Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. 3 I G2I I I I .(! |h 'Hl ** lb!<' I t hl I I t 1 <*1 . w tl I UM I II.I * *-'**^***1 *<"* HHH.hlUl -**1*'? UI InM-iil ol J^IIMirlly I.-hIh-i-, .iiI silj^aill SI >( I . < Ml I I* 11 I ' , > I- I .1 1.1.. I oajfciivfs SIRAIICIfS/ RCIIVIIKS RfCinilINC OAK COMRIIIIOII OAK COSIS RtSPOMSIBK in (WAIUAIIGH lii-.'ire profort Innate re|re- Muit al Ion nf well qualilied aiiiinrilii apeclal eslucallon lem lien Recmil anrt eafiloy inorll leachen in certified areas of: 1909-90 RMni'* SI,000 I I az CJ a. HildM handicapped b. Hear Ins layisir^ c. Haieiatelr/scvcrely handlcapp^ d. Speech iapaircd r. Vistailly lapair ad Fji|MiiI staff itevclopacnt aclivillci: a. rarinership with stale Colleses and iBiiversillea for Itainlno and retraln- iiiS of leathers. t^.OOU hlit ion ni rec Ion: Penomel S|ieclal filucal iiwi StB*rvlsors - SfiKlal lilucaliim l*rofessori, S|iecial FdiK- ation Orparlianit Central Office Staff I I I I lia re.isesi |km>I oI c iii|<'|.-ii adimrily 5| iai fsl .-il uhi I r-MlirrsI* |*U4 I. I'9 Rf on lb! I ' ItHMluC. 11 Ji I I 'l I ('mJ I Ml I I* |M I >1 * swstiw (Imis jml vi 11_]
ih liir ihm <>( ibM' |< i'.Ihm-.. pi I .1 I.I.D (MJICIIVtS SIRAKClCS/ RCIIVIIilS RfCinillNG ORII COHRlf non ORII COSIS R( sroNsiaiun (y*i u*i luii I. Iipvrinp rrvlsetl fonaal In Iri-illslritl diaiaaeiil aliai of dur irorrss. a. SrIrrI ctamillec of s|*rlal education personnel Iron all lliree dIsIrlciB. b. Develop fonaal for dociannlallM of due process c. Subalt IO RK for review I9II9-9U 1991 tiu.mil* fur l*rinliii)( hlr(tnrs aial Assuuiatr Hirer lots llrsignaird Sficcial IiIul- alien Staff Ikcianpiiial iiMi will I* c -in- si st mt services will I*- iwiivlileil III ante I iim 11 niiiu lor stialenis 7. laftlraml rrvis*d (nraal In IrlMisIrlcI doiianil- al loti ol dur irucrsi a. Inservice Icacfiera and perunnrl, an uae of revised foran IW-92 OnRoIng I I II- 'III ' I 11 II I l"l I II I 11.1 I fl 111 I'lH'l 'll* oil 111 \|Hin . ill 11- lUrn Illi s 11- I Ju dv*cJu| a s**i****i 1*11111 (ill sliil<iil' wiili liiw iiitiili'iHe Iwiwlitiijis. 1. 1.1.I P . I 1 I- I lilie 1 (WJfCIIVIS SMAIICIIS/ ACIIVIIKS ICIMIING OAIC tOHFlIIION DAK COSIS (SPONSIBIlin f J HU* 11011 I. Itegin planiiiig process -Trovlile an<oprislr prn- gisai (or Ilie lollowliig: a. Visual Isginlred sludenls b. Hearing iagioired c. Mill i-hnnlicapped d. Seriously llaolionnliy Uislivbed . Cnnduci nr<H ese> . Srlcl chool lle (s lor VI. MM * 90 ' . Share specialists re- ipiired lo neel needs o( VI, Mj>NK adSai IdeniKy and caablne ea- Isllnt rcaourcas awnll* able 1 rinxFiaae needed re- Bourcea and naterlals . Frovlde apeclallted (raining for ataff . Rccnillaent and eeAn-liir n( personal and/or service providers l<M9-<)0 Schuul year a<ainK Io l deter- ined. Use o( local, stale, and federal funds OIrcclori aiwl Associate llireclors ol Iji|>iuk1<<I anil injiiovi'l spivk s Io lou Inctileiice l>aalit.a|f*1) slmlmls. Services will be wore cost rlleciIve 1. lagilnaent progrnM lor llw aieas listed ^uve. SirsleKles and acllvilles Io be deleiwlned by Inliviflual Mucallon rians (IFT's) l'WO-91 I t cn.III I'I.Ill I' I'.b? m '.(III 'l-\|MIIIS ill II* I I. I hiii Llui : (Ml I <1 III. ,1.11 I 11'1 I
i I |u *,uU|lJ|.il. sl.ill .Il VI liita.a III I'lli.ll^Mi .ill ls|'vl5_<>f iilili.ili. Ml. .. ..I I" >< I a a tl I t t I 1 .* I I >|i0 tl I *|i ocjiciins SIRAKGKS/ ACIIIIIHS 8(cinmim
OAK (OtPli NON OAK (OS IS KSPONSIIIIIK (Ml'J*
1011 I Tn share cost of ni>4La*.s Io inservice leathers HciirpMetilal iwM ilitirlcis ap*! al * 9/89 tin.0110 2. Inservice central oil Ice stall J. Imnrwice spec lai teachpra on a|*clal mtucalion. rituluB, cur- lat reellali i| teactilifg lechtiltpies, anier iaia, etc. appcIfiMi Itaea Io del er- Ine needs and seicci con sullamt bevelnp Inslnaseat Io conduct a neodi asaaos- nent Select a teacher con- IIlee llrvelnp varloua Inservice progran needa, I.e. due proceas
lasuc at adnaity nverrepreaentat ion
regular achool/prograa odlfleal ions
screening 9/t9 8/89 Ongoing ^Woing Gmsullanta Substitutes Teachers Ml erials/ Siggilles Print Ing .SI I pends hi rec I nr aial Assoi i.ite lllrecloTS Mie Will iMve prctgr^s ciMfirelM'i.' ive slid I ik v< li.ii H III I 1I*' I I UI . ll I in I .1. m 'HI I II ) I * 'iIm 1.0 I I 11*1 Pl-.|Mi*. itl< Illi I- I I. In ircjuc- uyiity in itmtsciiUlloll ul bldch lualuk Ul Sl.i.|l ! 'I nai ,.i < I. n-.i vc lall <li v. i.,,... ,i laoKl'M mat Ila- li-l*li*f. r I .1 I.IlB OBJfCIIHS SIRAKCKS/ ACIIVIIKS fCIHniNG OAII (OMPIf HON (MIt (OS IS IKSFOMSIBIUlf ( JAI'JAI lOh I. rrovicle inservice llwat I IN uses on teat tier l>lkaviol louaid a <lis|irnfa>rl >on of iniirily sliileuls erfeiraily lilmk nates in special erkaal iun. a. Drvrlop Irainif* center 1909-90 <7: lor regular teaefw-rs ea- |iiencing problms In understandint and leaching black aales ari other Aaorily slwlenls Identify tearhers with high referral rales of black aales to Sfaclal education Schedule Inservice ArranKe sulniilutes lot regular teachers Provide Insorvlcc thnt focuses on: , Itrhsvlor ndificalinn for IraclM bctaviur . Prowlile iffMXluiiidrs I or Icaclvr* Io know, ccr|i( and ulilitp intoraalian reKardiiiK Irarnli^ alyles, lan- giiaf>r/dialr<l, Mittea ways of rcccliic/lM*- hi.viitr,, value syitea. M2S.<lOO-f'er i /O.tMM) Hit* rinlsZ A
4us Director - S|mial l>kic. Sui rv i snr s/( jKWfl i ikil or s of S|a*cial frksaiioi <"1<<ive iiisi riK I ii>M 1 I *(< Ollier slieh'Ml s Ih I I case IM K'lcir.ils (o IcIlH. at IMM I I Frincipals Sufiervlsors - Spec. Idm. SOS llirrcinr - S|n . I<kic . Irariiiiig (4'iilrr Sl.ill Rales of <li9Hissal ol Id.H k aales/ullM'r slick ols i.an.i iWxr. . . IM ill St l|>l IM< I <1 I'l I rI Ml I I III III.II .1,1, I I,., , , . I'.. I H|.| I I 1 III I...........HI r ** if I I bull ivi Umi imMil UmI i>>, I... , Al tiiit r I IK I J 1.1.1 MJItllVIS SIRAKCKS/ ACIIVIIIIS arciNNiNG OAII CWmi IION OAK COSIS RlSPOMSIBItII) t /AlUAIIOII . A(i|il|r stills el CM,I wilh sludenl Brnular IpiKitprs . Rrlum Io Khool Kcgiilar TrMhprs , Hontlor leecher eilecltveoess S(i()orvisor s/P) inc i|al5 2. Provide ininisive Inler- disclpllnarr Inlervenllons lor: Slurtnils Unse social and enol lorn I beitnvior ante il dill It oil Io advatce aiadnaically
- *H>r eiro(<l pre-referral iatervcn- I Ions Slulmils Un ihow s|i pnllerns of develofannl Urich any jcadice . Provide Irainlng: Currlculo based asses oaenl i I inting Asscsaaenl Io tlassrooB Slralsgies s/aa s/aa tsso Regular Teaihers Principals lapanlnl nal ija)<uv<,| Ir.vlii .. stiIls Rnlacc relrrrnls (ur > il slutlenls Io i|ii.tl Iik.iIi>>. er- runnius Icsl scores. . I<tenllf|r regular loiters lor Iraining . Provide I raining Ihel Incuses o, changes In InsIrucI ionnl leclsil- <|i|ps Io mlch sludr.-il -! rt|t Inces //B9 B/a9 2t leachers 5 days X Cenirel nflicr Slalf Ps|icholo^ical lAAniners . I v.ilmie how mlerisli iiKliiKlicms itrr pre- smlnl Io sludenls 9/a9 I I 1 X..Ill Pl.Ml Illi IM h i. .ill. I (1*. I Im.iI ll k|' .pnir. ill ,3
Ml * tt ) hi.. ............................. UiCLLl'U 1. UaitUBiLU ttuHUi I I-. I I- 1- .1
.i. I oejiciivts SIIAKGlf M CIIIIIIS WCIMIIHC OAIE CO*I (I ION OAK COSIS AC SPOMSIIt 11Y ( 7Aiua
ion . .heck (or niss/anUlrr ol Bludenl skills/ <lr( Ictls/tcachins agipraaclws . AssAs uh), iludenti are .ml anslerlng smlerlala (tmltar atudswt act- slmicffil t IvtIiM over lam ii lervali la Idnrtlfir in tcaahiioiaia In the lea<nii.| proceas ! . IlDnilor teacher r(- lecliveneas - do niu (inits understand the task! >ninR . rrnvide nin*rous svl hods of assessInd Uul s(islrds haw learned . IiiIp nut eicluslnnar (acts lor slude.its .nl learning lark o( Inslrucli<i 1 Inch ol |Tere<|iiisi les lor ncifdailiii. (<r isw shills Itilrrials *500 I 1I'l *tl 1.0 I I I I'l.iii I'lH'i *N| ',|MI>l\ till)-
,,,t|i.| l> Vvolllimil I*mI<'I I I ' II ) Illi I 11" III.'. . II I I >Im I I I .1 Ilin I I I OJ(CII(S SIRAIICirS/ ACIIVIIKS afCINMIMC OAK (OMPl 11 ION OAK (OS IS RlSPOMSIBIlin ( 7Al UAI 1011 I. rtowldc Inservice lhn( licusea <ni (eachrr hchnvior (ouard a iils(ir<i|x>r(ian ol irmtilx slialenls agacially (tlatk aales in special erknal ion. Social laclnrs - Schools alleided Alle(ance Sufgnrt tytlna rre-achool inslru- iMlon OMoing Pravirte TISA Inaatvicc . Navicw II(eratare and raaearcli ragarding (cacher espactadona lor ninorKv s(ad(n(s eapeclallr Mach rain lO/OT Ongoing *^,*00 Sfieclsl hhcal ion CnAral IM (ice SLaK lncrea.F sli.leiil/lrai hr i ini er at Huns lllghrr r|lai iiMK lor sUir'*' . rrovidc (raining . A|g>l lca( Ion of (raining hy (eachara . Observc/|irawl<lc (ccil- (ck (o (eachers . (tmllor lent her behai - iiMT on an ongni** Insis IllfirilVIll illSl I IK I KNI ill.l .III I III .isliiiivi wi'iil I aIMI I I M fM a . Illi I IP, I I r I III |*H' HI I' I. ..I I ,l*lr lii,(>, I. ^,*1(11101x1 NimIi'I I < I. .r ) h> . I . ' r' I I .1 I.hl. MJfCIIHS SIRAIICKS/ AdllilKS arciNNiNC OAIC (UM*I (HON IMH IOS IS XSPONSIBIllll ( I' lUAI ICII Insnrr iIm* (ol lowing
AsxisI hlKk Mira in dpvrloplng *U|>ivp riull^ a. I'rovKlp c<in<rhMlw ssesaarnts mal dignnu 9/89 b. Trovide diort-lera InlMwndoM Aucb as group kctivllles lo BIrcngllM social Irtrr- action skills without chsnging studsnt'a ass Ignssnts Ongoing Rrgnlar IrmlM'rs ISyilnlngltal laaBiners Social Ihilrr I'syclnlogist In^trove sliMl**nl acai|< -it ,<1 lonnaiKt
liK rrasi in slmk'nl alli ixl.na - c. I^dramt Csltndad Flacaawnl servlcos In i diagtMMl Ic clatsrooa. I riacanenl la be reviewed each trter. Inf erase iiarrnt invniffnrni r rl advocacy d. Ilevelap Fartnl Osgoert (I) IfdfaMAlfnASTgyaa Sysloa (2) behavior (tanagcaml Shills (1) Advocacy M-alnlng lur (kildren (A) Inluraallon Center tW Ongoing Sysiraviilr rHiciivr Iiii>Is-ihi nsri VICO r. Iilmiily and ctMirdinali coannily rrsoia'ccs 9/89 1I U ' J >1 I it , I
/ f'liti-i I I* I .in I '.Illi . illIr I tt i Mittvlui I J. LUULUaM.tJ UtMlAt I /t I* I .1 l.l. . . I OaJdllVfS SIRAIlbllSZ ACIIIIIKS fCIMIINC DAU lUMritllON OAK (osn R(S(>OMSIIII IK ('JAL'JAI|()
5. Fnsure Inrerased equity In Instructional nrtlaid- f. Haintaiii Irnnsllinnal services to regular classes Ihrot^ liaison siggKwt servlcos g. Oevelc^yadapt oalerlals ami dlssaalaato to local schools Conbcl the followliig tn- aervlces: ol<y ihrouKli a a. Irarnii* Strategies live stall ilrvelii|amt proRraa b. Lsuhach lleadli< c. nsA 1/90 A/90 d. Peer Tutorliei 't. hmve inrreased e<|iiiiy ii a. Ntke ad^allons/andl- instriKt iiaial aplhulolagy llirmigh |>arl ic linliun in rrgular classes b. ' 1990-92 t 750 I 500 15,400 t 200 Oiilral (>(( ire Sl.il I Social lAiiker S|iecial Tpatlirrs Director ami S|iecial Iducallon St^K-rvisucs IWH^rr.isliig rr|prrAl< .l 1.1.* Hwlfs .mmI olhtr MtIMlIlIx M leiils III S|>xl.il isIm.ili.Hi liKreased a|i(>l ic at iuti <>l stills ill regular classes Im re.ssiil st mli iil - Iim, Ih-i iiilei .H I iiHis licatluns of curri* culuB lor regular classes lileiilify ellective iii- stnicliaiial leclmligie.
, learning styles, lea- cliiig styles 12,000 I JOO RcIik IIm* iMr.iIwi fil ,.i |Alll'l <M
III l||',ll|.lr lI.IS'.I- I IMH 11 IM I. . . .lilt I M'. I : I I * I *.iin (.ii I Hrvhiutv I'lH'l *Nl ( ! > ) I t> iI<I ' I- I 2. Haiiic 11(1 i l.a.ijur iw.li. 11..,. . iii.l ly >! i-.i il I.hr ........ i << (MJtCIIHS SIIIAKGKS/ ACIIVIIHS ICINNIHG OAK CQHPIIIION OAK cos IS Rispomiaii in hli 4 . I I .1 l.l' { Ml'J*I lull I. Ra-f Ina Ilia Miiloiinit '"'d avalu.ilinn praxeas in tin llisirlcl. 7. To mguge In data col Ire- < inn lor a loRKlIudinal ol lilarnaml f<ac- tiers In ll District. I I. (tool Iori mt H ca|>lcl<-d on a U-BMi*klv bails. A sasaaary report Is |<n aided Io the building principals. Correctlva act km fams are provided Io sroMre con- llnued coapllance of due process fay Iks Disirlcl. 2. Cni^lla I lion enri cisl (duca- ImM liKlud- Ing race, sai, ale. and onllor an a regular basis. Onia la rc- vlcurd by Ike aaiocialf su|iarlnlcndnit. Sfirclllc sckoola are largalcd If proklma re Identified fay staff Ibillilinii |irlnci|ials anal Ikeir staff mast deva- laip action plans Io ra- nadiate dellcimclas lalcntlflad by taailral Office. Ibase |inlns are nonllored by tanlm tiff ice staff. RlRiii* *H>( tware tl.fW (amsullants *1.000 Foran *2,000 Professional Growth *1.000 Haterlals *1,000 lantrni Ofliia* S|H-ci.il IdaicaliiMi Sl.ill ReviiW AS an nil rules, ri^ul.ili**: I "" NR|i*|R'S| aivl plrM I *- r Il hislricl s $|*e< iaI di |MI i< irs .11 I Hit HI Kgular evkiLAliMi I'ki. i (klgoing Uireclor - S|ccial fducalion rrerelrrrAl inl<*rv< *' i<*<**i * uliliiifl Iw Sfifafwil |r<<iii* I te*Kh m.ImnI Uis ori.r*ni/<l . cciviie tr.ws. inlervciil iims nrr <1* i |>r<*vrnl ini" irlii .IS M-ll as I.HIIS III .ill.'IU iaisi *K I iiHi.ll |i(>Kr.ii SI IhhiI's I -.a'la I ' aa I iva-ly |.1I I u n<it* . SUI iiig a|if*r(i|>i I Ale I il . t. la .1 II* < CJ 1 2s>( 11 ('!.* r '.lilt IlHU 'Ml r. .. J I*-' t IM It . .'h !!' I *r-.l.>isil.l<- Iiiitclui - J. InsiMC 'JuiCy 111 si* ly roll* 11*4 ll> iR..Trlfl-sriil.ll l"> Iiili>llly .Imh nl . l-lll *.1 IkI III JU II, J .1 i' 1- I I .1 I.II. OBJICIIVIS SlltAIIGIIS/ Aciimiiis CCIMIIM OAIC catriiiioN OAK COSIS R(SONSI(llll< I 7*1 UAIlUO I . rrnvide ossislarKe in re-dic ii^ the overre|>resenl.i- I inn o< imorily sliabxils in *(*<. iai nhcaliim. I. SalMxlule stall develofv-arsil on the lollimiisi: a. Current letlslalion and litigation b. Eli(iMllty crllerii d. (Ar s|>acial cducMas aid related aervice! Curreal trends In assesaant Non-hiased aaaaaS e. Tranalatlan a( test data Inta a(pro-priale cariculua and Instruction (. Adajtt Ive Behavior Ik^nint a<oiiig 1991 1991 S2S,On>l overall cost: Inservice overatte cost |>er type- S1.000 X J sessions 75 teachers *2,000 prinkrl aaillers
*2,000 COTsullanIs *J,000 hi rec tor nl S,x ill Irbil al Inn !.ii,'rv i sor s Stale Orporhanil ol rducalinn - Sfinial Irtucal ion Consultants AsscsSBCnt CurrlculuB Based Assesaant ORtol'M flhgoing 1991 I. A|vly aiMWopcIatc iwe-rrlerial Interventiau OngoliM II. Rrvirw c< its o( liltle Ikicii School District tlellwery systoa OnKoii* Ontral (Ml ice Stoll lifi|>r<iv' si 111 s ill III 111 / III. Iill'liol lil.MI lO'lll |l|->*lllll I < OpcrrasF in rcirrral nl niia :il students tn S|i<xiol t-fltROln h Ikx rrosi in i.iisi l.i'-.il m iI m .iiiHiiily ..liib'iili os It 111*111 , I .1 I llicrrosixl ilHMrl<'
l* nl 'hl** | lI'SS aial .i|f rt n|>l l.llP I.......I-I I Ml SP-v I a. Policies and Proce- *****'** Atipraisal Uaib b. Urganlzat tonal tl rue line c. Curriculia d. Service delivery aut IlMM-OSfll klMM. I* <lt'l liMaaliiMi I'rogi.aK'. ml I' I I :mi 11 ' (* I PM I II.> r. > (.0.1 I 1* I .in on ac .pon-. ible Oiii^liHs - J<rkMili.>aic_^>gi|a>i !_lur Tl>' </ M I Ml t I* mI*>I I .1 (I I-ilisl r . I Asscs<aNM'nl . lee. . I ll I OBJiciivrs SIRAKCKSZ ACIIVIIItS aCCIWIINC DAIC COHFKIION OAlf COSIS RCsroNsiaiiIII IHAIUAIlUM I- rarliri|Mlr In a - dlalrlcl aaaesaaml Mil lea wilh a plaratni agenda and slated duvUoi. . Deieralne agenda aetltR Is I aid I all consitlency In areas of aasesanenl
-screening -evaluation InsIruKnls -ellalbilily crilarla -review ealsllng aoscas- nnl Inatnatnls -identify naw asaaasncnl inalruacnta and purchase for field lasl- O<olnR Ool0R 110,000 Cunsullwili lttlrri.li/ Su|t>lies Prinlli^ Coofirral Ivc ISvLhasli^ I'lretlorj - .S|iri iai hli. Cimsi <^lriH y wilhiii ai.l .
CjiaBlnrrs rxMrdinalors Ir i-alislr ii I Ina.'.ii n-s <HI Ihr assFssaMiil (OK -eapaiKi |airctiaslng on data secured li field lestlag f tancd ruB Olgoing 'going I i I I I 01WMlllrllllllllBil I 'l I ' Pl ! lit I ,I
< ! . I I'liri ! I . I .IHI ^*,|*iio\ ibll' Ifii lol I I > , Ai ' I. (JMII IIMM l| IAnmIjI I I (WJ(CIIV($ , I III' I SIRAIIGKS/ ACIIVIIKS BIGHMING OAIC tUMPI CIlOH OAlf lOSIS RESPONSIBK lit ( mcja
I'ill r. Pareol iiivolveiaent f. Parent Iducallon Seminar - Special Iducallon 2. Io reduce liy Im ivrcml over a live year period Ilir raadier of ainorlly lu dmln eirolird In specific learning disafaleil pyulaliai Research-In a. Pilot itudinal Study tograa In lar- (tried Kinola utlllz- li< varloua alralrflR fiirrenl Prrcnilaftr
b. Use effcctiv* slrale- gies disirlcl uide 9/
199 J-* 1)1 rec lor of S|ircial Iducaliori Su|>rrvisors Princlials liMigilirliiial sl<*lii-s will ii-i - luile IIhI sgiecial nliical iiMi 'O' rol Imeol will ri'flect di si i ill" racial imiailat ion. I Rl.k 7UZ Uiilr JUZ Special (ikcalion Unhn s I 1. In rertire over a five year period liy Iweoly (lercenl Ilie lander of slialmls m- rolled iiineolally relaril- eil k| s|>eech iii|*aiird (lailal ion. a. Use as Ils base of oieralion federal, n 94-142 and Stale Arkansas Act 102, legialalions. Clear well writtm (olltleR Iwve been entidilMnl III provide satlsfjc- lory assurance Ihal isillcles, procedures aiwl progrsM rsiddidi nl and addrdsleral ly Ihe district shall Ir cnni-slaA widi the |n>- visiian id fnknl nil state OTihles. 9/B7 1993-94 Division of School Per SOO)le I Supervisors AiBiereir e will rckn e llie (ipnii of laiM l.issi f iial KHi aial oni- rejiresi-mal ion. I I (7511 .ri I M II.. Illi I IKI I Mil I > . I.M^ I rMn Hl I * I |l< . I | I * hif 11.1 I. liNlIllMM.I II1..J4 I T ..I., r I- I .1 I.V I I UJitllVIS SIRAKGKS/ AIIIVIIKS (GIIHIIIIG DAK lONI-l 11 ION OAK lOSIS RISPWI'.IBH Ilf I I ( .AlUAI|lj
i II. RrvirM II* rcle.r.il '1/8* evaliMl ion. placenenl rlecisiotis *le h/ (he Khice- (ion Hmacoent Tea*. c . Hnllor Ihe procns 9/8* nd >11 due proccsi (older* i> Mch dnol. (kiK.iiiiK <k>g>ii iaI (i4r.il rl.'M (iiM'iil lUcf.UMi iiflite SI.1II iHMiiil i.l.His >.ill 1/ I i ctai^iri Im IIS! Miil s. .IM I i Uisi' I An .i|i(>rct iahle ilf^ liix* in < >> I (rclivp ailton |w<x.thires. I I I I ! Ill> I ih
! I........ pii Ill, I . I. I I I t I i.fi I' I l-l -Hl I .1.1. Hi............. ( ! < . I llrawe I i QO m !. ..fliHy Ml t .11 I.M p I l l.l** .1 UMI IM 1^1 . |. uh. I I > .1 I. Mjfciivrs SIIAIIbllS/ AdllllllS ICIMIING Mil (IMTII IION DAK COSIS RI SPOIlSlBIl 111 I JAI IlB^ IctHWHl M.iir ^rol l wril /im I i I ini i>Mwit|r afwx ini nk* .ii Iimi iMHthriA. Ibxr.iil ail nM'loy alnnr- ily irachnt in crtlllir. a. Mildly bandita,ipd b. HrxlaK ia^lrrd C. itodrrXrlyZsrwrrI iMdlCaiv^ 4. S|*cl> layalrod t. ViMMlIr bvaired ri|Mni tlall dwlo|Ml riivllln: a. CarlMmlilp wilk tlal* ani Milmrtil Ira (or (ralaliiii (riraialog a( (aa- chrts. b. Srr Slirlral libati licaliaa aad l*lacr oral and laalna- I inaal i^llmlnlaay (nr Xlar slaK drvrhfarnl atlivi lira. j/rt^ (klgOllK H.ooo lull Ion hl.K lors: rr su.w| ?>|i*ci.il Ilka Ml urn 5<f*rv|s(s- S,nn i.il- . l<liiul iui IVnfessocs, 5
prci| lilucatlun iw*|karlMml Cenlnil CHfiir Stnff I'l I It LI.P IS will III I I I >1 I Mu...I I 1 it I Hi I f I. I. I I iwri >( I I .. I t t >1 i I y .icbfi s .1 I SI I II I w 1.1,.(1* < . <11 I IM I |( .1 I i I .< I?M* A I O ., b*l t I . I'M 4 I Ml .<<11 <|il>llly .Ml (llr IK MUI. I i.lls .Hal Ml|i|lli<s |.1..M.|..| l.i I IM a 11 .i| M. I sliakKl'.. MJfCIIVIS SMAIiCIISZ ACIIVIIKS BfCIMIIHG DAIC COnPlIIION OAK COSIS RlSPOIlSIBIl IK I. S<>cci.il eduTAliim a. Idmiily s|*cIm1 will deaasislrale sysleas- alically Ihal IiikIi ipMlily effective S|ie. . ! inslru linn is lieli<t laovided Ihrottgh Ihe use of varied innovative, and ap|*o- priale aalerials atsi suifdies. edicsllon consillee representaliv* of Ihe Inlal special (ducallaa Siad lo assist In Ihr selection of pr iaie sates supplies lala and b. Schedule 'Milerial Mr for staff using local, slate, and nationally knoun wenlors 9/B> Niaie ' Ongoing c. lalenlify saterlals/ stgplies, etc. Ihal at basic lo rcsoiKce, llinerant and spacial claasrooBS VM Ongoing IIW.OOO A g g g hi ret I or - S|aH i.il Iika. Supervisors Sfuc iai Iducal iun (iavtitlee .............'ll I I- .1 I.It ('MIU* I I'III k* h ( |.><.sr(Mm 4.111 ' ' III .41 (kSll' AimI .IIIIOII.I I.iI) Ml|i.
< s Ihil( I I la^vnve ipialily <( iiiM i la I i" i d. Identify aalerials/ suiplles needed lo i- prnveZefdtance Ihe qiallly of insiruclirai Idnilllied in sltalnils HP's I0/S9 Ongoing Special IducatiiMi Cnnaillee e. Itai 11 or select inn/iise of aislrrials/su|g>lies tt^olng '*R^ii'g Principals Supervisors I III 11' I I*. (. t 1 I I ptH'i 'Mi Pl . th II* iJii ivlui J UMlLUMILli IliUw I j oojicims (M it 1 SIRAUGIIS/ AIIIVIIIIS aiCIMIINb OAIE tOHFlf HON OAK COSIS I QD O f . Al I ivilies Io fncK uii current Irnab of MW alcrials/all'll'^ g. Scbsdiils ihsrlng lUses for cffscliv* and inMvatiw use of aierlals/aipUcs II. AdafNalloM^Bodlfl* catloM Mterlalsi suppl lcs/cipil|anil (Mgoi. Ongoing (ktgoing V.ouo 11 Illi aispotisieii Ilf 5iti|<'rvi stirs hircclor Teachers Teachers I I f t xl I" I- I .1 I.lx I 11 (VAI UAI|t:i liifiimail ri'Kanliiig ivii nMt.il 11 rials Availahi Illy of itrw m( ei i.il s ail sii|i|>lies TH M M * la 9 10 11 u M M W n111 a aB11111111111II Annual Plan Person Goal
(tear) Res pons 1 ________ ' in,luivu icuIJi iini/iii mi tit ix:ssu. i Hsn. Tit ,nni Nt mill OBJECTIveS STRATEGIES/ ACTIVITIES Tn iutputvtf al I trulal ioii at vtH. at laiial piayraus. ^tudc'tiitii intu Mtfi ropul itaii ko-Tech Alt Olid aacli al liats adviaaty cauiu il Maaiiiiys, Si tiden I Uz Lu.-nu z ifs t.'mp 1 uyatuuI tall I JtiU 1988 1988 I 989 1990 IMPLEMENTATION TIMELINE ( Tf I - S'< *n<Mi J Otaitnii,! beginning DATE COMPLETION DATE COSTS RESPONSIBILITY 1 989 I 989 1990 1989 1989 1 990 1990 Niitiv a JOU $2jO ^2iO Division iiMiui In ii'i I III it Vui ui iitiia i in t i.'i t evaluation Ai I n.il i\illH>ll t J 0(1 ,./ Al t I VII II i'lHiifihl 1,111 ,ii Art IV II II it imp lit lull i't / f IV It 1/ I'liUllili t liXl III Ai I I V i I 1) HUgiHtliJ [.t't ut laM^nt ut Kev'ieiir c'ctut^cr uttctimjs O/ Zei OfMJii lluu^ua Pr0ijrdni/Ared ''<*<1^ K'n.u Ul H l I ,>t ^uialimial Uttfiiiit Vin.atHHiai Ui I fit IIIaiiisBaaaiBaiiKiBii IMPLEMEHTATION TIMELINE Annual Plan t Person Responsible V<2^( ioiu t ht ttfciutii (Year) Division I ir.t I (It I ifii Goal: Tti rtKffiureit ion voc'ai iuttd t dvp^i t II Pl ,iIhI NIHSP PrOEjram/Ared I iiii.11 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation Co/Kiut'f iiitjs Shaic Jii/utiUtii iun CiMuuun Course Utfuct ipt icn Cofjilurt UHUithhj iny^ aUHHiy viH'ut iitiial diiui-lcti: I. abate applicant piKil 2. Consult each utbet coni'eininy nev couiae otferings Hevtev eoin:e otteiinija and louiae deaettption^ tuf di t terein'ea HupI urnbet I J lift Obet U MtU'eaib^.'i lb bei embi i I I hiben net^ anit^eit Januttiy Lebtuaiy l*JU9 tHtyitiny N,.ih- Hi/nt! Nuttu l.ai b Pllei tut .ill eiitl t^l I I Lai h liiiet tut wi / t (tend Lai h tn iei I oi will attend IM M H H U 0 10 M 11 M 0 0 0 0 0 0 0 0 0! GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to Share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students entering the directly after high school. working world 2. 3 . minority scholarships and financial aid, parent education in terms of student opportunities. 4 . 5 . college recruitment practices minority applicants. and their impact on m recruitment procedures for AP classes, advanced classes magnet schools and specialty programs, and 6 . effective intervention strategies and/or at-risk students. for disadvantaged The outcomes expected from using a joint approach by all con- n cerned school counseling personnel in the multi-districts include: n 1. increased employment youth. for post high school minority n 2. minority students more minority attending college receiving financial assistance to attend college. college and/or fH 3. increased enrollment of minority students and AP classes. in advanced 4 . m earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate. and 5. more positive parental interaction with the schools. 83 mI ifl I Ifl To facilitate and insure the identification of all students requiring academic remediation, the MAT-6 will be considered. a joint testing program based on The directors of testing for the districts, will explore reporting procedure. a joint test purchasing, scoring, and Such a program may reduce cost and provide u uniformity in test data. A bi-racial multi-district monitoring ! team composed of parents, teachers, administrators and other cerned citizens of the community will be formed to monitor preparation and testing conditions. Teachers con- test of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir- terion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. fl Finally, a system should be devised which insures that the records of students transferring among the districts. including ifl the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the ifl number of incidents in which students are incorrectly placed fl because of insufficient student data. Joint cooperation in the areas of counseling and testing fl should result in additional education and career advantages for minority students. [fl The responsibility for the foregoing cooperative efforts I^fl rests with the Coordinator of Counseling Services. 84 flH M M M M M M 11 M M M m IflV 4 Ui PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. 4 Typically, school districts do not adequately address parents' concerns nor do they involve community groups UI substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation m result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Hi Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition. the System Development Cooperation IN (1981) found evidence that parental involvement in school activi- ties can improve interracial attitudes among all students. IM There are variety of approaches and specific activities IM that can be effective in promoting support and involvement in desegregated schools. H a IM The districts' goal is to achieve a cooperative working rela- tionship between and among the school districts by strengthening IM existing community involvement organizations and programs, as IM 85 IMM M well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. m The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: Bi A. Develop parent involvement/support activities which facilitate the teaching-learning process: i 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in H VH M 2. 3. 4. 5. 6. the learning process which would programs as APPLE, "Just Say No, Provide workshops for parents II utilize and HIPPY
on such such topics as discipline, learning aids, study skills, academic tutoring, etc.
Parents and staff work cooperatively to develop strategies to encourage positive home learning
Each school will establish a teacher/parent committee to design and implement school-based activi-ties
Promote multi-ethnic in-school parent/teacher mittees
com- Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program
b. Recruit prospective committee members from diversified communities including retired teachers and community leaders
86 I w I I H 4 B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. 2. Develop a resource list of parents who are willing to be contacted to talk with potential patrons
Establish parent recruitment teams in each school to encourage families to enroll in the public schools
4 3. Seek positive media coverage featuring parents from 4 all multiethnic backgrounds: a. Work through local parent/teacher organiza- 14 tions to encourage positive media coverage
b. Designate contact person at each local a school to report to an established information center
HI c. Produce video presentations of area schools w for use by real estate offices, utility com- panies and day care centers
C. Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-district IN level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools IN and the districts
IN IN 87 IND. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: Expand the school/business partnerships
2. Have a multi-district event to honor business part- ners in public schools
3. Encourage the Chamber to continue existing programs such as the teacher appreciation rally and the in Excellence in Education Awards for educators and 4 1. students. HI no no m * Special needs will be addressed in each school district's desegregation plan m Participation and programs are contingent on additional staffing and funds in PCSSD PI PI PI M IN IN 88 INJ 1 INTERDISTRICT DESEGREGATION PLAN February 15, 19^9 I' c II It 1 2 II n I i! 3 if II 11 II III ill I 8 n INTERDISTRICT DESEGREGATION PLAN II II February 15, 1989 II n nH I 1^ J H- 11 I 1 1t "J I 1 nI 1. 2. 3 . 4. 5. 6 . 7. 8. 9. 10. 11. interdistrict desegregation plan February 15, 1989 Introduction Overview Interdistrict Desegregation Plan Student Choices and Options Summer School Staff Development Multi-District Desegregation Plan School Operations Library Media Special Education Vocational Education Guidance and Counseling Program Parent Involvement/Community Linkages 1 I 1 2 3 8^ .1 J 8 IH m i lb j ! "I rrI I I UH * ! I m Bn ^4 I i M H 1 2 M 3 Mi d I 5 ri al ill '8 Mi n I 1 Mi ll I I I I' I I 1 ' 'Ma n I 1 I 1 1 f I 1 iI I INTRODUCTION 2 The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as Li I 3 E a single goal the physical movement of bodies and the rearrange-ment of boundary lines. An educational environment which 5 encourages and provides academic and human growth for all stus dents based upon their individual needs and talents must also be a goal of any adequate desegregation plan. I The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his #, or her racial, economic status or cultural identification. 8 Immediately following this introduction, the parties have I a included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that I overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. II The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments
2) programs/academics
3) community and board development
and. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. 1 1 1 1 submitted their reports to the oversight com- The committees 2 mittee (student assignments) which in turn submitted all of the Counsel have now Ji reports to counsel for the various parties. II 3 those reports as well as produced the refined and revised LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the cir-to the NLRSD and its desegregation plans, the cumstances unique NLRSD cannot agree to participate in all of the programs, proce- set forth in this document. The NLRSD, dures or policies however, has agreed to participate in those programs and efforts The mention of NLRSD by name in one sentence or paragraph NLRSD. does not imply that the NLRSD is included in preceding or suc- ceeding sentences and paragraphs. Terms such as "multidistrict". I I consent of the parties hereto, participate in additional specific where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the following overview. Finally, this document represents the work product of the unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the ' tri-district" and other generic terms, do not include the NLRSD "districts in Pulaski County", "the parties". 1 I 1 I I "the districts". 4 5 S 11 I 8 programs when the NLRSD determines that such participation would I be beneficial to the NLRSD and its students. 02 I r 1' 14 1 HI HI HI I HI Im b II Mi H HU I MH I MH mI nn Mil I ll I Ini Mil Mil Mn I n f 3 ^5 J 2 4 1 County. A, B. II. OVERVIEW I. objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski Such desegregation plan shall following principles: 3 4 ft be based upon the All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdistrict Schools to be 50% black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. Interdistrict Schools: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest pri-marily with the host district. subject to coordination and cooperation among the parties with respect to such matters as 03 *5 I I I1 8 ! fl 1' I 1' 11 11 I r 11 i' !i I > ,[ 1 I 1 I !I I i recruitment, theme selection. which are relevant to lity. transportation, and other matters the interdistrict character of the faci- 3 Six (6) new Interdistrict Schools will be established in 4 hl the near term: A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 L5 " r Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A, Jones site. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all interdistrict Schools. III. Incentive Schools: There shall be a limited number of Incentive Schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55% black and 45% white with a variance of 5%. The recruitment of white students to 0^: V these Elementary Academies may increase the percentage of white students in these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a com-bination of white recruitment into the Incentive Schools, and by reserving a designated number of seats in each incoming kin-dergarten class for the enrollment of white students. As new I' Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School
any recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided L5 ll 3 :l I 8 meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. IV. Magnet Schools: The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and 05 V. plan. PCSSD. VI. VII. ties). LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation Interdistrict Schools shall be built and/or established by PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: Students shall ud a -! 7 be provided transportation in order to attend their assigned schools (including its programs and activi- Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. 06 I.1' 3 4 5 s I 8 I llI 1 I! IX. Building Quality: equal educational facilities. socio-economic areas least equal to those in more districts. X. Students Outside Pulaski County: desegregation goals of this Plan. XI. Faculty: students. XII. Achievement Disparities: A. white students. An instrument dated tests. B. An aim of the plan shall be to ensure for all students Schools which are located in lower shall receive attention and resources at affluent areas in respective The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Assign-ments shall be made under this provision only if they advance the The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all The racial composition of each district's faculty ratio shall be consistent with applicable law. The parties shall have as a high priority the elimina-tion of educational achievement disparities between black and for initial measurement of disparity will be standardized, properly approved and/or vali- Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially 07 I 1 3 1 r* ' 5 5 8 >9 I 'I II ( (I 1 I 111 71 I identifiable schools than on others, demand/high expectation schools. C. The and further that the high concept will target low achievers in all districts and ADE shall evaluate all programs and T 3 personnel for effectiveness in remediating achievement disparity 4 in accordance with any applicable policies, laws or agreements. 5 XIII. Programs and Activities: 6 There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such 7^ disparities do exist. they shall be identified, analyzed for cause 9 and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be imple- F mented. Special attention shall be given to any imbalance in place-ment into special education. honors, talented and gifted, advanced placement classes
extracurricular activities
expul-sions and suspensions
and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring
The districts will continue to carry out their respective 1 monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a I 11 I' determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- I 'J cs 1 ties, subject to the court's review. tive, unreasonable or intrusive. XV. Housing: The segregated neighborhoods. pledge to work together and use XVI. t 1 To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disrup-parties commit to promote housing desegregation within The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They their best efforts to dismantle. and prevent recurrence of, segregated housing patterns. Fundlng: Funding for the intradistrict and interdistrict desegrega-tion plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference. or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either appro-val of the settlement with the State, or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before it can implement the plans. 3 4 5 I JI s I I i 'I !i I f .1 I f I a I.: f It I It 8 .w t I I XVII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes 3 4 positive steps to make that involvement substantive and ongoing. I 5 : XVIII. Curriculum and Programs: A joint committee will be established to review the curri- 16 I culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one represen8 tative from each party in the Pulaski County school desegregation case. [9 1 The committee will recommend any curriculum or program 10 changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. iO kJ 3 4 5 n9 t L > 5 3 D z n D INTERDISTRICT DESEGREGATION PLAN Student Choices and Options c 3 T1 <, s n K z n < 5 m 39 (A The parties to this
of the Magnet Schools in as the real proposal believe that the recent success the Little Rock School District as well potential for expansion Majority-to-Minority program should of the Interdistrict constitute the fundamental building blocks upon which a xnulti-district student assignment and transfer program should be built. These parties believe that 4 5 Ii these carefully crafted strategies should be further pursued and 1 given a full opportunity to succeed before consideration is given I, to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools
tions, these parties do not presume interdistrict Schools at this time. however, with certain excep-to suggest final themes for These parties believe that I 1$ such decisions can more successfully be realized by full involve-ment of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- t! mes, the location of themes, and the implementation of themes. I The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe 11 I 1 1 fl that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respec tive districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdistrict Schools The following interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The immediate construction of an additional 200 classroom pF' 1 i I I 4 I I 5 ? 8 9 spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. will likely provide additional geocode reassignment as PCSSD such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the I recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each !1 other as is reasonably practicable with the use of Baker as an Interdistrict School. I I II 12 i I I:.6 II II The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be II expanded as necessary to accommodate the black students transII ferring in from the Romine area. Baker Interdistrict School will carry a thematic program. II The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary 4 5 I I I I I I Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that I it is the only elementary school in the PCSSD which has sufI I ficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from 1 [ those areas of LRSD which will most nearly facilitate LRSD's 1 desegregation efforts. This will include. but will not be I limited to. black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. 13 f Little Rock black students will designated Incentive School for be permitted its to program. after-school attend a incentive * (v The only presently known facility modification necessary at Harris involves an upgrade of the landscaping, modifications will be evaluated by the parties. Other potential PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black but also to the present student population at Harris. students However, the parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine I whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or before February 24, I 1989. I The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. C. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. vv White students returning to MV 14 LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. 1 Romine shall have an early childhood education program. A ( theme will be selected after appropriate parental meetings have n been conducted. February 24, These meetings will be completed on or before 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body l- J largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from 1 both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old II Stephens School building will then be closed. E. II Crystal Hill Area PCSSD will construct and operate a new Interdistrict School II to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and n Maumelle Boulevard. This school will be partially populated n whites from PCSSD through mandatory assignment, if by necessary.
i I I II n 15 iI I / ' from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School 4 zones and those blacks who otherwise would have or could have attended an Incentive School. I This school is and Romine necessary because the redesignation of Baker as Interdistrict Schools will not completely resolve I the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will I! construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks from Romine to PCSSD. to be recruited In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict elementary schools. movement of black students to those Such a reduction in white presence at Pine hl Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the for desegregation. final court-approved range ( F Additionally, the new school and the newly available Pine Forest and Oak Grove seats at will be available to blacks who scattered-site housing to be erected with the 1989-90 school year. occupy in those areas beginning 16 0 A? t w F. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this faci- 2 lity be located in the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that I this location would serve as a natural attractor for individuals who work within the governmental Rock. and business centers of Little I A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters b 1 All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems ticularly appropriate since Rock but live outside the < par! many of these people work in Little county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine. by the end of the 1990-91 school year, a timetable for construction of an Interdistrict School in 171 the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict maj ority-to- minority transfers. interdistrict transfers This Plan will permit the treatment (including the NLRSD) where students of are moving from a situation where their race is of the total student body of a school to a greater proportion a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court' s I Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional implementation of construction at North Pulaski. The an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer black students to North Pulaski. of B. Oak Grove/NLRSn PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students hereto)
(and as described in Exhibit "A" t IS 1. Junior High schools
PCSSD Oak Grove white stu- dents with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools
PCSSD Oak Grove white stu- 4 dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts 5 in Pulaski County including the NLRSD are committed to the 6 joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict T.v
Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. I I 1 1 1 19IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION i LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. al. iiI I I INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore. petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition. excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT "A r. ~ 20 r outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District I are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan tj to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- i: -'I 3-OOlJ 1 I 1989-90. I Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation pl an. '/f* Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the 'i secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the pennissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has racial composition. approximately the same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan. the North Little Rock School District will assist the PCSSD in its I III efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ I III I- . 22 III !Il Central Junior High Schools School on a voluntary basis. to attend Oak Grove Junior High In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be dete2rmined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page I I 1 ' 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJr proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. II CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984 . these practices have been implemented_ DISTAR, i I Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and n -5- 3-OOlJ HAdaptive Learning Environment Model (TkLEM) have been implemented through other programs although not necessarily in the form I Ii specifically described by the Cantalician Foundation in its 4 report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. I could be effective It was never suggested that the programs only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various Management as well programs such as PACIR, TESA and Classroom as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is n Il Hi n II n already being done through other attached). programs. (See Exhibit A The sixth proposed alternative instructional Precision Teaching. practice was This has been very effective in the profoundly handicapped but warned that there teaching even the Cantalician Foundation was as yet no evidence of its teaching non-handicapped students. -6- efficacy in The North Little Rock School 3-OOlJ 25 Iif r" I i I District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to 5 4 I I all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has. therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-OOlJ F I I IV III III i Hl CONCLUSION The Joshua Intervenors and other parties do not HI I HI agree with every factual necessarily statement in this Petition but do 4 HI HI HI HI III III HI Hl HI HI HI HI HI HI concur in and support the proposed modifications Rock's desegregation plan. to North Little Respectfully submitted, JACK, LYON & JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 J I February , 1989 step: I JONES, Atftorney for North Little Rock School District JOHN TfiALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 By: f LAZAR By: 72201 \ * PALNICK, Attorney for^i. Joshua Intervenors WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 M. SAftUEL/JONES , At Pu|4ski Dystri -8- 'OU 72201 .orney for nty Sp^ial School 3-OOlJ I I * 1 I J IThe undersigned parties do 1 not object to this modification. LITTLE ROCK SCHOOL DISTRICT J a By:, STATE DEPARTMENT OF EDUCATION By: 1 1 K KN IGH^ INTERVENORS By: -9- 3-OOlJ I A COMPARISON OF SIX ALTERNATIVE INSTRUCTIONAL PRACTICES RECOMMENDED BY THE CATALICIAN FOUNDATION, INC. (1984) TO EXISTING PRACTICES IN THE NORTH LITTLE ROCK SCHOOL DISTRICT EXHIBIT A f ee DISTRICT PROGRAMS CATALICIAN FOUNDATION'S RECO.MMENDED alternative INSTRUCTIONAL PRACTICES E c:: 3 i-i 3 < U C. C3J 3g y bol yc cs: Xy c go -oH ex u C. 3 f-< (A <0 C y c a Q c y "O 3 to c a z-s >> Vt y u c H g u u y c o. y X E teJ y> p y y -H y 75 fl < y y !- Oc: Q w c U Cl Cl 2 ' u C I 0 c M O U bl 2 -2 w "y IcM yE K an c O 3 co c u n Cl , Ol y Cl Cx3 c y a c o c o u 3 (A 'C a w O o (A y 3 03 a y c - a o (b E g u cc o E O o (A (A O U y M (A U H y (A b) m c. 2 y V bl (A 3 X c. g E o u 3W V) y y > u y a y y g o y y tn (0 O g c a g E y cn u o 2 75 cz? y I 3 tn (A o o .c uw u e (A y y c 3 O y c c o w y o > y 3 to y I ADAPTIVE LEARNIXC EN\IRO>:>fENT MODEL Adapts learning environment to individual needs. X X X Provides technical support to classroom teachers. X X X X I. Student individual differences described in terms directly related to instruction. X X X X X I' . EXDIPLARY CENTER FOR READING INSTRUCTION Elicits correct responses from non-responding students. X X X X X Established mastery levels . X X X X X X I Tlae for supervised practice. X X X X X Correlated language arts activities. X X X X X Effective management & monitoring-system. X X X X X X X X DISTAR Direct instruction. X X X X Students systemactically move through sequenced materials. X X X X X X Defined teaching behaviors with a focus. X X X X X X X Clearly specified goals. X X X X X Rapid/hlgh race of student responses. X X X Immediate academic feedback. X X X X X X X Teacher controls, selects, and paces X X X X C0.MPUTER ASSISTED INSTRUCTION Skills taught through individualized instruction using CAI curricula. X PEER TUTORING -29- Scudencs assisting ocher students in academic related activities X EXHIBIT A PRECISION TEACHING EFFICACY RESFARCH NOT AVAILABLE 71 V Br
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5 pf?,^irw vhAlI w haMTu irtriT^y >i^ iJutu^ fr. <M3 *afM* pi'C FfBnilM*lj fSC I* 9*B**t * tiu<mit> |! fu^'l/^aprtar c*cu 4tt4 ouyer nv9c7< {UM-.im whxt S *3 ce-juXM MitB iijia aM* I 1 ^''5' ** * iiii rvim'. rrc^nR bUI ta l^aaMiBd tor CMI U MM* mtrr J ' ^ 4. tto HlBtawt *MCon>Mh I b MpactaarA tif AaiXn' .' WW.. 1^. It* ervgm *U1 *( fcr <u vMb > VthifMua. |m*4h4J*4^ jft <.>:*AtfdAiR witb Arkttuav {tnpi*r*7wa< i(* tkic v^vfs f m<. Mbb^Mjcv, Kiaoea^ tBS MVUl r rtiMar .**K^ m3* ib Vpt. t*Mffirirt> 0/ aM<. *U1 IhMM M < BEvM B^r VMtMTfttMb* u w IWCI Vit-' !^- It tr.- *iv * w> / MO filfhU MMin I0< r tta)ti*. -cjii<'.- * fTt-#>,.K tfv. * 1: j'3 r I 1'^ R*:5'-A'5n c sSUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this I free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. Ik The pupil/teacher ratios and other support programs shall be similar K' i! to regular year programs which address the same concerns. Summer Learning Program (Sth Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only in the identified of need, with instruction being provided in three-week : area(s) modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. I* 30Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be I assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private c Industry Council for approval. The proposal was developed and I submitted in accordance with Little Rock School District and Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) Job IliE R .,1 , 'I I F The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations
however. for children who have limited recoupment capacity, a break in programming may be detrimental rather beneficial to the overall learning process. The purpose of the extended than year program is to prevent regression relative to previously-learned skills which recouped in a reasonable length of time when demonstrated recoupment capacity is present. program provides for an extension of the cannot be assessed and/or The extended year programming from the regular school year, as identified in the lEP. I 31 Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, following: the -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts. including NLRSD, offer summer 11 III 1 ( ( 1 school for grades 9-12 on a tuition basis. mutual planning to determine locations. dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. I The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1 8 on a tuition basis, plans are being formulated for tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 -jg ation. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected Outcomes c 1 lA J ] r.cM I By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. |n ll I Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level. gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 331 IHPllWHIAIION IIWIINI Annual Plan tppp Porsao Oespaasible 01 Coal: lMe HooJ^ le*rl Curritulua 4nd Special I. 1. lo MflotwrUIW Irfitii htool Division _ _ - OWCCIIVCS SIOOIKlfSZ ACIKIIKS OCCINMIMS OAIC CONPICIION OAIC COSIS RisroNsiaiiiti (VAIUAIION la identify elenvntary aad secaadary suoaer school sites Hark with saar schaal caardlaaUrs lro *0. PCSSa, oot CO to abtala recaaaeadatlaa tor eleo. 0 secaadary sites. Meet with lacal huildinp adalaistratars ta discuss the pracedures, caaceras, capectatlaas. etc., (ar use a( the Ideatlded hulldiaps. Dm M*er 1,1900 Oeccober 22, 1900 -0- Divisions of barriculiaa 0 Schools Heards and/or finished praSais will be KI file lar rerl icat luiZ evaluatim al staoar scioul teachers. January 19, 1909 January 20, 1909 -0- Olvlsiai al Sdiooli Plans for facilities lo advertise (or, inter-vieu. and select siaoaer school adaiaistrativc Hall Develop job announceaents (or iatervicu Caaduct suaaer school job interviews February 22, 1909 Narch li 1909 -0- -0- Divisions of Ciarriculiai t Schools Distribution ol job annoum e aents. Interview schedules la Oevelop proposed SMoacr school huOpet Obtain 1900 SMBv school baloKe Narcb I, 1909 Harch ?], 1901 -0- ' I CJ 1^ Project 1909 siaaier I school prapraa 0 hudpelacf needs Investipate alternate fundinp sources lor ivaattr school March 3, 1909 March 3. 1909 March 23. I9O< March 23, 1909 -0- -0- Divisions of Curriculuo and Schaals
Support Services Developed Budget / ik I inPttHMiAllON Annual Plan Person Besponsihle Cool: 1211 (Tear) Division Pro^ra^Arca 4. 5. 8. OUCCTIVES STTMTCCICSZ MTI9ITICS 8CSIIMIK BATE COMPIETION DATE COSTS RESraNSIIIllII EVAIIMIION Io Identify sumner school program dates To Identify transportation needs for swnmer school (Metropolitan) To plan for quality Instruction In summer school 1 Coordinate dates ml th SMBer school coordioa-tors Trea BLB KSSO Submit proposed dates It (I) Plant Services. (2| Eiecutlve Staff, and (3) Board of Blrectort for approval Estlaatc miOer of buses and cost for Metropolitan suaoer school site Discuss possible "Fun Pass* with CAI Oevelo* and lplcaMt summer school Jab announcemeolt (In Mt or LBSO) Interview sumner school applicants Notify teachers to be employed Oeccvfcer I, 1988 March 1, 1989 March 11. 1989 Aprll 10. 1989 May 1. 1989 Oecca^r 22, 1988 March 23. 198< March 23. 19a< April 28. 198' May S. 1989 -0- -0- -0- -0- -0- -0- Divisions of Curriculun 8 Schools Division of Curriculum and Schools Director of transportation
Director of Vocational Education Olrector of Personnel Sumner School Administrators
Director of Personnel
Content Area Supervisors rinal d4tes SutMission of dates Estlaiated cost Job announcements - Interview schedule Notification letters iL CO C/1 I I / Aatl Flan 1989 PrM MtyiiiHt Blaiwe IteoJ CmI: Io Iwplent SIer school OSJCCTIVCS StlAICSKSZ ACTIIIIKS IMFUWNIAIION IIMIL IML 0111 i on Froqraai/Arra i. (Coot'8) Identity suaner school slatt evaluation procedures Revise and print teacher handouts Provide SUer school contract to caployocs Provide inservice (or SIer school t(a(( Provide clinical supervision and monltortng of program aCCIMNIIK MIC COMPICTIOM OAK costs MSPOHSiailllt X April J. 1989 April 27. 1989 -0- Summer School Administrators
Director o( Personnel May a. 1989 May JO, 1989 June, 1989 June, 1989 Identity and secure atls, (eats, and eguip- needed (or Junior high and senior high level progroa. June, 1989 May 25, 1989 June 2, 1989 August SMM Sei(-supporting eacept (or the (ol-l0Mlng:( arly Intervention (or PrIaMry Chi Iren 140,000 (ducatlonall Saae as above Director of Personnel Division of Curriculuaa Suaaaer School Administr Suer School Administrators ) Conplete suer school evaluation report Provide a comprehensive ner school report to the LRSD loard of Directors August 15, 1989 August, 1989 September 28, 1989 Curriculum and Special Programs ^uiatr School (VAIUAIION (valuation design Printed Materials Sign contracts Inservice agenca lors Principals' notes I I i Dlsadvantagcc 140,000 0th Grade NPI Failures >60,000 Division of Schools: School Adnlnistrators Suar School Aitalnistrators
financial Services
Support Services Receive materials Completed report Submitted report 1 Amwal Fla PertM 1989 SmI: DUwu To iopleaent I9B9 HM>e Hooif (er| siMr KlUwI (MJCCTIVCS STIUTCCICSZ MIIVITIfS /. To defloe the scope of the curriculua for tho eleaea-tary and secoadary profraw Hail notices to supervisors rcduetllhO recoa-aaadatiaas far siaaer school courses lavite proposals for suaaer school enrlchaent courses Plan cooperatively ulth SI tors Make each District's offer laps available to priacipals couaselors la all three districts. Plan for Driver Cducatior Prograa Identify and print each course to be offered for suaaer school Plan and Institute suaaer school aedlaZ advertising inPKMHIAIION IlnlLINl Division PrograaZArea Curriculua and Special Prograas suaaer school BCCINMIIM OAK COMPtCTIOR OAIC COSTS RCSFOMSIIILITV tVAlUATION NoveaAter J, 1988 Noeabcr 3. 1988 Oeceotier 1, 1988 April I. 1989 March I, 9969 March IS. 1969 April I, 1989 Hoveaber 30, 1968 Hoveaber 30, 1988 Oeceaber 22, 1988 May J, 1989 March 9. 1989 April I. 1989 May 31, 1989 -0- -0- -0- -0- -0- $300 -0- Olvlslon of Curriculua DlwiSlon of Curriculua Division ol Curriculua Oivision of Curriculua Division of Curriculua
Support Services Division of Curriculua Division of Curriculua and Schools ii Notices Miled Announceaients posted Cooperative plans lists of offerings Action plan Course offerings Pub I icily UI ) 1989 (or Person BospoiSIHe Qlinne Uoof ---------io Imlenewt 1989 sumer school OUICTIKS STMTCfilfSZ KTIVlTIfS INPllIKNIAIIUH IlnlLIlK CurrUulun nd OlvHion Special Prograws RrogrioiZAreA Sumer SchooT 1. (Coiit*4) Develop In urlting the core conicot for eich of Ihe course offerings Shire currlculua eipecti-llons with suuuer school stiff 8. To luprove the Identlfl-cit ion of Md not I fleet Ion for students to ittend suuoer school Develop suiBcr sthool fininclil procedures Review ippllcitlon/noll-fltition procedures ind tourse offerings with principils Review ipplltillon/notlfI tit Ion froct^ortt course offerings with counselors Revise t distribute *r sthool ippllcitlon to the Individuil sthools Advertise stholirships devise And print student hAndbooks I BCCIHNIM 8ATC CONPICTION DAK COSTS MsraisiiiiiiT TVAIUATION *ril I. IM9 Niy JI, 1989 -0- Subject ArcA Supervisors Content AreA guides June. 1989 Matth 1, 1989 Mrch 20, 1989 Mirth 20. 1989 Mirth 20, 1989 Mirth 20. 1989 Mly 8, 1989 June 20, 1989 April 1, 1989 Mirth 24, 1989 Mlrch 24, 1989 Mirth 24, 1989 Mirth 24, 1989 Miy 1989 -0- -0- -0- -0- tsoo -0- 11.000 Olvlslon of CurrlculiAA Sumer Sthool Aduinl-stritors
Divisions of Currltuluu And Sthools
flninclAl Servites Siae AS Above i,>AAK IS ibove Division of Sthools 0 ivision of Sthools Siowner Sthool Admini- StrAtors Meeting AgendA FinAl procedures Meeting Agenda Meeting igendi Distribution of apiiIkaI Advei t iseneiits Hevised bAodbook I i :jc Oi Ol 1 ItlllS INTtlMNIAIION IIWLINi *I Pita m, OlwI % ion CmI: To rr sciMal Frograo/Arct er Sttioot oajccTivcs COSTS RCSKMSIBIlin CVAIUAIION . (Cool'd) STOATICKS/ ACTKITICS OCCIMIM DATE COMFIETION HATE turrlculM Speoai rro^r Receive a)I student appli cation Taras and fees Troa local uhools Conduct suwer school registratloo Conduct LAIC reglstrAtlon 9. 10. Co Nax is, 1909 Juoe, 1909 -0- local and Suaaaer School Rdainlstrators
financial Services fom/feti collected IS. 1989 >lune, 1989 -0- June. 1989 To ioprove student evalu at loo procedures Develop progran fora and evaluation procedures Io refine suaaer school a^inlstralivc and record keeping procedures Establish grading proce- Rures (recording 8 reporting) (stablish registrar irocedures tor recording and averaging sinner xhool grades for peroanen rttord Oeteralne needs and reguest JIPA suawr orkers Oeteralne hou records to be stored are Nly. 1989 Hey 8. 1989 Hay 8. 1989 May 8, 1989 Hay, 1989 I June. 1989 June. 1989 Ny 18. 1909 Hey 18. 1989 Hay 18, 1909 June, 1989 -0- -0- -fl- -fl- -fl- -fl- I I Suaar School Adoini-strators
financial Services Saw as above School/course registration School/course registration Saaie as above Developed procedures Suawr School Adoini- Stralors Regular and Suaaer School Registrars
Oat Processing Suawr School Adainl-strators Division of Schools
Financial Services I final procedures final procedures Ident i fied needs Procedures identified S------r-------- Oi 1 cn STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development the districts have. concerns that r ~ 1 _ 40 I I 6 11.'-'I I I ll 111 III . I 111. lij llllpIlJVl- I .ll I I ll vi 111| (III 'll! I U I I I 1 "I '' Ul LlcuiaLlUli and inniln-H-Hlalimi ul_sLalt ili.Va,-Inpiii lit, .u.1 iviLaes.--------- 11. I iffi I .ill I 11 I ___buvcL.p.u-i k .!l S/ A-rTIVliltS S S G! in.. iiG DAl CIIHILn ION I)M[ C'JSTS RCsroiisiBiLin [7 AL HAT inn I innii .1 staff (lcvelo|niei I iiiiilK'e co(n|Kso<l of 11 pl fseiilat i ves from 11II If ll icts school Miniimni of four (4) nieelings |)er year will be held, two (2) each semester. Kall of 1988 Ongoing 0 Staff Development Directors of the Districts Ongoing anal>si- fran net'ils assessment I Kiiiii I lee's function 1.111 lie to iilentify III iiiifilement staff li'Vf lo|nient strategies ill It will assist the districts III I III fi 11 ing I he I '.|i<ic tat ions of ll (aining quali ty ll segregated scIumjI listricts. 1 I -rrnnnTnnr^j^ - o>IH M U 6 IB 7 H 8ir-i H Bd I t I I to M H H IB IB m in m in I I 1 ias MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan, following: We commit ourselves to the I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular * programs and services in the districts
All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race
* All students, I I all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals
* Special efforts will be concentrated on increasing * parental involvement in the schools
Staffing and staff recruitment will reflect student need for contact with minority teachers and a diver- sity as the racial makeup of support staffs sistent with applicable law
con- Staff assignments will be made on an equitable basis
* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment
42-uii Hn Ongoing IW9-H9 = -t:r Neiportioi* Simerintendnnts I IHPLtH'H'AT-OH IIMCllCE il: I. OBJECTIVES STRATECiESZ ACTIVITIES f. Appoint a school inprove- ent council of the representatives Iron each district. Appolntaent of coaalttees Io deal with issue IIISSAA Io establish a county uitle School Innrnvenent Cnunfll________ to address ongoing desegregation and iaprovenent efforts. Address onpninp planning for desegregation and plan odlflcatian ar inpleaMtation needs, if any. Persons uith specific enpertise uill neet. as specific concerns In erees neeOed. In ciMelttces of schools and support services I I in* Division Progrtn/Are* Sc liool s BEGINNING DATE COnPtETION DATE COSTS responsibility EVALUATION July I. 1909 Jenuery. 1909 June 30. 1994 June 30. 1994 none none related to tfce plan such as transportation and staff derelopnent I Superintendenls and AssociateZAssislaiit Superintendents lor desegregation Appropriate Associates/ Assistant Superintendents Appointaenl ol council Resolution of issues AI
Plan 1989-1991 (eir IMPLMM-A7iOM TIHeLILE = -s:r. Resporsioie Associate/Assistant Superintendent/Personnel Directors -LL------------------------------------------------------------------------------------lo develop mutually supportive and eouitable personnel recruitiKnl Mt placeaenl procedures Division Program/Area Schools Personnel ?. 1 OBJSCTIV-S STRATEGIES/ ACTIVITIES BEGIIIIIING DATE COMPLETION OAIE COSTS RESPONSIBILITY EVALUATION lo develop Joint recruit- ng efforts and procedures uith particular emphasis on minority teacher recruitawnt lo share the applicant pools aanng the districts lo annitor distribution if Stair across grade eveis and support areas Share planning, resources and contacts for recruitnent of staff, both certified and noncertified Use teachers in the recruitnent process Certified and non- cerlified applicant pools Mill bo shared Mi th the agr'**nnnt to assist eac.i other in correciion of disproportionate staffing Ihe principals uill be Accountable lo ensure eguitible distribution of teachers by grade level and subject area July I, 1987 Ongoing Ongo i ng none Personnel Directors Principals Personnel Director Associate/Assistant Superintendents Increase in ainorily staffing anong cerlilied staff and nore pro|ior t Ilina I representation among support stalls Propor 11ona I rpprespiil a I ion of niiiority and major I ty emjilnyees in all sial Iing alegories Statistical il.ila that inority teaihers have access to leachiiu) iippni liinities al all iir.ide IPWPIs. Ill .III soil |PI I areas and in all jn ogi ams. *1. Honors. I./1 Pl I I I I IIHPL'H'N'ATION IlHtLIfS 4 '> Plan r Retporsibic 1989-1994 (e*rj ! I : IL__ (conlinued) Personnel Difettor/AssociAle Superintendent OBJECTIVES STRATEGIES/ ACTIVITIES BECIIIIIING DATE COMPLETION DATE COSTS RESPONS'.BIIITT Division 5U1UUL1 Program/Area Personnel _______________Principals EVALUATION lo tdentify students who My be future teachers and to provide support'pro-grans to then Establish foUire teachers clubs in elcMntary, junior highs and senior high schools August, 1989 Ongoing None Prineipals/teachers Increase the nuntier of students entering the leaching profession Io establish a joint eoanittee to address district planning for support of students ulio wish to becoae teachers Hold career fairs for students Contact the lM|liifss coneunity fo(^ Support Create contracts of intent* to hire future teachers upon degree and certification conpletion Provide Inl^nship opport uni tin for students of education August, 1989 Ongoing None Associate/Assislant Superintendents Director of Personnel Personnel Director BuiIding Prineipals Increase the nunlier ol iiiority slodeiits wlio graduate Iron the Distml'. and return lo llieai to teat h I i I (> Pln 1989-94 (T*r) = -s
r. Resportibie Persontwl Directnr/Assocute Superintendent : I: 11 (rnnt imiedl OBJECTIVES STAAifCIES/ AC~iVITUS IMPLtHN"A7 ION III1-L!i: BEGiriniNG DATE COMPLETION DATE COSTS RESPONSTBILITT Oi!s ion Progrin/Are* Siliuul s Personnel EVALUATION 'n establish a Joint ommiltee lor planning recruitment strategies and procedures ProductioN pf .a set of PtcnilfaMt frecadHres and tiawlimn to Be developed Jointly to increase effectiveness and defines recruitment responsibi ities Develop a cooperative agreement firVccriiilaent of certified and noncertified staff witk reservation ol a nuotier of slots so employee categories Hill be desegregated Improve teacher Harking conditions to maintain teachers in the profession Spring, 1989 Spring. 1989 Spring, 1989 Fall, 1989 fall. 1989 Ongoing Ongoing Io be determined District Personnel Directors District Personnel Directors Support Services and BuiIding Principals Cumpletion ol the docuaieiit Racial ratios in all stall positions commensurate with distrirt and court approved ijoidelines Increase district stall retention I I I IBsS'B'aBtlllltltltttt 1MOLM-
n'AVION TIHELlrS I I -ui fl<n >aaa 1OT1 = aespors.N.. SuNerintendents I: iU M.ECllrS I. Istablish a coanittee to *udy disciplinary rules nd regulations and to work to address areas of divergence 7 Disaggregation of data related to student discipline I. Establish a procedure lor sharing access to disciplinary records 'dsen students transfer I I Ie* J (Tetr) Io esUPlISli slixlent discmlinr Mid itlewtoncc policies which tddress student needs ts well ts school cliotte concerns Division S( (tools Proqrta/Aret SlImioI Policies STRAIECIESZ ACTiVlTIES EciimiNe DATE COHPtETIOM DATE COSTS rcspohs:iiliit EVKlUAilON CoMBittee assessoent and conparision ol policies and procedures Io student handbooks Develop a set of rules/ eipectat Ions which is coooon tn students io districts. (Specific penalties oay vary-llnal penalties oil be enforced in coMon) Review of student data to address issues of racial disparity Policy/procedure to be designed for connwnica- tion ol student disciplinary records when studenis transler ur are eapelled/suspended Julr. I9M July. 1909 Onyoinq July, 1909 June, 1990 June, 1990 June, 1990 District pupil personne directors, idrntilied school stalls, and patrons Iron tlie districts uildinq principals Cotaplelion ol the task L5 . !l: J*" ___1989-1999_____________ I Tear I r Resporsibie Associate/Assistant Superintendents III, (contiouedi____________________________ IW-IW UJ'CIIVfS STRATESICS/ ACTIVITIES 4. Review of attemtence policies to Atteapt to create a conaon policy aad set of procedures '> Appoint ongoing aonitoring coMiittee to keep policies on attendance and discipline under review and to review data ii. Develop alternative school for students in need of intervention or special assistance if *at risk* due to teen parenthood etc. IMPiai-Ji AJiOH I|KL!rS aECirailHC DATE COMPLETION DATE COSTS RESPONSiaiLITI Division Si IhmiI $ Pro9rM/Arc Pupil Pgi suimel EVALUATION Appoint review coaoittee of patrons. sUff and board aeabars Appoint ccMMittce Ongoing review of disaggregated data to address disparities and student needs PIm ilternetive school to be available to students on a contract basis and contingent upon funding availability Jul J. nn July. I9M Ongoing Spring, 1989 June. I9W Ongoing Ongoing Appro*laately KO.000 per district Appropriate Associate/ Assistant Superintendent froa each of the districts Cuapletion of Usk Super iniemleiits Principals and District Adninistrators Appropriate Associate/ Assistant Superintendent Stale Oeparlaeiit of Education I I I L 1 JSit IMPLiH-K'ATiON llKELlrE I ? Plan 1989-1994 (T*r) .if*' y**^*^**^'* Oirector of "q^P-p* Personnel/ * * ** nirdkZ-latW nt A ! OBJECTIVES director o( S^nn.Urw fdiirattnn Hold empipyment fair (or students who would enter the world of work after school. Provide consistent and complete imforiMtion to students regarding colleges.(testing, vocational schools, financial aid with specific and special concentration in access 'f black colleges and universities and financial aid for minority students (o provide joint meet student __ programs in guidance/counseling to needs and to ensure racial Division Proqram/Area 'll hiuils Guidance equity STRATEGIES/ ACTIVITIES BEGlmilHG DATE COMPLETION DATE COSTS RCSPONSIBILITT EVALUATION Comtact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold Joint counseling inforaution sessions for counselors Contact colleges regarding minority scholarships and financial aide Contact colleges regarding admissions, mlaoyity admissisons Provide target counseling (or minority students Notify sliidenis, parents and educate staff reqardiiiij ill opportunities July, 1989 Yearly Yearly In EalI, annually Each fall Each fall, spriiuj OnqoInq Oiiqoioq Yearly I Miiiima I Directors of Guidance Vocational leathers Director of Vocational Educatlon Journalism DeparImenis Counselors School Principals Directors of Guidance Directors of Guidance w/committee of couiiselo s Scliool Counselors Cuonseliirs/Pi Illi ipal Stall Develiiiimeiil Du el till s State llepi III I iliii al mu1 S B B 3 IKPlE:MU
*A
i9N IlHELU t 1 S .c'> Plan l989-o<Mioinq__________ (*tar| Resporiibie Pupil accountingZGuidanceZSchooIs Icontinuedl OBJtCIIVCS SIRAHCIESZ AIIIVITKS B* Ct NII I NG OAIE COHPLEIION DAIE COSIS RtSPOHSIBlLITt Division S( lioo I s Program/Arra Cuidante EVALUAIION fnhance ainority ecruitaent and awareness of student for AP, honors and elective prngraas Provide pooling of resources and specific plans of intervention for students who are disadvantaged andZor at risk Develop and iapleaent student career guidance plan with individual student educational plans and coanunication with .larents to encourage student access to all curricular and pro-qravaatic opportunities on a ratio connensurate with school racial roapositiun Individual student conferencing, leacher and counselor encourage- ent of and nonitoring of students Create c itelogies of of available intervention services Districts share inserwice and contracted services to benefit students Io be developed and reviewed by students, parents, counselors and teachers (predicated or potential) Ongoing Ongoing Ongoing Counselors/teachers District Division Heads CounseIor s ZIeac her s Director of Guidance Desegregation Officer Propurtiinate ainorily representation in these classes Oevelopaient and laipleaientat ion of strategies Implementalion o( Plans 07 I IKPL-HUrAVION ilH^Alrt I plan xaflajQ -tr. Pesporsibie Sunermtendenls __Icnnlinueill____________ (Vur) Division Program/Area Sc hooIs Guidance OBJcCIIVES STRATEGIES/ ACTIVITIES BEGIIINING DATE COMPLETION DATE COSIS RESPOKSIB!LI7r EVALUATION liihance conaunications mg divisions related to imseling in the districts Regular, aonthly aeetings aiamg directors of guidance July. I9B9 Ongoing Director of Guidance (nhanced Services Inproved Coanunica 11on Periodic joint guidance aeetings Ihiiforaity of district records regarding) f*l. Aradeaic shills Oevelopaent Plan. nA1-6 Uni fora records transfer policy creation and systeas t 1 2 Appoint joint coaaittee of counselors and staff to create unifora district record foras Appoint coaaittee to develop procedure and tiaelines of records transler I June. 1990 June. 1990 Appropriate Associate/ Assistant Superintendent Director of guidance Directors of guidance, principals, directors of pupil accounting I Coatpletion ol lask Completion of lask laproveiiient in ProcessIMPltHiK'ATlON IIMEIIIE I .! ?)n str ! i: l?e9-9<________________(Itar) ** * * porsibie Associate Super in tenden t s >1, OBJtCIIVES lo study G.P.A. and Iitenship participation reguireaents of districts to address araileaic reguireaents and student participation needs I I on to Division Schools Io develop eguitable recruitnent strategies, access and opportunties for all students or extracurricular activities STRAieCIES/ ACTiVlIIES beginning OAIE COKPLEIION OAIE COSIS respoks:biii
t Program/Arei ttracufficular eVAIUAIION Review policies and percent of student prticlpation in each district Review data on student participation and achievcaent over the last S years in each district Review racial group representation in extracurricular activities by district over ] year period Appoint coaaittee to evaluAte results of itetA review and see if ni re<s of policy greeaent exist. June, 1989 Ongoing Associate Superiiilendenl s Director of Athletics Coapletion of policy review Revisions o( poli< les to address student needs IntttttiYtttVTi-rrrnr IMPLilltlCfcTlON IlHfLire 19aa-9t______________ (tr| '<:r. Resporsibie Associate Superintendents (continued) c'l Plan V. Division _ S4,hUu!j__________ Program/Area tutracurricular__ ? OBJECTIVES SIRAUGICSZ ACTIVliKS BEGIIIUIHG CATE COMPIETION DATE COSTS rcspoks:b!li
y EVAEUATION Io recruit students lor sartIcipatIon in acadeaic related and athletic co- curricular activities I I cn Cj leacher, parent and counselor aaareness ol opportunities and in turn ericourageaent ol students Provide special supports ol costs, recruitaent, and encourageaent to students Reserve slots, il necessary, TWealare student participation and access in prograas on a proportional basis June, 1969 Ongoing Prine ipals Counselors leachers Athletic Director Increased student participation - enhanced proportionality in student participationI I a .il Pln i9OTm (Vtirl - scr. Pesporsibia Associate Suoerintendent VI. oejcciivis .hunt testing progra rough coop regarding al-A and joint scoring District uniformity in reporting test results and analyting disparities form bi-racial monitoring teams to ensure appropriate' lest preparation and testing conditions (or all students Address strategies lo reiluce disparities by neans ol school plans and imlividual student in|irovenent plans I 1 Cl SIAAKGIISZ ACIIVIIHS iOH iim'liie Io wthince testing progrw Student preprtion nd access to progfw Division St hpo | S Program/ Area IcsLUMlZ___________ __ ___________ fjtaiuaUoo________ BcGIIMINC DATE COMPIETION DATE COSTS RESPONSiBIllIT tVMlUAllON Coordinate testing and scoring Program for analysis of student test results uitli data disaggregation to analyte disparities and student needs by race by subject area Nonitsrlnj teams compos ed o.' leacner. staff from testing and (valuation and cititens to monitor test preparation and test conditions for students Analysis ol school by school data and individual student needs Oevelopnent ol strategies In address conrerns and to neet needs August, 1909 Spring, 1909 June, 1990 SuMer *09 Ongoing Ongoing Ongoing Ongoing lesting/(valuation OepI Associate/Assislant Superintendents Principals Superintenilenis I Inproved and more ell IC lent progran and scoring Coagiletion ol task Act I vat ion ol the iHiitoring cunnittees Developaieiit itl plans Ih'.isurahle ilei reasi* III disparities I KKK B 1
ft V ft ftft~ft~ft*" ^1 JUl H .JU Jk g J. -jiL iKPiLnzirfcHon iiKiiu t -.I'l Pi* J3S1J1 Div$ ion Siliuul s --ttr fietportibi* Aiinfute S.unrinH>gnts :1: IrimUmitll____ Progran/Area lesti^/ Cvaluation OBJECTIVES Jointly provide services to teachers re: *use of test scores interpretations of re
S?(f2, of to parents scores interventions to benefit students land address these specific needs) STRATEGIES/ ACTiVlTIES BECIIWING DATE COMPLETION DATE COSTS RESPONSIBIIITV EVALUATION Joint staff devolopnent in testing Individual teacher analysis of student needs teacher preparation of strategies to address student needs School based planning of interventions to assist students In areas of acadenic need Ongoing Ongoing Directors of testing/ Evaluation Appropriite Associ4leZ Assistant Superintrmtent > Principals Principals Acadenic iaproveaent of all students leaclter inservices for student learning stples, cooperative learning, and nonitoring needs of youth at risk and disadvantaged students and inority students I I State Oepartaent of Education Districts Staff Oevelopaent Directors C/I caIf! M 1 8 4:' M H H H H lU m nm on nm ona hfl t' Division: Instructional Program/Area: Library Media OBJECTIVES The selection of materlals/resources to support the curriculum In desegregated school districts Is a multl-d1strict goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multi-district goal of the library media programs. 1 Cl (73 STRATEGIES/ACTIVITIES Continue hosting Multi-DIstrict Multi-cultural Resource Sharing Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multi-district Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library media program planning Plan to host Inservice training for multi-district library media specialists using district employees BEGINNING DATE annual1y annually ongoing to be established COMPLETION DATE ongoing ongoing ongolng ongoing COSTS Minimal Minimal Seek Funding From Cooperative Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSB) Library Media Directors or responsible person (Including NLRSD) Library Media Director or resporsibie person (Including NLRSD) EVALUATION Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work In desegregated school districts s Cgssssiittttttttttv Division: Instructional Prograro/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl- d1strict goal of the library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts Is a multi-district goal of library media programs. Multl-dlstrlct communication for library media program acininistrators Is a goal for the programs. STRATEGIES/ACTIVITIES Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basic skills, etc. Contact teachers training Institutlons/Recrult teachers for training programs In library media certification Copy memos relating staff development opportunities to other district adnlnlstra- tors Meet Informally for sharing sessions BEGINNING DATE to be established ongoing ongoing COMPLETION DATE to be established ongoing ongoing COSTS Seeking Federal Funds under Star School Bill Minimal Minimal RESPONSIBILITY Library Media Directors or responsible person Library Media Directors or responsible person (Including NLSD) Library Media Directors or responsible person (Including NLRSD) EVALUATION Students will gain practical vocational experience In running a television studio
students will benefit from Instructional units provided over cable system or recorded for later classroom use. Hiring and placement of minority media specialists will occur. Better communication will be achieved. A I 1Bl Bl M Bl 8 1 Bl v- ti H 11 M M M IH lid nd nd nd nd nd ICT I. II. SPECIAL EDUCATION The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology . Materials and Supplies Monitoring and Evaluation Funding for Indirect Services Areas of Collaboration to a There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth year of operation
(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs
public relations and common or shared training sites
(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 KESai n - Iboards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's indiviI I I I f dual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand I include: 59 r 1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed i I
L 2. Staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers Multi-district assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for and SLD MR 4. Establish process and coordination in area of recruitment of minority teachers and support staff. Establish multi-district system (forms and format) for documenting due process procedures. 5. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share perIII. tinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activi- ties that will foster cooperation and sharing such as writing grants to secure funding for innovative Multi-District's Expected Outcome programs. 1. By the 1989-90 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 3 . iV j ii C. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the multi-district assessment committee, E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better i'/ information: (1) attesting to the relevance of special education (pull-out programs, self-contained classes. etc. ) to meet the unique needs of handicapped students
(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment
(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education
(4) the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions
and (5) providing more extensive parent educational information systems. 61 n
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.