Curriculum

4 / ATTENTION PARENTS LITTLE ROCK SCHOOL DISTRICT CURRICULUM AUDIT A curriculum audit ol the LRSD Is being conducted by the American Association ol School Administrators (AASA). This process Includes opportunities lor parents ol children In the district and other members ol the community to meet with the auditors to express their views and make comments. YOU ARE INVITED TO ATTEND AN ADDITIONAL OPEN MEETING FOR PARENTS WEDNESDAY, OCTOBER 3, 1990 4:00 - 6:00 P.M. OR 7:00 - 9:00 P.M. PARKVIEW HIGH SCHOOL AUDITORIUM If you are unable to attend these meetings, you may express your comments in writing and send to: Dr. William K. Poston Iowa State University Dept, of Professional Studies N229 Lagomarcino Hall Ames, Iowa 50011 ATTENTION TEACHERS AND OTHER PERSONNEL A curriculum audit ol the Little Rock School District is scheduled ior September 17-21. 1990. The audit will be conducted by the American Association, ol School Administrators <AASA).- This process wiH Include an" Independent, external analysts ol the design and delivery oi our school system's curriculum in attaining desired results within the context and cost parameters which it iiio ono COST porometers must function. The auditors will be gathering data from multiple sources, including interviews. FOR INTERESTED PERSONNEL. WALK-IN TIMES ARE POSTED BELOW. TUESDAY. SEPTEMBER 18 3:00 - 5:30 P.M. ill WEDNESDAY, SEPTEMBER 19' 3:30 - 4:30 P.M. INTERVIEWS WILL BE HELD IN THE ADMINISTRATION BUILDING 810 WEST MARKHAMI ATTENTION TEACHERS AND OTHER PERSONNEL A curriculum audit of the Little Rock School District is scheduled for September 17-21, 1990. The audit will be conducted by the American Association of School Administrators (AASA). This process will include an independent, external analysis of the design and delivery of our school systems curriculum in attaining desired results within the context and cost parameters which it must function. The auditors will be gathering data from multiple sources, including interviews. For interested personnel, wsik-in times are posted below. TUESDAY, SEPTEMBER 18 WEDNESDAY, SEPTEMBER 19 3:00-5:30 3:30-4:30 INTERVIEWS WILL BE HELD IN THE ADMINISTRATION BUILDING AT 810 WEST MARKHAM CURRICULUM AUDIT/REVIEW Reported by Sterling Ingram and Estelle Matthis (RECOMMENDATIONS IMPLEMENTED FROM NASE) RECOMMENDATIONS 1. Develop and adopt a comprehensive Board polity framework for curriculum management Action Taken
The LRSD Board of Directors created and adopted a comprehensive policy framework for curriculum management. 2. 3. To Be Completed: The development of a policy that establishes criteria for decisions on school facility remodeling, replacement, and closure. Reorganize the administrative structure for effective instructional management Action Taken: A. Partially implemented as supervision of the schools remains unevenly divided into three regions of approximately 17 schools each. LRSD has not added a fourth assistance superintendent position due to budgetary constraints and changes in administration. B. Separate and consolidate key curriculum and instruction operations from school operations. The Board approved the reorganization of the central administration to provide concentrated effort in curriculum development. Consolidate and restructure business services and support services. Action Taken: Partially completed. A director of human resources has been employed to provide appropriate control over persoimel hiring and to maintain overall supervision of key managerial functions in support services.Board labor relations responsibilities are no longer the responsibility of the director of human resources. 4. Establish administrative stability and integrity in management functioning. Action Taken: Improvements have been noted in this area. The district has employed two superintendents since the curriculum audit was conducted. With the employment of the current superintendent, the Board of Directors will need to review and address this recommendation. Noted improvements: Board members professionally remind each other that they do not speak for them unless it has been authorized through action by the Board in legal sessions or as legally directed by the Board. Limit Board authority to that stated in Board-adopted policies. Board members provide directives to the Superintendent
staff receives their directive from the Superintendent and/or their immediate supervisor. The chain of command is acknowledged by the Board through their actions and communications with staff. Characterize relationships with administrators with respect and courtesy, both in public and in private. Some improvement has been made in this area. There may exist a need for this area to receive additional attention so that we are in compliance with LRSD policy BBA-R. Develop a close-knit team with joint Board-Administration planning and collaboration. Beginmng with the 1993-94 school year, the Board, interim superintendent, and immediate staff entered into a very positive and productive relationship. Our superintendent and boards, work in harmony, both professionally and personally. A workshop to facilitate the initiation and accomplishment of this strategy will need to be scheduled and held within the very near future. 25. Adopt and follow a polity for improved Board governance. Action Taken: This recommendation has not been implemented. The Board of Directors has reduced the number of requests for information and is more sensitive to the working conditions of staff. 6. Purge the Professional Negotiations Agreement of provisions which unduly limit Board control of key educational programs and practices. Action Taken: Recommendation #5 has not been addressed. 7. Improve educational facilities based upon a district-wide needs assessment. Action Taken: A comprehensive facilities needs assessment conducted by an outside third party has not been completed. A facilities needs assessment has been recently completed by Plant Services. 8. Develop and implement functional curriculum documents. Action Taken: Functional and user-friendly curriculum and resource guides have been developed and have been utilized by staff for nearly two years. Teachers played a major role in the development of these curriculum documents. Teachers have a complete set of guides. Old guides were collected district-wide and disposed of to prevent confusion and misunderstanding regarding our Board-approved curriculum. T^e revised guides, customized test item bank, and the newly-installed instructional management system should facilitate the accomplishment of this recommendation. 9. Develop and implement a participative curriculum management process. Action Taken: A curriculum management process has been established in policy. Given the mandates from the Arkansas Department of Education (ADE) regarding the establishment of a new curriculum framework that determines the basis for district curriculum as well as the states 3initiatives regarding assessment, the district has aligned its curriculum development and assessment with the ADE. Recommendation #9 was utilized as the curriculum was revised. 10. Consolidate curriculum functions to facilitate curriculum planning, development, and delivery. Action Taken: The curriculum functions have been consolidated as of March, 1991 (refer to "No More Excuses"). Formation of a district-wide testing program has been delayed as the ADE is establishing a state-wide focus on assessment. The Program Planning and Budgeting Document presently serves as written procedures for course additions, deletions, or changes in curriculum. Quality staff development to support and enhance the newly-adopted programs of curriculum offerings remains a major concern that must be addressed by the district if we are to increase achievement for all students, which should result in the reduction of disparity between black and white students. 11. Establish a functional assessment program and expand testing. J Action Taken: A comprehensive plan to address expansion of district testing was developed during the 1992-93 school year. The decision was made to delay further development and/or expansion of tests pending the outcome of the ADEs initiatives regarding assessment. The district has developed and is using a customized test item bank and other authentic assessment measures to determine the effectiveness of our revised curriculum. See EPS codes IL and IM (also AFE). 412. Establish consistency and equity in educational programs. Action Taken: The issues raised in recommendation #12 are being addressed within the context of our court-approved desegregation plan. However, areas exist that have not been totally resolved and/or remediated. 13. Move toward greater involvement in budgeting with curriculum linkages. Action Taken
The development and utilization of the districts Program Planning and Budgeting Document affords us a mechanism for addressing this concern. The completion of Phase 11 of the Desegregation Audit, including non-desegregation programs, will establish curriculum linkages and allow district personnel to constructively monitor and evaluate the effectiveness of all of our programs. 14. Develop and use long-range strategic planning process. Action Taken: The Superintendent has committed to the districts development of a long-range strategic plan. A number of components needed in this process are currently in place. 5Ui, LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 SEP 2 ?ssg OfffCEOf August 31, 1998 ' ^^^^SR^SATlONMOfjlTOnifjQ TO: Ann Brown, ODM FROM: Dr. Bonnie Lesley, Associate Superintendent - Instruction SUBJECT: Promised Documents As I promised, I am sending to you a couple of documents: 1. A copy of the Executive Summary of the Kansas City, Kansas, Exit Plan 2. A copy of a draft of our Division 1998-99 Work Plan. Wed welcome your feedback. Im looking forward to our meeting at ODM and to my lunch with you and Liz. Thanks to for your Friday phone cal. I enjoyed the conversation! BAL/rcm1998-99 Work Plan for the Division of Instruction Little Rock School District SEP 2 iaL8 OFFICE OF OESEGREGATIOfJMOfilTORIFlG STANDARDS 1. Review and recommend revisions of the Boards Instruction policies. 2. Complete the 7-12 curriculum standards in English language arts, mathematics, science, and social studies. April 1999 Bonnie Lesley Linda Young Report to Dr. Carnine of recommended changes. Board approval of recommended changes Strategic Plan: Strategy 2 Goals 2000 Jan. 1999 3. Review and revise elementary, middle, and high school Curriculum Catalog
conduct orientation sessions for central office staff, principals, and counselors. 4. Begin implementation of K-6 curriculum standards in English language arts and social studies. .S. Implement new science curriculum in grades K-8. Dec. 1998 Strategic Plan: Strategy 2. NSE Project. Goals 2000. 1998-99 1998-99 Gene Parker, Team Leader Dennis Glasgow Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE Bonnie Lesley Gene Parker Dennis Glasgow Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Board approval of Standards documents. Publication of curriculum standards. Publication of new K-12 Curriculum Catalog. Agendas and meeting dates for orientation sessions. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity with K-6 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documoents. Teacher familiarity of K-8 standards as measured on end-of-year survey. 16. Implement new mathematics curriculum in grades K-8. NSF Project. Goals 2000. / ''ilr i-'Hiu 1998-99 7. Complete plan for middle school curriculum for fall 1999. 8. Publish Middle and High School Student/Parent Curriculum Handbooks. 9. Define and establish Delivery Standards. 10. Align school schedules. Pre- K3 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan and Desegregation Plan. 11. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Desegregation Plan. " Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Goals 2000. Strategic Plan: Strategy 2. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan: Sections 5.2.1,5.2.2, and 5.2.3. Revised Desegregation and Education Plan: Sections 5.3, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5. NSE Project. Oct. 1998 Jan. 1999 Jan. 1999 Nov. 1998 Nov. 1998 Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Kathy Lease Bonnie Lesley Jo Evelyn Elston Marian Lacy Bonnie Lesley Gene Parker Gene Parker Pat Price Linda Young Marion Woods ADE Dennis Glasgow Vanessa Cleaver Pat Price Linda Young Marion Woods ADE Professional development agendas and meeting dates. Publication of cuniculum documoents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Publication of committee recommendations. Board approval of recommendations. Publication of Curriculum Catalog and Middle School Student/Parent Curriculum Handbook. Publication of Middle and High School Student/Parent Curriculum Handbooks. Agendas and meeting dates for committee meetings. Publication of committee recommendations. Board approval of Delivery Standards. Agendas and meeting dates for professional development sessions for principals. Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. Report on review of school schedules. Agenda.s and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. 212. Develop in collaboration with Linda Watson a list of behavior standards
adopt a discipline/ classroom management/ character education program and curriculum for teaching the behavior standards to all students. 13. Propose for Board adoption revised Graduation Standards and revision of tlie core curriculum requirements to align with new state requirements. 14. Implement Year One of NSF grant project: Extended Year Alg. 1
AP examinations
new teacher training
Vital Link
and Family MatlVScience programs. 5 . '(tiiiaii 15. Develop Early Childhood Education plan for fall 1999. 16. Develop plan to improve G/T, honors, and AP student enrollment and success (e.g., Project AVID). Strategic Plan: Strategy 10. Goals 2000 State law. Strategic Plan: Strategy 2. Goals 2000 NSF Project Strategic Plan: Strategy 8. Revised Desegregation and Education Plan. Goals 2000 Revised Desegregation and Education Plan. NSF Project Mar. 1999 Jan. 1999 June 1999 Feb. 1999 Nov. 1998 Marie McNeal Jo Evelyn Elston Patty Kohler Terrence Roberts Kathy Lease Jo Evelyn Elston Marian Lacy Dennis Glasgow Vanessa Cleaver Pat Price Marian Shead-Jackson Patty Kohler Bonnie Lesley Kathy Lease Mable Donaldson Terrence Roberts ADE Agendas and dates of committee meetings. Board approval of Behavior Standards. Board approval of character education curriculum. Publication of curriculum documents. Agendas and dates of teacher training during summer 1999. Board adoption of new Graduation Standards. Publication of new requirements in Curriculum Catalog and in the Middle/lligh School Student/ Parent Curriculum Handbooks. Records relating to Extended Year Alg. 1. Board adoption of policy relating to AP examinations. Agendas and dates of teacher training. Agendas and dates of meetings with Vertical Teams. Agendas and dates of Family Math/Science meetings. Copy of report submitted to NSF. Report on current status of Early Childhood programs. Publication of Early Childhood Improvement Plan. Board adoption of Early Childhood Improvement Plan. Publication of reorganization of Early Childhood programs and services as per Plan. Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes. 3PERSONALIZED EDUCATION 17. Review Title I programs and services to align with COE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Desegregation and Education Plan. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan NSF Jan. 1999 1S. Complete planning for middle schools and smooth transitions from elementary and to high schools._________________________ 19. Assess ESL program and services and develop program improvement plan with estimated budget._________________________ 20. Review special education programs, policies, and/or procedures to ensure no racial discrimination in referral and p I a e e me nt______________________ 21. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan Goals 2000 State laws. Strategic Plan: Strategy 2 Goals 2000 Revised Desegregation and Education Plan. Arkansas initiative Dec. 1998 June 1998 Dec. 1998 March 1999 Bonnie Lesley Leon Adams Kathy Lease Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Steve Ross Phyllis McClure ADE___________ Kathy l.case Linda Young Gene Parker Kathy Lease Bonnie Lesley Patty Kohler Bonnie Lesley Kathy Lease Leon Adams Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Publication of revised Quality Index that included requirements of Title I Publication of consolidated School Improvement Plan format to include requirements of Title I Report from consultant, Phyllis McClure Documentation of changes in Title I programs and services Publication of committee recommendations Board approval of committee recommendations Publication of report and improvement plan Copies of recommended changes in programs, policies, and/or procedures Board approval of recommended changes Publication of implementation plan Report to Board-minutes 4PROFESSIONAL DEVELOPMENT 22. Complete planning and begin implementation of middle school professional development program. 23. Conduct in collaboration with Sadie Mitchell the Year One training for Campus Leadership Plan. 24. Restructure the districts professional development program and services so that they build professional learning communities at the district and school levels. Strategic Plan: Strategy 3 Revised Desegregation and Education Plan Campus Leadership Plan Goals 2000 Jan. 1999 June 1999 Linda Young Marion Woods Bonnie Lesley Marion Woods Gene Parker I Publication of committee recommendations Agendas and meeting dates for professional development sessions Publication of training plan Agendas and meeting dates for sessions 25. Implement Year One of ASCD's UPDl project with focus on school change and improving achievment in reading and mathematics. 26. Provide training in prejudice reduction and cultural sensitivity. 27. Consolidate COli, Campus Leadership, Title 1, and Instructional Technology planning requirements in collaboration with Sadie Mitchell
design format and plaii'deliver training for Campus Leadership Teams. 28. Provide appropriate training for certified and clerical staff of Division of Instruction to improve productivity and communication. Strategic Plan: Strategy 7 Revised Desegregation and Education Plan: Sections 2.6.1,2.12.1, 5.2.1j, 5.2.2g, 5.2.3e, 5.3.1 Campus Leadership Plan NSE ASCDs UPDI ASCDs UPDI Revised Desegregation and Education Plan. COE Campus Leadership Plan Title I Instnictional Technology Plan Strategic Plan Oct. 1998 June 1998 June 1999 Jan. 1999 June 1999 Bonnie Lesley Director, Professional Development Marion Woods Bonnie Lesley Director, Professional Development Marion Woods Marion Woods Terrence Rnhertx Bonnie Lesley Sadie Mitchell Leon Adams Lucy Lyon Director, Professional Development Marion Woods Bonnie Lesley Marion Woods Lucy Lyon Agendas and meeting dates of team meetings Copy of restucturing plan Board approval of plan Agendas and dates of activities Copies of quarterly reports to ASCD Agcnilas and dates of sessions <?opics of new planning format and process Publication of training plan Agendas and dates of training sessions Copies of needs assessments Agendas and dates of training sessions 5BUILDING COMMUNITY SUPPORT 29. Restructure the districts parent/community programs and services to align with the Strategic Plan, the Desegregation and Education Plan, tlie Campus Leadership Plan, the NSF project, and the requirements of Title 1. Strategic Plan
Strategy 2. Strategy 8. Revised Desegregation and Education Plan Campus Leadership Plan Goals 2000 Dec. 1998 Bonnie Lesley Debbie Milam Leon Adams Catherine Gill Linda Young Patty Kohler Pat Price Paulette Martin Marian Shead-Jackson Marian Baldwin Vanessa Cleaver Terrence Roberts Agendas and meeting dates of restructuring team Publication of reorganization and restructuring plan Board approval of reorganization and restructuring plan 6COMMUNICATION 30. Communicate curriculum standards so that all parents and students understand the expected knowledge and skills by grade level and course. Strategic Plan: Strategy 2. May 1999 31. Communicate aspects of middle school planning to smdents, parents, and community for fall 1999. 32. Provide second-language translations of key documents for students and parents. 33. Implement From Inside the CIA," a weekly publication for principals from the Division of Instruction. 34. Conduct quarterly meetings of all clerical staff in the Division of Instruction. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan Goafs 2000______________ Strategic Plan: Strategy 2 May 1999 May 1999 September 1998 August 1998 June 1999 Bonnie Lesley Suellen Vann Gene Parker Dennis Glasgow Maric McNeal Terrence Roberts Kathy Lease Linda Young Terrence Roberts Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Gene Parker Kathy Lease Bonnie Lesley Anita Gilliam Regina Moore Bonnie Lesley and designated staff Publication of documents in second languages Copies of weekly publications Agendas and dates of meetings 7ASSESSMENT 35. Design CRTs for fall 1999 in reading and mathematics. 36. Establish Perfonnance Standards in reading and mathematics. 37. Pilot HBJ CRTs in reading and mathenratics during 1998-99. 38. Reinvent PRE programs and services to support the Campus Leadership Plan. 39. Refine the Quality Index indicators and develop district and school profiles according to the proposed Quality Index. 40. Embed Title 1 and Smart Start accountability requirements into the Quality Index. Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 8 Revised Desegregation and Education Plan: Sections 5,2.1g. 5.2,2c. 5.2.3r, and 5.3.2 Campus Leadership Plan NSF Title I and Smart Start COE Campus Leadership Plan Campus Leadership Plan Title 1 requirements Feb. 1999 Feb. 1999 May 1999 Dec. 1998 Dec. 1998 Dec. 1998 Gene Parker Dennis Glasgow Kathy Lease Kathy Lease Dennis Glasgow Gene Parker Kathy Lease Dennis Glasgow Gene Parker Kathy Lease Bonnie Lesley Steve Ross Kathy Lease Steve Ross ADE Kathy Lease Leon Adams Steve Ross ADE Publication of CRTs Agendas and dates for training sessions Publication of communications plan for staff, parents, and students Agendas and date.s of team meetings Publication of proposed Performance Standards Board approval of proposed Performance Standards Copies of communication to teachers and principals (.'opies of assessments Summaries of results Copy of reorganization plan Copy of revised Quality Index Copy of revised Quality Index 841. Redesign the student grading and reporting system to reflect the standards-based focus of the district. May 1999 42. Design waiver form and process for schools seeking waivers from policy relating to Campus Leadership. 43. Redesign end-of-year climate suivey to include items relating to measuring progress of refonn. Campus Leadership Plan Campus Leadership Plan October 1998 Feb.1999 Kathy Lease Gene Parker Dennis Glasgow Marie McNeal Pat Price Patty Kohler Mable Donaldson Steve Ross Kathy Lease Bonnie Lesley Agendas and dates of team meetings Publication of report and recommendations Board approval of changes in grading system and reporting system Plan for teacher/principal training Budget for redesign of report cardselectronic and paper Copy of proposed waiver form and process Kathy Lease Bonnie Lesley Sadie Mitchell Copy of new survey instruments 97 i u PXg$^ J} LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 19, 1998 TO: Board of Directors FROM: THROUGH: SUBJECT: Dr. Bonnie Lesiey, Associate Superintendent for Instnjction Dr. Les Carnine, Superintendent Approval of Middle School Curriculum The staff recommends approval of the five attached documents: Area Middle Schools Curriculum and Parameters Dunbar Middle School Curriculum and Parameters Henderson Middle School Curriculum and Parameters Mann Magnet School Arts Curriculum and Parameters Mann Magnet School Science Curriculum and Parameters These course requirements for grades 6-8 were derived from and are aligned with the Middle School Program Standards" adopted by the Board of Directors on October 22,1998. The process used to gather input on these documents included the following: Initial proposal of course requirements and options developed by staff of the Division of Instruction and then review of drafts at each step of input. Two reviews by the Superintendents Cabinet. Three one-half day meetings with all eight middle school principals, Marian Lacey, and Linda Young to discuss and refine the initial drafts. Input from counselors, teachers, assistant principals, and registrars as principals solicited feedback at the school level. Presentation to all principals at their October meeting. Meeting with and feedback from the Middle School Curriculum Committee, chaired by Gene Parker. ODM was sent copies for review./"hrrt LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 19, 1998 TO
Board of Directors FROM
THROUGH
SUBJECT
Dr. Bonnie Lesley. Associate Superintendent for Instruction Les Gamine, Superintendent, Little Rock School District 1999-2000 High School Curriculum Board Policy IFD states the following
Changes and improvements in curriculum offerings may be suggested and implemented administratively, as deemed necessary and educationally sound by the superintendent of schools but shall be reported to the Board prior to implementation. However, before new courses are added to the total offerings, such courses must be approved by the Board of Education. Courses may be dropped during one year because of few enrollees in the course, but reoffered and reinstated the following year by administrative action. This agenda item, then, does two things
1. It reports on curriculum changes and improvements that are planned for fall 1999 implementation. 2. It requests the Board's approval of new courses added to the curriculum. The Division of Instruction has been engaged since August, in collaboration with school principals, counselors, and registrars, in a comprehensive review of the LRSD high school curriculum. We have examined and updated the 1991-92 curriculum catalog that was the last one published. We have made every effort to determine the list of all courses currently being offered and/or taught at each of the five high schools and Metropolitan. And we have given the curriculum supervisors, principals, and teachers the opportunity both to suggest new courses and to drop obsolete and unpopular courses. 14, New numbers have been assigned to make the numbers more meaningful. The first two digits designate the subject area. The third digit designates the first grade level at which the course may be taught (1= freshmen, 2= sophomore. 3= junior, 4= senior, and 5= advanced placement). The last digit is an odd number if the course is taught for only one semester and even if taught for a full year. 15. The Division of Instruction will publish soon a new edition of the High School Curriculum Catalog. It will include information on policy and regulations governing curriculum, graduation requirements, articulation agreements, course descriptions of all approved courses, and guidelines to advise students on course selection. When this publication is completed, the staff will provide copies to members of the Board. Request for New Course Approval The following twenty-two new courses are proposed for the Boards approval
Art 1. Three-Dimensional Design (Sculpture) Grades: Credit
School: 11-12 1 Parkview Magnet Business Education 2. Multimedia Applications in Business Grades: Credit: 11-12 3. Banking and Finance Principles Grades: Credit: 11-12 % 4. Banking and Finance Operations Grades
Credit: 11-12 5. Banking and Finance Marketing Grades: Credit
11-12 6. Banking and Finance Law Grades: Credit: 11-12One important source to examine was the IMS master course list. However, courses unique to one or two schools or courses added in fall 1998 did not necessarily appear on that list. Therefore, the attached tables do not always list a prior course number or title even though the course had prior Board approval. Information Report The attached report of high school courses for 1999-2000 allows the Board, staff, and others to see the following changes: 1. 2. 3. 4. 5. 6. 7. 8. 9. Some regular-level courses previously open to only one or two schools are now open to high schools if recommended by the Campus Leadership Team and approved by the principal, if adequate funding is available for materials and equipment, and if adequate numbers of students enroll. All advanced placement courses offered by the District at any school are now available at five high schools to ensure equitable access to this valued curriculum. Previously designated honors/GT/enriched/Pre-AP/AP courses are now all consistently designated Pre-AP or AP. (AP is an abbreviation for Advanced Placement.) Some course titles changed, as the report shows, due either to a need for consistency, to an issue of clarity, to changes in the states vocational course titles, and/or to a need to align with standard course titles. Ninth-grade courses previously taught in the junior highs have been moved to high school, thereby requiring some re-numbering of course sequences. Adopted core curriculum courses for second-language students at Hall High have been clarified and listed both under ESL and the respective subject areas. Full-year courses in a sequence have been consistently titled as I, II III, etc. One-semester courses in a sequence have been consistently titled as A, B. In some cases, due to the new four-year high school, prior gradelevel designations have been changed to include freshmen. 10. The Rationale/Notes column indicates courses or special groupings that are being deleted. 11. One-quarter courses have been eliminated or changed to one- semester courses. 12. The new University Studies courses at Hall High have been designated as APU (in English, Social Studies, and Science). 13. Special Education course titles have been changed to reflect new regular education curriculum and sequences.Journalism 17. Journalism III Grades: Credit: 11-12 1 18. Journalism IV (to be implemented in fall 2000) Grades: Credit: 12 1 JROTC 19. Air Force JROTC IV Grades: Credit: School: 12 1 Central High 20. Naval Science JROTC IV Grades: Credit: School: 12 1 Parkview Magnet Mathematics 21. Calculus Grades: Credit: 12 1 Trades and Industry 22. Computerized Commercial Art III Grades: Credit: School: 12 1 Parkview Magnet Please note that many, many courses have been deleted. They are indicated at the end of each subject area. Attachments BAL/rcmCommunications 7. Debate II Grades: Credit
11-12 8. Debate III (to be implemented in fall 2000) Grades: Credit: 12 1 Dance 9. Young Mens Dance " Grades: Credit
School: 9-12 1 Parkview Magnet Drama 10. Drama II Grades: Credit: 10-12 1 11. Drama III (to be implemented in fall 2000) Grades: Credit: 11-12 1 English 12. The Bible as/in Literature Grades: Credit: School: 10-12 Pilot at Hall High in 1999-2000
then open to all Family and Consumer Science 13. Managing Resources Grades: Credit: 9-12 14. Food Science Grades: Credit: 11-12 72 15. Child Care and Guidance Management Services Grades: Credit: 10-12 1 16. Parenting Grades: Credit: 9-12 72Art 020400 020500 020800 020900 020600 021100 021100 020525 020575 020675 020160 020260 020300 020301 020302 020350 020375 Xbbrey?Mi^ thia INTRO TO ART ARTDESIGN GFtAPHC DESGN INTRO PAINT ART WATERCOL GREAT ART 12 FNE ARTS
ART DRAWING l-PM DRAWING II STUDIO ARTAP LAB ART I 9 LAB ART II 9 ART I 9 ART II 9 ART III 9 LAB ART III SCI ILLUS 9 ilDMcriptloni'^'M^^SSW^ Introduction to ArtGrades 10, 11,12 ArtDesign - Grades 10,11, 12 Graphic DesignGrades 11, 12 Introduction to Painting Grades 11,12 ArtWatercolorGrades 11, 12 Creative ArtGrade 12 onlyfor Adv. Fine Arts SurveyArt, Grades 10-12 Drawing IParkview Magnet, Grade 10 Drawing IIParkview Magnet Studio Art APParkview Magnet Lab Art l-Grade 9 Lab Art ll-Grade 9 Art l-Grade 9 Art ll-Grade 9 Art Ill-Grade 9 Lab Art III Scientific Illustrations (Art Elective) High School Course Changes Little Rock School District iV9
|2000$ 'Cburse^J 021000 022000 022002 022004 022006 024000 022001 021008 022008 025000 025002 Abbroy.^f^ Title M INTRO TO ART ARTDESIGN GRPHC DSGN PAINTING WATERCOLOR GREAT ART SURVEY ART DRAWING 1 DRAWING 2 STUDIO ART AP ART HIST AP ^piidriptloh'fifcf^,^ bd Introduction to Art ArtDesign Graphic Design Painting Watercolor Creative Art Survey of Fine Arts Drawing I Drawing II Studio Art AP Art History AP {f-V-:*'' Simplified title. Simplified title. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Deleted. Not taught. Deleted. 1ArtParkview Magnet only LCpuree^ 020572 POTTRY I & II i*-*! '''W It 020585 020660 020555 020582 020590 020595 020700 022000 AV CRAFTS JL DRAWING III OILSPM CRAFTS FIBER PRINTMAKING ART HISTORY ART CRAFTS SCR PRNT AIR ^*99>2oqo.^ ,Cout i rseA t"SitVy Pottery I & IIParkview Magnet 022003 023003 022010 ^Abbrev^ POTTERY A KM POTTERY B POTTERY Pottery A Pottery B Pottery Ratlofiiale/Ndtesls Advanced Crafts/ Jewelry- Parkview Drawing III (Comb) Parkview Magnet OilsParkview Magnet- Semester Crafts FiberParkview Magnet 022012 024008 023002 022014 023004 JEWELRY DRAWING 3 OILS CRAFTS FIBER 3-D DESIGN Jewelry Drawing III Oils CraftsFiber PrintmakingSemester- Parkview Art HistoryParkview Magnet Art Crafts- Grades 11,12 Screen Printing/ /Mrbrush Techniques 022005 021010 PRINTMAKING ART HIST Three-Dimensional Design Printmaklng Art History Separate numbers required. Parkview Magnet only. Separate numbers required. Parkview Magnet only. Number to schedule fullyear course. Simplification of titles. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. 2 Business Education 030500 030300 ^Description1^?j:?7^ [*99
2000W 030425 030200 030455 030460 030800 030900 031175 032017 031200 031205 030700 031450 031600 031675 031650 KEYBOARDING KBD APP I 9 KEYBRD l/ll COMPUTER TI WORD PROC
I WORD PROCJI COMP ACCT I COMP ACCT ii COMP APPL:DB CA
SPRDSHEET SUPERWRiTE SUPERWRITE II BUSINESS LAW JREXECTRNG COE-RELATED COEEARLY COECOOP ii - tv Keyboarding 9th__________ Keybbarding Applications I 9 Keyboarding and Keybbarding Applications I Computer Technology Introduction Word Processing I 11-12- Semester Word Processing II- Semester Computerized Accounting I- 10 Computerized Accounting II- -11 Computer Applications Data Base-Semester Computer Applications Spreadsheet Supenwrite-Semester Superwrite II (Magnet) 10 Business LawGrades 10, 11,12 Junior Executive Training Grades 11 Cooperative Office Education-Related Cooperative Office Education-Related Cooperative Office Education-Coop 031001 031003 031004 031019 031005 032005 032002 032004 033004 032007 032009 033002 032011 032013 033004 033006 033008 033010 033012 '
AbbreV^SK' Is? Pescripllpn^ ^patlohBle/ ^btes^ KEYBOARDiNG KEYBD APPLS KEYBD/APPL COMPTECH INT WORD PROC A WORD PROC B WORD PRO A/B COMP ACCT 1 COMP ACCT 2 DATABASE MGT SPREADSHEETS OFFICE MGT RAPID WRTG A RAPID WRTG B BUSINESS LAW JR EXEC TRNG COE-RELATED COE-RELATED COE-COOP OJT Keyboarding________ Keyboarding Applications Keyboarding and Keyboarding Applications (full year) Computer Technology: Introduction Word Processing A Word Processing B Word Processing I Computerized Accounting I Computerized Accounting II Database Management Spreadsheet Applications Office Management Rapid Writing A Rapid Writing B Business Law Junior Executive Training Cooperative Office Education- Related Cooperative Office EducationRelated (Early Bird) Cooperative Office Education -OJT Word Processing A&B 3CT" 030225 COMPUTER TBP 031100 COMP PG:AD B 030400 KEYBD:APP II Computer Technology Basic Programming_____________ Computer Programming: Advanced Basic___________ Keyboarding /Applications II- -Semester 032000 DESKTP PUBL 032005 Desk Publ II Computer Desktop Publishing-Semester Advanced Desktop Publishing (Magnet) ^T^31?AbbrwI^^^^Rbo5cHpti5ril .99-2000.? tCourseUi 1N^ 031015 032015 032006 031017 032017 033001 033003 033005 033007 033009 ^Abbrev.M V .W' PROGAMMING A PROGRAMMING B COMP BUS APPL DESKTOP PUB A DESKTOP PUB B MULTIMEDIA BANK/FIN PRIN BANK/FIN OPR BANK/FIN MKG BANK/FIN LAW Programming A Programming B 032040 032045 BUS ETIQUET INTR TO BUS Business Etiquette (Magnet) Introduction to Business (Magnet) 032019 032021 B ETIQUETTE INTRO TO BUS 032050 BUS FINANCE 032065 INT BANK II 032020 030100 ENTREPRNSHP CLERICAL REC 030450 030475 KEY/KEY APP I WRD PROCI/II Business Finance (Magnet)_______________ International Business and Banking II______________ Entrepreneurship (Magnet) Clerical Record Keeping, Grade 10 033014 034002 033011 032023 031050 OFC TECH LAB Word Processing l/ll Grades 10, 11,12_______________ Office Technology Lab Grades 10-12 ECONOMICS BUS FINANCE INTRN BUS ENTREPRNSHP Computerized Business Applications_____ Desktop Publishing A______________ Desktop Publishing J_______________ Multimedia Applications in Business Banking and Finance Principles Banking and Finance Operations Banking and Finance Marketing Banking and Finance Law______ Business Etiquette Introduction to Business Economics Business Finance International Business_______ Entrepreneurship Simplified title. Simplified title. New course New course. New course. New course. New course. McClellan High only. McClellan High only. McClellan High only McClellan High only. McClellan High only. McClellan High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 4031150 032010 032015 171375 COMPTECH CP PROG: LOGO CP PROG:RPG GLOBAL ECON iL *7 ''u'Vv*- ** "!(-f ,^'i S !if99-2000^ .Course^ 'NoS' Abbrey. f sif Title,' 5. i* - {DescHptldnr<W yS*.^ Computer Programming: Basii^Logo (Magnet) Computer Programming:RPG (Magnet) Global Economics-Central Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 5Communications ^CoUrse>^
Abbrev.')>fS iij-r' SNo/t'Jij'iife' :<ntia j: TT * Description VeiVJtT^'^k^ ^^f"J',' ' 99-^VW'f^ CourseW 052570 COMM/SPEECH9 JL. Communication/ Speech Grade 9 051100 COMMUNICA 1 Communication i 053000 053100 053400 055020 055030 051300 051102 ESL COMMON 1 ESL Communication i COMMUNCTR i COMMUNCTR it DEBATE PUB SPEAKiN GRP DYNAMiC COMMUNiCA il jRatldpaWNdt^l^'^ Hall High only
for second-language students Communications IGrades 10-12 Communications II Grades 11-12 DebateGrades 11-12 Public Speaking (Magnet), Grade 10 Interpersonal Skills and Group Dynamics 052100 053100 052102 053102 054102 052104 052106 COMMUNiCA 2 COMMUNiCA 3 DEBATE 1 DEBATE 2 DEBATE 3 PUB SPKG GRP DYNAMiCS Communication ii Communication lii Debate I Debate II Debate iii Pubiic Speaking Interpersonal Skills and Group Dynamics New course to build program. New course to build program
effective fall 2000. Dupiication. Deieted. 6DanceParkview Magnet Fl 23498
A-''"'-'- ' No. t"*-^ TvvVtV''*''/,-. DANCE TECH I Dance Techniques I- 121000 DANCE TECH 1 ~ D^re %chnioues I ' ' 123505 123510 123520 123500 123487 123492 123495 123501 DANCE TECHII DANCE TCHIII DANCE ENSBLE HISTRY DANCE DANCE I 9 DANCE II 9 DANCE III 9 DANCE TECIII Park view___________ Dance Techniques II Park view___________ Dance Techniques III- Parkview Dance Ensemble^ Parkview History of Dance Parkview Magnet Dance I 9 Dance II 9 Dance III 9 122000 123000 124000 123002 122002 121002 DANCE TECH 1 DANCE TECH 2 DANCE TECH 3 DANCE TECH 4 DANCE ENSBLE HIST DANCE MEN'S DANCE Dance Techniques I Dance Techniques II Dance Techniques III Dance Techniques IV Dance Ensemble History of Dance Young Men's Dance Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Duplication. Deleted. 1 n 7Drama WWW No. v? 053500 053510 053525 053550 053600 053300 DRAMA DRAMA IS DRAMA II DRAMA III STAGE CRAFT INTERP COMM DramaInternational StudiesCentral______ Drama IIGrades 10-12 Drama IIIGrades 11-12 Stage CraftGrades 10-12 Interpretation Communication 051200 051202 052200 053200 052202 052204 DRAMA 1__ DRAMA 1 IS DRAMA2 DRAMA 3 STAGE CRAFT INTERPCOMM Drama I Drama I International Central High only. Studies Drama II Drama III Stage Craft Interpretative Communication New course to build program.__________ New course to build program
effective fall 2000. I I 8DramaParkview Magnet fmgoooWBBraOT^ 'Counsel 050720 MIMEPM 050750 CLASS SCENE 050715 ACTINGPM 050755 CHILD THEATR 050760 THEATR HIST 053460 053560 DRAMA 9 THEATR/ARTS MimeParkview Magnet full year Classic Scene Study Parkview ActingParkview Arts Magnet Children's Theater- Parkview Magnet Theater HistoryParkview Magnet DramaGrade 9 Theater and ArtsGrade 9 052206 052208 052210 052212 052212 MIME CLASSIC STDY ACTING CHILD THTR THTR HISTORY i'
:' ** '**.<' Mime Classic Scene Study Acting Children's Theater Theater History Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Duplication. Deleted. Duplication. Deleted. 9
NoJ '?vt^' '''" ' ' - noinnV '" .tis jJoAii 081000 I DRIVER ED Driver Education Semester 081001 i DRiVER ED iS^ Driver Education IBSiSa Taught in summer school only. 10English 6CpU(ej 180709 180710 180711 180712 050302 050304 s3t>' y
ra y. f- ''Course
^ .'.Title Idsa 050402 050406 050502 050504 050506 050602 050615 050605 050611 050603 050612 050700 055010 LANG ARTS-r LANG ARTS-rQ LANG PLUS 11 LANG PLUS 12 ENGLISH R 9 ENGLISH GT 9 ENGLISH 10 R ENG 10 GT/H ENGLISH 11 R ENG 11 GT/H ENGLISH GT ENGLISH 12 R ENG 12 REB ENGLISH GT ENG 12APEB ENGLISH IS R ENGLISH IS/G CREATIV WRIT TECH WRITING Language Arts -i- 9 Language Arts Plus 11 Language Arts Plus 12 English Regular 9 English GT/ Enriched 9 English Regular 10 English GT/ Honors Grade 10___________ English Regular 11 English GT/Honors Grade 11__________________ English GT 11 Hall, Fair_____________ English Regular 12_____ English 12 Regular (Early Bird) English GT/Honors Hall, Fair, Central_____ English 12 AP (Early Bird) 12 English/lntemational Studies Regular________________ English GT/Honors International Studies Creative Writing 12 (Magnej) Technical Writing (Magnet)______ No
5?" 051000 052000 053000 054000 051002 051004 052002 052004 053002 053004 055004 055006 054002' 054004 055008 055010 054006 055012 054008 053001 ww LANG ARTS 1 + LANG ARTS 2+ LANG ARTS 3-I- LANG ARTS 4+ ENG 1________ ENG 1 PRE-AP ENG 2_______ ENG 2 PRE-AP ENG 3_______ ENG 3 PRE-AP ENG 3 AP ENG 3 APU ENG 4 ENG 4 ENG 4 AP ENG 4 AP ENG 4 IS ENG 4 IS AP CRT WRTG/MAG TECH WRTG 21S Language Arts Plus I Language Arts Plus II Language /Vts Plus III Language Arts Plus IV English I___________ English I Pre-AP English II______ English II Pre-AP English III______ English III Pre-AP English III AP English III AP English IV_________ English IV (Early Bird) English IV AP English IV AP (Early Bird) English IV International Studies____________ English IV International Studies AP Creative Writing and Magazine Production Technical Writing 3 Pre-AP courses Include GT/EnrIched. Pre-AP courses include GT/Enriched. New Advanced Placement course. Hall High only, Dual CTedil with UALR. This number 1$ needed to schedule zero-hour course._____________ Pre-AP courses include GT/Enriched. This number needed to schedule zero-hour course. AP courses include GT/Enriched. Central High only._________ Course includes production of literary magazine._________ Course is open to all schools. 11mS}|B :ppur*ej<^ No.^a'vv isll 'Course'."-*' 053006 l^^sSOI RESEARCH 053008 052001 052003 MULTICUL LIT BIBLE AS/IN LIT ACT PREP ENG Research for the 21 Century fW- 4^ ROSS 180310 180410 180510 160610 180713 050310 050311 050315 050325 050406 050407 050505 050610 READING/ENG READ/ENG ASST READING/ENG READING/ENG LAP 12________ ENGLISH GT 9 I SKILLS GT9 ENGLISH EN 9 TECH WRIT 9 ENGLISH HONR ENGLISH GT ENGLISH HNRS ENG 12 GT/AP Reading/Engllsh Assistance Reading/Engllsh Assistance Reading/Engllsh Assistance English GT 9 Introductory Skills Seminar, Grade 9 English Enriched 9_______ Technical Writing9 Semester English Honors 10 Hall, Fair______________ English GT 10 Hall. Fair English Honors 11 Hall, Fair English 12 Adv. Placement, 12 Multicultural Literature The Bible as/ln Literature ACT Preparation Hall High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Duplication. Deleted. Duplication. Deleted No longer taught. Duplication. Deleted Not taught at grade 9. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication, peleted. 12 IrWc^sw :ZiJ I Ol BR9'^P*'?V^i?^'????^t^5PU'W4000.*|JAbbr '4 .Course?^^ -Title 051500 052500 053500 054500 051502 052502 053502 054502 051102 151000 151002 152002 153002 154002 131000 132000 133000 bbrevj W ESL English 1 ESL English 2 ESL English 3 ESL English 4 ESL LA PLUS 1 ESL LA PLllS 2 ESL LA PLUS 3 ESL LA PLUS 4 ESL COMM 1 ESL INTRO SS ESL CIVICS ESL WRLD HIST ESL US HIST ESL US GOVT ESL PHYS I ESL BIOL I ESL CHEM I ESL English I______ ESL English II_____ ESL English III_____ ESL English IV_____ ESL Language Arts Plus I_____________ ESL Language Arts Plus II____________ ESL Language Arts Plus III __________ ESL Language Arts Plus IV___________ ESL CommunicaBon I ESL Introduction to Social Studies ESL Civics ESL World History ESL United States History_______ ESL United States Government ESL Physics I ESL Biology I ESL Chemistry I Hall High only Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. Hall High only. L't.vi.fcH > ? Hall High only. See also In Communications.* Hall High only. See also In "Social Studies*_____ Hall High only. See also In Social Studies.*_____ Hall High only. See also in Social Studies.*_____ Hall High only. See also in *Social Studies.*_____ Hall High only. See also In *Soclal Studies.*_____ Hall High only. See also In *Science.*_________ Hall High only. See also In Science.*__________ Hall High only. See also In *Sclence.* i I 13Family and Consumer Science < 1999-^95'^1'
Cour
ivS >Titi^
^rf^> 090210 HOME EC 9 090500 HSE MANAGMT 090811 INTPERS REL 090810 090600 090900 090700 090650 090400 090655 090750 091000 FAMILY DYNAM FPS & NUTRI CHDVL/PRT-RE CLOTH & TEX FD PROD MGTI HUMAN DEVEL FD PRD MGTII CONSUMER ED CHDVL/PTG KG Description I <99-2000 f.
-.' 1 Course i :_ Home Economics 9 No
fi >4i' 091000 AbbrrW^ i FAM&CONSCI Housing Management- semester___________ Interpersonal Relations Family Dynamics Foods and Nutrition Child Development/ Parenting Related Clothing and Textiles Semester Ftxxl Production, Management, and Services____________ Human Development- Semester____________ Food Production/ Restaurant Management Consumer Education- Semester Child Development/ Parenting Kinder 091001 091003 091005 091002 091007 093007 091009 092010 091011 091013 093008 094008 H&INT DSN HUMAN REL MNG RSRC FAM DYNAMICS FD & NUTRI FOOD SCI CHILD DEVEL CHILD CARE PARENTING CLOTH MGT FD PROD MGT 1 FD PROD MGT 2 Family and Consumer Science Housing and Interior Design____________ Human Relations Managing Resources Family Dynamics Food and Nutrition Food Science______ Child Development Child Care and Guidance Management Services___________ Parenting__________ Clothing Management Food Production, Management, and Services I_______ Food Production, Management, and Services II______ McClellan High only. McClellan High only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 14Foreign Languages C*99-2p00T AJJirwk 061100 061200 FRENCH I 9 FRENCH II 9 Frenct) IGrade 9 French IIGrade 9 -Ul^ Course 'WSPittsa 061100 062100 FRENCH 1 FRENCH 2 s i* 061300 FRENCH III French IIIGrades 9-12 061401 FRENCH IV AP French IV APGrades 10- 12 063100 064100 065100 FRENCH 3 FRENCH 4 FRENCH 4 AP French I (Grade 9) French II (Grades 9- 12)______________ French III French IV________ French IV AP 061501 FRENCH V AP French V APGrades 10- 12 064102 065102 FRENCH 5 FRENCH 5 AP French V French V AP 061510 061750 061755 061760 062200 062210 062220 062265 062267 062270 062501 062601 060400 060500 FRENCH VI AP GERMAN I 8&9 GERMAN II GERMAN III GRMN GT/AP GRMN GT/AP GRMNVI GT/AP LATIN I 9 LATIN II 9 LATIN III 9 LATIN III AP LATIV/AP/VIR SPAN I 9 SPAN II 9 French VI APGrade 12 German I German II____________ German III Latin I 9 Latin II 9 Latin III 9 Latin III AP Latin IV GT/AP Spanish IGrade 9 Spanish IIGrade 9 064104 065104 061200 062200 063200 064200 065200 064202 065202 064204 065204 061300 062300 063300 065300 064300 065302 061400 062400 FRENCH 6 FRENCH 6 AP GERMAN 1 GERMAN 2 GERMAN 3 GERMAN 4 GERMAN 4 AP GERMAN 5 GERMAN 5 AP GERMAN 6 GERMAN 6 AP LATIN 1 LATIN 2 LATIN 3 LATIN 3 AP LATIN 4 LATIN 4 AP SPAN 1 SPAN 2 French VI French VI AP______ German I_________ German II_________ German III________ German IV________ German IV AP German V________ German V AP______ German VI________ German VI AP_____ Latin I____________ Latin II____________ Latin III___________ Latin III AP________ Latin IV___________ Latin IV AP________ Spanish I (Grade 9) Spanish II (Grades 9- J2) 15060600 SPANISH III Spanish IIIGrades 9-12 063400 SPAN 3 -Si t \ * ) .p.' 060701 SPAN IV AP Spanish IV APGrades 10- 12 064400 065400 SPAN 4 SPAN 4 AP 060801 SPAN V AP Spanish V APGrades 10- 12____________________ 064402 065402 SPAN 5 SPAN 5 AP ! 060810 060125 061900 062000 062100 062300 062400 060190 062700 062800 062900 064020 064030 064035 065030 065040 065050 SPAN VI AP IN LANGLIAGE9 GERMAN I GERMAN II GERMAN III LATIN I_______ LATIN II______ SKLS SPANISH CLS GREEK I CL GREEK II CLS GREEKIII RUSSIAN III 9 RUSSIAN 18-9 RUSSIAN II 9 JAPAN I JAPAN II JAPANESE III Spanish VI APGrade 12 Introduction to Language/CulturesGrade 9 __________________ German I German II______________ German III_____________ Latin II Classical Greek I Classical Greek II Classical Greek III Russian III Russian I_______ Russian II______ Japanese I______ Japanese II_____ Japanese III_____ 064404 065404 SPAN 6 SPAN 6 AP Spanish III (Grades 9- 12)_______________ Spanish IV_________ Spanish IV AP (Grades 10-12)_____ Spanish V_________ Spanish V AP (Grades 10-12)_____ Spanish VI_________ Spanish VI (AP) Not taught. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. DupllcaUon. Deleted. Duplication. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 16J Health and Physical Education T Ik .' ' ' V -I ./ 080920 080500 080520 080800 080540 080550 080510 HEALTH SM PE 9______ PE 9-12 SM 'U'v. .i '! PE 9-12 PE ELEC GIRL PE ELEC BOYS INT SPORTS 9 Health-Semester________ Physical Education9 Physical Education- semester______________ Physical Education (Grades 9-12)_________ Physical Education Elective (Giris) Physical Education Elective (Boys) Intramural Sports-Semester Course/K .. -No. '>
-.i. '>,' 081001 081003 081005 081002 201000 202000 203000 204000 201002 202002 203002 204002
ii<
HEALTH PHYS ED 1A PHYS ED IB PHYS ED 1 ATHLETICS G1 ATHLETICS G2 ATHLETICS G3 ATHLETICS G4 ATHLETICS Bl ATHLETICS B2 ATHLETICS B3 ATHLETICS B4 , ViC *ei.5ire"r Health and Safety Physical Education lA Physical Education IB Physical Education I Girls Athletics I Girls Athletics II Giris AthleUcs III Girls Athletics IV Boys Athletics I Boys AthleUcs II Boys Athletics III Boys Athletics IV Wttdhel^Noi^^^ V* 1 V 1 Required course. Required course. Elective course. Full-year course No credit toward satisfaction of graduation requirements. No credit.________ No credit.________ No credit.________ No credit toward satisfaction of graduaUon requirements._____ No credit.________ No credit.________ No credit.________ Not taught. Deleted. 17Journalism/Writing 054000 054100 054200 054250 055000 055005 020560 JOURNALISM I JOURN II JOURN II YB JOURN II SP MASS MEDIA MS MEDIA II PHOTOG-PM :. jiifu Jourrfalism IGrades 10-12 JourrlBlism IIGrades 11- 12 Journalism II (Yearbook) Grades 11-12 Journalism II (School Paper) Mass Media (Magnet) Grade 11 Mass Media IIGrades 10- 12 PhotographyParkview Magnet-Semester *g9>?ooQX Course,^: 'iPtl 051400 052400 JOURN 1 JOURN 2 Journalism I Journalism II 052402 052404 053400 053402 053404 054400 054402 054404 053405 054405 051406 JOURN 2 YB JOURN 2 NP JOURN 3 JOURN 3 YB JOURN 3 NP JOURN 4 JOURN 4 YB JOURN 4 NP MASS MEDIA A MASS MEDIA B PHOTOGRAPHY Journalism II (Yearbook) Journalism II (Newspaper) Journalism III Journalism III (Yearbook) Journalism III (Newspaper) Journalism IV Journalism IV (Yearbook) Journalism IV (Newspaper) Mass Media A Mass Media B Photography Some schools schedule both yearbook and newspaper together. Number needed to schedule Yearbook dass. Number needed to schedule Newspaper class. Third-year course allows program growth. Effective fall 2000. Number needed to schedule Yearbook dass. Effective fall 2000. Number needed to schedule Newspaper dass. Effective fall 2000. Fourth-year course allows program improvement. Effective fall 2001. Number needed to schedule Yearbook dass. Effective fall 2001. Number needed to schedule Newspaper dass. Effective fall 2001. McClellan High only McClellan High, only. Parkview Magnet only 18JROTC 260200 260400 260600 260100 260300 260500 AF ROTC I 10 AF ROTC II AF ROTC III NS ROTC 10 NJ ROTC II NJ ROTC III Air Force ROTC ICentral Air Force ROTC IICentral Air Force ROTC IIICentral Naval Science ROTC Parkview Magnet Naval Science ROTC II Naval Science ROTC III W-2000,V Course ', No. 261000 262000 263000 264000 'AbbreVj (Titled
. AF JROTC 1 AF JROTC 2 AF JROTC 3 AF JROTC 4 Air Force JROTC I Air Force JROTC II Air Force JROTC III Air Force JROTC IV 261002 262002 263002 264002 NS JROTC 1 NS JROTC 2 NS JROTC 3 NS JROTC 4 Naval Science JROTC I Naval Science JROTC II Naval Science JROTC III Naval Science JROTC IV a Central High only. Central High only. Central High only. Central High only. Effective fall 2002. Parkview Magnet only. Parkview Magnet only.___________ Parkview Magnet Q!)L___________ Parkview Magnet only. Effective fall 2002. 19Marketing Education aeicflptl^ <lJ 171500 MARKET REL I Marketing Education 173000 MARKET ED 1 Marketing Education I 171700 MRKTG COOP I Related I_______________ Marketing Education Coop I 171750 171600 MRKTG COOP lAFT________ MRKTG REL II 171800 MRKTG COOP II Marketing Education Coop I (afternoon) Marketing Education Related II ________ Marketing Education Coop II 173002 173004 174000 174002 171850 MRKTG COOP IIAF Marketing Education Coop II (afternoon) 174004 032080 032085 032030 032035 032080 171510 MRKTG COOP 1 MRKTG COOP 1 MRKTG Ed'2 MRKTG COOP 2 MRKTG COOP 2 fashion MDS ADVERTISING RETAILING SALESMNSHIP INSURANCE MARKET REL I Fashion Merchandising (Magnet)________ _____ Advertising (Magnet) Retailing (Magnet) Grades 1011__________ Salesmanship (Magnet) Grade 10_____________ Insurance (Magnet)_____ Marketing Education Related I (Early Bird) 172001 172003 173001 172005 FASHION MDS ADVERTISING RETAILING SALESMNSHIP Marketing Education Coop I____________ Marketing Education Coop I___________ Marketing Education II (Management) Marketing Education Coop II (Management) Marketing Education Coop II (Management) Fashion Merchandising Advertising_______ Retailing Salesmanship Afternoon class. Afternoon class. Not taught. Deleted. Not taught. Deleted. 20 Mathematics 110501 110900 110904 111000 111004 111010 111300 111100 111104 111200 111250 111301 111351 110400 181000 110401 110402 110850 ALG I 9 R ALG II ALG lIGT GEOMETRY R GEOM GT/HNRS CONCEPT GROM PRE-CALCULSU TRIG/A ALG R TRGALG GT/H STATISTICS STATIS AP CALCUL GT/AP CALCUL BC AP PR-ALGEBRA 9 GEOM R APP MATH I 9 APP MATH II INTM ALGEBRA Algebra I Regular Algebra II 9________ Algebra 11 GT/Honors Geometry Regular Geometry GT/Honors Concepts of Geometry Trigonometry/ Advanced Algebra Regular T rigonometry/ Advanced Algebra GT/Honors Statistics Statistics AP Calculus AB AP Calculus BC AP Pre-Algebra 9 Applied Mathematics I 9 Applied Mathematics II Intermediate Algebra 111000 112000 112002 112004 112006 112008 113002 113004 113006 113008 115000 114000 115002 115004 112001 ii ALG I_________ ALG II_________ ALG II PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALCULUS TRIG/ADV ALG TRIG PRE-AP STATISTICS STATS AP CALCULUS CALC AB AP CALC BC AP ACT PREPiMATH Algebra I_______ Algebra II_______ Algebra II Pre-AP Geometry______ Geometry Pre-AP Concepts of Geometry Pre-Calculus Pacesetter Mathematics Trigonometry/ Advanced Algebra Trigonometry/ Advanced Algebra Pre-AP_________ Statistics Statistics AP Calculus Calculus AB AP Calculus BC AP ACT Preparation: Mathematics iti 'gr-
This course can substitute for Geometry. Need regular level of course. Deleted. Deleted. Deleted.__________ Deleted.__________ Not taught. Deleted. 21Music (Vocal, Band, Orchestra) Bo5535Mi?iIhhn5SjTJS!?35T75Serinnnn^5>3^ 'Coui 'Xoiiras^ 123100 123200 123300 CHOIR III CHOIR II CHOIR I Choir III Choii II Choir I 122900 121500 MADRIGALS BG BAND I 9 121530 BG BAND II 9 121600 121550 INT BAND 9 BG BAND 1119 122400 122500 FIRST BAND JAZZ BAND Madrigals Beginning Band I Woodwinds Beginning Band II Brass Intermediate Band Beginning Band III Percussion First Band (Concert) Jazz Band 121000 121002 122002 123002 124002 122004 121100 121102 122102 123102 121800 121900 122000 BG ORCHESTRA INT ORCH 9TH ADV ORCH 9TH Beginning Orchestra 021101 FNE ARTS:MUS Survey of Fine Arts--Music 124102 122006 123006 121200 121202 122202 123202 124202 121001 122880 MUSIC APPRECI Music Appreciation 121006 NOVICE CHOIR CHOIR 1 CHOIR 2 CHOIR 3 CHOIR 4 MADRIGALS NOVICE BAND Novice Choir Choir I Choir II Choir III Choir IV Madrigals Novice Band Beginners section Beginners' section BAND 1 BAND 2 BAND 3 BAND 4 JAZZ BAND 1 JAZZ BAND 2 NOVICE ORCH ORCHESTRA 1 ORCHESTRA 2 ORCHESTRA 3 ORCHESTRA 4 SURVEY MUS MUS APPREC Band I Band II Band III Band IV Stage Band I Stage Band II Novice Orchestra Orchestra I Orchestra II Orchestra III Survey of Fine Aris- Music Music Appreciation Beginners' section 22MusicParkview Magnet Si998:95^'1 i'Atbrev.-cwS^#
Description' ' iCourseTitle': \ s' tNo
Title: 35 jrs^^app^ 'CourseiS, :_ tNo? 122450 ENSEMBLE SM Small Ensemble Parkview Magnet 121300 122300 121302 122302 123302 124302 122304 123304 124304 121306 Abbrev -iiwjor Title , CADET BNP 1 CADET BNP 2 VARSITY BANP CONC BANP 1 CONC BANP 2 CONC BANP 3 SYMP BANP 1 SYMP BANP 2 SYMP BANP 3 INST ENSEM * pescrlp06n'j-
| sgSilg^-w Cadet Band I Cadet Band II Varsity Band________ Concert Band I______ Concert Band II______ Concert Band III_____ Symphonic Band I Symphonic Band II Symphonic Band III Instrumental Ensemble Parkview Magnet only. 122870 123350 123325 123375 122865 120682 120685 121700 MUSIC THRY I MUSIC THRY II LAB SINGERS ARRANGING MUSIC HST AP PIANO I 9 PIANO II 9 ADV BAND 9 Music Theory IParkview Magnet Music Theory IIParkview Magnet Lab SingersParkview Magnet ArrangingParkview Magnet______________ History of Music AP Parkview Magnet Plano/Basic Musicianship I Piano/Basic Musicianship JI____________________ Advanced Band 122306 121400 122400 123400 125400 125402 123308 124308 VOC ENSEM MUSIC THRY 1 MUSIC THRY 2 MUSIC THRY 3 MUS THRY 3AP MUS THRY 4AP LAB SINGERS 1 LAB SINGERS 2 Vocal Ensemble Music Theory I Music Theory II Music Theory III Music Theory III AP Music Theory IV AP Lab Singers I Lab Singers II Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 23i 122050 122070 122080 122100 122200 122300 122800 122805 122810 123360 > CHOIR 9 BOYS CHOIR 9 G B MUSIC III BAND III BEG BAND BAND II_______ ORCHESTRA INT ORCHESTR ADV ORCHESTR MUSIC T IIIAP Choir Boys 9_______ Choir Girls 9 Basle Musicianship III Band III Band II Interrliediate String Orchestra Advanced String Orchestra Music Theory III AP Coiiis* No. s S3^ Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 24I Science 'CptlrMf^ ' Counwiy'?^ No. 130600 130700 130401 130875 130500 130880 130801 130825 130901 130512 130750 130725 130861 PHYSICS UNIF PHYS I BIOLOGY BIOLOGY GT/H CHEMISTRY CHEM GT/HON UN PHYS II AP PHYSIOLOGY AV BIO GT/AP AP CHEMISTRY GEOLOGY/SCI ENVIRONM SCI AVSC T I GT Unified Physics I Biology_________ Biology GT/Honors Chemistry_______ Chemistry GT/Hon Unified Physics II AP Human Physiology- Semester Advanced Biology AP Advanced Placement Chemistry Physical Geology/Environ- mental Science Environmental Science AP Advanced Science Theoretical Research I 131000 131002 131004 132000 132002 132004 133000 133002 133004 135002 135004 133006 135006 ' 135008 134000 135010 133008 133010 X ESL PHYS I PHYSICS I PHYS 1 PRE-AP ESL BIOL I BIOLOGY 1 BIO 1 PRE-AP ESL CHEM 1 CHEMISTRY 1 CHEM 1 PRE- AP___________ PHYS 2 AP PHYS 2 APU ANAT&PHYS BIOL 2 AP CHEM 2 AP EARTH SCI ENV SCI AP ADVSCI RSRCH ARSRCH PRE- AP ESL Physics I________ Hall High only. Physics I________ Physics I Pre-AP ESL Biology I____ Biology I________ Biology I Pre-AP ESL Chemistry I Chemistry I______ Chemistry I Pre-AP Physics II AP Physics II APU Human Anatomy and Physiology Biology II AP Chemistry II AP Earth Science Environmental Science AP________________ Advanced Science/ Theoretical Research Advanced Science/ Theoretical Research Pre-AP Hall High only. Hall High only. Hall High only. University course._____ Combined two semesters for a full-year course. New senior-level course. Only one level is taught. 25)wo?g<^ 130310 130315 130350 130351 130850 130862 130886 130887 I P SCI 9 GT I P SCI ENR 9 INT SCI 9R I PHYSCI M 9 SCIENCEZreCH ADVS T II GT APP BIO/CHMI APPBIO/CHMII Integrated Physical Science GT 9 Integrated Physical Science Enriched 9 Integrated Science Regular 9 . Integrated Physical Science Magnet 9 Science/ Technology_____ Advanced Science Theoretical Research II Applied Biology/ Chemistry I Applied Biology/ Chemistry II Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 26ScienceParkview M agnet xCouree'^i i'No.: 1*99-2000! Course J No. )< i TAbbrWi
i APDfWiJv l^b^ptlb^ 130885 130895 130905 130896 130828 130897 130260 130265 130304 I MICR BIOLOGY QL ANALYSIS ST/WRITING ENV HEALTH PHYSIOLOGY ORG CHEMSTRY LB SCIENCE 9 LB SCIENCEGT INT SCI 9 GT Microbiology--Semester Qualitative Analysis- Semester Applied Statistics/ Technical Writing- Semester___________ Environmental Health- Semester___________ Physiology-Semester Organic Chemistry- Semester Lab Science 9 Lab Science GT/ Enriched 9____________________ Integrated Science GT/EnrIched 9 133101 133103 133105 133107 133109 133111 MICROBIO QUAL ANALY STATS/WRTG ENV HEALTH ANAT&PHYS ORG CHEM Miaobiology Qualitative Analysis Applied Statistics and Technical Writing Environmental Health Human Anatomy and Physiology Organic Chemistry Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Parkview Magnet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 27Social Studies Coursesft No.y
' 151000 Atbre'v? ESL INT SOCST 11 150300 150304 150502 150402 150401 150405 150412 150802 150750 150600 150875 150880 150975 150760 CIVICS 9 CIVICS 9 GT/E WLD HISTORY AM HISTORY AMER HIST EB AM HISTRY GT AM HST/AP EB AM GOVERNMEN GLBL STUDIES WLD GEOGRAPH PSYCHOLOGY SOCIOLOGY EUR HST AP/G WRLD CULTURE Civics 9 Civics GT/Enriched World History 151002 151004 151006 152002 152004 152006 153002 ESL CIVICS CIVICS CIVICS PRE-AP ESL WRLD HST WORLD HIST W HIST PRE-AP ESL US HIST American History________ American History Regular (Eady Bird) American History GT 11-12 American History AP Early Bird American Government Global Studies Worid Geography Psychology Sociology_________ European History AP World Cultures GT 153004 153006 155006 155008 155010 154002 154004 155001 155003 151008 151010 151012 153001 155012 153003 155014 154006 US HIST US HIST US HIST AP US HIST APU US HIST AP ESL US GOVT US GOVT GOV&POL AP COMP GVTAP GLBL STUDIES WRLD GEOG WRLD GEOG PRE-AP PSYCHOLOGY PSYCH AP SOCIOLOGY EURO HIST AP WRLD CULTURE ESL Introduction to Social Studies ESL Civics Civics Civics Pre-AP ESL Worid History World History______ World History Pre-AP ESL United States History United States History United States History (Early Bird) United States History AP United States History AP United States History AP (Early Bird) ESL United States Government United States Government US Government and Politics AP Comparative Government AP Global Studies Worid Geography World Geography Pre-AP Psychology_______ Psychology AP_____ Sociology_________ European History AP World Cultures iiali Elective credit only. Hall High only. Hall High only. Hall High only. Hall High only. University course. Hall High only. One semester. One semester. 28'No.':sa,hK- 150215 150905 150340 150420 150225 150310 150315 150411 150420 150325 150327 150330 150505 150650 150805 150850 150860 150900 150950 AFR STUDIES9 ECONOMICS II GLBL STDS IS AM HIST IS ESL INTRO SOCST I SKILLS GT9 CIVICS GT9 CIVICS EN9 AM HIST GT/AP AM HIST IS UNITED NATNS INT ISS 9 LDS 20'" CEN IS/AFRIC HST ARK STUDIES COMP GOVERMNT CT AM HISTRY INT RELATION ECONOMICS AM STUDIES African Studies 9-Dunbar Economics II (Maflnel) Global Studies IS American History GT AP O' hour ESL Introduction to Social Studies Introductory Skills Seminar GT 9 Civics GT9 Civics Enriched 9 American History GT 11-12 American History GT AP "O' hour United Nations (1/2) International Issues 9 Leaders of 20'" Century (1/2) Arkansas Studies Comparative Government Contemporary American History International Relations/ Contemporary Economics American Studies Seminar 152008 153008 153009 153010 151012 153012 X ?Abl^ Riisms^ a TWI*^ .V**
AFR/AFR AM H ECONOMICS SERV LRNG PEER HELP GLBL STDS IS US HIST IS African/African American History Economics Service Learning Peer Helping and Facilitation Global Studies IS United States History IS McClellan High only. Hall High only. Central High only. Central High only. Changed to ESL Civics. Not taught. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Duplication. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Defeted. 29Tracies and Industry 5 161460 170800 172300 172550 172400 172500 171000 171200 171250 171100 171300 171350 172600 172800 172850 172700 WRKPL READY CARPENTRY EX DRAFTING BAS AV MECH DRFT ARCH DRAFTING ENG DRAFTING CCE REL I CCE COOP I CCE CP AFT I CCE REL II CCE COOP II CCE CP HAFT ICT REL I ICT COOP I ICT COOP I AFT ICT REL II Workplace Readiness Carpentry Exploralion DraftingBasic Mechanical Drawing Advanced Mechanical Drafting Drafting-Architecture Drafting-Engineering Coordinated Career Education Related I Coordinated Career Education Coop I Coordinated Career Education Coop I- aftemoon Coordinated Career Education Related II Coordinated Career Education Coop II Coordinated Career Education Coop II- aftemoon Industrial Coop Training Related I Industrial Coop Training Coop I Industrial Coop Training Coop l-afternoon Industrial Coop Training Related II No., 172103 171100 172100 171001 172102 173102 173104 174104 173108 173110 173112 174108 174110 174112 173120 173122 173124 174120 WRKPL READY EXP IND TECH CARPENTRY EX EAST LAB BASMECHDRAW ADVMECHDRAW Af\CH DRAFT ENGIN DRAFT CCE REL 1 CCE COOP 1 CCE COOP 1 CCE REL 2 CCE COOP 2 CCE COOP 2 ICT REL 1 ICT COOP 1 ICT COOP 1 ICT REL 2 Workplace Readiness Exploring Industrial Technology________ Carpentry Exploration Environmental and Spatial Technology Lab Basic Mechanical Drawing Advanced Mechanical Drawing___________ Architectural Drafting McClellan High only. Engineering Drafting Coordinated Career Education I_______ Coordinated Career Education Coop I Coordinated Career Education Coop I (afternoon) Coordinated Career Education II Coordinated Career Education Coop II Coordinated Career Education Coop II (afternoon) Industrial Coop Training I Related Industrial Coop Training I Coop Industrial Coop Training I Coop (afternoon) Industrial Coop Training II Related 30172900 ri' ICT COOP II '
i. ''r 172950 170250 170252 170251 170253 170900 160050 160055 160060 160401 160402 160705 161100 161200 ICT COOP HAFT GCE REL I GCE COOP I GCE REL II GCE COOP II CAREER ED EX AIR&HEAT TCI HEAT AIR EX AIR&HEAT TH APPL MATH 11 APPL MATH 11 COMM FOOD EX COMP TECH I COMP TECH II Industrial Coop Training Coop II Industrial Coop Training Coop ll-afternoon General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related 11 General Cooperative Education Coop 11 Coordinated Career Education Exploratory Air Conditioning and Heating Technology I Air Conditioning and Heating Technology II Applied Mathematics II Computer Technology I Computer Technology II '.Course yU 174122 lUbbi^ ICT COOP 2 174124 173126 173128 174126 174128 172130 173130 174130 ICT COOP 2 GCE REL 1 'AS GCE COOP 1 GCE REL 2 GCE COOP 2 COMM ART 1 COMM ART 2 COMM ART 3 3131 Industrial Coop Training 11 Coop Industrial Coop Training 11 Coop (afternoon) General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related 11 General Cooperative Education Coop II Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art HI fol Parkview Magnet only. Parkview Magriet only. Parkview Magriet only. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 31Metropolitan Courses 1 Metropo SCourseTE 164360 ^Abbrsv??^ WRKP RDNS sa. 7 'CourseiTiiii '' No. niti* ss
160100 160200 160300 160400 160700 160800 160550 160650 160900 161100 162150 162250 AUTO BODY I AUTO BODY II AUTO TECH I AUTO TECH II COM FOODS I COM FOODS II CMP GRAPIC I CMP GRAPH II COMP DRFTG I CMP DRFTG II COMP PRTG I COMP PRTG II Workplace Readiness- Metro Auto Body/Paint Techhology I Auto Body/Paint Techhology II Automotive Technology I Automotive Technology II Culinary /Vts I Culinary Arts II Computer Graphics/ Commercial Art I Computer Graphics/ Commercial /Vt II Computer-Aided Drafting I Computer-Aided Drafting II Computer Graphics/Printing Technology I Computer Graphics/Printing Technology II 162000 162100 163100 164100 162102 163102 163102 162104 163104 164104 162106 163106 164106 162108 163108 164108 162110 163110 164110 WRKP READY AUTO BODY 1 AUTO BODY 2 AUTO BODY 3 AUTO TECH 1 AUTO TECH 2 AUTO TECH 3 CULINARY ART1 CULINARY ART2 CULINARY ART3 COMMER ART 1 COMMER ART 2 COMMER ART 3 C-A DRAFT 1 C-A DRAFT 2 C-A DRAFT 3 PRINTING 1 PRINTING 2 PRINTING 3 Workplace Readiness Auto Body/Paint Technology I Auto Body/PaInt Technology II Auto Body/Paint Technology III Automotive Technology I______ Automotive Technology II Automotive Technology III_____ Culinary /Vts I_____ Culinary Arts II_____ Culinary Arts III Computerized Commercial Art I Computerized Commercial Art II Computerized Commerical Art III Computer-Aided Drafting I Computer-Aided Drafting II Computer-Aided Drafting III Computer Graphics/ Printing Technology I Computer Graphics/ Printing Technology II Computer Graphics/ Printing Technology III Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. 32No, 1 161300 161400 161700 161800 161900 163100 163200 162700 162800 162300 161400 162500 162600 162430 162440 161450 161500 161600 161850 162900 163300 '_A__M__>M COSMETOLOGY I COSMETOLOG II ELECTRONICS I ELECTRONIC II ELEC III HEALTH OC I HEALTH PC II WELDING I WELDING II RADIO BRD I RADIO BRD II CONSTRUCTN I CONSTRUCT II TV PROD I TV PROD II COSMETOL III COMP PROG I COMP PROG II INDS CONTRLS WORD PROC I I WORDPROCT Cosmetology I Cosmetology II_____ Electronics I Electronics II Electronics III Medical Professions I Medical Professions II Metal Fabrication I (Welding) Metal Fabrication II (Welding) Radio Broadcasting I Radio Broadcasting II Residential Construction I Residential Construction II TV Production I TV Production II Cosmetology III________ Computer Programming I Computer Programming II Word Processing I Word Processing II 1994000 '.Cot^y 162112 163112 164112 162114 163114 164114 162116 163116 164116 162118 163118 164118 162120 163120 164120 162122 163122 164122 162124 163124 164124 162126 163126 164126 rabBs i Title j i^ COSMTLGY 1 COSMTLGY 2 COSMTLGY 3 ELECTRONICS 1 ELECTRONICS 2 ELECTRONICS 3 MED PROFS 1 MED PROFS 2 MED PROFS 3 WELDING 1 WELDING 2 WELDING 3 RADIO BRDCT 1 RADIO BRDCT 2 RADIO BRDCT 3 CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 TV PROD 1 TV PROD 2 TV PROD 3 DIESEL TECH 1 DIESEL TECH 2 DIESEL TECH 3 Cosmetology I______ Cosmetology II_____ Cosmetology III_____ Electronics I Electronics II_______ Electronics III_______ Medical Professions I Medical Professions II Medical Professions III________________ Metal Fabrication I (Welding)__________ Metal Fabrication II (Welding) Metal Fabrication III (Welding) Radio Broadcasting I Radio Broadcasting II Radio Broadcasting III Residential Construction I_______ Residential Construction II Residential Construction III TV Production I_____ TV Production II TV Production III Diesel Technology Services I Diesel Technology Services II Diesel Technology Services III Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only._____ Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan only. Metropolitan orily. Metropolitan only. Metropolitan only. Not taught. Deteted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 33 I- t 163055 163250 163260 163325 163350 163425 163450 163550 163575 I 1 AIR COND:EX HEALTH COOP HEALTH OC EX COSMO LEXNC COSMO LEXCR COSMO ILEXNC COSMO ILEXNC AUTO TECH:EX AUTO BODY:EX Air Conditioning Technology and Repair Extended Health Occupations _^ucation Coop Medical Professions ^Extended Day Cosmetology I Extended DayNo credit Cosmetology I Extended Day-Credit_________ Cosmetology II Extended DayNo credit_______ Cosmetology II Extended DayNo credit_______ Automotive Technology Extended Day Auto Body/Paint TechnologyExtended Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Day Not taught. Deleted. 34J 163625 i COMP ART:EX wo tlpa J. -No
Si
jTKto 163650 163700 163705 163750 163800 163805 163810 163850 163900 163910 170675 170700 172200 COMP PRTG:EX COMP DRFT:EX COMM FDS:EX WORD PROC:EX COMP PROG:EX RES CONST:EX CP CONSTR:EX COMP ELEC:EX TV PROD:EX RADIO BRD:EX IND TECH II BUS/TYPWRITE COMM ART Computer Graphics/ Comrherical ArtExtended Day Computer Graphics/Printing Extended Day Computer-Aided Drafting Extended Day Culinary ArtsExtended Day Word Processing Extended Day Computer Programming Extended Day Residential Construction Extended Day Computerized Construction T echnologyExtended Day Computer Technology/ ElectronicsExtended Day TV ProductionExtended Day Radio Broadcasting- Extended Day Industrial Education Technology II Exploratory Business/ Typewriting Commercial Art Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. Not taught Deleted. Not taught Deleted. Not taught Deleted. 35Special EducationResource Room ^*99:20001!? 'Course Course' ^Abbre^J 190900 191400 191800 192200 190950 191750 192150 193000 191100 191600 192005 192405 191200 191700 192510 192050 191000 192320 191910 192300 192310 191300 191500 191510 191775 191900 192505 ENGLISH RR 9 ENG 10 RR ENG 11 RR ENG 12 RR READING RR 9 READING RR LEARNING RR LEARNING RR MATH RR 9 MATH RR BUS MATH RR BUS MATH RR PHY SCI RR 9 BIO RR HEALTH RR EARTH SCI RR CIVICS RR 9 WO HIST RR WO GEOG RR A HISTORY RR GOVERNMENTRR LRNG ST RR 9 AM GOVT RR AM HIST RR LRN STRAG RR A HISTORY RR PHYS SCI RR English RR 9________ English 10 RR_______ English 11 RR_______ . English 12 RR_______ Reading RR 9________ _ Reading RR 10_______ Learning Strategies RR 11 ' Learning Strategies RR 12 _______ Mathematics RR 9 Mathematics RR 10 Business Mathematics RR______________ Business Mathematics RR 12 _______ Physical Science RR 9~ Biology RR IQ________ Health RR___________ Earth Science RR Civics RR 9 World History RR 10 World Geography RR American History RR 12 American Government RR 12_______________ Learning Strategies RR 9 American Government RR American History RR Learning Strategies RR 10 US History RR-11 Physical Science RR No. Title ENG 1 RR ENG 2 RR ENG 3 RR eng 4 RR READ 1 RR READ 2 RR READ 3 RR READ 4 RR MATH 1 RR MATH 2 RR MATH 3 RR MATH 4 RR PHYS SCI RR BIOLOGY RR HEALTH SCI RR EARTH SCI RR CIVICS RR WRLD HIST RR W GEOG RR US HIST RR US GOVT RR i 36Special EducationSelf Contained M#98-99S|f, 'No. I Abbrey, '.Title
VDescrfptlon^ 193900 194400 194800 195200 193950 194750 ENGLISH SC 9 ENGLISH SC10 ENGLISH sen ENGLISH SC12 READING SC 9 READING SC English SC 9 English SC 10 English SC 11 English SC 12 Reading SC 9 Reading SC 10 '
|i*9-2000!^ No. 194100 194600 MATH SC 9 G MATH SC 10 195000 G MATH 11 195505 G MATH SC 12 194200 194700 195510 PHY SCI SC 9 BIOLOGY SCIO HEALTH SC 12 Mathematics SC 9_____ General Mathematics SC 10__________________ General Mathematics SC 11__________________ General Mathematics SC 12 _______________ Physical Science SC 9 Biology SC 10_________ Health SC 12 191000 192000 193000 194000 191002 192002 193002 194002 191004 192004 2k^i ENG 1 SC ENG 2 SC ENG 3 SC ENG 4 SC READ 1 SC READ 2 SC READ 3 SC READ 4 SC MATH 1 SC MATH 2 SC 193004 194004 MATH 3 SC MATH 4 SC ^TMOeSefii - tfe- !.:i' 194000 195320 194910 195300 195310 CIVICS SC 9 W HISTORY SC GEOPHERAPHY SC____________ A HISTORY SC GOVERNMENTSC Civics SC 9__________ Worid History SC 12 World Geography SC 11 191006 192006 193006 194006 191008 192008 192010 PHYS SCI SC BIOLOGY SC HEALTH SCI SC EARTH SCI SC CIVICS SC WRLD HIST SC W GEOG SC 194220 194225 194230 194235 COM DOM 9 DOM DOMAIN 9 VOC DOMAIN 9 REC/LEISUR 9 American History SC 12 American Government SC 12 _____________ Community Domain CBI 9 Domestic Domain CBI 9 Vocational Domain CBI 9 Recreation/Leisure CBI 9 193008 194008 US HIST SC US GOVT SC 194825 COM DON CBI 194830 DOMES DN CBI _________ Community Domain CBI SC 11_______________ Domestic Domain CBI SC 11 191010 191012 191014 191016 192010 192012 192014 192016 193010 193012 COMM DOM 1 DOMT DOM 1 VOC DOM,1 REC/LEIS 1 COMM DOM 2 DOMT DOM 2 VOC DOM 2 REC/LEIS 2 COMM DOM 3 DOM DOM 3 37194835 '*.............. No. VOC DOMN CBI Vocational Domain CBI 194840 REC/LESR CBI SC 11______________ Recreation/Leisure CBI SC 11 193014 193016 VOC DOM 3 REC/LEIS 3 V^r Si >8i!i<i^*.'>*^A
' 194900 195100 195500 194500 194510 A HISTORY SC SCIENCE sen P SCIENCE SC A HISTORY SC GOVERNMENTSC American History SC 11 Science SC 11_______ Physical Science SC 12 American History SC 10 American Government SC 10 194010 194012 194014 194016 COMM DOM 4 DOMT DOM 4 VOC DOM 4 REC/LEIS 4 38Non-Credit KCoureW BNo. 200100 200200 280100 220100 220150 270100 270300 270300 200400 200401 200309 STUD COUNCIL MONITOR MONITOR STUDY HALL STUDY HALL HOMEROOM HOMEROOM HOMEROOM ORN TCH PROF INTR EDUC LEARN FOUND9 V* Student Coungl MonitorLibrary____ MonitorOffice_____ Study Hallfull year Study Hall-semester HomeroomGrade 10 HomeroomGrade 11 HomeroomGrade 12 Orientation to the Teaching Profession Learning Foundations 9 Course' No.r . 201000 201002 201004 201006 201001 201008 202008 203008 204008 STDT COUN LIB MONITOR OFF MONITOR STDY HALL STDY HALL HOMEROOM1 HOMEROOM2 HOMEROOM3 HOMEROOM4 Student Council Library Monitor Office Monitor Study Hall Study Hall Homeroom I Homeroom II Homeroom III Homeroom IV Not taught. Deleted. Not taught. Deleted. Not taught. Deleted. 39F. MIDDLE SCHOOL CURRICULUMLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 December 15, 1999 HE(^ TO: Dr. Terrence Roberts Dr. Steve Ross Ann Brown. ODM Clementine Kelly (CTA) John Walker DEC 1 6 V9S3 OFFiGEOF FROM: Dr. Bonnie Lesley .'Associate Superintendent for Instruction SUBJECT: Instructional Standards One of the major projects that we are working on currently is a definition of instructional standards. Such standards are called for in Strategy 2 of our Strategic Plan and are implicit in the Revised Desegregation and Education Plan in several sections, as well as in the other critical planning/accountability documents that guide the Districts work. Few districts, if any, have adopted such a concept, but we are committed to doing so to provide a focus for professional development, to use as criteria in evaluating external instructional programs, to guide program evaluation, to provide criteria for teacher evaluation, and so forth. The standards that we adopt/adapt/create must be research-based and must attend to the needs of cultural minorities. We initially looked at the following models: 1. Dimensions of Leamina by Robert Marzano. et al 2. A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring by Fred Newmann. Walter Secada, and Gary Wehlage 3. Handbook of Reseach on Improvinci Student Achievement by Gordon Cawelti 4. Pedapoov Matters: Standards for Effective Teaching Practice by Stephanie Dalton 5. Educating Everybodys Children: Diverse Teaching Strategies for Diverse Learners, edited by Robert Cole 6. Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson Instructional Standards December 15, 1999 Page Two We then added two more models to consider
7. The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings 8. How People Learn: Brain, Mind, Experience, and School, published by the National Research Council Finally, we are excited about some brand new researcha meta-analysis of studies on the effectiveness of instructional strategies by Robert Marzano. This study, available on the web at www.mcrel.ora. is the best research synthesis that I have seen on effect size and with correlations of specific strategies with instructional goals. You may want to read the entire study, but I am attaching only the summary chapter. Our goal is to either adopt, adapt, or create (synthesize) a set of instructional standards to be presented to the Board of Education by May. We will, of course, be consulting representative principals and teachers, once we on the committee fully understand the available research and our task. We invite your study of the accompanying documents and any advice you might have for us in the front end of completing this task. Please e-mail me, call, or write any suggestions or questions that you may have. Attachments cc: Dr. Les Carnine Junious Babbs Brady Gadberry Sadie Mitchell Dr. Marian Lacey Frances Jones Chris Heller Clay FendleyA.n Individual Approach to a World of Knowledge February 21, 2000 BECBVED Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 Dear Ann: I am sending to you a bundle of recent LRSD publications that I know youll be interested in. Also, 1 hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc
Junious Babbs Brady Gadberry 810 W. Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax: 501-324-2032) Kindergarten Standards, Benchmarks RECBVEO MAR 1 0 2000 November 1999 Dear Kindergarten Parents or Guardians: OfflCEOf DfSfSRffiATOKOJIfTOflj,S This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in kindergarten. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9, a norm-referenced examination, at grade 5
and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your child's teacher or the principal of the school. Sinosrely, Dr. Bonnie A. Lesl^, Associate Superintendent for Instructionpt GRADE Standards, Benchmarks RECI U 1 Cft r 1 November 1999 Dear Grade 1 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in first grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9, a norm-referenced examination, at grade 5
and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Si rely, 7, Associate Superintendent for InstructionSR A DE Standards. Benchmarks RECSiV MAR 1 0 Office cf >*4 f: , 1 iJsia p[^.RGftriOHMOiTORi^S November 1999 Dear Grade 2 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in second grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not ail. students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9. a norm-referenced examination, at grade 5
and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic. Basic. Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Siricerely, Sirjcerely, Dr. Bonnie A. Lesley. 7. Associate Superintendent for InstructionNovember 1999 3" SRAOE Standards, Benchmarks MAR i 0 .or *. J GFi'wH Cf KSESREGAWnyesr i5:5>5 Dear Grade 3 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in third grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know ifyour child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9, a norm-referenced examination, at grade 5
and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Dr. Bonnie A. Lesley, Associate Superintendent for Instruction 4*" GRADE 3 November 1999 Standards, Benchmarks d. 'J Ji' OsSEGFiEGATiCil ijKiiinGaiiiu Dear Grade 4 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fourth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9, a norm-referenced examination, at grade 5
and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the studentswill score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your child's teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Bonnie A. Lesl^, Associate Superintendent for InstructionS' GRADE Standards, Benchmarks November 1999 Dear Grade 5 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fifth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and homework together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher
teacher-made tests and examinations
administration of the State Benchmark examinations in grade 4
administration of the Stanford 9, a norm-referenced examination, at grade 5: and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient" level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Associate Superintendent for Instruction6* GRAOE November 1999 Standards, Benchmarks MAS ] 0 ZGCil Office a? DESEGRE(3ATi0ijM0WT0fl|S Dear Grade 6 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 6. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7. LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the studentswill score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Associate Superintendent for InstructionI'" GRADE ,v.>. /SD Standards, Benchmarks >UJ Illi: ~ 'J DESEGSrGAiiCfl November 1999 Dear Grade 7 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 7. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7. LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Associate Superintendent for Instruction 8* GRADE BKES .1 Standards, Benchmarks !<iAR 1 ( GFr: 5^. November 1999 Dear Grade 8 Parents or Guardians
This publication includes the Little Rock School District's newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 8. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7. LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Proficient level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sinaerely, 5 A.. Lestev T. Bonnie A. Lesfey, Associate Superintendent for Instructionf-n-oc C.P-Office of Desegregation Monitoring United Slates District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501 >371-0100 /i'Ct-lfd April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your February 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 1. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time,to spend together catching up. Sincerely yours, Ann S. Brown Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools: High School Curriculum Catalog 2000-2001 Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools: 6* Grade Standards, Benchmarks 7* Grade Standards, Benchmarks 8* Grade Standards, Benchmarks Middle School Curriculum Catalog 2000-2001 Guide to Learning in Middle School Elementary Schools: Kindergarten Standards, Benchmarks 1 Grade Standards, Benchmarks 2"' Grade Standards, Benchmarks 3"* Grade Standards, Benchmarks 4" Grade Standards, Benchmarks S* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.at- Office of Desegregation Monitorinq United Stales District Court Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro
Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their consents ^e unvarnished and strictly FYI, so take them ofS^m, but please accept them in the spirit nt pnllpoiQiitxz of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, "Whats a a Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them refiigerator cumculum enables them to learn how to fix their refrigerator, or in the alternative we say It s a curriculum their refrigerator can study in order to become a smart refrigerator No we dont' (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refrigerator curriculum is either. is one of lifes Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to differentiate between the two terms and to widely broadcast definitions that will to work from the same understanding. to take care enable everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro
Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached. Their comments are unvarnished and strictly FYI, so take them or them, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from fiustrated parents wanting to know, "Whats a refrigerator curriculum?" Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refiigerator curriculum enables them to learn how to fix their refrigerator, or in the alternative we say its a curriculum their refiigerator can study in order to become a smart refrigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has come to our attention. Many parents and students (and who knows, maybe teachers too) are very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to differentiate between the two terms and to widely broadcast definitions that will enable everyone to work from the same understanding. Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.The document is sprinkled with items enclosed in boxes but the boxes do not signify a single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose? Why? If the guide fails to meet its purpose it will be because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. 1. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort.Comments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended? Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance from staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title. Curriculum Catalog, probably makes a statement of purpose unnecessary. J. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSDs instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD b"", 7"', 8', Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are learning at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fuifdls Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English?A Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Strengths: Weaknesses: Middle school students and their parents To explain the progression of required and elective middle school courses. The guide is less formally formatted than the curriculum catalog. The question and answer arrangement should make the guide more user-friendly. The pages aren t numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. In reality, the question and answer format is not as effective as it should be. The guide should have followed the format consistently rather than varying off into specific course descriptions. The more specific descriptions might have been more appropria
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.