LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16, 1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations 2.1 Discrimination 2.1.1 Desegregation Expert 2.2 Staffing 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 Recruitment Increase numbers of minority teachers Uniform salary schedule Centralized hiring Notification Similar teaching staffs Mandatory reassignment 2.3 Student assignment programs 2.4 Special education 2.5 Student discipline 2.5.1 2.5.2 2.5.3 2.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans 2.6 Extracurricular activities, AP, honors, and G/T 2.6.1 Teacher identification training 2.6.2 Programs 2.6.3 Transportation 2.7 Academic achievement 2.7.1 Assessment 2.8 Parental and community involvement2.9 Resource allocation 2.9.1 Assessment 2.9.2 Reporting 2.10 Facilities 2.11 Guidance and counseling 2.11.1 Equity 2.12 Learning environment 2.12.1 Prejudice reduction and cultural sensitivity training 2.12.2 Investigate and develop 2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 3.1.2 3.1.3 3.1.4 Satellite zones Neighborhood schools Exceptions High schools 3.2 Voluntary student transfers 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7 Desegregation transfers Racial isolation transfer Magnet program transfer Employees child transfer Special circumstances transfer Outside students Transportation 3.3 Magnet programs 3.4 Middle schools 3.5 Ninth grade schools 3.6 School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Page 2 Section 4: Interdistrict Schools 4.1 PCSSD interdistrict schools 4.2 LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement 5.1 Early childhood education 5.2 Reading/Language Arts 5.2.1 Primary grades 5.2.2 Intermediate grades 5.2.3 Secondary schools 5.3 Mathematics 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 Curriculum and teacher training Assessment Early intervention /Mgebra I and higher level courses By the end of 11grade 5.4 Computer literacy 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education 5.6.1 Opportunities 5.6.2 Equity 5.7 Parental and community involvement 5.8 Scholarships Page 3 Section 6: LRSD Compliance Program 6.1 Reduce noncompliance 6.2 Oversight 6.3 Communication 6.4 Monitor 6.5 Report 6.6 Enforce 6.7 Correct and prevent noncomplinace Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16,1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations '2.1 Discrimination 1-2.1.1 Desegregation Expert u-2.2 Staffing ^2.2.1 - 2.2.2 >-2.2.3 ^2.2.4 -2.2.5 -2.2.6 ^2.2.1 Recruitment Hiring Uniform salary schedule Centralization Notification Similar teaching staffs Mandatory reassignment u2.3 Student assignment programs *'2.4 Special education 3 / v2.5 Student discipline / 4 3 <6 v2.7 ^2
'8 -2.5.1 *^.5.2 *^.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans Extracurricular activities, AP, honors, and G/T *^.6.1 T eacher training -2.6.2 Programs >-2:6.3 Transportation Academic achievement '^.7.1 Assessment Parental and community involvement 3 / 5 />' >- Resource allocation 2.9.1 Assessment 2.9.2 Reporting v2.l0 Facilities .2.11 Guidance and counseling 12.11.1 Equity 3/ S?- ^.12 Learning environment .................. -2.12.1 Prejudice reduction and cultural sensitivity training Investigate and develop '2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 Satellite zones 3.1.2 Neighborhood schools 3.1.3 Exceptions 3.1.4 Highschools 3.2 Voluntary student transfers 3.2.1 Desegregation transfers 3.2.2 Racial isolation transfer 3.2.3 Magnet program transfer 3.2.4 Employeeschild transfer 3.2.5 Special circumstances transfer 3.2.6 Outside students 3.2.7 Transportation 3.3 Magnet programs ^.4 Middle schools 3.5 Ninth grade schools t School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Paue 2Section 4: Interdistrict Schools 4.1 4.2 PCSSD interdistrict schools LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement vS-.l Early childhood education V5.2 Reading/Language Arts '^.2.1 Primary grades / Intermediate grades '^.2.3 Secondary schools '^.3 Mathematics ^.3.1 '5.3.2 ^5.3.3 '^.3.4 v5'
3.5 Curriculum and teacher training Assessment Early intervention Algebra I and higher level courses By the end of 11' grade 2 y/L, y/ *5.4 Computer literacy / 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education *5^6.1 Opportunities Equity 5.7 Parental and community involvement ^.8 Scholarships Page 3Section 6: LRSD Compliance Program 6.1 Reduce 6.2 Oversight 6.3 Communication 6.4 Monitoring 6.5 Report 6.6 Enforce 6.7 Correct and prevent Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4RECEsD JUN 8 1993 OftiCEOF SRESATION MONITORING 6-1-98 ARKANSAS STATE UNIVERSITY COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sini Kent Associate Dean Attachment 4 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Total Score: 1999 Percent of African-American Students
1999 Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) Total Score
1999 Togo 48 -.046 .758 48 Percent of African-Americ an Students
1999 7046" .758 48 1.000 48 N 100 05 05 05 90 CD a E o 80 c o c C3 o s < c ro o 70' 60. 50 5 o c. 40 4 30 20 30 40 50 60 70 < o Q 0 3 C o a c 0 0 a a 0 C 3 c Q a s Total Score
1999Attachment 3 1998-99 (DRAFT Relationship Between Total Scores and Percent of African Atmerican Students Correlations Total Score: 1998 Pearson Correlation Total Score: 1998 1.000 Percent of African-Americ an Students: 1998 TsF Sig. (2-tailed) N ,285 48 48 Percent of African-American Students: 1998 Pearson Correlation Sig. {2-tailed) N 100 .158 .285 48 1.000 48 CO CD cn 90 Q c C to c CD o 55 z TO CD E < c s 80 70 60 a a 0 a B S O o a c < o c o E 0) CL 50. 40 30 Q o Q 40 a s s Q a Q 50 60 70 Total Score: 1998Attachment 2 Stringfield, S., & Ross, S.M. (1997). A reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement. 8. 151-161. Ross, S. & Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psychology in the Schools, 3 4. 171-180. Jayasinghe, M.G. Morrison, G.R. &. Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development. 4 5, 5-20. Ross, S.M., & Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., & Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society. 3 0 (3), 326-357. Ross, S.M., Smith, L.J. & Casey, J.P. (in press). Bridging the Gap: The effects of the Success for All Programs on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992,1 was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI).Attachment 2 HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. NDEA Fellowship for graduate study at the Pennsylvania State Universitv 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980
no longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990,1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals: Books Book Chapters Papers Presented at Professional Meetings 115 6 16 170 SELECTED RECENT PUBLICATIONS Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., & Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement. 8, 45-71. Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., & Lowther, D. The success of schools in implementing eight restructuring o designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8, 95-124. Ross, S.M., Smith, L.J. & Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 2, 29-54.Attachment 2 BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Institution Pennsylvania State University Degree-Year BA. 1969 M.S. 1972 Ph.D. 1974 Undergraduate Major: Graduate Major
Psychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications & Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educationtd Psychology, 1980-1985 Professor, Educational Psychology, 1-985 - Present Senior Researcher, Center for Research in Education Policy, Univ, of Memphis, 1995-Present COURSES RECENTLY TAUGHT Theories of Learning (Undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) activities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985 - 1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and student workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975 - 1985 General administrative responsibility for seventeen bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as "troubles-shooter" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation
smoking cessation
weight management
and eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975- 1978 Responsible for development of social work curriculum and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972 - 1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. 2. Staff Development Specialist: 1970 - 1972 Child Welfare Worker: 1967 - 1970Consultation services provided to: California Attorneys for Criminal Justice California Medical Center Cedars Sinai Hospital Children's Bureau of Southern California ' Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White & McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services o Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College , Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present :eing curriculum, coordinating student Responsibilities of the Chair include of the Uwversity, ftU Ldsuff mowed in the job description programs, creating and hiring and supervising :pi as well areAward commemorating twenty-fifth anniversary of "Little Rock Nine's" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. "Drum Major for Justice" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request.Created training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATIONXPSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals, families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS: "Managing Trial Stress," in Jonathan M. Purver, Douglas R. Young, and James J. Davis HI, Trial Handbook For California Lawvers. Bancroft-Whimey Co., 1987. "Understanding Choice: Gateway to Sound Mental Health," Journal of Mental Health Administration. Vol.9. No.l. 1978. "Social Welfare in Black America," in Cox, et al, eds. Introduction to Black America:A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingam Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982Attachment 1 VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology RECEIVED EDUCATION: APR 19 2000 OFrlCEOF desegregation MOHITORIHS Ph.D. MSW BA - Southern Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Chief executive officer for Terrence J. Roberts & Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff DevelopmentHERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P A BYRON M. EtSEMAN. JR.. P.A. JOE D. BELL. P.A. JAMBS A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL HI. P.A, DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR,. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE & CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 April 18, APR 15 IlTiCi
Of DESEfiRBii'CNMOMING SCOTT H. TUCKER. P.A. GUY ALTON WAOE. P.A. PRICE C. GARDNER, P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN, P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON, P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK, JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYOER JASON 8. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH OF COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITER'S DIRECT NO ItelVED (501)370-3323 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon & Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 Ms. Ann Brown - Hand Delivered Desegration Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. 1, et. al.
Mrs. Lorene Joshua, et. al.
Katherine Knight, et. al. USDC. Eastern District. Western Division No. LR-C-82-866 ______________ Dear Ms. Brown & Gentlemen: Enclosed please find a Motion to Substitute a Complete Copy of LRSDs Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1 - 4 of LRSDs interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1-4 which you can insert in the original copy of the report served on you. F '>HOME\FENDLEY\LRSD\pcssd-brown et al h.wpd Office oi Desegregation Monitoring RLE COPYMs. Brown & Gentlemen April 18,2000 Page 2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) FAHOMPJrENDLEYXLRSDVpcssd-brown et ai h.wpdftpR 18 MS) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. 2 . Since that time, it has come to LRSD's attention that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3 . A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD's Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 3 EASTl U.S. i-snr icr lie Melissa Guldin Associate Monitor Norman Marshall Associate Monitor Horace Smith Associate Monitor Report on the Little Rock School Districts JAMES Preparations for Implementation of its Revised Desegregation and Education Plan August 11, 1999 Office of Desegregation Monitoring U.S. District Court Little Rock, Arkansas Ann S. Brown Federal Monitor ALi'd -I J COi.-RT 1393 -K CSEHK if Gene Jones Associate Monitor Margie Powell Associate Monitor Polly Ranier Office ManagerOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 3710100 Date: October?, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report An tho n An, AX f ___ .1 * , on the achievement disparity between the races in the LRSD for 1991-1992 throuah 1998-1999. The copy we are providing is a draft and wiU be edited further for format and syntax, but the factual information is complete. Please read the report carefully, checking for accuracy. If you beheve any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4:00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you mav write them in a memo An ODM staff member wiU come by your office by 4:00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input wiil not be considered for our final report. I will contact you early next week to discuss of course, call our office earlier if you have any questions. any comments youve made. You may. Because this Is a draft, we ask you not to make copies of it or distribute it to others. ^er the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research & Evaluation staff, especiaUy that of Irma TmiAi* J._:__xl______,__ . r J Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11,1999 Planning, Research, & Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ?ISCaVED OCT 11 iS99 Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 OfRCEOf desegregation MOHITS Dear Mr. Marshall: It is our After careful review of the Office of Desegregation Monitoring report on Achievement there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our onderstanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan X^nn !!:? measure the progress that our district is making in th^ Z!? ?^P- According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. consultants, In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for e purpose of measuring progress toward closing the achievement gap. He stated that the k tn^feii disadvantaged students are, the more likely the district H on norm-referenced tests. Since these tests are designed to insure Seaccurately reflect the growth of individual students. reasons that the Little Rock School District redesigned its testing program was to aX individual student regardless of gender, ethnicity, or afnw th^ coHimitment, a criterion-referenced test was selected that will whTrpT'^'rH of rsetsupdeencttsto n trhme arettqeurired where they started on the learning continuum. Growth scores also allow us to develop students who are not growing at the expected rate. For many of must be certain that our curriculum and instruction mnnitnr faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts, Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8 February 1999 Administration (p. 1): Scaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p 32) Scaled Farol ocnoriQlhi .iinkU X____ _ I. vr- scores [are] especially suitable for comparing results when different forms have been administered and for studying change in performance over In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: E. Brooks, The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that inr I iHoH amor .i ____i________x . _ . ... . included larger than usual numbers of students with very low achievement levels Scaled Scores could make finer distinctions and allow us to measure gams for students who score in the 1 percentile. Scaled Scores then only appropriate, but may also be a preferred measure for reporting dis-^*^^ aggregated scores for African-American and White students. In my opinion tho\/ a cn oro ...uu i_________ r* they also are consistent with the language of the desegregation decree under whirn vni i oro which you are operating. With the input from all of our experts, I would ask that ODM measure used to report our test results to the Court. Sincerely, reconsider the statistical Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Gamine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 1040 511 994 537 964 483 jS Penenl is defined as biack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2% scones expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 O5S 1022 544 980 485 Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% It.. # Tested 1250 556 RECBWD OCT 1 i i ,9 OFFIGLu, Scaled Score 551.1 583.6 1220 521 .L,. 1067 513 1018 543 980 485 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race # Tested 07 08 09 10 11 Black White Percent* Black White Percent* Black White Percent* Black White Percent* Black White Percent* 1074 447 1071 445 1065 445 1125 478 4
. 932 463 Percent is defined as btack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percenlile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.3 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5% scores expressed as a percent of white student scores. # Tested Scaled Score Percenlile Rank Normal Curve ft Tested 1089 642.2 29 38.5 1077 450 1081 448 1072 444 1144 475 934 468 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% 71 61.9 448 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% 1077 447
5e. 1070 447 1143 475 i!
940 472 Language/English Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 121^^ 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%10 Black White Percent* 1067 467 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 61.6% 1066 468 677.0 704.0 96.2% 33 65 50.8% 40.9 57.9 70.6% 1066 471 657.0 697.0 94.3% 28 67 41.8% 37.7 59.4 63.5% * Percent is defined as black student scores expressed as a percent of white student scores. iSlUUUiSffiBSS Office of Desegregation Monitoring United Slates District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 15, 1999 To: From: Re: Bonnie Lesley Ann Brown Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our report findings, most recently Skip s report on achievement. I know that your schedule is always full and can understand your consternation about another to do beina dropped on you. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. W e know we re not perfect and appreciate help in producing documents that possible. are as accurate as But we learned that if we didn't attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didnt get a round tuit. Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition. felt a shorter lead time would promote the focused individual review that we desire, while 1, we deflecting any inclination toward orchestrating a mass reaction to the findings Now here s the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We don t offer an extension of weeks, but were comfortable with a few days more. All one has lO do is ask. And of course, we 11 always provide adequate time for any discussion thats needed as part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it please give me a call. over,Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growth in the achievement levels of individual students
rather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. However, based reference to the position you have taken. on your comments, we did include within our report a Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley II ACHIEVEMENT DISPARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT OCT 2 6 1999 I October 26, 1999 JAMES W. McCORMACK, CLERK By:__________________ DEPTTERR Ann S. Brown Federal Monitor Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Norman W. Marshall Associate Monitor Polly Ramer Office Manager I i 1fa. '^1 lai 'S'' An Individual Approach to a World of Knowledge February 21, 2000 Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECBVED MM 1S) OHSESf____ Dear Ann: l am sending to you a bundle of recent LRSD publications that 1 know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc
Junious Babbs Brady Gad berry 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax: 501-324-2032/'/'i-oc Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your Februaiy 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up Sincerely yours, Ann S. Brown I' icj at- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro
Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their comnients ^e unvarnished and strictly FYI, so take them ofc, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a ----------------LU IVIUJW VV ildU d Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refrigerator cumculum enables them to leam how to fix their refrigerator, or in the alternative we say It s a cumculum their refrigerator can study in order to become a smart refiigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to ditterenuate between the two terms and to widely broadcast definitions that will enable to work from the same understanding. everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.a The document is spnnkled with items enclosed in boxes but the boxes do not signify single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose^ Why? because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if J J- .
Ljyvo. i UI cAaniuic, 11 bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. '5 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort. J I IComments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended' Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance fi-om staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title, Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSD s instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD 6'**, 7'^, 8", Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are leamina at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfills Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English? IA Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum answer arrangement should make the guide more user-friendly. catalog. The question and Weaknesses: The pages arent numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. as it should be The guide should have followed the format consistently rather than varying off into sp^ific course desmptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer questions aren t comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and T? r ri T . UiUC in English. In addition, the notice only offers oral translation than a written version. as an option rather The guide deals less with the middle school it should. concept and environment than I thought Fulfills Purpose: The guide does fulfill the requirements. Im not so purpose of clearly describing course offerings and sure It IS students to make practical use of it. user-friendly enough for many parents and Suggestions: Although the guide does not claim to do so, I would still like to explanation of the benefits of middle school. see more of an The guide does give a description of interdisciplinary teaming, but it seems that the district should explain those explanations near the beginning of the guide rather than more and place near the end. Additionally, the guide should follow were visiting a school counselor and discussing the school. a conversational format fully as if the reader scheduling options. course requirements, and A minor visual suggestion - on the front cover, separate the title A Parem and Sludem Omde ta Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did school parent. receive a copy of this as a middle Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shoppmg. This document includes all relevant info fairly quick reference. on middle schools for Weaknesses: Minor point, but why are the page number positions alternated? At first fnP hnnUjaf n/no __i___j the booklet was only numbered on every other page. I thought Fulfills Purpose: ntembers-and possibly parents who know exactly th^p?^ imfonnation they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts READING Practice reading individually and in groups. Recognize and determine main idea and details in reading selections. Identify different purposes of reading and writing. identify styles of authors. Follow written directions. Recognize difference between fact and opinion. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information." cxrJi Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to helo in writing. Use predicting, putting events in order, and skimming to increase understanding of reading material. Use examples to support opinions and conclusions about reading material. Use computers and library skills to find information. Read graphs, tables, maps, and diagrams. WRITING Write in personal journals for specific periods of time. Write about real world, personal, and classroom experiences, a Writo hnmria+o _i__i?__ Write in complete sentences using vaned patterns^including simple, complex, and compound. Use prewriting and beginning activities. Explain through writing what is learned in all subjects by use of outlines, categorizing and writinq directions. Create a first draft with paragraphs containing a topic sentence, supporting details and logical organization. Use appropriate skills in mechanics, spelling, and usage in writing. * and ^PP'^^P^^te resources to correct spelling, grammar, punctuation, Use computer and human resources to collect and organize information for writing. Edit and correct error?? with .^noll Pha/'U onH i.________________ errors Spell Check and Grammar Check on computers.PHYSICAL SCIENCE Investigate the effects of magnets on each other. Know that the Earth is a magnet. Understand the operation of a compass. .1 Use a coil of wire and an electric current to produce magnetism Build a simple motor. : from using a coll of wire and a magnet List the matenals from which paper is made. Describe properties of paper and how they relate to its use. Make paper using the steps in papermaking. Identify paper as a major renewable resource, nc4 Describe the steps in designing different types of paper. * " V1 ni prcc^ucA, P>--pc r , - LIFE SCIENCE Describe the basic needs of plants. Identify the things that affect plant growth. Describe how plants reproduce. Describe how light and gravity affect the growth of a plant Plant and care for plants. . Confrol the environment and conditions when the seeds are planted and the plants are growing Observe, measure, describe, and record changes in plant growth. EARTH SCIENCE Understand that time can be measured using the natural cycles of the sun and moon. Descnbe how shadows from the sun a day. can be used to measure and predict the passage of time during Descnbe how the phases of the moon can be used to predict the passage of time during I JnnarQTanri ____________ , . . 3 Understand that mechanical clocks can be constructed and used to time consistently. a month. measure specific intervals of Social Studies CITIZENSHIP Describe political patterns in ancient civilizations. Describe the development of Greek and Roman democracies. Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE Explain the interdependence of ancient people with their environment Locate and describe ancient and early civilizations in Africa and Asia. Locate and describe life in ancient and early America. Analyze the impact of trade in ancient/early civilizations. Locate and describe the way of life in early Europe such as Greece, Rome and Russia Analyze the structure of feudalism. Explore current event issues in lands of ancient and early civilizations. * dvi^zati^'^^ rnethods and processes to explore the interdependence of people of ancient and early CONTINUITY AND CHANGE 4-.T Explain hew the development of agriculture impaa^ andent and early people. Use various methods and processes to explore and explain changes in andent and eariv civilizations. Describe the impact of the rise and fall of ancient and early civilizations such as Egypt Rome and Meso America. Evaluate the impact of change over time. Investigate how political events have affected the way people live, such as their literature and language. cJTetkCL ICULTURAL PERSPECTIVES iI . SmnTrP /nH r PP' transmitted their cultures Cornpare and contrast vanous and diverse cultures of ancient and early people tocation, place, region, and how they interacted with each other and their e Compare and contrast the ways ancient and early people met their basic ssociate ancient and early group leaders with places of origin and belie Uescnbe contributions of ancient and early groups and individual: environment with respect to needs. Describe the roie of the church in early Europe. Msociety.
oixc cujTeri-V 5500 Read literature about people/events of ancient and early civiiizations. SCARCITY AND CHOICE Describe and analyze the economic patterns of early people. Analyze how ancient and early societies dealt with scarcity. Relate factors associated with economic development, such resources. as technology, population growth, and COOPERATION AND CONFLICT fnd Christians, and Christians aniong ancient and early groups 4 o Z Q 2 J "512 7b "T-* 37l5 lOlluzj Language Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. IIddeennttiiffyy ddiiffffAerre^nntt pniu irrnpro>scQesc of reading and writing. Identify styles of authors. Use logic to follow directions. Use word-attack skills to read accurately and to understand information Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate r i. Use headings, italics, footnotes, and other printed features to sonrte awn dinformation. wLa -A ? , reatures to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. wXg appropnate for reading for pleasure, finding information, and for use to help in Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material RReeaadd garraapnhhss, ttaabhlleosc, mmaanpes, aannda daiiaagnrra-mm.s.. V & 10 I die'tion-ary 'lii II Social Studies CITIZENSHIP Descnbe the difference between democracy and other forms of world governments. ornpare and contrast the rights, privileges, and responsibilities of citizens in diverse political svstPm Analyze the characteristics of citizenship as it relates to different countries. Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE and reference matenals to acquire, organize, analyze, andfnterpret geographic inrormation and issues. ____ Ampnr regions,(^^s and majordti1?i^ U.SJC'Canada Latin Amenca, Europe, Rj^ia, Southwest and East Asia, Africa, and Australia ~ Wentify continents by outlines and compare and contrast physical fe^res of continents. Descnbe ways people and nations interact with each other and with ' Read, and a^lyze current event global issues and problems. the environment. CONTINUITY AND CHANGE Describe and analyze the impact of human changes to the environment an understanding of technological changes and the impacton how people Re ate sn pvpnt m hic+no/ pn/-*!***! Relate an event in history with social change. Use a variety of processes and appropriate methods and tools and change in the global society. live. to explore and understand continuity CULTURAL PERSPECTIVES Describe the elements and factors that distinguish cultures. Compare and contrast cultural features of regions. Identify and describe the major cultural regions of the U.S.A. Canada Southwest and East Asia, Africa, and Australia. G_rec-s ? Latin America, Europe, Russia, Determ me ways that culture influences peoples perceptions of places and regions Wentify and evaluate different viewpoints regarding the use of resources. famine the relationship between historical events and cultural development Demonstrate rocno/^+...IX._____ a respect for different cultural perspectives. C.c-r\ tAO. zir coi'i'Vi<^ti ICOOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious qrouos of the world. Examine ways people attempt to combat world prejudice and discrimination. Identify and explain reasons for conflict within and between regions and countries. Give examples of global conflicts and cooperation. Relate competition for resources to conflict and cooperation between regions and countries. Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE Explore how factors such as technology, population growth, and resources are related to economic development of nations. Analyze the distribution of goods and resources among nations of the world. Describe major industries and businesses in the United States. Describe and compare the economic systems of the world. Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP Identify and explain the purposes of Arkansas government. Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation. Explain the historical and current-impact of American public policy on Arkansas racial, religious geographic, ethnic, economic, anttlinguistic diversiti^ ? Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government. Analyze the characteristics of effective leadership in Arkansas today and in the past Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas. Describe and analyze the use, abuse, and limits of power and authority in Arkansas. Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state. Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system. Propose and evaluate alternative uses of environments and resources in Arkansas. Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT 1 i Demonstrate areas of inequity and discrimination based socioeconomic status in Arkansas. on race, sex, age, physical condition, and Examine the contnbution of the arts, literature, media, technology, and languages in fostering COODArafjnn anH in raneinn _______ a cooperation and causing conflict in Arkansas. Analyze how disparities in power and economic status lead to conflict Compare and contrast the causes and consequences of conflict within the world. state, the nation, and the Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict. Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE Analyze how decisions and events in Arkansas and the world affect each other. * interactions between the people of Arkansas and their environment Relate the evidence of historical and cultural languages to the development of the state v - Analyze and evaluate the history, causes, consequences, and possible solutions to presen?-dav issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality. Understand spatial relationships and locate places on Arkansas, U.S., and world maps. Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture and communications that affect Arkansas social and economic activity. Investigate how political events, technological changes, and cultural diffusion have affected literature languages, and arts overtime in Arkansas. Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and rp^nnncihilifiae ni/ar responsibilities overtime in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES Examine information and developments in Arkansas and explain how they may be viewed differently bv people from diverse cultures. Ariaiyze the historical perspectives that contribute to the development and transmission of Arkansas' cultures through language, literature, the arts, architecture, traditions, beliefs, and values. Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other qrouo -J-.. .^i____:_____________________ ... .. . S characteristics contribute to developing an appreciation of Arkansas heritage. Identify and descnbe the various movements or periods of significant historical change within and across cultures. Explore ways that Arkansas natural and built environments interact with culture. Analyze and demonstrate the value of both cultural diversity and cohesion within and Examine and explain belief systems underlying Arkansas traditions and laws. across groups.LIFE SCIENCE Describe the major characteristics S' Classify animals using their characteristics. Explain the differences between sexual and asexual reproductions. ^pfein^h' ''"h " animal Explain how changes within animals help them List the characteristics of plants. Describe the structure and function of egg-caterpiilar-butterfly and egg-tadpole-froq) survive on Earth (give specific examples). uie Siruciure and function of roots stems leav Descnbe methods of reproduction in plants Understand how plants m--a--k- e fWoWoMd UaInIMd oxygen through photosynthesis and Classify plants based on their characteristics Know how the ecology of the environment is organized such population>community>ecosystem>biosphere Descrihp hni tho ._.k -x c____, use oxygen during respiration. as Describe how the amount of food, eat the , , I ------- III dll aicd UV Identify the different types of relationships between commensalism, parasitism). Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form Distinguish between velocity and speed. Distinguish between velocity and acceleration. Understand acceleration along curves. Calculate the acceleration of a falling object. DDsessncrriihboe projectile motion. Describe how a satellite is a projectile in free-fell. Understand factors related to the Describe the characteristics of organisms. plants and animals in an environment (such as mutualism. motion of a pendulum. waves. eSh fee and longitudinal). Exp am the relationship between frequency, wavelength, and speed ii Explain constnjctive and destnjctive wave interference the basis for motion. in a wave. 1D1 eJs cribXe how sound waves are formed, transmitted, and received Understand the Doppler Effect (such you). as how the sound changes as it comes towards Describe the waves caused by earthquakes. dentifv hnix/ li/nhi you or goes away from Identify how light travels. Describe reflection and refraction of light Distinguish between physical and chemical Understand solutions and factors that affect Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. changes and properties, solubility. I I I Language Arts J READING Practice reading individually and in groups. Gain information from reading. Draw conclusions and make inferences in regard to reading material. Judge, cntique, and defend opinions of reading selections. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes. Follow written directions with increasing difficulty and complexitv Use logic to follow directions. Use word-attack skills to read accurately and to understand information Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate Use headings, italics, footnotes, and other printed features to new information. -D'- luuuiuBi. ano oinerpnnted features to sort and organize information Identify and compare elements of reading such as setting and characterization. oelect reading materials representing a variety of cultures. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer hip h wning^ materials appropnate for reading for pleasure, finding information I, and for use to Use compare and contrast skills in reading. Use predicting, sequencing, and skimming to increase Read graphs, tables, maps, and diagrams. understanding of reading. WRITING uOqI^I ill ICi ll?3i l topics : beginning M. Create a first draft with a central idea and with details, and a closing sentence. paragraphs containing a topic sentence, supporting * onn organization and details concentrating on a central theme Use appropnate outlines and organizing methods to practice thinking and analyzing skills Use appropnate skills in mechanics, spelling, and usage in writing Vary sentence styles to include simple, complex, and compound Proofread writing in peer groups and with teacher for information Use a dictionary, thesaurus, and other resources to organization, and style. usage. correct spelling, grammar, punctuation, and . ProdX nSkh H ^atenals, and personal interviews to collect information oduce polished pieces of writing to be shared or published and collected in a writing portfolio Express awareness of vaned cultures and universal issues in wnting. 1: Relate elements, atoms, molecules, and compounds. Explain the behavior of gases in terms of the particle theory of matter. Find the relationships involving pressure, volume, and temperature of a gas. Distinguish among metals, nonmetals, and metalloids. List elements that are classified as metals, nonmetais, and metalloids and give their uses. Recognize when chemical reactions have taken place. Write word equations for reactions. Describe how energy is involved in chemical reactions. Classify energy resources as either renewable or nonrenewable. Compare and contrast types of fossil fuels. Describe the benefits and drawbacks of using different energy resources. Describe the operation of a steam generator electric power plant. EARTH SCIENCE Name conditions that define minerals. List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture). Test minerals to identify them. Descnbe the value of minerals. Distinguish between a rock and a mineral. Understand the rock cycle. Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP Explain the philosophy of government expressed in the Declaration of Independence. Analyze foundations of the U.S. Constitution andiffssignificance. Pynlain th a mainrHoKatac II____I____i2_--L Explain the major debates, compromises, and resolutions during the development of the Constitution. Describe the development of the two-party system. Outline the principles of federalism. Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states. Explain the responsibility of a free press and give examples. Practice the roles, rights, and responsibilities as participating citizens in a democracy. Participate in a project designed to serve the community. 1r# r INTERDEPENDENCE f aT' 3-n -'Oration associated wte, ,e grown, and Interpret various timelines related to American/U.S. history. * documents and narratives of American/U.S. I.iou^.y uu lu toentify, analyze, and interpret primary sources and historical and editorial Summanze the Exploration and Colonization Periods . Describe the role of early ZC" century U.S. in world and domestic affairs . Wentfy major events in American/U.S. history up to 1914 and evaluate the Read, interpret, and analyze current events. history upto 1914. cartoons. causes, costs, and benefits. CONTINUITY AND CHANGE Descnbe the impact of change on places and the movements of people and goods UUnnddeerrSsttaanndri tthoep ttrraanncsffnorrmmtaattiiroinr, and r__e_s__p_o__n_s_e_. tor the Industrial Revolution. Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES ractors that influenced them. Compare and contrast diverse cultures in American and U.S. history. Analyze the significance of the issue of slavery to society, politics, and economy Outline the development and growth ofthe American education system. aSS* ntributions of diverse individuals and groups such as African Americans and women to Mrnsnc3n urs. COOPERATION AND CONFLICT Analyze the causes and consequences of wars involving the U.S. to 1914. Describe the critical developments during the Civil War and their impact Outline the causes ofWorid War I. or Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K ALTDENCE: parents PLT<POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an. educational standard. FLLFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First ALTDEENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PL^RPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: none IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE
Second AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS
It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WE.AKNESSES
There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by such as president or proper name ADDITIONAL COMMENTS
none iReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand eveiy item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches ofthe U.S. government. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GR.WE: Fourth AUDIENCE: Parents PURPOSE
To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookina. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE
Fifth AUDIENCE
Parents PURPOSE
To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. * STRENGTHS
It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is demonstrate really the best verb' Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS
none i i
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.