I I I I I I I I I I I I I I I I I 2. 3. 4. 5. 6. ADE will monitor according to established criteria for the Extended COE Process. Evidence that plans related to reducing achievement disparity between black and non-black students are progressively successful. Schools will review, on an annual basis, all of these items through archival data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that student assignments to schools, classes and programs at each organizational level are made without bias. Schools will review, on an annual basis, archival and achievement data as relevant to this item. ADE will monitor according to established criteria for the Extended COE Process. Evidence that staff development days authorized as a result of the Agreement are used to facilitate the desegregation process. Schools will review, on an annual basis, archival database on their staff development evaluations. ADE will monitor according to established criteria for the Extended COE Process. Evidence that travel time to and from schools is not disproportionate among black and non-black students and the percentage of black students transported for desegregation is not significantly greater than the percentage of non-black students transported for desegregation. Schools will review, on an annual basis, archival and achievement data based on a cross reference of transportation schedules, school assignments, and achievement data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that guidance and counseling is designed to meet the needs of a diverse student population. Schools will review, on an annual basis, archival and perceptual data in relation to the minimum required standards, established. criteria for accessibility and the incorporation of specific site plans for their additional obligations. 39 I I I I I I I I I I I I I I I I I I I 7. 8. 9. 10. 11. 12. ADE will monitor according to established criteria for the Extended COE Process. Evidence of internal procedures for ensuring that materials for appraising or counseling students is non-discriminatory. Schools will review, on an annual basis, archival data concerning their internal procedures to assure for non-discrimination. ADE will monitor according to established criteria for the Extended COE Process. Evidence that curricular content and instructional strategies are utilized to meet the diverse needs of the student population served. Schools will review, on an annual basis, archival and achievement data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that personnel is recruited, employed and assigned in a manner to meet the goals of a desegregation school district. Schools will review, on an annual basis, archival data which would include a review of district policies concerning recruitment. ADE will monitor according to established criteria for the Extended COE Process. Evidence that procedures related to extracurricular and cocurricular activities are developed and implemented to identify and eliminate conditions that result in participation that is disproportionate to the student population. Schools will review, on an annual basis, archival data on extracurricular and curricular activities. ADE will monitor according to established criteria for the Extended COE Process. Evidence of diverse representation on appointed district wide and school-based committees. Schools will review, on an annual basis, archival data that shows represen~ation or_i such committees. ADE will monitor according to established criteria for the Extended COE Process. Evidence of efforts to ensure that parent attendance at school functions is not disproportionate to the student population. 40 I I I I I I I I I I I I I I I I I I I 13. 14. Schools will review, on an annual basis, through archival data, the representation at school functions of parental attendance as compared to student population. ADE will monitor according to established criteria for the Extended COE Process. Evidence of success related to Majority to Minority transfers. Schools will review, on an annual basis, the archival and achievement data. ADE will monitor according to established criteria for the Extended COE Process. Evidence that magnet schools are an effective inter-district remedy for racial balance. Schools will review, on an annual basis, the archival data at building level and compare district wide and county wide data. ADE will monitor according to established criteria for the Extended COE Process. Reference page 5 : A. Enrollment/ Attendance Schools will review on an annual basis through archival data, items 1, 2, and 3. ADE will monitor according to established criteria for the Extended COE Process. B. Test Data C. Schools will review on an annual basis through achievement data, items 1 through 5. ADE will monitor according to established criteria for the Extended COE Process. Staff Schools will review on an annual basis through archival data, items 1 through 8. ADE will monitor according to established criteria for the Extended COE Process. 41 I I I I I I I I I I I I I I I I I I I D. Policy and Program Information Schools will review on an annual basis archival data to include district and building policies. ADE will monitor according to established criteria for the Extended COE Process. E. Budget Information (New information for Extended COE) F. G. H. Schools will be required to collect archival data on items 1 through 5, at the building level and compare this county wide. ADE will monitor according to established criteria for the Extended COE Process. Student Discipline Schools will review on an annual basis archival and achievement data on students receiving disciplinary actions. ADE will monitor according to established criteria for the Extended COE Process. Perceptual Data Schools will conduct surveys to collect perceptual data on the three selected groups--staff, parents, and students. ADE will monitor according to established criteria for the Extended COE Process. Majority to Minority Transfer Schools will review on an annual basis the archival data . ADE will monitor according to established criteria for the Extended COE Process. The review of applicable data will include cooperative efforts of the involved districts and the Department of Education. Appropriate technical assistance will be provided by the ADE in these efforts. The review of annual data will assist in evaluation of successes generated from school improvement activities directed toward specific outcomes. Assessment of strategy successes and failures will determine if specific actions need to be enhanced, continued as is, or dropped from current activities. These revision activities will become part of the monitoring process with reports generated to appropriate parties and will involve 42 I I I I I I I I I I I I I I I I I I I those schools who have completed the initial COE process. Processes will include adapting current COE activities to better parallel the "Extended COE" Monitoring Process. Monitoring Reports. The May 31, 1989 Monitoring Plan requires ADE to submit semiannual monitoring reports initially and establishes July 15 and February 1 (or the nearest workday) each year as scheduled reporting dates. Since the Extended COE process is being developed and installed between March 15, 1994, and July 31, 1994, the ADE will not be prepared to submit a monitoring report on July 15, 1994. The AD E's first full monitoring report will be made on July 15, 1995. However, the ADE will be prepared to make an interim monitoring report on February 1, 1995. The ADE will be submitting monthly project management reports and in those reports will describe the status of monitoring operation and may preview issues being raised through its monitoring process prior to making its interim monitoring report on February 1, 1995, or its full monitoring report on July 15, 1995. Description of the process for evaluating and reporting monitoring results. The ADE Desegregation Oversight Group with the ADE Implementation Phase Working Group are responsible for evaluating and reporting monitoring results. The Oversight Group is responsible for compiling monitoring information from the Extended COE schools and providing reports and recommendations to the ADE Implementation Phase Working Group. As the monitoring process progresses, the ADE will obtain input from interested parties a_s well as technical assistance from outside the Department for evaluating its monitoring results. Description of how monitoring, evaluating, and reporting activities will be coordinated with other agencies. The ADE intends for its monitoring operation to be inclusive of other parties and agencies. Other parties and agencies, including representatives of the Districts and the Intervenors, will be invited to participate in Extended COE site visits and will be invited to serve on the Implementation Phase Working Group and any other ad hoc groups that are organized to address issues related to the Settlement Agreement and the May 31, 1989, Monitoring Plan. Description of the process and criteria ADE will use to evaluate the effectiveness of its own implementation plan as it unfolds. The fundamental principle of the COE process is "all students will learn". The benchmarks described in Section One of this Implementation Plan provide an educational framework wherein, "all students will learn". Through its implementation plan, the APE will assist schools in reducing disparities in academic achievement between white students and black students by identifying circumstances and conditions that impede learning and by identifying circumstances and conditions that impede learning and by identifying learning resources and programs that succeed. 43 I I I I I I I I I I I I I I I I I I I The criteria for evaluating the effectiveness of ADE's Implementation Plan are tied directly to how well disparities in academic achievement are reduced and whether all students in the Pulaski County schools are learning. The process for evaluating the effectiveness of the ADE Implementation Plan is the monitoring operations process itself. B. Timelines of Key Activities between March 15, 1994, and June 30, 1995 KEY ADE OFFICE BEGINNING ENDING DATE ACTIVITIES DATE FINANCIAL OBLIGATIONS: Use the Local Fiscal Middle of each Last day of previous year's Services, Vivian month, August - each month, three quarter Roberts June August - June average daily membership to calculate MFPA for the current school year Include all Local Fiscal Middle of each Last day of Magnet Services, Vivian month, August - each month, Students in the Roberts June August - June resident District's average daily membership for calculation Process and General Middle of each Last day of distribute State Finance, Marge month, August - each month, MFPA Shaw June August - June Determine the Local Fiscal Middle of each Last day of number of Services, Nancy month, August - each month, Magnet students Hall June August - Jun~ residing in each District and attending a Magnet School 44 I I I I I I I I I I I I I I I I I I I Legal Office reports the Magnet Operational Charge to the Fiscal Services Office Calculate state aid due the LRSD based upon the Magnet operational charge Process and distribute state for Magnet Operational Charge Calculate the amount of M-to- M incentive money to which each school district is entitled I>rocess and distribute M-to- M incentive checks Process and distribute check to Magnet Review Committee Districts submit an estimated Magnet and M-to- M transporta,tion budget to ADE Legal Services March 15, 1994 Ongoing, as Office, Sheila ordered by the Freeman Court Local Fiscal Middle of each Last day of Services, Nancy month, August - each month, Hall June August - June General Middle of each Last day of Finance, month, August - each month, Marge Shaw June August - June Local Fiscal Middle of each Last day of Services, Nancy month, August - each month, Hall June August - June General Middle of each Last day of Finance, month each month, Marge Shaw September- June General July 1 of each Ongoing Finance, year Marge Shaw Submitted to September of Ongoing, Reginald Wilson, each year December of Pulaski County each year Program Monitor :45 I I I I I I I I I I I I I I I I I I I Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget ADE pays districts for first two-thirds of their proposed budget ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator Reginald Wilson presents final bill to Legal Office for review Reginald Wilson notifies General Finance to pay the Districts for their actual expenditures Reginald Wilson notifies General Finance to pay districts for first two thirds of the Districts' proposed budget Reginald Wilson, After Districts Ongoing Pulaski County submit budget annually Program Monitor General After Districts Ongoing Finance, submit budget annually Marge Shaw 'Reginald Wilson, Annually, as Ongoing, Pulaski County final bills are annually Program Monitor submitted by Districts - Elizabeth Annually Ongoing, Boyter, Legal annually Assistant to the Director Reginald Wilson, Annually Ongoing Pulaski County annually Program Monitor
Susan Ferguson, General Finance Reginald Wilson, After Districts Ongoing, Pulaski County submit budget annually Program Monitor 46 I I I I I I I I I I I I I I I I I I I ADE pays districts for first two-thirds of their proposed budget Schedule a meeting with the ITA to present the ADE's alternative plans Make a decision on the proposed plans and begin implementation Purchase buses for the Districts to replace existing Magnet and M-to-M fleet and to provide a larger fleet for the Districts' Magnet and M-to- M Transportation needs Process and distribute transportation aid to the Districts for Magnet and M-to- M transportation General After Districts Ongoing Finance, Marge submit budget annually Shaw Spence Holder, March 15, 1994 March 16, 1994 Transportation Coordinator and Reginald Wilson, Pulaski County Program Monitor Spence Holder, March 15, 1994 March 25, 1994 Transportation Coordinator, Reginald Wilson, Pulaski County Program Monitor, Gene Wilhoit, Director Spence Holder, March 15, 1994 Ongoing as Transportation stated in Coordinator, Exhibit A Reginald Wilson, Pulaski County Program Monitor, Gene Wilhoit, Director General Annually Ongoing, Fin&nce, Marge annually Shaw 47 I I I I I I I I I I I I I I I I I I I Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD Process and distribute payments to PCSSD as required by page 28 of the Settlement Agreement Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement General 15 days before Payment due Finance, Marge payment due date and ending Shaw date January 1, 1999 General 15 days before Payment due Finance, Marge payment due date and ending Shaw date July 1, 1995 General When requested Ongoing, Finance, Marge by LRSD through June Shaw 30, 1995 General 15 days before Payment due Finance, payment due date and ending Marge Shaw date July 1, 1994 General 15 days before Payment due Finance, Mar
e payment due date and ending Shaw July 1, 1995 48 I I I I I I I I I I I I I I I I I I I Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement Review NLRSD's request for additional payments in accordance with pages 31-35 of the Settlement Agreement and recommend payment Process and distribute payments required by pages 31 - 35 of the Settlement Agreement General Finance, Marge Shaw Special Education, Clent Holly General Finance, Marge Shaw II 15 days before July 1 of each payment due school year date through June 30, 1996 As requested by Annually until NLRSD ADE pays NLRSD $1,276,825 or formula expires When Special Ongoing until Education ADE pays requests NLRSD payment $1,276,825 or formula expires 49 I I I I I I I I I I I I I I I I I I I MONITORING COMP EN SA-TORY EDUCATION: Begin adapting and installing the ADE's Extended COE School Improvement Plan for use as the monitoring instrument for compensatory education programs developed and funded by the Districts which the desegregation funding by the State Begin testing and evaluating the monitoring instrument and monitoring system to assure that data are appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students Bob Maddox, April, 1994 July, 1994 James Hester, Bob Kerr, Oversight Auditor, Vicki Gray, Andre Guerrero Bob Maddox, August, 1994 January 15, James Hester, 1995 Bob Kerr, Oversight Auditor, Vicki Gray, Andre Guerrero I I I I I I I I I I I I I I I I I I I Use the Extended COE School Improvement Plan program as the monitoring instrument and system to prepare ADE's first monitoring report A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED: Monitor court pleadings to determine if LRSD has petitioned the Court for a special election Draft and file appropriate pleadings if LRSD petitions the Court for a special election Lead Planner, February 1995 May 1995 Emma Bass, Bob Shaver, Rodger Callahan, Oliver Dillingham, Sheila Freeman April, 1994 Ongoing Sheila Freeman April, 1994 Ongoing 51 I I I I I I I I I I I I I I I I I I I REPEAL ST A TUT ES AND REGULATIONS THAT IMPEDE DESEGREGA-TION: Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation: a. Conduct a review within ADE of existing legislation and regulations to identify those that appear to impede desee:reira tion. b. Request of the other parties to the Settlement Agreement, that they identify laws and regulations that appear to impede desee:ree:a tion Submit proposals to the State Board of Education for repeal of those reg-ulations that are confirmed to be impediments to desee:regation Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Sheila Freeman, April, 1994 November, 1994 Oliver Dillingham Lead Planner, November, 1994 Ongoing Ray Lumpkin, Oliver Dillingham 52 I I I I I I I I I I I I I I I I I I I I Submit proposals to the Legisia tu~e for repeal of those laws that appear to be impediments to deseg-1egation COMMITMENT TO PRINCIPLES: Through a preamble to the Implemen ation Plan, the Board of Education will reaffirm i s commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles Through execution of the Implementation Pian, the Board of Education will continue to reaffirm ts commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results Gene Wilhoit, January 1995, Ongoh1g State Board of and oagoing Education I Gene Wilhoit, Ma:.ch 15, 1994 O1,going State Boa1d of Education I I State Board of March 15, 1994 Ongoing Education I ' j I 53 I I I I I I I I I I I I I I I I I I I Through regular oversight o~ the Implementat::.oa Phase's project management tool, and scrutiny of results of AD::::'s actions, the Board of Education will act on its commitment to the principles of the Settlement Ac,:reement REMEDIATI01 T: Th::::-ough the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensa to:cy education program will be identified. State Board cf March 15, 1994 Ongoing Education I I i i I I I Lead Planner, Fall, 1994 Ongoing Bob Maddox, James Hester I - 54 I I I I I I I I I I I I I I I I I I I I ii Identify available resources for providing technical assistance for the specific condition, or circumstance of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. a. Through the ERIC system, conduct a literature search for research evaluating compensa-::ory education programs. b. Identify and research technical resources available to ADE and the Districts through programs and organization such as the Desegregation Assistance Center in San Antonio, Texas. Lead Planner, Fall, 1994 Ongoing Bob Maddox, James Hester, Oliver Dillingham I Maxine Lewis April, .:_994 Ongoing Oliver Summer, 1994 Ongoing Dillingham I I 55 I I I I I I I I I I I I I I I I I I I Solicit, obtain, and use available resources for technical assistance Evaluate the impact of the use of resources for technical assistance Lead Planner, Fall, 1994 I Ongoing I Area V Expanded Team I Lead Planner, Fall, 1994 Ongoing Area V K'panded Team 56 I I I I I I I I I I I I I I I I I I I TEST VA LIDA TION: Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. a. By April 1994, establish a bias review committee to oversee the bias review process, and invite representative of the Districts and parties to meet with the bias review committee b. By May, 1994, the bias review committee will research test validation issues anci procedures. !I Rodger Callahan May, 1!384 1 ~:i.rch , 1995 I I 1! Rodger Callahan April, 1994 Ongoing I Rodger Callahan May, 1994 May 30, 1994 Ii i I 57 I I I I I I I I I I I I I I I I I I I c. By July, 1994, the bias review committee will prepare and issue a nrequest for proposals", soliciting proposals from qualified bias review services or experts. d. By September 1994, the bias review committee will receive, review and evaluate proposals, conduct interviews as necessary and recommended to the Board of Education a bias review services or expert for the assignment. e. By December 1994, ADE will negotiate and contract with the bias review service or expert and oversee the contractor 1s activities for evaluating the Stanford 8, and/ or other monitoring instruments. - Rodger Cailahan I Jur,e 1, 1994 July 31, 1GS4 I Rodger Callahan Augus: 1, 1994 Sept mber 30, 1994 Rodger Callahan October 1, 1994 December 31, 1994 I' I, JI 58 I I I I I I I I I I I I I I I I I I I Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. INSERVICE TRAINING: Through an interactive process with representatives of desegregating districts, identify in-service training needs. Assess whether existing ADE or Educational Services Cooperative in-service trainir,
programs address the n-service training needs of desegregating districts, idenLifyi g subjects for new, or enhanced in-service training prog
rams. Rodger Callahan March 15, 1995 March 1995 and I ongoing I i I I Betty Gale April 1994 Oagoing Davis, Oliver Dillingham, Mike Crowley, Bob Kerr Betty Gale March 15, 1994 Ongoing Davis, Oliver Dillingham, Bob Kerr, Mike Crowley 59 I I I I I I I I I I I I I I I I I I I Develop in-service training programs to address in-service training needs of desegregating districts. Implement in-service training programs to add ess in-service training needs of desegregating districts. Evaluate in-service training programs developed and executed to address in-service training needs of desegregadng districts. RECRUITMENT OF MINORITY TEACHERS: Facilitate communication between the Districts and Arkansas colleges and universities with teacher education prog:rams. Betty Gale March 15, 1.994 Ongoing Davis, Oliver Dillingham, Bob Kerr, Mike Crowley I Oliver May 1994 Ongoing Dillingham, Equity Olivc1 September 1994 Ongoing Dillingham, Equi'~y I Ken Vaughn April 1994 ( See dates on individual key activities) 60 I I I I I I I I I I I I I I I I I I I a. Beginning in 1994, by May and November of each year, Districts will s pply to the ADE information about shortages of teachers by grade and subiect area. b . Beginning in 1994, by May and December of each year, request informaCon from colleges and universities about the numbers and types of minority-eacher graduates. c. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. Ken Vaughn May 1994 O .. going, as stated I I Ken Vaughn May 1994 On::
oing, as stated ' I Ken Vaughn Within 30 days Ongoing of receiving data I i 61 I I I I I I I I I I I I I I I I I I I d. Eac:, November, ADE will reqHest information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidate database. e. Meet with and encourage ADHE to recruit minority students into teacher education and to recruit minority teacher aides into teacher educatfon Assist Districts' efforts of minority-teacher recruitment at career days of each in-state college and university and at one out-of-state univE:rsitv Ken Vaughn November 1994 Ongoing, as I stated I I I I State Board of AprH 1994 Ongoing Education, Ecima Bass, Rodger Caliahan, Lead Planner I Ken Vaughn April, 1984 Ful1 Scale by September, 1994, und ongoi..1g I therec.fter 62 I I I I I I I I I I I I I I I I I I I Continue to maintain a database that includes data for all certified teachers in Arkansas, including their race and gender, and provide the data to districts on a regular basis FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES: Assist ADHE in identifying, analyzing, addressing and eliminatng racial disparities in the allocation of scholarships. a. Representa-tives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in allocation of scholarships . Ken Vaughn Ongoing Ongoing Lead Planner April, 1994 Ongoing Lead Planner April , 1994 Ongoing I I I I I I I I I I I I I I I I I I I b . U sirs its knowledge about public schools, teacher education and certifica ion, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommend-tions about racial disparities in allocating scholarships to ADHE. c. Working with the ADHE, the ADE will use its relationships in the public education ins ti tu tional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. Lead Planner April, 1994 On1
oing I Lead Planner April, 1994 Ongoing I I I I _Jj 64 I I I I I I I I I I I I I I I I I I I I With the ADHE, assist minority students by evaluating existing laws that are intended to provide scholarship incentives to minority students pursuing education degrees and proposing amendments to existing legislation, or new legislation, to address shortcomings of existing- laws. a. Representa-tives of the ADE and the ADHE will work together to identify and assess the impact of existing laws that were intended to increase the number of minority graduates with teaching certificates Lead Planner ! November, 1994 0. going Lead Planner Novembe, 1994 Ongoing 65 I I I I I I I I I I I I I I I I I I I b. Working Lead Planner within the Executive Branch's policy development and legislation development process, ADE and ADHE will propose legislative measures for reducing racial disparities in allocating scholarships. ------ Monitor the Lead Planner allocation of scholarships to minority students by the ADHE
evaluate the impacts of new approaches and new legislation on an ongoing basis November 1994 Ongoing --- ..,.,.,~ .... ...,.__ ____ ~-~---..c- April, 1994 Ongoing 66 I I I I I I I I I I I I I I I I I I I MINORITY RECRUITMENT OF ADE STAFF: Administer the ADE Minor~ty Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (See Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines . ) Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan Gene Wilhoit, March 15, 1994 Ongoing Clemetta Hood, State Board of Education I, Gene Wilhoit, Ongoing Ongoing Clemetta Hood, State Board of Education 67 I I I I I I I I I I I I I I I I I I I SCHOOL CONSTRUC-TION: Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. a. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts Sheila Freeman, / pril, 1994 Ongoing Oliver Dillingham, Barry Kin cl, Danny Lovelady I Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Barry Kincl, Danny Lovelady 68 I I I I I I I I I I I I I I I I I I I Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses impacts on racial balances of individual school sites within the three districts Address shortcomings in existing rules, regulations and school improvement forms by developing and proposing changes to the State Board of Education and promulgating new rules anu regulations through the State's Administrative Procedures process Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Danny Lovelady Sheila Freeman, April, 1994 October, 1994 Oliver Dillingham, Bob Shaver I I 69 I I I I I I I I I I I I I I I I I I I ASSIST PCSSD: Determine if the PCSSD wants and needs assistance in lowering the costs of Black History course offerings to its certified staff If PCSSD wants assistance, communicate with local colieges and universities to facilitate the Black History course offerings to PCSSD teachers at the lowest cost possible SCATTERED SITE HOUSING: Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing Lead Planner, April, 1994 Ap,.il, 1994 Ken Vaughn Lead Planner, April, 1994 September, Ken Vaughn 1994 Danny Lovelady April, 1994 May, 1994 70 I I I I I I I I I I I I I I I I I I I If State-owned land within Pulaski County is available for scattered-site housing, the ADE will refer information about the sites to the Uppropriate tate and ederal housing gencies STANDARD-IZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS: Meet with and propose to representa-tives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement Danny Lovelady April, 1994 June, 1994 - -- Rodger April, 1994 May, 1994 Callahan, Vicki Gray, Sheila Freeman, Gene Wilhoit I 71 I I I I I I I I I I I I I I I I I I I MONITOR SCHOOL IMPROVEMENT PLANS: Fully implement the Extended COE Improvement Plan process in all schools in the three Pulaski County school districts Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every 5 years) and provide peer review team recommend-ations to the schools reviewed Receive from all schools, annual reports on progress toward meeting recommend-ations of School Improvement Plans Follow-up and assist schools that have diificulty realizing their school improvement obiectives Bob Maddox, July 1994 Ongoing James Hester, Bob Kerr, Mike Crowley, Emma Bass Bob Maddox, Ongoing Ongoing James Hester, Bob Kerr, Mike Crowley Bob Maddox, Ongoing Ongoing James f-iester, Mike Crowley, Bob Kerr Expanded Team Ongoing ,:)ngoing Iv.embers (to be iden ti:ied) 72 I I I I I I I I I I I I I I I I I I I DATA COLLECTION: Through the Lead Planner April, 1994 Ongoing School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan C. Controlling and Coordinating the Implementation Phase The Lead Planner and the Desegregation Oversight Group are directly responsible for controlling and coordinating the ADE Implementation Phase both within the ADE and between ADE and other parties. Project Management Strategy. The AD E's project management strategy for controlling and coordinating the Implementation Phase in'rnlves: Communication. The ADE will establish a sm. .. nd basis of understanding, within ADE and between ADE and other parties of Implementation Phase, roles, responsibilities, and tasks at the inception of the Implementation Phase. Collaboration. The ADE will collaborate with other parties and stakeholders throughout the Implementation Phase process and time period. Organization. The ADE will organize itself and provide the resources to develop and install the monitoring instrument, to conduct monitoring operations to address the goals and otJectives of the Implementation Plan, and to respond to Districts 1 requests for assistance during the Implementation Phase. Oversight. The ADE will closely monitor its perfo~ 0 mance dur:i.ng the Implementation Phase, identifying problems and taking corrective action on '-'-timely basis. Evaluation. The ADE will evaluate its effectiveness during the Implementation Phase and take corrective action when and where needed. 73 I I I I I I I I I I I I I I I I I I I I Project Management Tool. The project management tool provides the vehicle for timely and comprehensive monitoring of ADE's performance during the Implementatior. Phase. Project management software has been obtained and installed in ADE's Management Information Systems Section and members of the Implementation Phase Working Group will be trained on use of the software. In summer, 1994, AD E's computer network will be enhanced so that the Implementation ?hase Working Group members can individually update the project management tool from their office compu. 'S and the Lead Planner can compile project management reports off the system on a regular basis, or as needed. Project management reports will be compiled monthly, reviewed with the Implementation Phase Working Group, the Director, and the State Board of Education, and submitted to the Court. Project management reports will provide status information on ADE's progress toward achieving Implementation Plan goals and objectives, as measured by progress within timelines indicated in the Implementation Plan. Each monthly report will describe actual progress against planned activities for the reporting period and "to date" during the Implementation Phase. The first project management report will be prepared, reviewed and submitted to the Court at the end of April, 1994. Project management reports will be submitted on a monthly basis throughout the Implementation Period, or until ADE and the Court determine the reporting on another timeframe is more useful. 74 - - ----------------- $36,000.00 l)P..X bJS (estimated) at a 5. 8% ir,te:::-est. ra~:0 40 buses at $1,348,000 financed for 5 yrs. - $27~,413 20 ruses at $ 720,000 f iJ,.anced for 6 yrs. - $1~5, 502 10 ruses at $ 360,000 fjnanced for 6 }'TS. - $ 72
751. Year I 94-95 95-96 96-97 I 97-93 I 98-99 I I I 99--200) !: 2C00-2()01 I ,'.)1-02 I 02-03 L 03-01 - i Funds spent 272,413 272,413 i ! i i I I 272,413 272,413 I 272,413 I 272,41] I I 145,502 145,502 I 145,502 I ' ! I 145,S02 1-~5, 502 I 1,15, 502 72,751 i 2x 72,751 I :3:x. 72,751 ,',x 72, 75J_ 5x 72,751 6x 72,751 I 6x 72f7:51 i 6:-: 72, 75.l i
i I I ! Buses Per I I i i i I I I I Year 40 20 10 10 i 10 i I on I I .1...J I lO lO I 1J
10 I ' I I I i I I Total Cost i I I I Per Year 272,413 417,915 490,666 563,417 ! 636,168 I 708,919 509,257 436,'506 i 4-~ c:::~,. ! 135,506 I .::,e,, ....,..,) ----'- Year 04-05 05-06 06-07 I I 01-oa I aa-09 I 09-10 i 10-:1 I 11-12 I 12-13 I lJ-14 i I Funds sper1t 6x 72,751 6x 72,751 5x 72,751 i I I t I I 6X 72, 751------------------------------------- / I ! ------> I I I --~----+-------+---~---------'------+'----'--'-----'-'----,'- -----+----,-------!------- ! ' i ! I I i I Buses Per Year 10 10 10 10 i I 10 I 10 I , r . " -V j_\_/ i :LO 10 j -------+-------+------+-------'-------:i_ ----'------~---- ! I ,, i, Ii ! I i I I I I Total Cost I Per Year 436,506 436,506 436,506 ! l ' lr..j " -'6 ,:.-)o_b- - JI" -'.=' .-_ . -., --:,
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year distrib.,ticn *Distrib.1tlc:-ns 2.ac': year after 20 12 r 0 l :i I I I I I I I I I I J I I I I I I I I I. ARKANSASD EPARTMENTO F EDUCATION- GENERALE DUCATIOND IVISION MINORITY RECRUITMENTP LAN INTRODUCTION The following plan has been developed to ensure a work force for the General Education Division of the Arkansas Department of Education (ADE - GED) which represents the diversity of the population and students of Arkansas schools. It is offered to satisfy two mandates: 1. A directive from the State Board of Education made in July, 1993 for the ADE Personnel/Human Resources Office to develop a Minority Recruitment Plan which addresses the following: - increasing the hiring of minorities at all level positions across all sections
- promoting upward mobility/promotion opportunities for minority employees
- establishing and reinforcing the expectation that responsible duties are assigned to minority employees
- increasing the participation of minorities in staff development and leadership roles
- developing and maintaining a work environment which reflects the diversity of the work force and the students served. EXHIBIT I I I I I I I I I I I I I I I I I I I I 2. The settlement agreement of September, 1989 for the Pulaski County School Desegregation Case in which the ADE agreed to the following: 1) Develop and implement a plan to identify jobs and consultant positions within the Department in which minorities are underrepresented and will recruit and employ minority applicants for those positions so as to create a balanced, desegregated staff at all levels. 2) Set recruitment and hiring practices so as to promote full utilization of minorities and to provide a highly qualified staff to all sections in the Department. The racial composition of each section shall be consistent with goals established by the State Board of Education for increasing minority employment within the agency. The goals identified by the committee are: 1. 2. Recruit and hire minorities to decrease the disparity of minority employees, across classifications and within sections, by 1/3 each fiscal year to reflect the population of students served. Collect and use needs assessment data regarding recruitment, hiring and retention. I I I I I I I I I I I I I I I I I I I 3. 4. Establish a process which ensures that a work force reflecting the population of students served exists within each section and level of the ADE - GED. Create and promote a positive public image of the ADE - GED as a desirable work place for minorities. II. THE PLANNING PROCESS/RATIONALE The corrnnittee which convened on January 26, 1994, made a conscious decision to direct their proposed plan to a picture of success rather than a problem - orientation approach. This is a result of their agreement that the achievement of an ADE - GED work force which represents the diversity of the students they serve and provides high quality services with corrnnitment and enthusiasm, will resolve the current problems of concern. The following elements were determined to be critical to this picture of successful recruitment and retention of a skilled diverse ADE - GED work force: do more than meet minimum requirements use and reflect/acknowledge skills and expertise of current staff in job descriptions provide oversight for fairness in all employment processes (job description, evaluations) encompass all staff_ (not just Grades 21+) balanced, qiverse workforce built-in accountability system to ensure goal achievement I I I I I I I I I I I I I I I I I I I i. support system for minority staff quality and equity for all employees provide a multicultural and diverse work environment and climate to reflect diversity of employees provide diversity in visual appearances (media, conferences, speakers) provide active recruitment to reach out to diverse candidates ensure on-going awareness/need to include minorities in positive, valued role effective minority recruitment "on-the-road" recruitment identify and hire skilled people with diverse backgrounds provide on-going training/professional development opportunities accessible to all employees (not hand selected) The next steps in the planning of the committee were to identify what is currently in place to support this picture of success, and then to identify the gaps or needs to ensure achieving this picture of success. Also, data were provided to each committee member regarding the race, gender, job classification and salary of the current ADE - GED work force. All of the resulting information was then reviewed to identify problem or goal areas to structure the plan. The committee recognized early in the process that a diverse skilled enthusiastic work force is the best way to recruit new employees to ensure a diverse work force. Therefore, retention is given equal weight to recruitment through the development I I I I I I I I I I I I I I I I I I I of a positive work environment and public image for the ADE - GEO. Accountability, especially that of ADE - GED senior management and administrators was seen as essential to achieving and maintaining a diverse work force. Data collection was considered crucial to identifying needs, targeting recruitment pools and making hiring decisions. An ongoing and pervasive projection of a diverse positive image was considered to be critical to attracting a diverse pool of skilled candidates for short and long term purposes. Such a positive image depends on effective dissemination of positive information about the ADE - GED and dissemination of specific hiring needs. The ADE - GED Recruitment Committee must be supported, replenished and changed to include all related stakeholders across levels of job functions. Quality time of at least three days per year must be allocated to reviewing and updating the plan
and building a collegial teani spirit. Participation on the committee must be considered a top priority, with regular attendance required and contribution expected. The following plan is proposed as a result of this planning process and the synergistic commitment of the current.participants. I I I I I I I I I I I I I I I I I I I #1 GOAL: RECRUIT AND HIRE MINORITIES TO DECREASE THE DISPARITY OF MINORITY EMPLOYEES, ACROSS CLASSIFICATIONS AND WITHIN SECTIONS, BY 1/3 EACH FISCAL YEAR, TO REFLECTT HE POPULATIONO F STUDENTSS ERVED. OBJECTIVES/STRATEGIES 1.1 Develop scales for salaries for all grades of employees which are competitive with the three largest school districts. 1.2 Research and plan the dissemination of available positions within the ADE and across school districts. 1.3 Develop recruitment materials which present a diverse work force in a wide variety of ADE - GED work settings and positions, and maximize the use of minority publications to showcase ADE activities and successes. 1.4 Develop a team interview model to be used within and across sections. - #1 GOAL: Recruit and hire minorities to decrease the disparity of minority employees, classifications and within sections, by 1/3 each fiscal year, to reflect the population of students served. Page __J_ of__5_ 1.1 OBJECTIVE/STRATEGY: Develop scales for salaries for all grades of employees which are competitive with the three (3) largest school districts. 1.1. l 1.1. 2 1.1. 3 - ACrIONS Review & analyze salary information from three largest school districts for comparison purposes Recommend a competitive salary plan to Governor's Office, Office of Personnel Management & Legislature. Review & analyze salaries of school districts and the ADE - GED RESOURCES REQUIRED I-local fiscal I services I- 3 school I districts I I III I meeting time clerical support 1- local fiscal I services on an annual basis in order to main- I tain competitive salaries. I I I I I I I I I I I I I I I I I I I - - - - - -1- - I I I I I PERSON(S) RESPONSIBLE S'l'/\RT D/\TE Personnel Mg. 3/1/94 Director Selected Committees Personnel Mg. 5/1/94 Director Selected Committee Personnel Mg. 3/1/94 Director's staff I I I I I I I I I I I I I I I I I I I I I I 1- 1 /' --- ... STOP DATE 4/30/94 7/
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Arkansas. Department of Education</dcterms_creator>