LITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN MARCH 23, 1989 VOLUME II I I 9. TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data Processing NOTE: An asterisk (*) indicates a part of the Plan that must change if grandfathering is not permitted.STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools described in the Interdistrict Desegregation Plan. as III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white stu- dents at these schools but no school shall have position of greater than 60% white. a racial com- Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, 1 3. 1 / -the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school. As a result, all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* 5 All Incentive School students will have the option to be assigned to an Elementary Academy to be selected by accordance with desegregation considerations. LRSD in 2 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 7-12. The maximum black percentage is twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School. 3 f3. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is t* allow a student to return to his or her previous school ment. assign- 4. Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have sibling a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 0 [ i
4VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student caxinot be assigned to any of the schools in the student's feeder zone. the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assigna ments
process all data entry work for elementary schools
pro- cess interdistrict M-M transfers and magnet assignments
reassign students because of overcrowdedness or desegregation requirements
consider appeals
conduct recruitment efforts
and process desegregation transfers. 52. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Fozrm which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* 6IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: (1) to implement a program to promote effective desegregation of Dunbar Junior High School
and (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize com- puters, other technology and expanded use of materials to augment the instructional program. The enrichment program will have the following major areas of emphasis: (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to' seven (7) (2) periods per class day. Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Equipment - Some of the traditional courses, in addition to the computer science and fine arts courses, will utilize technology to assist in the delivery of instruction. (4) Staff Development - The principal and staff will identify inservice needs (summer and regular school year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff will collaboratively disburse budgeted funds to meet the needs of the enriched program areas. sNEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year are: . 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. Youth specialists for advocate for an work with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them "work off" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. 9NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/lntroductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 & 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 & 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 & 9) per FOREIGN LANGUAGE German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the elementary level may take an exam to qualify for entrance into German II. MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 10SPECIAL EDUCATION Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 11COURSE DESCRIPTIONS Advanced Computer Applications (Grade 9) Semester 2 Open to students from the fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet, and how to use at least one desk-top publishing program. Students will have the option of creating a LOGOWRITER project involving music and animation. Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent Students will learn to write faster than they can handwrite. simple programs using basic algorithms and write procedures. document their projects. LOGO commands, to construct They will use LOGO Tools to A hands-on, one semester course. course. Advanced Programming, Grade 8 Year 1, this course will be similar to the 7th grade Ysar 2, it will become an advanced programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course In computer applications, word-processing and cross-curriculum projects- (examole: LOGOWRITER Tools to create a Science Video based library or field). focusing on using This is a project-based course. on research in Literature of Adolescent Literature of the Adolescent and the Composing Process I are to be offered simultaneously with students changi ng c_____ end of the semester. These course are to be considered u Composing Process II and Speech/Drama, will be offered only to 9th grade students. courses at the prere- which end of the semester. The Composing Process I The Composing Process I and Literature for the Adolescent are to simultaneously with students changing courses at the semester. These courses are to be considered prerequisites for The Composing Process II and Speech/Drama, will be offered only to 9th grade students. which are to be offered The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. Process I 12course The and The Composing Process li will review and expand upon those writing skills taught in The Composing Process I course. Composing Process will emphasize planning, writing, editing, publishing stages of writing paragraphs and essays. Speech/Drama Speech/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who have taken Composing Process ... Adolescent as eighth graders. and Literature for the I The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. Plano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard. * coordination. - music ability, A semester course (or year) where - - Students will learn hand-eye Students will learn simple melodies and chord - Students will learn self-discipline and care of the piano, - accompaniments. ---------- 1 proper - Students will learn how to add various sound effects as background to songs, stories and drama songs, stones and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an Handbells I (Grade 7} Sinning course in art of ringing English handbells, will learn the technique of ringing bells Students - will learn to read music notation and symbols "team-work" by playing their part with other students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells will learn the value of concert performance with other from other schools. groups Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be ^sic aptitude, behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell Festivals, perform for the community and civic organizations. irst year. group. behavior and from 7th grade bell and Jazz Band (Grades 8,9) A course designed to introduce Junior High School idiom of jazz music as an American Art form. students to the Orchestra (Grades 7,8,S9) In this course, basic fundamentals level. _ , ----- are studied on the beginner's Detailed instruction is given for correct hand positions. 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not performance oriented, but are directed toward developing skills for advanced study. German I In the first year, students are introduced to the Germanic as well as to the basic German language, the student with cuisine. Effort is made to provide actual experiences of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, cultural literature at appropriate level is read and discussed. Students write five compositions with the help of guide questions, previous oral discussion, and/or pictures. _L_ 1____ correctly in context all common grammatical structures formerly studied. Students learn to use Geometry This course presents the basic ideas of geometry Including nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and Indirect proof. the Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills
in-depth novel study
and reading for enjoyment. Supplemental work will be interfaced with computer applications. Both individual and group will be included. The focus will Science 7 - Life Science (Laboratory) Science 7 Is designed Eo teach students science process skills and the scientific method. Students will perform experiments and analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to: - make accurate qualitative and quantitative observations about natural events
- make metric measurements for length, volumes, mass, and temperature
make inferences and conclusions about natural events based upon relevant observations
12(b)- design an experiment to test a hypothesis
- collect data and organize it in charts and graphs
- form operational definitions
- accept or reject a hypothesis based upon results
- recognize problems that are subject to investigation
- ask questions relevant to a problem
- manipulate variables in an investigation. - Physical Science (Laboratory) :e - 9 develops concepts and 1 Science 9 Students Investigate the physl- Lab Science -9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the physical and chemical properties of matter, light, electricity, and simple machines. Industrial Technology Education II This course Is designed to provide the student with a learning experience in modern industrial technology. ~ is directed toward four major clusters: vuuawuu- tion, manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, la pneumatics, telecommunication and other modern equipment and cepts. Currlculxjin content communication, construc- lasers, con- 12(c)X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 - Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity f Houses through MRC and other districts for magnet Open Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses & suggested recruiting techniques Feb. 20 Order through DP PIP'S
order selection forms Feb. 20 Mar. 3 Coordinate Open Communications House publicity with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries details of K/New Student registration RE: Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New PIF'S to SAO Student Mar. 21 Mar. 31 Enter K/New Student PiF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing Apr.4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms
Process prepare waiting lists
make mandatory assignments May 1 - May 12 Send final assignment list Transportation for route adjustments to May 13 - May 17 May 17 Print assignment letters and prepare for mailing Mail final assignment letters 14STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance cases, zone. In some satellite zones are used in order to meet the desegregation requirements. (2) Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school.* an incentive school, (3) I/* ^udens living in the attendance zone of an incentiv^' -AV*^** school have the option of attending a racially balanced school to be selected by LRSD in accordance with desegregation considerations. (elementary academy) (4) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school if it aids desegregation. an (5) Rising (or matriculating) students, grades 6th and 9th, *'111 be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. (6) Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. (7) (8) Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. (9) Any student may apply for a magnet school by completing a magnet application. (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year.* (11) Each student will receive a final through the mail. assignment letter 15 a(12) Each school will be responsible for making attendance zone assignments after May 17. (13) magnet assignments, The Student Assignment Office will be responsible for all reassignments, magnet assignments, majority to minority transfers and desegregation transfers. B. Grandfathering* (1) All students may remain at their present school assignments . C. D. (2) (3) The Special Edition FOCUS will explain the assignment process. student The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. Reassignment Process Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be student will be reassigned to the nearest school that has a seat available in the student' s feeder If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. Student Assignment Office will be responsible for reassignments. Reassigned students will be placed on waiting list for the appropriate attendance zone school. zone. be responsible Reassigned students will be placed The all the The minimum black percentage for each elementary academy is Any assignment that causes a school to fall below the minimum black percentage will not be granted. lu such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. (See "Desegregation Transfer" for desegregation requirement for secondary schools.) 40% black. is In such Transfers* (1) Students may request a transfer to the attendance zone school, an incentive school, an interdistrict school or a magnet school. (2) The Special Edition FOCUS will explain the assignment process for transfer requests. 1RE. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. Final assignment letters will be mailed to parents bv May 17. SEE PROCEDURES Return of Forms (School Selection Forms) Completing Selection Forms Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. Risiny students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17 SEE PROCEDURES Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Pupil Information Form in order for the Student Assignment Office to begin the assignment process. (2) (3) A Pupil Information Form can be obtained from any school and returned to any school. Obtaining a PIF from a particular school or returning a particular school does not guaramtee assignment to that school. (4) Open Houses will be scheduled in all schools April 4 April 9. (5) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form bv April 11. 17 a(6) Selection forms can be returned to any school in the Little Rock School District. - - returned by April 24. Selection forms must be G. SEE PROCEDURES Klndergarten/New Student Pre-registration Return of Forms (School Selection Forms) Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the same for the 1989-90 school year. The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school assignments. The lEP's of some secondary students indicate that they attend three or more special classes. These students rotate to special education teachers, therefore their needs can be met in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. These stu- H. Sibling Preference* (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance zone school. I. (3) (4) Any student who makes before the 1991-92 school sibling preference transfer year may remain at the school to which the student transferred until graduation from the organizational level. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. with Magnet and Interdistrict School Assignments (1) (2) ^1 assignments to magnet and interdistrict schools will be made by the Student Assignment Office. The Student Assignment Office will be responsible for maintaining all magnet and interdistrict school waiting (3) All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet and interdistrict vacancies. IS aJ. K. (4) (5) (6) (7) (8) (9) A computerized random selection process will be used to consider all magnet and interdistrict options listed on the selection forms. All magnet and interdistrict assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. A request Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet or interdistrict school will be placed on a waiting list for that school. A student's rank on a waiting list will be determined by a random selection process. However, magnet options will be ranked above second choice options, etc. Interdistrict MaJority-to-Minority Transfers first choice (1) All assignments will be made by the Student Assignment Office. M-M (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. The home district must provide transportation for M-M transfers. Desegregation Transfers Junior and senior high school students may transfer to pother school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 712. The maximum black Dercentaae tupiup and one- (1) The percentage is twelve half percent (12-1/2%) above the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 19(2) Elementary students may transfer to an Incentive School 4^ only if such a transfer enhances desegregation at the Incentive School. (3) A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. (4) Desegregation transfers will be granted during a limited period once each year. (5) will provide transportation C__ 1__ transfer students where it is cost effective todo LRSD for desegregation so. 2nPROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled In LRSD schools: 1. Parents of students currently enrolled In LRSD will receive a School Selection Form through the mall. A. B. Parents should complete the form with their school selections. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. 2. 3. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. B. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity and desegregation limitations. II. Return of Selection Forms Parents will be mailed their school selection rarenrs wixx De mailed their school selection forms on April 11. Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures In handling School Selection Forms: 1. As the selection forms are returned, separate them Into three categories: 21A. Students requesting to grandfather at their present school assignment ( " LRSD).* (students currently attending 2. 3. 4. B. C. Transfer requests LRSD).* (students currently attending Kindergarten/New Students to the LRSD. forms are received, remove them from the envelopes. i Use paperclips only to attach any notes or letters to . the forms. Do NOT tape or staple damaged forms
the Student Assignment Office will replace damaged forms as needed. As Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, on the Selection Form List. Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following: a. With a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in ink. Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms checked.) (This step can be are received and ( b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. d. Send the envelope to the Student Assignment Office immediately. 22III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten In the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. f Jfou>Wlll receive flyers to be sent home to parents ^^^ftotlfylng them of kindergarten pre-registration and the deadline. These flyers should be sent home as 2. soon as possible after they are received. Parents pre-register their children by completing a Pupil Information Form
they may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information Form Is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, DO NOT hand out ANY Pupil Instead, Instruct parents to go to ^the ^Student Assignment Office to pre-register After the assignment process has (May 17), each school will be Information Forms. their children. been completed (May 17), each school will responsible for registering and dergarten and new students. assigning kinB. Return of Forms 1. Parents return their completed 1-^11 Information Forms to any school In the LRSD until the deadline. may their Pupil 2. 3. For each form received, write "RECD" and the date In the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. The following Information MUST be supplied on the form: First and Last Name Race Sex Address Date of Birth If any of this Information Is missing, the form cannot be processed. 234. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF labelled "Verification of legal name and birthdate by". the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year. If DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address
post office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill). ___ the Address Verification Form and attach a copy to the PIF. sales Complete When the PIF has been completed correctly, write K (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in the ETHNIC box. THE SCHOOL BOX) . SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM * (NAME) (ADDRESS) (I.D./RACE/Z8) Next Year's Grade Dear Parent, OFFICE USE ONLY *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* This is your school selection form for the school year, the issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. ------------ Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school, I understand that my child will remain at his/her present assignment if a seat is not available at school. Please assign my child to , I understand that my child w,ill remain at his/her present assignment if a seat is not available atT"* INCENTIVE SCHOOLS ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankl in Garland Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE 24 (a) 0 0 0PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 0 Two or more siblings requesting to transfer together. Student new to ye District requesting assignment to a non-attendance zone schoo with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of siblings: Siblings ye brothers/sisters. or half-brothers/sisters, residing at the s^ home address with brothers/sisters, or half-brothers/sisters who are enrolled in the Little Rock School District.) 24 (b)FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 5 3% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 5 3% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 5 3% 25School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472^* 215 184 399 54% '+?l Watson ^2. 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 9,501 Incentive Schools There will be eight Incentive Schools which are listed below with the nximber of classrooms in each as well as the capacity of each at twenty-five students per classroom
School Classes Capacity at 25 * Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325 Washington 42 1050 Totals 136 3800 26 Interdlstrlct Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the' Home-Mart accordance with the Interdistrict Plan. aker and Harris seats in Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards which have the following limits:Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academies is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, Zr however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black, expected that at least 400 black LRSD students will It is attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdlstrlct School enrollment upon the Elementary Academies:Black Enrollment In Incentive and Inter- district Schools Total Enrollment In Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% <89> 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction - 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origl- nally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 A new wing is being added to Fraxiklln School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students. It serves as an a Interdistrict school. The new Stephens will be easily accessible to downtown office workers. state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdlstrlct school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. The parties have had discussions with realtors regarding clfic school construction sites and existing buildings. spe- The Master will be provided a separate progress report concerning negotiations for school sites. 30INCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefellei^^^^y^^ecome an interdistrict school. but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants. The incentive program must also serve as a recruit- 31 Iment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible. the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students realistic goals for attending college. in setting 32Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives ano parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa- Tle blueprint will be used as the framework for scecinc activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. K, L, Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration - . School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subconmittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely furnishes the_community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program deoends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. August 1989. The Incentive School Program Committee will continue to function until 1, 1989, The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1 the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors, The Incentive School Program Parent Councp will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails, K the belief of the District that all of these ideals will be evident in each incentive school. a It is certainly 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35INCENTIVE SCHOOLS academic programs and curriculum development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective,and critical capacities of all children. It The content of the education must be true, appropriate, and relevant. The pro- ces^ of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become contributing problem-solving member of his or her own community and the global society as wel1." (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional tac""ology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. a ._ 36 2 4. Reading Across the Curriculum will be a major emphasis for developing reading pronciency and critical reading skills. Each'subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). Each'subject area 5. E^pisssion Across the Curriculum will offer instructional objectives andstrategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to wi ' I De used in each Incentive School to assist teacners in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmentalization will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for 'subject area" teachers for the respective grade levels. II 9. Instructional Technology will be available in specialized laboratories and in individual classrooms. ------ 10. Science Laboratories equipped with adequate equipment and materi als/supplies will be available for students in grades 3-6. n. Computer Laboratories for remediation and enrichment will be expanded for minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. a 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 3719. 20. \21. 3 Incentive Programs - each school will establish an incentive programforrecognizing academic excellence and academic improvement. Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 24. African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade i 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) motivation and learning with oral expression through reading
i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) 3S-Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) 38 (a)4 -Emphasis on introductory concepts in history, geography, and civics (:<-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote "livinq social studies (K-6) -Emphasis on American and Arkansas History (4-5) -Emohasis on World History (6) -Celebrations/caremonies will be integrated into the curriculum MATHEiHATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and ' results (K-6) SCIENCE on -Instruction will utilize 3 hands-on discovery and explorati approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project
i.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 395 FOREIGN LANGUAGE -each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a "total physical response" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL ESUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on "wellness" for the young (K-6) -Emphasis on the development of an understanding of and respect for the handicapped
i.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. 6 Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for the Special emphasis will be placed , African-American role models for males. students. on com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs. social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations . Academic Reinforcement Activities may Include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programing Club, Debate Club, Thesbian (Drama) Club, Math Club (Ma^ Olympiads), Odyssey of the Mind, Great Books , Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club 41/ Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trigs - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. * > 4LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCX SCHOOL DISTRICT I. Sackaround In the early 196O's, the Philadelphia (PA) School District raised reading andvocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers
the program did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis Indiana
'Washington, D.C.
St. Louis, Missouri
Dallas, Texas
Los Angeles,^California
New York City, New York
Oakland, California
Kansas City, Missouri, Some use the Philadelphia materials
others have Louis , developed their own materials. and teaching formal Latin grammar
means to improve English skills. In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. .ne initial implementation of the program by Philadelphia and later in the above iden-.i.^d districts was in inner city schools with a large minority popula>.ion. The targeted levels were grades five and six or grade six onW Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all diSwriCwS, a uaam of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin. program using the Greek language has also been developed
the same methods and approach. A corresponding this program uses The materials focus on using Latin and Greek word roots as a basis to incre English readingand vocabulary skills. Materials are varied
the two basic courses are designed far fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. ase II. Rationales More than 505 of words in the English language are based on Latin words
focusing on Latin word roots and word-building elements will increase knowledge of ' English vocabulary. Many fifth and sixth grade social studies and 'icula,inc:ude mythology and the Greco-Roman worlds at relate to this subject matter will broaden learning and provide enrichment. readinc c. mate mat vocabulary Ability to read English is not limited to language arts and other academic areas more sue living, school. a-facts S', assful ind" ss in 1 i fe i tse 1 f
se SC'U
s La: wh i V of vidua Is who feel n is ar unusual subje y is no an unusual and "di nncs ar compe increasing that ability creates an for stud t to deal with school and ants, especially in elementary focused on learning the Latin language per lo-oved self ferent" sub laoe to and seeing success in he learne-'s. a . s u a IS * .* S 3 *, a 44Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students
no other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students p in III. Prooosal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program, mented at?' - .. the fi f . The program will be imple- - -he start of the 1989-90 school year and will be incorporated into
h and sixth grade language arts instructional block for approximately fifteen to tventy minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (A) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them
this course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the'program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made
data. this assessment will be based on surveys and test 45Latin Enrichment Program Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 Budget Summary (Program in alf Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers $6,360 1 school with 10 teachers 10 teachers 2,450 TOTAL $9,310 _ _ 46OeJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE 1. To provide awareness of the Latin program to Incentive school principals and staffs 2. To provide Inservice to participating teachers I I EVALUATION l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A 6th grade teachers tn incentive schools l.f. Conduct awareness meeting with current Sth t 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to COST (per teacher) Angela Sewall Beverly Uhlte Arma Hart Rechel Myers Harle HcNeal Marvin Zlmmcrma n Principals of Incentive schools Sth A Sth grade teachers at Incentive schools Princlpals remaln at incentive schoils I.h. Recruit and fill des vacan- 2.a. Requisition Instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Calendar -0- Angela Sewall Beverly White March 1, 1989 Printed agenda -0- Marie HcNeal Marvin Zlmmennan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll U, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1. 1989 July 1, 1989 Hay 1. 1989 List of identi Tied 5th & Sth grade teachers Identified Sth A 6tli teachers at incentive schools for 1989-90 Arrival of material s -0- -0- I I $20 ma teriais (per teacher) I 1^ *4 OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for abovt 2 meetings - 2.e. Conduct above 2 aweting
2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour inservice workshops In local bulldings/cluster distrlct-wlde IMPLEMENTATION PLAN Paqe ? participants Teachers and Principals Gayle Cloud UALR official Teachers / IERSON RESPONSIBLE COMPLETION DATE EVAL UATION Harle McNeal Marie McNeal Marle McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Harle HcNeal July 1, 1989 June 1, 1969 July 15. 1969 August IB, 1989 June 1, 1989 December 1, 1969 May, 1990 September 1, 1969 i I I 00 One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar 2.J. Conduct above four inservice workshops Teachers Principals Gayle Cloud May 1, 1990 (2 per semester) Meeting agendas COST (I'gr teacliei I 560 printing (per teacher) -0- -0- 120 materials (per teacher) 1200 consul taut fee(S5per teache* 160 stipends per teacher (110 per hour) -0- -0- 120 materia I s (per teacher) 11200 instructor fee ($10 teacher) per -0- 110 materials (per teacher) 1400 fee /{"sultant i*IO per teacher) ) OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN Page 3 PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVAL NATION 3. To Implement the elementary Latin program In Sth I 6th grades at incentive schools 3.a. Schedule time for classroom instruction 3.b. Purchase/dupHcate/ create student material ! Teachers Teachers Principals Harle McNeal I COSl (per teacher) August IS, 1969 School's instructional schedule -0- ongoing Materials ready for classroom use SKI materials (per teacher) 4. To evaluate the elementary Latin program I I I (X) 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b, Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers
Principals Principals Principals Harie HcNeal Gayle Cloud Principals Harie HeNeal Harle HcNeal ongoing Hay 1, 1990 Hay 30, 1990 April 15, 1990 Hay 1. 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report -fl- -0- -0- $10 printing (per teacher) -0- -0- -0- 1988-89 (Spring t son Responsioie -----------' * il P1in 7 develop na~iiiiplenient i ^utHty academic OBJECTIVES STRATEGIES/ ACTIVITIES :K?LKt
program for Incentive Schools seginning DATE
u 7 v: l:i.e .. . . . Prpni diiiS kision Curriculum and Special rrocrdir./Area Incentive Schools COMPLETION DATE COSTS RESPOKSIBILITT evaluation I. To promote/enhance leadership and staff understanding of the Incentive School concep I.a. Provide tn indepth pre-orientation session on each component of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed Process and format or developing the individual Incentive School Plan I.c. Assist each building principal in presenting an indepth pre-orienta- tion session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Incent iw VhnnH i t I cn February IS, 1989 February 28, 1989 -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Harch 3, 1989 March I, 1989 March I, 1989 March IS, 1989 March IS, 1989 March IS. 198* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive School s Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent': Cabinet Prine ipals Assistant Superinten- dent Schools Incent i ve:kplk* -'r
,il Plan -t'son Rtsponsioie Sub :oN TiKiL:!
Page 2 OBJECTIVES X (Veer) strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS respoksibiljtt Ct V1s icn rro
rair./Area evaluation 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I I I Cl 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area In need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant fonnat for curriculum development June 1, 1989 June 15, 1989 -0- June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- Principals I Assistant Superintendent Incentive Schools A11 Divisions I Superintendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten-dent * Schools Incentive Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors --real Plan arson Rcsponsioic 3x11: (Tttr) 1 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE :k?l :CK TiKiLJ.i Page 3 C". vision rro
rar./Area COKPIETION DATE COSTS RESPOliSIBIUir 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for LIttli Rock School District 3.C. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and provide Inservice on the implementation of the curriculum guides 4.1. Develop specification for bid for equipment and furniture June I. 1989 June 1. 1989 July 1. 1989 July 20. 1909 lune 30. 1989 June 30, 1989 -0- -0- July 20. 1989 |S3.000 (Est.) |(Clerica1 Support) Curriculuni Teams Curriculum Teams Curriculum Division Principals July 30. 1989 SIO.OOO (Est.) Curriculum Division (Printing Cost! August 1. 1989 lAugust 30. 1989 (Cost to be I I included in I 11 nd i VI dua 1 I I School Plans) Kerch IS. 1989 I April IS. 1981 -0- tVALUATlOH Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I I cn Ir.tal Plan Ison Rttporsioie S:i1: (Yr) JK?LKK7A7:o T:KL:Kt I'dye 4 -vision rr r./Ared OBJECTIVES X STRATEGIES/ activities BEGII.'NING DATE COKPlETlflN DA7t COSTS P.ESPOKSJBaiTr A.b. Did for specific equipment and furniture April IS, 1989 lUy 15, 1989 I To be deter-nined tVALUATION A.c. Order furniture and equipment Nay 15, 1989 august 1, 1989 I To be deter- I mined 5. To effect facility odlfIcatlont for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture S.a. Review the detailed Incentive School Plans with the Support Services Ol.vision S.b. Identify modifications timeline as previously collaborated in the development of the plan. August 1, 1989 August 15, 1989 April 15, 1989 April 30, 1989 April 15, 1989 I April 30, 1989 S.c. Contract for servlcef April 30, 1989 as needed/1dent1- I fled in the Plans. I Nay 15, 1989 -0- -0- -fl- -0- (Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, i Staff - Curriculuin Division of Schools - Associate Superintendeii Assistant Superintendeii Principal Division of Support Services Division of Support Services .al Plan a'ion Rciponsioic :al: 6. OBJECTIVES To ensure the availability of adequate resources to iaqilcaMntI academic program I 1 I I cn 00 (tear) STRATEGIES/ activities BEGIlililNG DATE ikplekektatiok 7:kel:i
- COUPLETION DATE COSTS P.iSPOKSIBILIiY Page 5 Ci vision _______ ?ro
ri.T./Area S.d. Inplenent the ludi-fication plan for the facilities S.e. Hake final Inspection on the work for the facilities modification i 6.a. Initiate identifications of iMterials and textbooks nee^d Tor the 1989-90 Nay 15. 1989 Nay 15, 1989 Nay 1, 1989 school year I G.b. Involve school teams! I staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 G.d. Maintain building record of requisitions for the 1989 school year. Nay 1. 1989 Nay 1, 1989 Nay 1, 1989 August 15, 198! (To August 15, 198! be out-lined in the Plan) -0- June 30, 1989 Ito be deter- |mlned June 30, 1989 Nay 20, 1989 Ongoing -0- To be determined -0- E VAI UAT1011 Principals Principal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal 'r.al Plan s'son Retpor.sioie :al: (Veer) >.?L CM TiKiL:Kt Page 6 : V i s i on OBJECTIVES strategies/ ACTIVITIES BEGlIiliiNG DATE COMPLETION DA:i COSTS RiSPOKSIfilLITr i I I to G.e. HonI tor and approve PHay 20, 1989 requisitions as I requested from Incentive Schools I 6.f. Kaintaln audit for II materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requlreMents for participation In all special programs 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for I each special pro- I gram activity I approved in the I Incentive School I Plan. Except for articles July 1, )g89 July 1, 1989 Ingoing Ongoing Ongoing tarch 15, 1989 lApril 30, 1989 April 30, 1989 July 1, 1989 April 30, 1989 I July 30, 1989 requ^lng a Much longeii time period. -0- -0- -fl- To be determined To be determined I requisition ! tVALUATION Appropriate I Associate Superintendenl Principal Principa! Principal Principal Principal re signed on or inmedi jtely fol lowing July 1, r.al Plan rson RetpohsioTe t1: :k?LK: TICK 7IKL I OEJtCTIVES X (Tetr) Page ? -1V1s icn ?ro:rr./Area STRATtCItS/ ACTIVITIES BCGINNING DAXi. COMPLETION DATE COSTS RtSPOKSIBILITy 6.k. CoopTete special coni August 1. 1989 tracts with al) ex* | tended day eaployces for the 1989-90 school year. C.1. Conplete Master Schedule for total school program I 6.a Revlew/revlse as I necessary the staff I developaent plan | for the fall (September- I OeceaUier) I tVALUATION August 30. 198! -0- Principal April 30, 1989 I August 15,198! August 30, 1989 Septenber 15, I 1589 I (As necessary hi once each senes ter) at least -0- Prlnci'pal Principal oIX Plan 1988-89 srion Rtipor.stoic (Spring and Suaaterl ------------- (Veer) t:cm 7:kl:i. P''*'***g aevelopmenT-Tor Iwpleaentatjon of Incent 1 )' ugi'diiis e School Plans C V i s icn Cun iiulum t Slice . , ?ro
riir./Area Incentive Sctiiiols Id I OBJECTIVES strategies/ activities beginning DATE COMPLETION DATE COSTS RESPOKSIBILITT 1. To laiplement staff development activities for Incentive Schools evaluation l.a. identify the staff developant needs of each Incentive Schoo April 30. 1989 ly 15, 1989 To be determined Principals Director of Staff Development l.b. Develop inservice schedule in collaboration with building principal Ny 15. 1989 [Hay 30. 1989 Principals Director of Staff Development l.c. Notify each school staff of proposed Inservice dates for pre-school training l.d. Plan details for delivery of Inservice - l.e., site, time, arrange- ents, etc. I l.e. Obtain services of consultants (as required) I May 30. 1989 May 30, 1989 May 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 -0- -0- -0- Principals Principals Assistant Superintenden Director of Staff Development I l.f. Implenent fall training cycle Principals Assistant Superintenden Director of Staff Development August I, 1989 August 30,1989110 Be Deter- I mined Principals I Assistant Superintenden Director of Staff Development I I SECTION TWO SCHOOL ADMINISTRATION - _ 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support
individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: A. B. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m.. Homework Centers should be extant in each school at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). If stu- It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable-walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a "volunteer" rotating basis, community volunteers and peer tutors. Staff will be compensated. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students, l.l..,.. __ of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. When the number Thereafter, as HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. Staff will be paid for this time. 6^c. D. E. F. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- dents. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated witn coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. etc. / RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. Aides shall INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will Include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit.^ Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the infocTnation given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general "mapping" of how a student can progress from elementary school to the desired career goal. Other components of this category will be Interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. 55G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incen- , tive schools. \ segments ./St generally^ This program will be in two 5 to 6 week Students will participate in the program an elective basis with prescription for attendance from teachers of students grade level in core curriculum areas LO are behind The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis well. as Transportation r^ay be provided. __ ______ schools at whiclT summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer "year round" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: Field * iit * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I. J. ic iK if it it * a museumj3-nature science and history three p^yiogsr state/territorial capiti a planetarium at UALR Capitols a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students Including, but are not limited to, banks, stock/bond houses, hospitals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each Incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * * * choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (and hopefully to the but certainly at minimal cost to the school. Assistance will be program), SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)
and ongoing training will be provided on a regular basis for staff at each school. ..* 1. A nationwide search will be conducted fpi** staff. Principal and staff will be asked to wo documented evidence of commitment to working in an urban district
to working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 672. Staff will be hired on jT one year basigu^ith parent representation on the interview team.
' At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on thecontinued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. T..., feature will also apply to the positions of aides, clerical and custodial workers. Th 1s one year ur diaes, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. SPECIAL TRAINING - Ongoing training will be provided for suf. in areas like human relations skills
learning and interactive styles
TE3A
PET
working with youth at risk- working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will recei in working with their students, ac______ nutrition and human growth and developments. ve access special training assisting with homework, C. PARENTAL LNVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. will be held at the school. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to '^1 1 dren's classes. Regular meetings, monthly, , _ ... Parental access will be provided for Identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities for example: * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with "alert" and II success" cards to be sent to parents to update them on their student's needs and achievements. _ _ _ 68continued - Incentive Schools page 6 F. G. H, EXTRA CURRICULAR- PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will tie future teachers programs, Just Say No Clubs, intermurals, monitor "jobs" in the office*, librar' uiuDs, intermurais, monitor "jobs" in the office* library ___ with the flag, safety patrol, fire marshalls and student council memberships. J * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. SLude.. will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. Students a COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools. Among these supports will be projects tobe negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools
volunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities
assistance from social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and Parents will potential to attend college and to graduate. also receive this information so that they may be aware of the options which truly are open to their students. G9continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teacners will be rasoonsible for working with students to enhance test taking skills li skills and study skills. Practice will be providedfor students in test taking, i.e., " some class tests and a variety by teachers. listening bubble sheets will be used on of question types will be used D. HOME/NEIGHBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents. , . - ..... wj pui c
iuQ. These less rornial meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. ship. E. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like at G. WELLNESS PROGRAM - fii wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention a asd awareness and first aid. Presentations will likewise b4-^\5 made to parents on similar topics for their information on a /ii. continuing education basis. CAMP PFEIFER - Students in need of additional .academic assistance wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students some on homework and academics. 70continued - Incentive Schools page 8 MONITORING ANO EVALUATION A. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. B. C. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. attendance, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator This assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. development of STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only acadamic programs but also extra curricular, special skills and extended day activities. 0. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed or district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate "contracts" for their own achievement. 71continued - Incentive Schools page 9 E. STUDE'^T EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. SLudwius wiii selected at random to participate in this process based on 5m involvement from each grade level in the designing or questionnaires to be used, analysis of data collected and the generation of conclusions. Students will be Students will be involved cuiiecvea ano t.ne generation of conclusions. Reports will be given back to the students regarding changes made in rsoonse to student issues raised in this evaluation process. a F. G. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES Programs will be A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS - It is recommended that each incentive school have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - Incentive Schools page 10 * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to: field trips enrichment activities tutoring parent/child "make & take" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATIOMS ikplemektation plan To develop support prograns and procedures which u pr..i STRAiEGlES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 1 RESPONSIBILITY 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 1992 1993 1994 199E To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A model will be put in place. Teachers will supervise the process Fall-(P) Spring - (1) Budget- ______ Lai Summer- IP) Fai 1-11) Ongoing with evaluation Budget Item (fc- staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student (earning through extensive use of classroom based instructional aides. I I, S - STUDY R - RECOMMEND Ongoing with evaluation Some bl dgetary expenditu e Staff Development Asst. Supts. Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work._________ Certified instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- IP) Fall-Il) Ongoing with evaluation Budget Item Office of Deseg Div of Schools VIPS Pilot (I) Ongoing with evaluation Budget* 1 tern 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT Human Resources Sch Principals I 1^ SCHOOL OPERATIONS Page 2 GOAL: (continued) O9JECTIVE To develop and implement a career skills developoient program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. S - STUDY IMPLEMENTATION PLAN STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 IS'Rl 1992 1993 1994 199: I I R - RECOMMEND I C/1 Uritten information, guest speakers, films will be used to Mke students aware of career choices. Swmter segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city end around to state and region with appropriate chaperones to provide educational input. E - EVALUATE 0 * ONGOING P - PLAN Summer- (P) Fall- (I) Ongoing with evaluation Maybe 1 budget item VIPS Sumner- (P) Fail-(I) 1989-90 plan ( pilot at one school B - BUDGET ITEM Ongoing with evaluation Implement at all incentive schools BudgeI Budget item item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools Curriculum Desegregation PI - PILOT SCHOOL OPERATION'S Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on four day per week basis. a I S - STUDY R - RECOMMEND STKATEGIES/ACTIVITIES ikplemektation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include ssomee off tthe ffoolll olowwiinngg:: choir, music t dance In addition to Uffluework Center 4 peer tutoring - EVALUATE 0 - ONGOING P - PLAN 1989 uT 1990 1^91 1992 1993 1994 199: Quapaw Counc iI Asst Supts for Schools Fall-(I) Ongoing with evalua-tlon Maybe budget tem Principals School Staff I - IMPLEMENT B - BUDGET ITEM PI - PILOT I 11. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLEHEKTATION PLAN To establish procedures for administration and staffing of the such that special skills will be brought to bear for the benefit of students at these schools. STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 4 RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 199: To establish a viable program for staff recruitment. Nation-wide search Hire staff on a one year basis Parents to be involved in the interviews. Staff will demonstrate commitment to working with at risk" youth Spring/ Summer- Il) Ongoing Human Resources Div of Deseg Curriculum School Principal Budge item To provide special training Tor staff on an ongoing basis and special training for parents. TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' item I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEM I II. GOAL: (continued) OBJECTIVE To establish meaningful attendance and behavior guidelines. To provide subject related activities to enhance student learning. S - STUDY R - RECOmEHD SCHOOL OPERATIONS IKPLEKiNTATION PLAN Page 5 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199
I I I OD Time-out rooms staffed with trained personnel Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Buc jet item (I) Ongoing Bucjet i tern 1 - IMPLEMENT B - BUDGET ITEM > Pl - PILOT Principal School Staff Principal School Staff III. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEHiKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGItS/ACTIVnitS IMPLEMENTATION SCHEDULE 1969 1990 1^91 1992 Page 6 RESPONSIBILITY To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future._____________ To provide student training in study skills, testing skills and listening skills. To hold home/neighborhood meetings to Increase parental/ neighborhood involvement In student learning. S - STUDY R - RECOMMEND 1993 1994 199: I I Compacts with community agencies, universities to assist with student opportunities. Parental information Mentoring program Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing. Meetings at neighborhood sites with small groups of parents Meetings at homes with groups of parents . Involvement of ministers E - EVALUATE 0 - ONGOING P - PLAN Study and recommend Sma1 Training Summer Fall-(l) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (I) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I C) SCHOOL OPERATION'S Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule RESPONSIBILITY To increase parental involvement so that parents become true partners in the learning process. Parent assistance at school Parents will sign homework s 1969 1990 1^91 1992 1993 1994 199: To establish learning tine schedules for the afternoon's extended day. Regular communication between school and home will take place Day visits for parents Schedule settings_________________ Schedule (settings) weekly extended day programs based on Individual school needs Fall-d Ongoing Principal School Staff Fall-(l) Ongoing Principal School Staff To Improve hone/schoo1 communication To establish meaningful elementary extra-curricular activities for students. Early indicator and early intervention programs Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities (1) (1) Ongoing Ongoing S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 * ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD O Principal School Staff Principal School Staff SCHOOL OPERATION'S Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incent i ve/recogni 11 on programs will be implemented by 1990-1991 To Structure and begin weDness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOWEND STRATEGIES/ACTIVITIES Peer facilitators Counselors doing individual and group counseling Conflict resolution will be __ taught _______________ Student recogniton programs Good Citizen programs Community involvement in recognition QD implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Fa) 1- Train students Spring- - (Il (P) Pilot one school 1990 1991 1992 1993 1994 199: Ongoing Budget (I) (Possi 11 e Budge Pupi I Personnel Full time nurse at each building Student screening Parent presentations Study success of Pfeifer program Mork with Director to target incentive students Mork with other community groups to undertake similar projects E - EVALUATE 0 - ONGOING Item VIPS Partners Program P - PLAN (I) (P) & (S) B - BUDGET ITEM Health Services (Budge Implement on a pilot basis Item) (I) 1 (Budget! Item) I - IMPLEMENT PI - PILOT Pupil Personnel District divisions IV. SCHOOL OPERATIONS IHPLEMENTATION PLAN GOAL: . 1 ---------VJ IILCIIllVe develop a clearer picture of student achievement order to at these buildings. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 199: Page 9 RESPONSIBILITY To develop a process for obtai ing verifiable information regarding student growth. n- Development of valid/reliable monitoring Instrument(s) Establish training for monitoring teams in use of the instrument (S) ( (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To involve parents in the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team. To be done on a quarterly basis Class t school profiles will be kept in regard to attendance, be-havior, discipline A achievement Develop EEP format Involve parents in writing plan based on student needs To include extra curricular activities also_________________ Develop reporting format Involve staff, patrons, in monitoring Involve all staff in goal setting Evaluate goat achievement Summer (P) (I) Develop plan Budget Summer- (P) Fall- I) S - STUDY - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I CD ^5 Ongoing with evalua-tion Spri ng- (1) Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) (Budg t Item) I - IMPLEMENT PI - PILOT Testing/Eval Div of Schools School Staff Community SCHOOL OPERATIONS Page 10 IV. GOAL
(continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a nrogram for computerized data access at each incentive school. To establish site tbams at each school to implement programmatic modifications to benefit the students. S - STUDY STRATEGIES/ACTIVITIES implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 1994 199: I I R - RECOMMEND I (2) CJ Random selection of students to participate each year Student training" Student generation of questionnaires Analysis of data collection Conclusions generated Report back to students on response to student evaluation * Install computers Tie into mainframe Write programs for reporting student data in a variety of modei Include representatives of all school departments (custodial, food service, aides & teachers) Team membership to be rotating and-on a semester basis Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN (S) with students (R) Fai 1 - (I) Ongoing Testing/Eval School Staffs Principals (Bui get Item) Fall-iP) I (S) Spring (R) (1) 1990-91 school - year -> Data Processing School Staff Assoc Supts Plan for implementation of changes Make recommendations for changes Impleiront changes Evaluate Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM I .e. Plan Recoin iiei Implement !nd I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRA7SIS/ACTIVITIES IMPLEMENTATION SCHEDULE Page 11 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: To establish a flexible programning approach at each incentive school which complies with standards and also meets individual student needs. Allow for team teaching by means of scheduling Provide for opportunities for students to remain in classes for extended time periods as needed. Develop a plan for individualized Instructions within the specific building (1) & (E) Areas to be Investigated for possible plan inclusion Permanent assigned substitute in each Incentive school to be available as needed At least a ) time asst prln Uniforms for students Standard dress for teachers Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff Student handbooks will be available n every school and _.individua) to that school (S) (I) 1 (Budgel item) , S - STUDY E - EVALUATE P - PLAN R - I ! RECOWENO 0 - ONGOING B - BUDGET ITEM I O) I - implement PI - PILOT Schoo) Principal Staff Assoc Supts Asst Supts SCHOOL up
ratio.\s Page 12 iEPLsK-KTATION ?LAU M. G3AI: (continued) oj-:ct:ve STRATIoiS/ACTIvniES IKPLEKcKTATION SCHEDULE responsibility 1969 1990 1991 1992 1993 1994 199: A science lab at each school A computer lab at each school A complete playground for PE purposes Additional compensation for teachers/principals eho work the extra time periods Community education classes should be investigated for parents in the incentive school comunties * Saturday enrichment programs (Budget (tens) School community members S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM QC 01 PI - PILOT SECTION THREE STAFFING 86INCENTIVE SCHOOLS STAFF IMG Theselecticn and support of quality staff members will be critical factors in the success of Incentive Schools. ractors in the success or Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable O' successfully attaining the goals and implementino the prcar=ms urriculum of these schcols. Ongoing staff Is must_pr2oare the staffs to attain the standards of and Sch' cavslocment r Incentive will upnold for achieving student success and fulfillment xcellen of potential. thev STAFFING A. little RCCK school district (LRSD) INCENTIVE SCHOOLS STA llg COMMITTEE - A committee will be establisiced to assess staffing neecs for Incentive Schools, to sat criteria for staffing, to recruit quality staff members, and to determine procedures for staffin a r ee v/ill established staf The committee would be composed of teachers, parents, supervisors, principals, and other administrators. 6. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated. the following. Factors to be considered include * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffirc Commi will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recommended for each school but are not all inclusive of positions which may be identif during the needs assessment process. d * Classroom teachers (1:13 pupil/teacher ratio) * Counselor * Media specialist * Music
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