Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 4

LRSD PY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 12 Page: 1 Revision Date: May 11. 1994 Program Name: In-School Suspension Program Code: n Primary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Program Description: This program provides alternatives to out-of-school suspension which allows students (climate) to continue their education. The Alternative Learning Center (ALC) provides the support (academic, educational, and social) necessary to students so that students can return to their regular school settings and function effectively. The student population at ALC consists of "at risk" youngsters, those who are at compulsory attendance age and are experiencing difficulties in school because of poor attendance, or other dysfunctional situations which seriously impede the student's ability to succeed. Students are referred to ALC by their home schools. A screening committee comprised of the junior high principals, and the director of ALC has the task of deciding which students can most benefit from the ALCs services. The ALC serves 7th, Sth, and 9th graders. District Goal Support: Ensure that equity occurs in all phases of school activities and operations. Provide a safe and orderly climate that is conducive to learning for all students. Program Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan References: L 34, L 30-38 FY Program Budget: $850,408.55 1st Qtr Expend: $70,413.69 3rd Qtr Expend: $206,189.31 FTE 25 YTD Expenditures: $471,756.72 2nd Qtr Expend: $195,153.72 4th Qtr Expend: I Related Function Codes: ] 467LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings.) Plan Reference Page HtaR>er L 30 L 30 L 30 L 30 Objectives Strategies Beginning Date (kapletion Date Responsibility Evaluation Criteria 1. To ensure an organizational structure bhich provides equal opportunity and access for parents, students and staff. 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for the i^>leaantatian of the desegregation plan. A. See staffing school personnel list filed. 1.1 Appoint school-based biracial coanittees to aonitor iapleaantation and data. (Report to faculty) ALTERNATIVE LEARNING CENTER A. Chairperson has been chosen. B. Parents have been chosen. 1.2 A district-wide biracial coaaiittee will aamitor district-wide desegregation efforts and data and (report to Board) 1.3 Establish a reporting systea. 463 (07/01/93) 07/23/93 07/01/93 07/23/93 07/23/93 07/01/93 07/01/93 (06/30/94) 08/25/93 06/30/94 07/23/93 07/23/93 06/30/94 06/30/94 (Principals,, Assistant Supts., Assoc. Supt.) Principals, Assistant Sl<}ts. Assoc. Sigrt. of Educational Prograas, Assoc. Si<it. for Desegregation Associate Si4>ts., Assistant Si<>ts. 1 1 (Sufficient program personnel are in place to meet the needs of all students in the program as aieasured by the monitoring instrument) (Satisfactory conpliance with the Education Equity Monitoring Docunent) 1.1 Survey of staff - patrons 1.1 School-level docuaentation of quarterly aeetings (ainutes, rosters) 1.2 Report of the biracial caaaittee 1.2 (Report from the monitoring of the biracial cormittee to the Board) 1.3 Monitoring reports district-wide biracial coaaitteesPage: 3 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Rane: In-School Suapension Prograa Code: 27 Priaary Leader
Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings.) Plan Reference Page Huiber L 30 L 30 1. (cont'd) Objectives Strategies Beginning Date Coag>letion Date Responsibility Evaluation Criteria 2. To provide inservice to raise staff auereness/expectations of equity concerns for students. A. B. C. D. 07/01/95 06/30/94 (Local schools. Staff Development, Communications Dept., Staff Development, Academic Support) 2. Results of school climate survey 2. (Random survey results from Staff Development) Human Relations Inservice Teaching the At-Risk Student You Can Teach Them All Evaluated test scores - (Review of progress reports) 2.1 Inservice cycles for existing and new staff including: A. teacher expectations B. working with parents C. at-risk youth D. learning styles ALTERNATIVE LEARMIMG CENTER E. gang inservice F. emergency intervention 469 08/25/93 08/17/93 08/17/93 10/01/93 07/01/93 03/15/94 08/25/93 08/17/93 08/17/93 75X 75X 03/15/94 Appropriate AMociate Sigrts.f and Staff Development 2.1 Roeter of teachers/part i c i pat i ng staff Data-basad i^iroveBRnt in targeted student schools 2.1 (Evaluation of inservice segments by participants)Page: 4 Prograa Seq *: 12 Revisicxi Data: Hay 2, 1994 Prograa Maae: In-School Suapenaian Prograa Code: n Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities For students experiencing difficulties (attendance and/or disciplinary) in regular school settings.) Plan Reference Page Hiaber L 30 L 30 1. (cont*d) Objectives Strategies 3. To provide prograam trfiich raise parental awareness of district structure, policy, and programs and ways to access them. 3. (Programs which demonstrate high quality of parent involvement) 3.1 Mini-seminars at PTA meetings and in the coamwiity. 3.1 (Evidence of quality programs presented to parents.) ALTERHATIVE LEARNIWG CEWTER A. Student Intake with Parental Involvement B. Media (Launch of Aquaculture Project) Beginning Date 07/01/93 (07/01/93) 07/01/93 Caiq>letion Date 06/30/94 (75X) 06/30/94 Responsibility (Coninun i ca t i ons Dept., Staff Development, and Academic Support) District staff PTA Council (local and area) Evaluation Criteria 3. Roster of attendance 3.1 Calendar showing programs held 3.1 (Calendar showing roster of participants and evaluation form) 3.1 (Evidence of parent participation
increase in number of parents involved in school activities including VIPS, PTA, Parent Forums
end increase in student achievement data
and increase in number of students above the NCE on Stanford 8 and Abacus) 4 10Page: 5 Progrm Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Primry Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings.) Plan Reference Page Niaber L 30 L 30 1. (contd) Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria C. Media (Radio Program with staff interviews regarding school programs) 4. To monitor school standards to ensure hi^ quality education for all students. 4.1 4.1 A. 07/01/93 75X Review data (List data, achievement, discipline, promotion, retention, increase or decrease of white students, mjnber above and below state reference point to assess strengths, needs, and strategies.) Review grade distribution, ribbon and trophy awards. ALTERNATIVE LEARN IMG CENTER B. 4.2 07/01/93 02/24/94 75X 02/24/94 Enlist New Futures Intervention team from Hoover. 1. Reading Specialist 2. Hath Specialist School Bonitoring visits 471 02/24/94 07/01/93 02/24/94 75X Associate Sipt., Principals, Assistant Starts. Planning, Research, and Evaluation 4.1 Calendars of visits 4.1 (Staff, facilities, climate, administration, organization, and achievement levels) 4.1 Fewer incidents of disruptive behavior. 4.2 Monitoring reports 4.2 (Staff Climate Survey)__________________LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 6 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Haaa: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuriier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 31 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to s(<]port that belief. (Principals, Teachers, Assistant Supts.) 1. Provide education to staff and patrons regarding school culture and positive school climate. 07/01/93 06/30/94 1. Utilization of the school climate survey 1. (Results of school climate survey report) ALTERNATIVE LEARNING CENTER A. You Can Teach Them All 09/14/93 75X B. Teaching The At-Risk Student C. Human Relations D. News and Radio publication, E. Counseling with school nurse F. Counseling with professionals conpliments of Professional Counseling Associates G. Counseling with New Futures Case Managers. L 31 2. (To work with teachers and principals to develop a positive school climate) 1.1 PTA Board and general meetings to have educational cosfionents regarding climate and expectations. 07/01/93 06/30/94 1.1 (LRSD expectations, teacher- designed instrument, clarify what kind of expectations'-achievement, behavior, attendance) 472 District personnel as desivwted by the Associate Si<t. 1.1 Agendas of aeetings Measurable iiqx*oveaents in individual school climates (1.1 Agendas of meetings and evidence of results of school climate survey report)Prograa Saq *: 12 Prograa Naae: Prograa Code: Prograa Goal: Plan Reference Page Himber L 31 L 31 L 31 L 31 Page: 7 Revision Date: Hay 2, 1994 In*School Suspension 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison To provide ecfuitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. 2. (cont'd) Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 1.2 Use of cable Channel 4 to carry brief isessages to staff regarding expectations, working with at-risk and disadvantaged students, and creating positive climate. 1.2 (Clarify performnce expectations, such as behavior emphasis on students falling below) 2. Monitor school climate and resource allocation. 2. (Review of annual school plan) 2.1 Monitor facility, staff morale, student achievement, status of media center books, and materials. ALTERHATIVE LEARWINS CEWTER A. B. C. 0. E. 2.1 2.2 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 75X Progress Reports (Quarterly) Staff meeting and evaluations for assessment of progress and morale (weekly) Staff birthday recognitions with pot luck lunches Female student fashion show with parental attendance Male student talent show with parental attendance (Assess staff morale, student achievement, etc.) Enhance equipaent, si^iplies, and materials in buildings. 473 08/23/93 01/01/94 08/23/93 07/01/93 75X 01/01/94 08/23/93 06/30/94 (Principals, Teachers, Staff Development, Communications Office) Assistant Si^s., Principals, Media Supervisor Assistant Supts., Principals, Media Stpervisor 1.2 (Assessing performance of the school principal) 2.1 Reports of Si^iervisors, Assistant Si^s. 2.2 (Improvement in the climate and environment and kinds of materials that are available)Page: 8 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudaer L 31 L 31 2. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.2 (Provide resources) ALTERNATIVE LEARWIMG CENTER A. B. C. 2.3 2.3 Repeated Work Orders Frequent requests to appropriate support service Installed (1) Science Table Provide staff developsant and intervention plans as needed. (To provide staff development to aieet the instructional needs of principals, teachers, and all levels of staff) ALTERNATIVE LEARNING CENTER A. B. 08/23/93 08/23/93 07/01/93 25X 25X 06/30/94 (Curriculum Supervisors) Assistant Supts., Principals, Media Supervisor, Identified District Staff 2.3 Staff Developamnt rosters 2.3 (Kinds of staff development programs developed for needs) 2.3 Quality of education survey results Project Wild (across the curriculum) PACE Training 3. To work with schools to help them design prograam Uiich aeet the specific needs of their stuxlents. 3. (Assist teachers and principals in the development of individual programs which address learning needs of students) 474 08/17/93 09/27/93 (07/01/93) 08/17/93 09/27/93 06/30/94 (Staff Development) (Associate Supt., Assistant Supts., Curriculum Supvs., Staff Development) 3. (Evidence of implementation of Desegregation Plan and School Improvement Plan)Page: 9 ProgpM Seq *: 12 Reviaion Date: May 2, 1994 Prograa Naoe: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntatier L 31 L 31 L 31 L 32 2. (cont*d) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.1 Provide resource assistance to school staffs. 3.1 (Provide resources, both hunan and financial, to teachers and principals in the development of educational programs) ALTERMATIVE LEARMIWG CENTER A. 6. 3.2 A. B. 3.3 Educational Prograas (Associate Supt., Principals) 3.1 Coas>letion of prograa design Networking to develop Project Wild and Horticulture Project - Game and Fish Connission Provided School Health Fair with local health care providers. Provide planning time and fonaats to school staffs) Planning time provided by master schedule Schedule modified to add activity schedule Develop school profiles which show coaplete data pictures. Set goals for i^N-oveaant. School Profile information entered on hard copy until district computer network is functional. 4. Establish a program to familiarize parents with school expectations and to build a partnership with them. Parent/student orientation student's entry. 09/23/93 01/04/94 07/01/93 01/04/94 07/01/93 08/30/93 07/01/93 08/23/93 03/09/94 75X SOX 75X 75X 08/30/93 75X 08/23/93 03/09/94 Associate Si<>t. for Educational Prograam, Principals, School Principals and Staffs (Planning, Research, and Evaluation
Data Processing) (Asst. Supts., Principals, Media Supv.) 3.2 School profiles and annitored building plans 3.3 (Completed document)Psge: 10 Prograa Seq *: 12 Revision Date: Hay 2. 1994 Prograa Haae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Psge Hudier L 32 2. (cont'd) Objectives Strategies Beginning Dste Coiq>letion Date Responsibility Evaluation Criteria 4.1 Share schools* objectives, discipline policy, standards for testing, placing, and promoting students. 07/01/93 75X Principals, Staffs 4.1 Dcvelopaent of and sharing of school-based objectives, discipline policies, etc. ALTERNATIVE LEARNIWG CENTER A. Part of orientation. 08/23/93 09/30/93 B. Parental conferences during intake, and during behavior nxxiification procedure 08/23/93 75X 4.1 (At the beginning of school, do an annual school letter that shares policies and objectives) ALTERNATIVE LEARNING CENTER A. School newspaper records school activities with regard to awards and special achievements (monthly). L 32 4.2 Involve parents as full partners in planning at schools for students' growth and success. 07/01/93 75X Principals, Staff, PTA Board, Patrons 4.2 Statistical i^irovcaent in student belMvior and achieveaKnt ALTERNATIVE LEARNING CENTER A. Part of orientation. 12/15/93 12/15/93 B. Provide opportunities for parents as resource speakers. 08/23/93 10/26/93 C. Involve parents as participants on school bi-racial convnittee. 0. Involve parents in Chapter I reading conferences. E. Parents are invited to visit at any time 08/23/93 75X 47GPage: 11 Prograa Seq *: 12 Reviaion Date: May 2, 1994 Prograa Naaa: In*SchooI Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mia*jer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria F. Send parent letters regarding emergency procedures, special programs 08/23/93 75X J 477LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 12 Prograa Seq *: 12 Revision Date: May 2, 1994 Program Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mudr L 33 L 33 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. To develop and implcarnnt policies which influence school climate and i^>rove discipline and student attendant Uiile also meeting individual student needs and learning styles. 3. (Design and put into place programs which improve school climate and improve discipline and student attendance while also meeting individual student needs and learning styles) 1. 1. Provide inservice training to district personnel on discipline in a desegregated setting. (Focus on how to use techniques that foster positive student behavior in a desegregated setting) A. B. C. (07/01/93) (06/30/94) Master Teacher Series - You Can Teach Them All Reinforcement - each staff meeting. Review district and school handbook. 1.1 Conduct inservice training on discipline management in all local schools. A. Maintenance in regular staff meetings. 478 08/17/93 08/23/93 08/23/93 08/17/93 06/30/94 06/30/94 (Principals, Parents, Staff Development, Student Hearing Officer) Director of Pupil Services, BuiIding Principals, Assistant Si<>ts. 1, 1. (Comparative data annual school report for student attendance and student management quarterly reports) (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.1 (Rosters of meetings)Page: 13 Prograa Seq *: 12 Reviaion Date: Hay 2, 1994 Prograai Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader
Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudier Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 3. (cont'd) 1.1 (Conduct inservice on an ongoing basis on positive discipline management in all local schools). A. Provide Hentor teacher for new teachers. 1.2 Provide follow-up training for new staff on a regular basis. 1.2 Provide ongoing training for all staff in working with at risk students. (07/01/93) 08/23/93 07/01/93 01/04/94 L 33 2. Provide inservice to district personnel on behavioral styles and learning styles of students with divergent backgromds. 2. (Conduct inservice on an ongoing basis on positive discipline management in all local schools) (07/01/93) (06/30/94) 08/23/93 06/30/94 75X (06/30/94) (Student Hearing Officer) BuiIding Principals, Director of Pi<>il Services (Director of Pupil Services, BuiIding Principals, Asst. Supts., Student Hearing Officer) 1.1 (Quarterly discipline management reports that wilt reflect a decrease in behavior referrals and suspensions) 1.2 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) A. Utilize school personnel trained in cooperative discipline for mini training sessions. B. Provide for school personnel mini training sessions learning styles (True colors learning styles). 472Page: 14 Prograa Seq f: 12 Revision Date: May 2. 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable echjcational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 33 3. (cont'd) 2.1 Provide training for scfwol-based iiqM*oveaent teams (to involve staff and parents ibo will train staff at the school site with annual aaintenance). 2.1 (Provide ongoing training for staff to foster positive student behavior) ALTERHATIVE lEARMIHG CEWTER A. B. C. D. 07/01/93 06/30/94 Associate Stpts., Staff Oevelopaent, Identified Staff (Principals, Teachers, Hearing Officer, Data Processing) 2.1 (Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. Should show an increase in the nunber of students that acquire "1's" and "2's" in citizenship at the secondary level) Provide incentive program, ALCAGO * Alternative Learning Center Academic Growth Opportunity. Consensus building session with students "Uhat Students Wish Teachers Knew" and "What Teachers Wish Students Knew" Intervention group sessions with girls. Group sessions with boys. Develop methods to fund incentive program. 3. Provide a coaaiittee to review attendance and discipline policies and data on an ongoing bMis to ensure equity of policy and policy adainistration. 480 08/23/93 01/01/94 (07/01/93) 75X 75X (06/30/94) (Principals, Teachers, Student Hearing Officer) 3. (Final report of the quarterly reviews)Page: 15 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niater L 33 L 33 3. (cont'd) (X>jectives Strategies Beginning Date Caof>letian Date Responsibility Evaluation Criteria 3. (Each school is to establish a convnittee to conduct quarterly reviews of attendance and discipline data to assess compliance with the goal of equitable policy and policy acbninistration. Conduct and report results of quarterly reviews.) ALTERNATIVE LEARMIMG CENTER A. Secured services of professional mental health person (weekly). Person completed internship and 07/01/93 09/30/93 left. New Futures Case Managers. 3.1 Coamiittee and scRxamaittee to include principals, staff, patrons, students (on the secondary level) arwt at least one (1) Board meat er to review data and rccoswnd modifications to meet students' needs and district needs. 3.1 (Establish a district-wide conmittee to review the local school committee reports which should include attendance, discipline data interventions by race and gender. The district- wide committee will report the results of the review to the Associate Supt. of Desegregation.) 3.2 Revise student handbooks as needed A. Updated 92-93 Handbook 07/01/93 07/01/93 09/16/93 481 06/30/94 06/30/94 09/16/93 Associate Si<>ts., Principals, Teachers, Director of Pi^il Services (Hearing Officer, Desegregation Facilitator) (Principals, Teachers) 3.1 (Formal report identifying results of analysis of data received from local school connittees about level of compliance with district attendance and discipline policies) 3.2 (Student handbooks reflect compliance with current district attendance and discipline policies)Page: 16 Prograai Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: !n-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudwr Objectives Strategies Beginning Date Coaf>letion Date Responsibility Evaluation Criteria 3. (cont'd) 3.2 (Update student handbooks annually to ensure continued compliance with district attendance and discipline policies) 3.3 The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. 07/01/93 06/30/94 (Asst. Supts., Teachers, Parents, Principals, Student Hearing Officer) 3.3 (Analysis of quarterly reports in chart form to determine decrease in reported discipline sanctions) 3.3 (Use evidence of district-wide reports to provide guidance to local schools in formatting plans to reduce disparity of disciplinary actions) Senior High Schools A. One high school reported using the tn* School Suspension Program for guidance. 01/03/94 03/31/94 Area Junior Nigh Schools A. Four area junior high schools docunented the use of district'Wide reports to provide guidance. Ex: Reviewed Quarterly Discipline Report 01/03/94 03/31/94 Junior High Magnet Schools A. Both magnet junior high schools reported using district-wide reports for guidance. Elementary Area Schools 01/03/94 03/31/94 A. Twenty-one area schools report using district-wide reports to provide guidance in formatting plans to reduce disparity of disciplinary actions. 01/03/94 03/31/94 Elementary Magnet Schools 48^Page: 17 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Masa: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niaber L 33 L 34 3. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Five Elementary Magnet Schools report using district-wide reports to provide guidance in formatting plans to reduce disparity of disciplinary actions. Elementary Interdistrict Schools A. Both schools report having a connittee to review information and to submit quarterly reports. 4. 4. 5. 01/03/94 01/03/94 03/31/94 03/31/94 Appoint joint coaHittee with PCSSO and NLRSO. (. . .to establish a uniform attendance and discipline policy.) 4.1 Review attendance and disciplinary policies and consequences. ALTERNATIVE LEARNING CENTER A. Parent and student must sign contract regarding student behavior upon entry. Weekly (Monday) reinforcement. Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. ALTERNATIVE LEARNING CENTER A. Leveled Discipline Plans (Level I, Level II, Level III) B. Intervention vis Delta Services Team 07/01/93 07/01/93 08/23/93 07/01/93 08/23/93 08/23/93 483 06/30/94 06/30/94 75X 06/30/94 75X 75X (Associate Supt. for Desegregation) Associate Sifjts., appointed staff three school districts (use Tri-Oistrict Coaponent) (Principals, staff, Asst. Supts.) 4. 5. (Evidence of a uniform discipline policy) 4.1 Review and revision of Tri-Oistrict attendance and disciplinary policies (Review of suspensions report to determine decrease in out-ofschool suspensions at individual schools)Page: 18 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-SchooI Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntaber Objectives Strategies Beginning Date Coaf>letion Date Responsibility Evaluation Criteria 3. (cont'd) C. Intervention via parents, pastors, case workers SENIOR HIGH SCHOOLS A. Three of six high schools identified alternative programs to suspension. B. One of six high schools reported activities in a program designed to reduce suspensions as an alternative to suspension. C. One high school identified an alternative program to suspension. AREA JUNIOR HIGH SCHOOLS A. Five of the six area junior high schools indicated the use of alternatives to suspensions. B. Two of the six area junior high schools reported the establishment and use of alternatives to suspension. Examples: Detention hall
peer helpers C. Four junior high schools docunented the placement of alternatives to suspension. Ex: Gentlemen's Club JUNIOR HIGH MAGNET SCHOOLS A. Both magnet schools reported alternative programs to suspension. 08/23/93 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 75X 09/30/93 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 09/30/93 484Page: 19 ProgroH Seq #: 12 Revision Date: May 2, 1994 Prograai Naae: !n-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuiber Objectives Strategies Beginning Date CoHfiletion Date Responsibility Evaluation Criteria 3. (cont'd) B. Both magnet schools have in place alternatives to suspension. Examples: Saturday D-Hall and inschool suspension. C. Both magnet junior high schools identified alternative programs to suspension. ELEMEMTARY AREA MAGWET SCHOOLS A. The schools have programs in place. ELEMEMTARY IMTEROISTRICT MASWET SCHOOLS A. Both schools are not reporting interventions this quarter. B. One of the schools reported supplying behavior document reports for certified staff use. One school reported having a discipline plan revision committee. INCENTIVE SCHOOLS A. Five schools have at least one intervention in place as an alternative to suspension. Example: an in-school suspension strategy, role model mentors, counselor interventions ELEMENTARY AREA SCHOOLS A. Twelve schools report having in place alternatives to suspensions. B. Five area schools report having alternatives to suspensions. 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 08/24/93 08/24/93 08/24/93 10/01/93 10/31/93 03/31/94 09/30/93 09/30/93 12/31/93 09/30/93 09/30/93 09/30/93 12/31/93 485Page: 20 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goel: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudser L 34 3. (cont'd) Objectives Strategies Beginning Date (Zoiqpletion Date Responsibility evaluation Criteria 5.1 Develop school-based discipline plans to be reviewed at district level and to include suspension alternatives. ALTERNATIVE LEARMIMG CENTER A. Individual Student Contracts B. Institute program for grouping. study carrel, parent conferences, etc. C. Provide for small group, round table, and mentor counseling. SENIOR HIGH SCHOOLS A. Three of six high schools reported completing the development of discipline management plans. B. Two high schools reported the continued development and review of discipline management plans. AREA JUNIOR HIGH SCHOOLS A. Three of the six area junior high schools have developed schoolbased discipline plans. B. One of the six area junior high schools has developed school-based discipline plans which include suspension alternatives. C. Three area junior high schools documented evidence of school-based discipline plans, detention hall Ex: Noon'time JUNIOR HIGH MAGNET SCHOOLS 07/01/93 08/23/93 08/23/93 08/23/93 08/24/93 01/03/94 08/24/93 10/01/93 01/03/94 436 06/30/94 75X 75X 75X 09/30/93 03/31/94 09/30/93 10/31/93 03/31/94 Assistant Sipts., Principals, School-based staffs 5.1 (Submission to Asst. Supts. of school plans that identify alternatives to out-of- school suspensions)Page: 21 Prograa Seq f: 12 Revision Date: Hay 2, 1994 Prograa Maae: In-SchooI Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader
Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Minfeer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) A. One magnet junior high school reported completing the development of discipline management plans. 08/24/93 09/30/93 B. Both magnet junior high schools have developed school-based discipline plans which include suspension alternatives. 10/01/93 10/31/93 C. Both magnet junior high schools reported the coepletion of the development and maintenance of discipline management. 01/03/94 03/31/94 ELEHEHTARY AREA HAGMET SCHOOLS A. Plan in place at two schools. 08/24/93 09/30/93 B. Two magnet schools report having developed school-based discipline plan. 10/01/93 12/31/93 C. Elementary magnet schools have developed school-based discipline plans which include suspension alternatives and reviewed by the assistant superintendent. 01/03/94 03/31/94 ELEHEHTARY INTERDISTRICT HAGMET SCHOOLS A. Both schools report having implemented a positive discipline plan. 08/24/93 09/30/93 B. One school reports including positive discipline practices in everyday learning situations. One school reports the use of their Discipline Plan Revision Comnittee. 10/01/93 12/31/93 C. Both schools report having plans which include suspension alternatives and reviewed by the assistant superintendent. 01/03/94 03/31/94 437Page: 22 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niaber L 34 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) INCENTIVE SCHOOLS A. Five incentive schools submitted annual school plans addressing suspension alternatives. ELEMENTARY AREA SCHOOLS A. B. 08/24/93 09/30/93 Nine schools report having school- based discipline committees in place. Five area schools report including positive discipline practices in everyday learning situations. Two area schools reported that their discipline committees were charged with the responsibility of finding alternatives to suspension. C. Twenty-one elementary area schools have developed school-based discipline plans which include suspension alternatives and reviewed by the assistant superintendent. 5.2 Effectiveness of these alternatives to be regularly assessed. ALTERNATIVE LEARNING CENTER A. Student Progress Reports (Quarterly) 08/24/93 10/01/93 01/03/94 07/01/93 08/23/93 438 09/30/93 12/31/93 03/31/94 75X 75X (Principals^ Staffs, Schoolbased Conmittees, Assistant Supts., Hearing Officer) 5.2 Existence of alternative plan in each building 5.2. (Submission to Asst. Supts. of school plans that identify alternatives to out-ofschool suspensions
evidence of decrease in out-of-school suspensions)Page: 23 Progrea Seq *: 12 Revision Dste: May 2, 1994 Prograa Haae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudier Objectives Strategies Beginning Date Coaf>letion Date Responsibility Evaluation Criteria 3. (cont'd) B. Increase in Level 111 participation (Quarterly) 08/25/93 09/30/93 C. Quarterly review of students via interviews, counseling, reports. 08/25/93 75X D. Review by placement team. SENIOR HIGH SCHOOLS A. One high school reported conducting regular meetings to review discipline alternatives. B. One of the six high schools reported assessment activities relating to alternatives to suspension during the second quarter. C. Five high schools reported conducting meetings regularly to assess discipline alternatives. AREA JUNIOR HIGH SCHOOLS A. Two of the six schools reported reviewing end assessing the effectiveness of alternatives. C. B. Two of the six area junior high schools documented that alternatives to suspensions are regularly assessed for effectiveness. Example: Adninistrative Team Three area junior high schools employed techniques for assessing the effectiveness of suspension alternatives. Ex: Adninistrative meetings both district and in-house. JUNIOR HIGH MAGNET SCHOOLS 08/25/93 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 489 75X 09/30/93 10/31/93 03/31/94 09/30/93 12/31/93 03/31/94Prograa Seq *: Prograa Naae: Prograa Code: Prograa Goal: Plan Reference Page Nuiber Page: 24 12 Revision Date: May 2, 1994 In*School Suspension 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) A. One school indicated monitoring was done through discipline quarterly reports. 08/24/93 09/30/93 B. Both magnet junior high schools assess regularly their alternatives to suspensions. 10/01/93 12/31/93 Examples: B.C.C. meetings and Quarterly Discipline Report C. Both magnet junior high schools reportedly reviewed and assessed the effectiveness of alternatives. ELEMENTARY INTERDISTRICT MAGNET SCHOOLS A. Both schools report having distributed to their staffs positive alternatives to suspension. B. Both schools report the distribution of positive alternatives to suspension to their staffs. INCENTIVE SCHOOLS A. Two schools reported having the committee address effectiveness quarterly. ELEMENTARY AREA SCHOOLS A. Five schools report having distributed to their staff positive alternatives to suspensions. B. Twelve area schools report having distributed positive alternatives to suspension to their staffs. 01/03/94 08/24/93 10/01/93 08/24/93 08/24/93 10/01/93 430 03/31/94 09/30/93 12/31/93 09/30/93 09/30/93 12/31/93Page: 25 Progr Seq *: 12 Revision Date: May 2, 1994 Prograa Mane: !n-School Suspension Prograa Code: 27 Priaary Leader
Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal
To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nud9er L 34 L 34 3. (cont'd) Objectives Strategies Beginning Date Coiiif>letion Date Responsibility Evaluation Criteria C. Twenty elementary area schools reports assessing the effectiveness of alternatives to suspensions regularly. Elementary Magnet Schools A. Five elementary magnet schools reports assessing the effectiveness of alternatives to suspensions regularly. Elementary Interdistrict Schools A. Both elementary interdistrict schools reports assessing the effectiveness of alternatives to suspension regularly. 6. Establish a school-based student discipline and attendance incentive system at each school. ALTERNATIVE LEARMIWG CEMTER A. Incentive program in place 6. (. . .as part of the annual school plan which should result in improved attendance and a decrease in disciplinary sanctions.) ALTERMATIVE LEARNING CENTER A. Weekly Attitude Rewards 8. Weekly Behavior Rewards C. Weekly Academic Rewards SENIOR HIGH SCHOOLS A. Three of the six schools reported having discipline/attendance incentive programs. 01/03/94 01/03/94 01/03/94 07/01/93 07/01/93 08/23/93 08/23/93 08/23/93 08/24/93 491 03/31/94 03/31/94 03/31/94 06/30/94 07/01/93 75X 75X 75X 09/30/93 (Principals, Staffs, School* based Convnittees 6. (Submission of annual school reports to the Asst. Supts. will give evidence of improvement and a decrease in the attendance and disciplinary sanctions)Page: 26 Progran Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: ln*School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Miafcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) 8. One of the six high schools reported activities related to an incentive program during the second quarter. C. Two high schools reported the existence of a school-based student discipline and attendance incentive program. Ex: Implementation of Portfolio Assessment Program. AREA JUmOR HIGH SCHOOLS A. Four of the six junior high schools have established incentive programs to improve student discipline and attendance. C. 8. One of the six junior high schools has reportedly established disciplinary and attendance incentive systems. Two area junior high schools documented evidence of the establishment of a school'based student discipline and attendance incentive system. Ex: Breakfast of Champions JUNIOR HIGH MAGHET SCHOOLS A. One of the two junior high magnet schools reported having discipline/attendance incentive programs. C. 8. Both of the junior high magnet schools have established discipline and attendance incentive systems. Example: Awards Assemblies Both magnet junior highs have established and use a school-based student discipline and attendance incentive system. Ex: Incentive Day 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 49 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 9Page: 27 Prograa Seq *: 12 Revision Dste: Kay 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mmfeer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. (cont'd) ELEMENTARY AREA MAGNET SCHOOLS A. All elementary magnet schools have programs in place. 08/24/93 09/30/93 B. One magnet school reported having established a school-based student discipline and attendance incentive system. C. All elementary magnet schools have established a school-based incentive system for student discipline and attendance. ELEMENTARY INTERDISTRICT MAGNET SCHOOLS A. One school reports that they examine student records associated with discipline and attendance. One school reports that awards assemblies are ongoing. B. Both schools have established a school-based incentive system for student discipline and attendance. ELEMENTARY INCENTIVE SCHOOLS A. One school reports school-based committee to visit homes. ELEMENTARY AREA SCHOOLS A. Twelve area schools report having established a school-based student discipline and attendance incentive system. B. Twenty elementary area schools have established a school-based incentive system for student discipline and attendance. 10/01/93 01/03/94 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 12/31/93 03/31/94 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 493Page: 28 Prograa Seq *: 12 Revision Date: Hay 2, 1994 Prograa Naae: In-SchooL Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nudtter Objectives Strategies Beginning Date Coaf}letion Date Responsibility Evaluation Criteria 3. (cont'd) 6.1 Review research and develop rewards prograai so that recognition and incentives will be individual to the school. 07/01/93 06/30/94 Principals/ Staff, Assistant Si<>ts., VIPS, Patrons 6.1 Statistical data to stfiport validity of plan and iafrovearnnt in discipline and behavior 6.1 (The research will be reviewed annually to determine revision needs of school incentive systems) 6.1 (Submission of annual school reports to the Asst. Supts. wi11 show an improvement in discipline and behavior) ALTERNATIVE LEARNING CENTER A. ALCAGO Cards (Incentives) 08/23/93 75X B. Weekly Videotaped Rewards Program 09/09/93 75X C. Planning for 9th Grade Graduation Ceremony 09/20/93 75X 0. Continue Student of the Week recognition. 08/26/93 75X E. Continue ALCAGO point award. 08/23/93 75X F. Living History assenbly featuring Mrs. Edith McClinton, a handicapable senior citizen 03/10/94 03/10/94 G. Crafts sessions H. Group counseling with New Futures Intervention team I. Continuation of radio program SENIOR HIGH SCHOOLS A. Three of the six high schools reported activities related to the development of incentive activities during the second quarter. 10/01/93 12/31/93 434Page: 29 Prograa Seq *: 12 Revision Date: Hay 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal
To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. (cont'd) B. Four high schools reported the development of a rewards program. AREA JUNIOR HIGH SCHOOLS A. Three of six junior high schools reported the development of rewards and incentives. Examples: Student of the Week, Instruction Awards, Assistant Principal Recognition. B. One of the six junior high schools cited relative incentive strategies for their schools. C. Three area junior high schools reported the development of a rewards program. JUNIOR HIGH MAGNET SCHOOLS A. One of the two junior high magnet schools cited the recognition of outstanding student leaders as a relative incentive strategy for that individual school. B. Both magnet junior high schools reported the continued development and use of rewards and incentives for the third quarter. Ex: Student Recognition Day ELEMENTARY AREA MAGNET SCHOOLS A. Data reviewed at three schools. 01/03/94 08/24/93 10/01/93 01/03/94 10/01/93 01/03/94 08/24/93 03/31/94 09/30/93 12/31/93 03/31/94 12/31/93 03/31/94 09/30/93 493Page: 30 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-SchooI Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntwfcer Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 3. (cont'd) B. Three schools report having reached and developed reward programs for recognition and incentives unique to their schools. 10/01/93 12/31/93 C. AU schools report reviewing the literature and developing reward and incentive programs which are individual to the school. ELEMENTARY IMTEROISTRICT MAGMET SCHOOLS A. Both schools report recognition programs individual to their schools B. Both schools report using credible reward programs for the purpose of student motivation and achievement. C. Both schools report reviewing the literature and developing reward and incentive programs which are individual to the school. ELEMENTARY IMCEMTIVE SCHOOLS A. Three incentive schools reported a plan for incentives. ELEMENTARY AREA SCHOOLS A. Eleven schools have established reward/incentive programs for the individual school. 6. Nine area schools report having reached and developed reward programs for recognition and incentives unique to their schools. 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 03/31/94 09/30/93 12/31/93 03/31/94 09/30/93 09/30/93 12/31/93 496Page: 31 Prograa Seq f: 12 Revision Date: May 2, 1994 Prograai Maaa: In-SchooL Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Muifcer L 34 Objectives Strategies Begiming Date CcM^letion Date Responsibility Evaluation Criteria 3. (cont'd) C. Twenty-three schools report reviewing the literature and developing reward and incentive programs which are individual to the school. 7. Provide cocrweling intervention for students with chronic disciplinary and/or attendance probleas. ALTERNATIVE LEARMIMG CENTER A. Group Counseling provided by Delta Services Team B. Planning for Health Fair (to be held in Deceni>er for Ist semester) C. Planning for Career Day (to be held in the Spring) 0. Planning for Field Day (to be held in May) E. Peer Counseling Program F. Weekly Stress Management Instruction SENIOR HIGH SCHOOLS A. Three of the six high schools reported the establishment of student assistance programs. B. Two of the six schools reported providing counseling interventions for students with chronic problems during the second quarter. 01/03/94 07/01/93 08/23/93 09/03/93 09/10/93 09/17/93 09/03/93 09/02/93 08/24/93 10/01/93 437 03/31/94 06/30/94 75X 75X 75X 25X 75X 75X 09/30/93 12/31/93 (Pupil Services Team, Counselors, Parents) 7. (Review of discipline and attendance records will show a decrease in chronic disciplinary and/or attendance problems)Page: 32 Prograai Seq *: 12 Revision Date: Hay 2. 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mmfeer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) C. Two high schools reported the provision of counseling intervention. Step-up Center Ex: 01/03/94 03/31/94 AREA JUNIOR HIGH SCHOOLS A. Two of the six schools utilize Case Management Service Teams, Alternative Learning Center and the Student Assistance Team. 06/24/93 09/30/93 B. Two of the six schools reported that counseling interventions for students with chronic disciplinary and/or attendance problems were provided. Examples: New Futures and Pi|}il Services Team. 10/01/93 12/31/93 C. For the third quarter, three area junior high schools reported the provision of counseling intervention for students with chronic disciplinary and/or attendance problems. JUNIOR HIGH MAGNET SCHOOLS A. Both junior high magnet schools provide counseling interventions for students with chronic disciplinary and/or attendance problems. Example: Student Assistance Program B. Both schools provide counseling interventions for students with chronic disciplinary and/or attendance problems. Example: Student Assistance Program 01/03/94 10/01/93 10/01/93 498 03/31/94 12/31/93 12/31/93Page: 33 Prograai Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Program Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) C. Counseling intervention for students with chronic disciplinary and/or attendance problems was provided the third quarter. Ex: Student Assistance Program 01/03/94 03/31/94 ELEMENTARY IHTERDISTRICT HAGMET SCHOOLS A. One school reports counselor intervention for students in need. 10/01/93 12/31/93 8. Both schools reports providing counseling interventions for students with chronic disciplinary and/or attendance problems. 01/03/94 03/31/94 ELEMENTARY AREA SCHOOLS A. Three area schools report providing counseling interventions for students with chronic disciplinary and/or attendance problems. 10/01/93 12/31/93 B. Twenty-two schools reports providing counseling interventions for students with chronic disciplinary and/or attendance problems. Elementary Magnet Schools A. All magnet schools reports providing counseling interventions for students with chronic disciplinary and/or attendance problems. 7.1 Activate discipline/attendance intervention teams at school. Mandate the piR>il services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 01/03/94 01/03/94 07/01/93 499 03/31/94 03/31/94 06/30/94 Principals, Guidance Departments, BuiIding Staffs, School Health Services Coordinator 7.1 Records of comseling intervention 7.1 (Review of discipline and attendance records wilt show a decrease in the chronic discipline and/or attendance proislems) ALTERNATIVE LEARNING CENTERPage: 34 Progm Seq *: 12 Revision Date: May 2, 1994 Progri Maae: In-SchooI Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. (cont'd) A. Teachers call parents of absent students daily. SEMIOR HIGH SCHOOLS A. Four of the six high schools reported attendance and/or discipline interventions or intervention programs in activity during the second quarter. B. Three high schools utilize periodic counselor/service team meetings. AREA JUNIOR HIGH SCHOOLS Four of the six junior high schools utilize periodic counselor/service team meetings. B. Three of the six junior high schools documented the activation of discipline/attendance intervention teams at school. C. Two area junior high schools docunented activities related to discipline/attendance teams. Ex: Use of Steering Committee in monitoring student discipline/attendance JUNIOR HIGH MAGMET SCHOOLS A. One of the two junior high magnet schools report the activation of the Pupil Services Team B. Both magnet junior high schools actively use discipline/attendance intervention teams at school. Ex: SAP Teams and ETM Teams meet and monitor students. 01/01/94 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 10/01/93 01/03/94 50 0 75X 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 12/31/93 03/31/94Page: 35 Prograa Seq *: 12 Revision Date: Hay 2, 1994 Prograa Haae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntsiter Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) ELEMENTARY AREA HAGWET SCHOOLS A. Teams activated at four schools. 08/24/93 09/30/93 B. One school reports having active discipline/attendance teams. C. All magnet schools reports having active discipline/attendance school intervention teams. ELEMENTARY IMTERDISTRICT MAGNET SCHOOLS A. Both schools employ counseling intervention strategies and involve the Pc^iI Services team on a regular basis. 8. One school reports utilizing building specialists and others to develop appropriate strategies and alternative interventions. C. Both schools reports having active discipline/attendance school intervention teams. INCENTIVE SCHOOLS A. Three incentive schools report having the pupil services team activated to meet with teachers as needed. ELEMENTARY AREA SCHOOLS A. Eleven schools have established discipline/attendance intervention school teams. B. Ten schools report having active discipline/attendance teams. 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 501 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94 09/30/93 09/30/93 12/31/93Page: 36 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nurter L 34 3. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Twenty-one schools reports having active discipline/attendance school intervention teams. 7.2 Involve parents In the teaa process regarding their children throu^ aeetlngs/conferences. 7.2 (. . .about identified attendance and/or disciplinary problems) A. Parental participation documented in Progress Report (Quarterly) 01/03/94 07/01/93 09/02/93 502 03/31/94 06/30/94 75X Principals, Parents, PTA Officers, PTA Cornell, Comselors, Pi<>il Services Teaas, School Health Services 7.2 Records of perents/teaa involveaent 7.2 (. . . will show an increase in the number of parents participating in the team process)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 37 Prograa Seq *: 12 Reviaion Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 35 4. To provide guidance and comseling service which address students* needs, are st<]portive of strategies and interventions to enhance student success and expectations, and provide cooBssiications to faaiilies of students. 07/01/93 06/30/94 Cotnselors, Principals (Pupil Services Teachers, Parents, Teachers) 1. Guidance services, Arvual Report, and Report Cciqiarison 1. (Reports will show all students needing services will receive them) 1. Infora students of all opportwities available to thea and encourage thea to take advantage of these opportwities. 07/01/93 06/30/94 1. (Identify academic, emotional, social, and physical needs of students.) A. Counselor/nurse/mental health professional 1 (Identify needs of students (elementary) 1. (Secure the needed services utilizing district and community-based resources) B. Networking with business and mental health, and educational convnunities. 07/01/93 75X L 35 1.1 PiA>l1sh a doctaaent annually ahich lists financial aid, vocational and higher education opportmities for all studerrts. 07/01/93 75X Principals, Counselors, Vocational Director (Teachers, Parents) 1.1 (Make available) document(s). 503 1.1 Piiilications of doctaent 1.1 (Disseminate document to students and parents)Page: Prograa Seq *: 12 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Prograa Goal: Plan Reference Page Umber L 35 (L 35) L 35 L 35 3S Revision Date: Othello Faison Hay 2, 1994 To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. 4. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.2 Encourage students to take advantage of opportiaiities open to them. 1.3 (Follow up to ensure that referral was appropriate intervention to enhance student success and expectations) 2. Hake parents partners in education of their children by anking information accessible to them and keeping them inforsmd. A. B. 2.1 2.1 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 Hail information regarding school activities. Call parents. Hold a cosHStity educational meeting each year during the spring to inform parents of curricului and student opportunities (to include co- curricular activities) (Identify courses and activities available which will help prepare students for post secondary education and career preparation) 07/01/93 504 06/30/94 (Principals, Teachers, Parents, Students) (Principals, Teachers, Parents (Principals, Teachers, Parents) Principals, Counselors, Director of Guidance, Associate and Assistant Si4>ts. 1.2 Statistical increase in nudier of students, particularly minority students, receiving financial aid and proceeding into post secondary education (1.3 Docunentation will show referrals were appropriate) 2. (Reports will reflect an increase in the number of parents involved as partners in the education of their children) 2.1 Roster of aaetings (2.1 Number of students who graduate and elect advanced training/ education by race and gender)Prograa Seq *: 12 Progrea Naae: In*School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson V Page: 39 Revision Date: Mey 2, 1994 Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuiber Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria L 35 4. (cont'd) A. B. C. Send home monthly newsletter Mail school designed progress reports (Sth week of each 9 week period) Telephone parents to advise special student progress/awards/ pre*suspension conference. 2.2 Provide written information to parents regarding curriculua and student skills. A. Prepare quarterly interim reports. S. Prepare and distribute informative brochures. C. Prepare and maiI report cards quarterly. 3. To make students aware of educational and post educational opportunities 08/30/93 09/25/93 08/30/93 75X 75X 75X (Counselors, Principals, Teachers, Vocational Director, Parents) (2.1 Report will show the targeted number of students who will enroll in upper*level classes and elect to attend post secondary education) 3. Disseminate documents to students and parents A. Make students aware of summer employment opportunities and sunner educational enrichment opportunities. 505Page: 40 Prograa Seq *: 12 Revision Date: Hay 2, 1994 Prograa Haaa: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Number L 35 L 35 4. (cont'd) 4. (cant'd) Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 3.1 A. 3.1 Skills and eaT>loyaent fair to be held annually in conjunction with business coaauiity. Planning for Health Fair (to be held in Dec. for let semester) (. . .and College Night) ALTERNATIVE LEARNING CENTER A. Add GED Program project of Delta Service Corps 4. Create coaawity linkages to assist students in need of special services. ALTERNATIVE LEARNING CENTER A. Secure volunteers from Delta Service Corps to work in the program. 506 07/01/93 09/03/93 01/04/94 07/01/93 08/23/93 75X 12/07/93 75X 75X 08/23/93 Vocational Teachers, Comselors, VolKiteers in Schools, PTA (Director of Pupil Services) (Counselors, Principals, Pupil Services Team (Elem), Parents) 3.1 EB|>loyaent Fair Student Attendance 3.1 (Participation rates of parents and students in the LRSD attending the employment fair and Collie Night will be conpiled and compared with previous attendance rates) 4. Report will reflect the nunber of conmunity linkages and their ability to meet the needs of targeted studentsPsge: 41 Prograa Seq f: 12 Revision Date: Hay 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mudier L 35 L 35 4. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.1 A. B. Through Ford Collaborative, Neu Futures Initiation, city, courts, ptiilic, and private service providers, provide school linkages with guidance staff for student special needs interventions. Mew Futures Case Management Court Probation Officers Elementary Area Schools A. Twenty-one area schools report developing positive linkages between home and school. Elementary Magnet Schools A. All elementary magnet schools report developing positive linkages between home and school. 5. Create academic intervention strategies on a school basis. 5 (Include academic. . .in the annual school plan) 597 07/01/93 08/25/93 09/02/93 01/03/94 01/03/94 07/01/93 06/30/94 75X 75X 03/31/94 03/31/94 06/30/94 (kmnselors, LRSD Heu Futures Liaison, Associate and Assist. Supts., Deputy S^>t. (Principals, Staff, Asst. Supts.) 4.1 Established coamnity linkages 4.1 (Report will reflect the nunber of community linkages and their ability to meet the needs of targeted students) 5. (Annual School Report to include level of successful academic intervention as identified in the annual school improvement plan)Prograa Seq *: 12 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Prograa Goal: Plan Reference Page Niaber B Secondary Leader: Page: 42 Revision Date: Othello Faison Mey 2, 1994 To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 4. (cont'd) 5.1 Each school to put into its annuel plan a desi^ied set of interventions to help increase student academic success
i.e. Peer Tutoring, Volunteer Tutors. A. Utilize DSC as tutors. B. Institute academic individualized training in language arts, reading, and mathematics via PACE training system. C. Utilize 9th grade students as peer counselors and tutors 508 07/01/93 08/23/93 08/23/93 75X 75X 75X Principals, Staffs of BuiIdings, Assistance froai Educational ProgroBS, Associate and Asst. Supts. 5.1 Annual plan and annual evaluation report coaparison 5.1 (Annual School Report to include level of successful academic intervention as identified in the annual school improvement plan)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Pase: 43 Progran Seq *: 12 Revision Date: May 2, 1994 Prograa Maae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuiber Objectives Strategies Beginning Date Cospletion Date Responsibility Evaluation Criteria L 37 S. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. (07/01/93) (06/30/94) (Principals, Counselors, Teachers, Staff Development) 1. Provide minicourses for students in study halls, testing skills, and pre- career skills in a sequenced program beginning in grade four and through high school. 1. (Offer test-taking, study skills, and pre-career skills through the elementary and secondary instructional and guidance programs) A. Provide students with practice taking standardized tests using the Test of Adult Basic Education (matched with the PACE program). 509 07/01/93 11/01/93 06/30/94 33X 1. Data gathered frost ptpit services team 1. (Data gathered by the Pupil Services Team will reflect an increase in the nurber of students passing courses, nunber of students who elect post high school career/educational opportunities, and a decrease in the dropout rate)Page: 44 Prograa Seq f: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niiit>er 1.1 Page 37 5. (cont'd) L 37 Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 1.1 1.2 1.2 Minicourses to be developed in sequence beginning with grade four. Provide teacher staff developamnt in the use of curriculua in these areas. (Offer appropriate staff development to teachers to support teaching of the curriculun) 510 07/01/93 06/30/94 Principals, Classroom Teachers, VIPS, Guidance Comselors, Staff Dvlp. 1.1 Development of ainicourses 1.1 (Data gathered from grade distribution sheet will reflect an increase in nuvber of students who passed the courses and elect post high school career/ educational opportunities and a decrease in the dropout rate) 1.1 (Scope and sequence chart grades 4-12 that includes skills targeted for each level) 07/01/93 06/30/94 Curriculua staff. Staff Developaent Director 1.2 Staff participation in these (comparative nuiRiers) 1.2 (Staff use of acquired skills will be reflected in daily instruction and in the students' academic achievement)Pave: 45 ProgrM Seq *: 12 Revision Date: May 2, 1994 Prograa Rasa: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Htufcer L 37 L 37 5. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Raise awareness of student of (about) future career options. 2. (Increase student knowledge of future career options.) 2.1 Use of resource volunteers in classes and asseablies beginning in elementary schools to address career options. 511 07/01/93 07/01/93 06/30/94 06/30/94 (Curricului) staff. Staff Development Director, Pupil Services) Teachers grades 4-12 (VIPS, Partners in Education, Pupil Services, Counselors) 2. (Decreased drop-out rate, number of students who elect post high school career/educationaI opportunities will increase) 2. (Annual district survey will reflect a percentage increase in the number of students who pass courses, who elect post high school career/education opportunities, and a decease in the dropout rate) 2.1 Roater of voliaiteers, dates 2.1 (Decreased drop-out rate, number of students who elect post high school career and educational opportunities will increase)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 46 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nimber 6. Page 3S 1.1 Page 38 Objectives Strategies Beginning Date Coopletion Date Responsibility Evaluation Criteria 6. To onnitor student class ratios and instructional practices to ensure equal opportmities for all students. 1. Achieve equity in class structure by grade and by stA>ject area. Review master schedule. 1.1 Review class ratios by stdiject, by class, (and) by teacher on a seaaster basis. A. Review master schedule. B. Review findings of biracial conmittee. 512 07/01/93 07/01/93 08/23/93 07/01/93 08/23/93 12/15/93 7SX 75X 75X 75X 75X 75X Principals, Assistant Stpts., Associate Sipts. Principals, Assistant Stilts., Associate St<its. 6. Sufficient prograa personnel are in place to aeet the needs of all students in the prograa as measured by the onnitoring instnjaent. 1. (Principals will be responsible for assigning students to grades and to subject areas in an equitable ratio as defined by the LRSD desegregation plan) (Principals are responsible for making sure that their school's profile reflects equitable educational practices) 1.1 Monitoring of ratios* and student outcoams 1.1 (The school profile should reflect equity by grade structure and by subject area) *Ratioe are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and progrooB to be reanved.Page: 47 Prograai Seq *: 12 Revision Date: May 2, 1994 Prograai Haae: In*School Suspension Prograai Code: 27 Priaery Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograai Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuitier 1.2 Page 38 1.3 Page 38 2. Page 38 2.1 Page 38 6. (cont'd) Objectives Strategies Beginning Date Ccnpletion Date Responsibility Evaluation Criteria 1.2 Address disparities with intervention activities. A. Use PACE to determine level student is working to individualize instruction. 1.3 Reanve (address) barriers to equitable participation of students. 2. Achieve equity in student instructional practices. A. Review teaching practices by observing 2.1 Review grade distribution by subject, by class, fay teach^ on a seaester basis. 07/01/93 01/04/94 07/01/93 07/01/93 08/23/93 07/01/93 06/30/94 75X SOX 50% 75X SOX (Teachers, Counselors, Principals, Asst. Supts., Associate Supts.) (Teachers, Counselors, Principals, Asst. Supts., Associate Supts (Principals, Teachers, Staff Development) Principals, Assist. Su^s., Assoc. Si<>ts. 2. 1.2 (Disparities will decrease in educational programs) (Each school's annual plan will include intervention activities to address disparities) 1.3 (Disparities will decrease in educational programs) (Principals and staff will meet to identify and address barriers existing to equitable participation and will docunent in school profile) (Each school's annual plan will identify an effective staff development program which will assist teachers in appropriate instructional practices that will ensure equity) 2.1 Monitoring of BBSter schedulesPage: 48 Progm Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuitwr Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. (cont'd) 2.1 (Principals will review each nine weeks in order to address iimtediate problems) 2.1 (Each building principal will require a grade distribution sheet by subject, by class, and by teacher each nine weeks in order to monitor equity. A copy to is be forwarded to the Assistant Superintendent) A. Review lesson plans. 09/28/93 SOX B. Review grade distributions. 10/22/93 SOX C. Review learning and teaching styles. 10/22/93 SOX 2.2 Page 38 3. Page 38 2.2 Address disparities (in educational practices) with intervention activities. 3. Achieve equity in teaching aethods. 07/01/93 SOX 513 (Principals, Teachers, Staff Development) (Principals, Teachers, Staff Development) 3. 2.2 (Each principal will develop a schedule for classroom visits and conferences and correct any identified disparities in instructional practices) (Principals and teachers will develop intervention activities to achieve equity in teaching methods and plans for reducing disparity)Page: 49 Prograa Seq *: 12 Revision Date: May 2. 1994 Prograa Naae: In*School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Ntiiter 3.1 Page 38 6. (cont'd) Objectives Strategies Beginning Date Ccxnplction Date Responsibility Evaluation Criteria 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective aathods. 07/01/93 SOX Staff Development, Huaan Resource, Principals, Asst. Signs.. Assoc, sigits. 3.1 Attendance at inservice 3.1 Classrooa visitations 3.1 (Principals will monitor each classroom to observe the instructional activities, tone of conmunication, interaction patterns, and the involvement of learners with the teacher to observe effective teaching methods. Evidence of ifimediate feedback to the teachers will be recorded) A. Provide on-site training for staff. 08/16/93 SOX B. Encourage inservice workshops during AEA convention. 11/03/93 11/05/93 C. Review discipline referrals by teacher 08/23/93 75X 514LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: SO Prograa Seq *: 12 Revision Date: May 2. 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Niadier 7. Psge 39 1. Page 39 1.1 Psge 39 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7. To provide and ensure opportuiities and encouragement to all students to participate in extracurricular and co- curricular activities and to assess the results of school practices, paying special attention to their iqpact on minority and disadvantaged students. 07/01/73 SOX School team (Principal, Counselor, Specialist, and Teachers) 7. (Each school's profile Mill reflect equitable representation of all students in extracurricular and co- curricular activities) 1. Infora all students and patrons of co- curricular/extracurricular activities available for students and of participation requireaants. A. B. 07/01/93 SOX School Team (Principal, Comselor, Specialist and Teachers) 1. Meet the guidelines related to the extracurricular and co- curricular activities Distribute school handbooks as students are enrolled. Provide opportunities for parental input during assenblies and through conferences. 1.1 Use of aedia and press 515 08/23/93 08/26/93 07/01/93 SOX SOX SOX (Conmun{cations Dept.) Coonwi cat i ons Dept., Principals, Staff, PTA Board, Educational Programs, School-based Director of Extracurricular Activities 1. (Evidence of information supplied to students and school patrons) 1.1 Log of annomceaants, aadia usage, other coaasjnity contactsPage: 51 Prograa Seq f: 12 Revision Date: May 2, 1994 Program Naae: In-School Suspension Program Code: 27 Primary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Program Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nintier 1.2 Page 39 1.3 Page 39 7. (cont'd) 7. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ALTERWATIVE LEARNING CENTER A. B. C. 1.2 1.3 Coverage by Arkansas Democrat- Gazette coverage for Aquaculture Project launch. Students host Alternative Learning Center weekly radio broadcast over station KA6F. Publish school newsletter for students and parents. Send printed information to parents. Make clear ptA>lic address system announcements to students. 51C 11/03/93 10/06/93 07/01/93 07/01/93 11/03/93 25X SOX SOX Principals and Individual Staff Mp^ra Principals and Individual Staff Me^ra 1.1 (The Communications Dept, and local schools will keep a record of all announcefflents, media usage, and other community contacts in order to increase the community public relations activities) 1.2 (Comparative review of data regarding numbers of applicants and participants by race) (The number of students participating will be compared to the mutter of parents receiving information and will be recorded as baseline data for yearly comparison for evaluation) 1.3 (A log containing data and messages pertaining to curricular and extracurricular announcements will be maintained by the principal/designee)Page: 52 Prograa Seq *: 12 Revision Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Or. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nuntier 1.4 Page 39 2. Page 39 2.1 Page 39 7. (cont'd) (^jectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria 1.4 Use coBBKiity agencies such as churches to assist with recruitment. 1.4 (Develop school recruitment plan) 2. Staff recruitment of students to participate. 2.1 Individual staff contacts with students to encourage involvement. ALTERNATIVE LEARNING CENTER A. Provide for round table for individual students in need of special counseling. B. Provide for DSC mentoring. C. Keep scrapbook end audio-visual library of all school assemblies. 517 07/01/93 07/01/93 10/26/93 08/23/93 08/26/93 SOX SOX SOX SOX SOX Principals and Individual Staff Meidicrs Principal and individual staff aesijers 2. (Develop and implement the school recruitment plan) 2.1 (Teachers will document the name, race, and sex of students contacted to encourage involvement) 2.1 (Comparative review of data regarding numbers of applicants and participants by race)Pttge: 53 Prograa Seq *: 12 Revision Date: May 2 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal
To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Nurber 2.2 Page 39 7. (cont'd) Objectives Strategics Beginning Date Completion Date Responsibility Evaluation Criteria 3. Page 39 3.1 Page 39 4. Page 39 4.1 Page 39 3. 4. 4. 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities. Increase student participation, particularly minority student participation in cocurricular activities. 3.1 Profile student involvement in each cl(i> and activity. Reanve (identify and address) all barriers to equitable participation of students who wish to participate in extracurricular activities. (Collect data that will identify barriers to students who wish to participate in extracurricular activities) 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district- sanctioned extracurricular activities. 51b 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 SOX SOX SOX SOX SOX (Principal, Staff, Cornmunications Dept.) (Principal, Staff) Principal, Staff (Principal, Staff) Manager of Support Services, Assoc. S^>t. for Desegregation, Assistant Si<>ts. (Director of Transportation) 3. 4. 2.2 (Increase in the nunber of students participating in nontypical programs) (Teachers will document names of parents they contact for assistance in urging their children to participate in particular activities) (An increase of minority participation in co-curricular activities) 3.1 Yearly (annual) analysis of participation data and coafMrative profiles (The school profile will reflect equitable representation of the school population) 4.1 Yearly (annual) analysis of participation data and coafMrative profiles 4.1 (Survey the schools to see how many students will need transportation in order to assure equitable participation)Page: 54 Prograi Seq *: 12 Reviaion Date: May 2, 1994 Prograa Naae: In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Plan Reference Page Mirtwr 4.2 Page 39 5. Page 40 S.1 Page 40 7. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 4.2 Provide a program for students' access to equiparnnt/unifonas, etc., needed for participation at minimal cost. 4.2 (LRSD will develop guidelines explaining the procedures in acquiring equipment/uniform needs at minimal cost wilt be available to students) 5. Develop (and use) school profiles (to) provide overview of school success or its iafject on students so that changes and/or interventions can take place as needed. A. Monitor student needs for clothes, glasses, FINS, etc. and make recomnendation through Pupil Services from United Way. 5.1 Profile school fay: a. grade distribution b. attendance c. disciplinary outcoaes d. test scores e. student involvement in school- related activities f. course enrol lamnts/special program enrol laents 519 07/01/93 07/01/93 08/23/93 07/01/93 SOX SOX SOX SOX Principals (Principals and Staff, Monitoring Teams) Principals, Staffs, Assistant Si^ts. 4.2 (Track the utilization of the program in order to determine the number and cost) 5. (An assessment of the data collected for the school profile will be reviewed by the principals and staff at each school to determine degree of student success and if any new procedures or changes need to take place) 5.1 Use of data-based school profiles 5.1 Yearly coafiarative students 5.1 Production of iiqirovcaRnt plans to address disparitiesPage
55 Progran Seq *: 12 Revision Date: May 2, 1994 Prograa Haae
In-School Suspension Prograa Code: 27 Priaary Leader: Dr. Victor Anderson Secondary Leader: Othello Faison Prograa Goal: To provide equitable educational opportunities for students experiencing difficulties (attendance and/or disciplinary) in regular school settings. Pion Reference Page Nurber Objectives Strategies ginning Date Corplction Date Responsibility Evaluation Criteria 5.2 Page 40 5.3 Page 40 7. (cont'd) 7. (cont'd) 5.2 Data to be disaggregated by race. 07/01/93 SOX (Principals, Pupil Services Team, Teachers) 5.3 Provide for development of and iiqilementation of intervention strategies to atifress disparate situations with specific steps for iiqx*oveBKnt. 07/01/93 SOX (Principals, Pupil Services, Team, Teachers) 520 5.1 (The data based school profiles by grade distribution, attendance, and disciplinary outcomes will be analyzed each nine week period to make recommendations for change where indicated. The data based school profiles by course enrolIment/special program enrollment will be analyzed each semester. The data based school profile by test scores will be analyzed and compared annually) 5.2 Outcoaas evaluation 5.2 (Data in annual school report) (All data submitted in the school's annual report is to be disaggregated by race) 5.3 (Based on the data provided by the schools in the school profile each school team will address and docunent the disparate situations with specific steps for improvement on the identified timeline in 5.1)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 13 Page: 1 Revision Date: May 7, 1994 Program Name: New Futures Program Code: F15 Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Description: In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Initiative. (The purpose of the New Futures junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. The scope and content of the program focuses on the development and implementation of (1) school restructuring which engages teachers and administrators in the long-term process of expanding their thinking and engage in basic and fundamental changes around issues that affect how they teach and support all students utilizing the site-based management, (2) developing and implementing middle school practices and programs (3) developing and implementing specific intervention programs and practices for at-risk youth through school improvement which may be based on the Effective Schools Research . This program impacts the total school community including teachers, students, staff, administrators, and parents at each New Futures school. Restructuring Schools: Cloverdale Junior High, Forest Heights Junior High, Pulaski Heights Junior High and Southwest Junior High Schools.) District Qoal Support: (1) Implement integrated educational programs that will ensure that alt students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well-trained and motivated. Program Qoal: Goal I. (To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students.) Goal II. (To promote collaboration/coordination between local schools and other youth serving agencies in the community.) Plan References: L 145 FY Program Budget: $530,400.00 1st Qtr Expend: $114,500.07 3rd Qtr Expend: FTE YTD Expenditures: 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 521LRSD FY 93 94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 13 Revision Date: April 19. 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 145 1. Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas providing for an advisor/advisee support system. (Two heterogenous student team (clusters) at each grade level (7-8-9) allows teachers to share a common group of students.) (1. Establish two heterogeneous student teams at each grade level (7-8-9).) 07/01/93 06/30/94 New Futures Liaison, Principals {1. Student team rosters, identifying team names, agendas, and participant evaluations.) A. Two heterogeneous student teams established at each grade level (7-8-9). 07/01/93 08/23/93 New Futures Liaison, Principals B. Interdisciplinary teaching teams established at each grade level (7-8-9). 07/01/93 08/23/93 New Futures Liaison, Principals C. Staff development provided on: Strategic Imperatives of Restructuring. 07/23/93 07/30/93 New Futures Liaison D. Staff development provided to steering committees on: School-Based Decision Making. 09/23/93 10/06/93 New Futures Liaison E. Assistant Principals' collegial support group meeting. 09/15/93 09/15/93 Chairman of collegial group. New Futures Liaison F. Leadership Training provided for all team leaders. 08/09/93 08/09/93 New Futures Liaison G. Training provided on:Designing Knowledge Work for Student Success. 522 08/10/93 08/11/93 New Futures Liaison, Lead TeachersPage: 3 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. Training provided for all Learning Foundation staff. 08/12/93 08/13/93 New Futures Liaison i. Workshop for 7th grade Learning Foundations staff. 09/14/93 09/14/93 New Futures Liaison J. Workshop for Sth grade Learning Foundations staff. 09/15/93 09/15/93 New Futures Liaison K. Training provided on: Understanding At-Risk Youth. 08/03/93 08/04/93 New Futures Liaison L. Training provided on: Cooperative Discipline. 08/12/93 08/13/93 New Futures Liaison, Lead Teachers M. Training provided on: Developing and Implementing Peer Mediation Programs. 08/12/93 08/13/93 New Futures Liaison, Lead Teachers N. Conference participation in National Conference on Peer Mediation (2 teachers, 1 assistant principal). 08/14/93 08/18/93 New Futures Liaison 0. Conference participation in UALR Peer Mediation/Conflict Resolution conference (6 teachers). 08/20/93 08/23/93 New Futures Liaison P. Provide staff development and support in establishing advisor/advisee programming. 07/01/93 75% New Futures Liaison, Principals 523Page: 4 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Q. Conference participation in Middle Level Summer Institute (7 teachers/2 assistant principals) in developing advisor/advisee programming. 07/18/93 07/24/93 New Futures Liaison R. Training provided for:Advisor/Advisee programming. 08/12/93 08/13/93 New Futures Liaison, Lead Teachers, Lead Assistant Principals S. Staff development provided to steering committees on: School Based Decision Making. 10/05-06/93 10/06/93 New Futures Liaison T. Staff development provided to principals on: School Based Decision Making. 10/19/93 10/19/93 New Futures Liaison U. Staff development provided to assistant principals on School Based Decision Making. 10/20/93 10/20/93 New Futures Liaison V. Staff development: Making Language Learning Meaningful for Southwest Junior High English teachers. 10/08/93 11/11/93 10/08/93 11/11/93 New Futures Liaison/Supervisor of English W. Staff development: Making Language Learning Meaningful for Cloverdale Junior High English teachers. 524 10/09/93 11/12/93 10/09/93 11/12/93 New Futures Liaison/Supervisor of EnglishPage: 5 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria X. Learning Foundations on site technical assistance (classroom observation/follow up conference): FHJH - Learning Foundation staff PHJH Learning Foundation staff CLJH - Learning Foundation staff SWJH - Learning Foundation staff 10/13/93 12/02/93 10/14/93 12/03/93 10/15/93 11/08/93 12/01/93 10/13/93 12/02/93 10/14/93 12/03/93 10/15/93 11/08/93 12/01/93 New Futures Liaison New Futures Liaison New Futures Liaison Y. Staff development: Reading Process and Semantic Webbing (5-8:30 p.m.) 10/14/93 10/14/93 New Futures Liaison Z. Staff development provided on: Process Communications Skills to examine personality styles in relation to self-image and human interaction. 10/27-28/93 10/27-28/93 New Futures Liaison AA. Staff development for 7th grade Learning Foundation staff. 11/09/93 11/09/93 New Futures Liaison BB. Staff development for 8th grade Learning Foundations staff. 11/10/93 11/10/93 New Futures Liaison CC. Conference participation and presentations at National Middle School Association annual conference (6 teachers/3 assistant principals). 11 /04-07/93 11/04/-07/93 New Futures Liaison DO. Staff development on: Designing Knowledge Work for Student Success. 12/14-15/93 12/14-15/93 New Futures Liaison 525Page: 6 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria EE. Staff development provided to steering committees on: School Based Decision Making. SWJH CLJH PHJH/FHJH 11/01/93 11/16/93 11/17/93 11/01/93 11/16/93 11/17/93 FF. Staff development provided on: The Writing Process and Collaborative Teaching Strategies. (5:00 - 8:30 p.m.) 11/07/93 11/07/93 New Futures Liaison GG. Assistant Principals' Collegial Support Group meeting. 12/15/93 12/15/93 New Futures Liaison, Chairman of Collegial Group HH. Learning Foundations on site technical assistance (classroom observation/follow-up conference): CLJH - Learning Foundations Staff FHJH - Learning Foundation Staff SWJH Learning Foundation Staff PHJH - Learning Foundation Staff II. Staff development for 7th grade Learning Foundation staff. JJ. Staff development for Sth grade Learning Foundation staff. KK. Staff development on: Designing Knowledge Work for Student Success. 01/18/94 02/02/94 01/31/94 02/03/94 01/19/94 01/20/94 01/25-26/94 02/22-23/94 52R 01/18/94 01/02/94 01/31/94 02/03/94 01/19/94 01/20/94 01/25-26/94 02/22-23/94 New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison New Futures LiaisonPage: 7 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number L 145 2. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LL. MM. NN. 00. PP. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance, and good citizenship. (2. A. B. C. Staff development provided on: Process Communications Skills to examine personality styles in relation to self-image and human interaction. Staff development: Making Language Learning Meaningful: Southwest Junior High English teachers. Staff development: Peer Coaching for all Learning Foundations staff. Staff development: Implementation of Peer Coaching program for all Learning Foundations staff. Conference participation: Drugs, Gangs, Violence and Guns: Law Advisory Government Education (4 assistant principals). Assist individual teaching teams in the development and implementation of incentive/innovative programs to recognize academic achievement, improved discipline and improved attendance.) A Young Professionals Club: Pirates, Team, Southwest Junior High. Breakfast club: Wings Team, Pulaski Heights Junior High. Peer Mediation Program: Wings Team, Pulaski Heights Junior High 02/15/94 01/27/94 03/10-11/94 04/05-08/94 03/10/94 07/01/93 08/23/93 08/23/94 08/23/94 527 02/15/94 01/27/94 03/10-11/94 04/05-08/94 03/10/94 75% 75% 75% 75% New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison New Futures Liaison, Principals (2. Team documentation will reflect program implenentation and numbers of students involved.)Page: 8 Program Seq #: 13 Revision Date: April 19, 1994 Program Name: New Futures Program Code: Primary Leader: Estelle Matthis Secondary Leader: Linda Young Program Goal: Goal I. To assist local schools in the process of fundamental change and school reform to redesign schools that can provide success for all students. Plan Reference Page Number L 145 L145 L145 3. 4. 5. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Homework Center and Hotline. Early morning tutorials for students needing assistance in study areas. Saturday morning detention for students to help them "work off" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. (A Saturday morning detention pilot was operational school year 1988-89. Replaced by comprehensive in-school suspension program.) (3. {4. (5. A. Establish Homework Centers which will be operational through the After School Program. Assist local schools in establishing homework assignment hotline.) Develop and implement After School Programming. Tutoring activity opportunities are offered through the After School Program so that transportation can be provided.) Establish in-school suspension program.) In-school suspension program operational. 528 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 75% 06/30/94 75% New Futures Liaison New Futures Liaison, Principals, Lead Teachers New Futures Liaison, Principals New Futures Liaison, Principals (3. Student participation rosters, implementation of hotline program.) (4. Student participation rosters.) (5. Alternative disciplinary response to suspendable actions.)Program Seq #: 13 Program Name: New Futures Program Code: Program Goal: Plan Reference Page Number L 145 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Goal II. To promote collaboration/coordination between local schools and other youth serving agencies in the community. Objectives Strategies Beginning Date Completion Date 1. Youth Specialists for advocate work with students in helping to meet their needs. (Case Management System is operational.) {1. Work cooperatively with New Futures for Little Rock Youth to establish school-based collaborative social service efforts for at-risk students-case management system.) 07/01/93 06/30/94 A. Case management system operational
services being provided. 529 07/01/93 75% Page: 9 Revision Date: April 19, 1994 Linda Young Responsibility New Futures Liaison, Principals New Futures Liaison, Principals Evaluation Criteria (1. Increased number of students receiving needed services reflected in case management data reports.)LRSD FV 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 14 Page: 1 Revision Date: May 7, 1994 Program Name: Academic Incentive Grant/Focused Activities Program Code: 13 Primary Leader: Estelle Matthis Secondary Leader: Gremillion, Robertson, Anderson Program Description: The Academic Incentive Grant Program is intended to provide funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Each area school will be able to apply for a total of $75,000 over a three-year period. This amount will be issued to the schools in increments of $25,000 each year, and the carryover of funds will be permitted. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers^building administrators and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria: A panel wilt review all applications according to the following: (1) A detailed and well-planned proposal
(21 Appropriate goals and objectives
(31 Well-documented need: (41 innovativeness
(5) potential for replicability
(61 realistic budget
(7) quality of evaluation
(81 ability to continue after grant period ends
(91 documentation of teacher, administrator, and patron involvement during proposal development
and, (101 use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Focused Activities - Each area school shall have a fundamentally sound and strong basic education program. Each area school shall also have the option of developing focused activities (which may center around a themel after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (non-incentive and non-interdistrictl will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (II to promote the school as a "community of learning" among parents, staff and students
(21 to provide enrichment opportunities at the building level
(31 to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school will be integrated into the core curriculum or reflected in the school's environment and dav-to-dav activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSDI and specialty programs (PCSSD) in the district's elementary schools could be a collaborative effort (II in enriching each district's elementary curriculum and (21 in achieving greater racial balance through voluntary interdistrict and intradistrict, transfers, LRSD plans to implement only focused activities in all of its elementary area schools, LRSD accepts that only magnet, incentive and interdistrict schools in Little Rock School District will have specialty themes and LRSD agrees to develop procedures in cooperation with PCSSD to prevent unnecessary duplication of specialty themes within the two districts, LRSD will, in collaboration with PCSSD, publicize the specialty programs and encourage matoritv to minority transfers between the two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored, LRSD agrees to address any possible areas of collaboration with NLRSD, should it decide to implement specialty programs. District Goal Support: Ensure that equity occurs in all phases of school activities and operations. Program Goal: (11 To enrich each district's elementary curriculum to achieve greater racial balance through voluntary interdistrict and intradistrict transfers. (2) The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (al improve the education of all students and (bl reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. (31 Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues. (41 Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive, (51 The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the school's environment and day-to-day activities, (61 All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities, (71 All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. Plan References: L 81, 85 FY Program Budget: $352,294.55 Ist Qtr Expend: $26,486.11 3rd Qtr Expend: $43,379.45 FTE YTD Expenditures: $73,725.77 2nd Qtr Expend: $3,860.21 4th Qtr Expend: Related Function Codes:LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq *: 14 Reviaion Date: April 20, 1994 Prograa Haaa: Academic Incentive Grant/Focused Activities Prograa Code: 13 Priaary Leader: Estelle Matthis Secondary Leader: Gremillion, Robertson, Anderson Prograa Goal: To enrich each district's elementary curriculum to achieve greater racial balance through voluntary interdistrict and intradistrict transfers. (Focused Activities) Plan Reference Page Nuaber Objectives Strategies Beginning Date CoBf>letion Date Responsibility Evaluation Criteria L 81 (1.0 To implement focused activities in elementary area schools.) 07/01/93 06/30/94 Asst. Supt. At the end of each school year, the activities coordinator will include focused activities in a district-wide report. 1 report will focus on the following items: This 1. the degree to which each focused activities have been interrelated with the core curriculim
1.1 Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff an activities coordinator and a school steering committee. A. Districtwide Steering Connittee co- chairmen designated, co-chairmen. Charge given to B. Steering Connittee members identified. C. Established first meeting for Steering Connittee. 1.2 This connittee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips. resource speakers, ai materials, supplii w: faded lipment. 07/01/93 03/16/94 03/25/94 03/25/94 07/01/93 06/30/94 03/16/94 03/25/94 03/25/94 06/30/94 Asst. Supt. Asst. Supt. 2. 3. 4. 5. 6. 7. the mmber of enrichment activities that broadened the students' experience base
the amount of parental involvement
academic achievement as reflected on standardized tests and yearly grade reports
the racial and socioeconomic composition of the student population in each elementary area school
the number of voluntary majority to minority transfers
the type and amount or enrichment materials/ supplies/purchased by each elementary area school through the focused activities budget
Page: 3 Prograa Seq *: 14 Revision Date: Prograa Naae: Academic Incentive Grant/Focused Activities April 20, 1994 Prograa Code: 13 Priaary Leader: Estelle Matthis Secondary Leader: Gremillion, Robertson, Anderson Prograa Goal: To enrich each district's elementary curriculum to achieve greater racial balance through voluntary interdistrict and intradistrict transfers. (Focused Activities) Plan Reference Page Ntaber Objectives Strategies Beginning Date Caaf>letion Date Responsibility Evaluation Criteria 1.3 From this action plan a checklist will be developed by the activities coordinator. This checklist will be used by the activities coordinator, the principal, and the school conmittee to monitor the program throughout the school year. 1.4 The checklist will also be used to assist the activities coordinator in preparing a report each semester to be submitted to the assistant superintendent who will review the reports and identify areas that need to be addressed to expand or revise the activities at each school. 07/01/93 07/01/93 06/30/94 06/30/94 Asst. Supt. Asst. Supt. 8. the type and rxinber of staff-deveIopment activities at each elementary school.LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 4 Prograa Secfl: 14 Revision Date: April 20, 1994 Prograa Naae: Academic Incentive Grant/Focused Activities Prograa Code: 13 Priaary Leader: Estelle Matthis Secondary Leader: Gremillion, Robertson, Anderson Prograa Goal: To improve the eckjcation of all students and to reduce the disparity in achievement among students in different racial, socioeconomic, and gender groups. (Academic Incentive Grants) Plan Reference Page Ruaber L 85 Objectives Strategies Beginning Date Ccmpletion Date Responsibility Evaluation Criteria 1. To provide means for local area schools to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. 1. (The nuiber of low q achievers will decrease as evidenced by upward quartile movement on the norm referenced test.) A. Funds are budgeted for grants 07/01/93 06/30/94 Conptroller B. Funds are approved for grants 1.0 Identify Grant Review Comnittee. A. Grant Comnittee identified Estelle Matthis, Margaret Gremillion, Russ Mayo, Victor Anderson, Sterling Larry S. Robertson Ingram, 1.1 Develop continuation proposal and progress report format. A. Request for proposal developed 1.2 Distribute continuation proposal and progress report format. 1.3 Conduct grant-writing inservice. 533 07/01/93 07/01/93 10/18/93 07/01/93 10/7/93 07/01/93 07/01/93 06/30/94 06/30/94 10/18/93 06/30/94 10/18/93 06/30/94 06/30/94 Board (Deputy Supt.) Associate Supt. Educat. Programs, and Dir. Planning, Research and Evaluation Asst. Supt., Assoc. Supt. Educ. Programs and Deseg. (Deputy Supt.), Asst. Supt., Dir. Planning, Research, and Evaluation, Dir. Staff Development 1.0 List of comnittee menbers. 1.1 Completed Request for Proposal. 1.2 Completion of distribution (Copy of distribution memo). 1.3 Copy of agenda.Page: 5 Prograa Seq*: 14 Revision Date: April 20, 1994 Prograa Maaa: Academic Incentive Grant/Focused Activities Prograa Code: 13 Priaary Leader: Estelle Matthis Secondary Leader: Gremillion, Robertson, Anderson Prograa Goel: To improve the education of all students and to reduce the disparity in achievement among students in different racial, socioeconomic, and gender groups. (Academic Incentive Grants) Plan Reference Page Hiatter Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Grant writing inservice conducted for Area School Principals 1.4 Area schools submit continuation grants to review committee. A. Proposals submitted to review committee 1.5 Make grant awards 10/20/93 07/01/93 10/24/93 07/01/93 10/27/93 06/30/94 12/10/93 06/30/94 Dir. Staff Development Principals Grant Review Conmittee 1.4 Receipt of grant proposal. 1.5 Copy of completed review criteria list of schools receiving grants. I A. All grants were approved. (Schools must submit to the Conmittee by January 31, 1994 all requested revisions including the evaluation criteria) 12/16/93 12/16/93 B. Grants received 1.6 Schools submit progress reports L 85 1.7 Conduct program evaluation. A. Information secured for three- year evaluation. B. Identified for ''fast track evaluation." C. Staff provided directions for evaluating programs. 12/06/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 01/31/94 06/30/94 06/30/94 01/15/94 01/15/94 06/30/94 Principals Asst. Supts. 1.6 Review of Quarterly Monitoring Reports. 1.7 Final evaluation report. 5TTLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #
15 Page: 1 Revision Date: May 9. 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis/Victor Anderson Secondary Leader: Jodie T. Carter Program Description: The McClellan Community School provides programs and services which expand the use of the facility, making it the center of many activities and much community involvement. The school serves as an anchor for the community, a focal point of intense interest, activity and loyalty. District Goal Support: Ensure that equity occurs in all phases of school activities and operation. Program Goal: (1| To operate and maintain programs that enhance community involvement. (2> To provide an education service to the community. Plan References: L 93. L 94 FY Program Budget: $170,112.24 Ist Qtr Expend: $82,090.64 3rd Qtr Expend: $28,741.36 FTE 2 YTD Expenditures: $149,283.48 2nd Qtr Expend: $82,090.64 4th Qtr Expend: Related Function Code 1 NOTE: The 2 FTE's are included in a separate fund and are not charged against the operating budget. 535LRSD PY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 15 Revision Date: May 9, 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis Victor Anderson Secondary Leader: Jodie Carter Program Goal: {!) To operate and maintain program that enhance community. (2) To provide an education service to the community. Plan Reference Page Number L 93. 94 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (1. To enhance the educational format at McClellan through eradication of racial disparities on test scores) (1.1 Develop a short range plan of action to help close the disparity gap between black and white students) A. Community Education and 3 year plan of action. a. Discuss plans for evaluating the Three Year Plan. b. Discuss a survey on evaluating the Three Year Plan. c. Set a meeting to discuss the Three Year Plan in June or July 1994. d. Set up a committee for each area on the Three Year Plan. e. Locate services that relate to areas on the Three Year Plan. f. Create a coalition with services linked or related to the Three Year Plan. g- Create a resource file on services identified in Community Education's Three Year Plan. h. Draft documentation of Community Education mission statements, goals, and objectives. B. Tutoring Program K-8, First Phase a. 42 students were tutored during first phase 536 09/01/93 01/23/93 01/10/94 02/07/94 02/07/94 06/30/94 06/30/94 12/14/94 06/30/94 02/21/94 09/13/93 09/13/93 06/31/94 50% 02/07/94 02/07/94 07/31/94 12/14/94 12/14/94 12/15/94 06/30/94 03/07/94 12/09/93 12/09/93 (Principal CE Director and staff PTSA Council Depts.) (District and school level documentation)Page: 3 Program Seq #: 15 Revision Date: May 9, 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis Victor Anderson Secondary Leader: Jodie Carter Program Goal: (1) To operate and maintain program that enhance community. (2) To provide an education service to the community. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria b. Discuss plans for a survey on Tutoring service c. Create a survey for Tutoring Program for each phase d. Locate other tutoring programs in ths states e. Create a survey for students participating in the Tutoring program f. Create a survey for parents with children participating in the tutoring program g. Create a survey for tutors to express their ideas and thoughts about the tutor program. C. McClellan Students as tutors for building self- esteem, First phase. a. 20 McClellan students tutored during the first phase b. Flyers distributed to students who are potential tutors c. Tutoring letters sent to teachers d. Encouraging students to become tutors e. Tutor Coordinator lecture encouraging students to become tutors f. Displayed posters on school campus as a recruitment tool for student tutors g. Tutoring tetters sent to parents h. 17 McClellan students tutored (Jurim second phase. 0 O < le 01/15/94 02/17/94 date 04/05/94 04/05/94 04/05/94 09/15/93 09/15/93 01/10/94 01/10/94 01/07/94 01/10/94 01/10/94 date 01/31/94 06/30/94 06/30/94 07/30/94 07/30/94 07/30/94 12/09/93 12/09/93 02/01/94 02/01/94 02/01/94 02/15/94 02/15/94 05/13/94Page: 4 Program Seq #: 15 Revision Date: May 9, 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis Victor Anderson Secondary Leader: Jodie Carter Program Goal: {1) To operate and maintain program that enhance community. (2} To provide an education service to the community. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria i. Students encouraged to tutor during the school year by offering summer paid counselor positions during Community Education's 2 Cool 4 School Summer Day Camp. j. Encouraged McClellan student tutor volunteers to brainstorm funding sources for 2 Cool 4 School Summer Day Camp. a. Student tutor, David Fields, volunteered to write a letter requesting funding from local citizen. b. Tammy Thomas suggested tutors have a fund raising booth at FUNFEST. D. Review 3 year plan a. Planning and discussing the review of the three year plan in May, 1994 b. Plan an orientation for the McClellan Advisory Board in June or July, 1994 c. Revise the Advisory Board Orientation material for Three Year Plan d. Schedule meetings inviting all advisory members to express ideas and concerns on Three Year Plan e. Prepare survey to use at review meetings f. Prepare meeting using quality management format g. Use brainstorming techniques during meeting 538 03/03/94 03/15/94 03/25/94 03/25/94 09/13/93 12/13/93 03/10/94 06/07/94 07/11/94 07/11/94 07/11/94 07/11/94 06/13/94 06/13/94 05/31/94 05/14/94 09/13/93 33% 07/31/94 07/31/94 09/30/94 09/30/94 09/30/94 09/30/94Page: 5 Program Seq #: 15 Revision Date: May 9, 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis Victor Anderson Secondary Leader: Jodie Carter Program Goal: (1) To operate and maintain program that enhance community. (2) To provide an education service to the community. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria h. Sign up volunteers toward Three Year Plan committees i. Create a presentation following quality management format on orientation revision. E. Plan strategies of student tutoring network a. Possible donation of a computer network by a local organization b. Discussion about computer network donation Feb. 25, 1994 and March 7, 1994 c. Follow up on computer network donation on March 14, 1994 d. Initiate a computer search on all student tutoring network systems on March 22, 1994 e. Initiate a computer search on tutoring programs for high school students f. Contact state agency on computer network system 9- Discuss forming a network committee focusing on tutoring issues h. Locating and making a list of potential individuals for tutoring netowrk Locate software to help enhance computer program. j- Review software programs for tutoring program 1. Skills Bank 111 for IBM computers 2. Jostens tutoring program 3. GED 2000 539 07/11/94 05/07/94 12/13/93 01/11/94 01/11/94 01/11/94 02/15/94 01/13/94 01/11/94 01/19/94 02/1 5/94 01/14/94 03/01/94 09/30/94 07/31/94 50% 12/20/94 03/07/94 03/14/94 06/30/94 04/01/94 12/20/94 12/20/94 12/20/94 09/30/94 03/24/94Page: 6 Program Seq ft'. 15 Revision Date: May 9. 1994 Program Name: McClellan Community School Program Code: 26 Primary Leader: Estelle Matthis Victor Anderson Secondary Leader: Jodie Carter Program Goal: (1) To operate and maintain program that enhance community. (2) To provide an education service to the community. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria k. Due to efficiency, effectivness, cost wise Skills Bank III was written for purchase request waiting for approval F. Recruit students as instructors for Community Education classes a. Community Education Director made presentations in various classrooms for recruitment b. Meetings with Pulaski Vo-Tech Director and Coordinator of Recuritment for Community Education classes c. Continuous meeing on recruitment for fall classes 03/24/94 12/16/93 01/28/94 01/18/94 01/12/94 04/25/94 40% 01/28/94 01/18/94 02/01/94 d. Students with high ACT scores invited to teach and tutor classes 02/21/94 03/03/94 20 McClellan students made higher than 20 on their ACT December, 1993 test 4 of the students scoring high on the ACT made formal presenations at ACT Lock-In G. Have in school
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>Little Rock School District</dcterms_creator>