Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II

i 10 APPENDIX 2196-2343 H a fr Jl LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN March 23, 1989 JANUARY 31, 1909 I c VOLUME II I V I rI ( I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I O' MARCH 23, 1989 VOLUME II ! I I 02196 n ? 5- 1. TABLE OF CONTENTS Volume II student Assignments Fl I I s 3 X 2. I student Assignment Handbook f I' 3. Facilities Incentive School Program 11 JI 5 4. 5. Monitoring and Evaluation i. .r 6. Transportation I 4 I 7. Data Processing c I R I ri ii. I H NOTE: An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. 1 I i-t i R 3 pi I b I H :i' f ft I .if i! I s- R n fl 11 n 02197 r ? ISTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan, K II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as I I described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES I 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map UI which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to I < establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students I to Elementary Academies may Increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% white. 3 , Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered),* 4, After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies,* 5, If there is no space available at a student's zoned school or if assignment of the student' to the school would put 3 the school out of compliance with racial balance requirements, 1 021980 H til iS < the student will be assigned to the closest which meets racial balance requirements. school with capacity 6. The elementary school zones will provide a feeder patsi: Jr tern for elementary students going to junior high school and for 2: I junior high school students going to high school. As a result. all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps school attendance of the elementary, junior high school and high zones. 7. Students in Elementary Academy zones will be given the i I a I ! I 1= I ! i option to select an Incentive School. I IV, INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that I encompasses the neighborhood around the school dance zone). (primary atten- i I 2. Each Incentive School will also have a districtwide ! r f . I attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* After grandfathered students have been identified and Si assigned, students in the primary attendance zone will be M 4 . s J assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. I assigned to an Elementary Academy to be selected by LRSD in I u I I accordance with desegregation considerations. I I I I 021996 . zones Students in the secondary (districtwide) attendance will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. ts. 7, In order to assist in meeting the desegregation requi re- ments, certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten a I I I I I class. V. DESEGREGATION TRANSFERS I I 1. Junior and senior high school students may transfer to I another school as long as the reassignment allows both the 1 5 sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percenu I tage is twenty-five percent (25%) below the district-wide percen- tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) above the district-wide K fr percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. tion requirement in secondary schools remain within a requirement (or The desegregais that all schools will range of 12-1/2% above to 25% below the district- wide percentage of black students at each (i.e., high school and junior high school). organizational level 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation School. at the Incentive t I 3. I I f I 3 022003. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school ment. 4 . assign- KJ Desegregation transfers will be granted during a limited I period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after I u I I J n H M i the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the tional level. next organize- 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation,requirements. 5. Sibling transfer applicants must have sibling a a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 4 02201 I I I3 1 VII. REASSIGNMENT PROCESS Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed. the stu- dent will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be 1. assigned to any of the schools in the student's feeder zone, c the student will be reassigned to a school in e s i I a contiguous feeder 1 3 zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage wiXl not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student cannot be assigned to any of the schools in the student's feeder zone. the student will be a u I I reassigned to a school in a contiguous feeder zone. I q VIII. STUDENT ASSIGNMENT OFFICE n 1. ments
The Student Assignment Office will: monitor new assignprocess all data entry work for elementary schools
cess interdistrict M-M transfers and magnet assignments
students because of overcrowdedness pro- reassign or desegregation require- ments
consider appeals
conduct recruiment efforts
and process desegregation transfers. 02202 s I I I q q q q q 52. New students to the District who enroll after May 17, 1989 Will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. hj 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Form which will be sent to each student as 1 L a part of the assignment process are found in the Student 1 Assignment Handbook section (Volume II, Tab 2) of this Plan.* I I (J 02203 6 I IeM i ri IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL ri Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: M (1) to implement a program to promote effective desegregation of Dunbar Junior High School
and (2) to broaden the total school I 0 program to enhance the academic achievement of all students. M Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science I and fine arts. I Courses offered at the school will utilize comu puters, other technology and expanded use of materials to augment the instructional program. I I t I L The enrichment program will have the following major areas of emphasis: (1) I Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I periods per class day. I Course Offerings - Additional courses will be added to enrich the computer science and fine arts t programs. I (3) Eguipment Some of the traditional courses, in addition to the computer science and fine I arts courses, will utilize technology to assist in the delivery of instruction. s (4) staff Development - The principal and staff will identify inservice needs (summer and regular school I I 7 u 02204year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. I (6) Supplies and Materials - The principal and staff Will collaboratively disburse budgeted b funds to I meet the needs of the enriched program areas. 1 I J I I I I I '1 V
f I I L s 02205 I I I lU SI M kal NEW FUTURES FOR LITTLE ROCK C: 1 I & M In addition to the enrichment programs, Dunbar is a full parJ- ticipant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work . with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward M I H 3 3 are: 1 I I I '.ft. 3 S achievement, attendance and good citizenship. Homework Center and Hotline Early I morning tutorials for students needing I H assistance in subject areas. I i H 'i H Saturday morning detention for students to help them "work off" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. I' H 3 ' J M 9 I 1 02206NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) 8) 7) ENGLISH I L Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade Speech/Drama (1 semester) Grade 8 8 9 I MUSIC Piano Lab (Grades 7,8 & 9) Limited to 12-18 Students per Q M w Handbells I (Grades 7,859) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orc.hestra (Grades 7, 8 5 9) FOREIGN LANGUAGE I L I German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the may take an exam to qualify for entrance I MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 Science 8 - Life Science (Laboratory) - Physical Science (Laboratory) SOCIAL STUDIES elementary level into German II. I I ! Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to " - concentration of study each quarter. reflect the , , , , , --- a' - Units will be revised/expanded to reflect the area of concentration. 10 02207SPECIAL EDUCATION Computer-aided instruction Education Program VOCATIONAL EDUCATION will be added to the Special Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 02208 NJ Iu J I L I J COURSE DESCRIPTIONS Advanced Computer Applications =----------5------------- - (Grade 9) Semester 2 students from the fall course. Students will learn LU bcuoenrs rrom tne tali LLuucnua wu advanced word processing applications, how to create and late a data base, how to create and forecast with c desk-top publishing Students will have the option of creating ' involving music and animation. manipu- one a spreadsheet. program. a LOGOWRITER project Keyboardlng/lntroductory Programming (GradP Seventh graders will learn to touch type faster than they can handwrite. " 11 I 3t least 50 percent ' --------- Students will learn to write using LOGO conmands, to construct algorithms, write procedures. They will use LOGO Tools to - - .A hands-on, one semester course. programs basic document their projects. Advanced Programming, Grade 8 Year 1, Year 2, this res. commands, course will be similar to the 7th grade course, an advanced programming course, using ,, . ----- open to students who completed 7th grade course and/or with teacher consent. it will become the 7th grade I II I BASIC as well as LOGOWRITER, I Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester course, prerequisites to De aetermlned. IS I Computer Applications (Grades 7,3) Second semester course in computer applications word-processing and ---- " LOGOWRITER Tools to create library or field). course in computer applications, focusing on cross-curriculum projects (example: i_1.. Science Video based on research in This is a project-based course. Literature of Adolescent Literature of the Adolescent and the be offered using I , -- Composing Process I are to simultaneously with students changing end of the semester. --- ---3 courses at the .. These course are to be considered quisites for the Composing Process P^css II and Speech/Drama, ^whiS will be offered only to 9th grade students. The Composing Process I The Composing Process I and Literature for be offered r' , ----------the Adolescent are to simultaneously with students changing end of the semester. --- -- - ---33 courses at the . These courses are to be considered quisites for The Composing Process r Process ll and Speech/Drama, ^^hlch will be offered only to 9th grade students. The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. are for only those 9th grade students Process I and Literature for the These courses who have taken Composing : Adolescent as eighth graders. are 02209The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, publishing stages of writing paragraphs and will Process I course. writing, editing, and essays. Speech/Drama Speecn/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who taken Composing Process I and Literature for the Adolescent as eighth graders. semester. have I II NJ the Literature for a means to improve The purpose of the Speech/Drama course is to show students that communication through public speaking is learning, to, enhance personal development, vw to develop listening skills, and to interpret human behavior. to organize thoughts, Piano Laboratory Students who music ability, learning to play the piano, students learn to read have aptitude and interest in A semester course (or year) where music notation and symbols and to transfer reading to playing the keyboard. - coordination. - Students will learn hand-eye 7 simple melodies and chord Students will learn self-discipline and proper , Students will learn how to add various sound effects as background to songs, stories and drama groups. accompaniments. Students will learn care of the piano. 4 I to songs, stories and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an I I I - will learn t1 Handbells I (Grade 7) ^4 ringing English handbells. Will learn the technique of ringing bells - will learn to read music notation and symbols . . , , team-work" by playing their part with other students to perform a piece of music will learn self-discipline along with proper care of equipment and bells Students will learn the value of concert performance with other groups from other schools. Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell' Festivals, perform for the community and civic organizations. selected group. music aptitude, and m Jazz Band (Grades 8,9) A course designed to introduce Junior High School students to the idiom of jazz music as an American Art form. Orchestra (Grades 7,8,&9) In this course, basic fundamentals level. _ , _ , . --- 3re studied on the beginner's Detailed instruction is given for ' correct hand positions. 02210 12 (a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor-mance oriented, but are directed toward developing skills for advanced study. German i In the first year, students are introduced to the Germanic well as to the basic German language, the student with actual experiences cuisine. as NJ Effort is made to provide of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, literature at appropriate level is read and discussed. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. _ _ correctly in context all common grammatical structures formerly studied. cultural Students Students learn to pre-use I I 4 I I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including Ll^ nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and indirect proof. I Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level be placed on enriching and building upon study skills
in-depth novel study
and reading for enjoyment The focus will upon current reading and i. 1 1 J! aiiu Lecuxiiy LOU enj oymen'C. Supplemental work will be interfaced with computer applications. Both individual and group will be included. BB Science 7 - Life Science (Laboratory) Science 7 is designed to teach students science process skills and the scientific method. Students will perform experl-analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to
make accurate qualitative and quantitative observations about natural events
- - make metric measurements for length, volumes, mass, and temperature
- make inferences and conclusions about natural events based upon relevant observations
12 (b) 02211 1 X - design an experiment to test a hypothesis
- collect data and organize it in charts and - form operational definitions
graphs
- accept or reject a hypothesis based upon results
- recognize problems that are subject to investiqati - ask questions relevant to a problem
manipulate variables in an investigation. Science 9 on
- Physical Science (Laboratory) 9 develops concepts and laboratory skills or chemistry 'concepts and laboratory skills in the Chemistry and physics. Students investigate the phy: cal and chemical properties of matter, light ' ' ' simple machines. Industrial Technology Education II This course ' NJ si- electricity, and is designed to provide the student with a learning industrial technology. Curriculum content is directed toward four major clusters: communication, construc- (energy, power, and transportation). 13^1 be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and con- cepts . equipment and con02212 12 (c. Lt. j! 1 I I I 1X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application used for rising students to be Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students 1 i Jan. 17 Order window envelopes I Jan. 23 Feb. 22 Prepare FOCUS (Communications) I Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts for magnet Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mall letter to PTA Presidents w/lnfo about Open Houses & suggested recruiting techniques PTA Presidents Feb. 20 Order through DP PIF's
order selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Communications with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school , ---- secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13 02213 I I Mar. 17 Mail FOCUS Mar. 20 Deadline for PIF's to SAO returning K/New Student Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 Print : mailing selection forms and tu Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr, 24 Apr. 25 - Apr. 28 prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. u Senior High Open Houses 7:00 - 8:00 p.m. Magnet Open Houses 2:00 - 5:00 p.m. Mail selection forms to all students Deadline for returning selection forms Final pick-up of selection forms Prepare and scan selection forms I I. i' I I Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms
Process torms
prepare waiting lists
make mandatory assignments May 1 - May 12 Send assignment list Transportation for route adjustments final list to May 13 - May 17 Print assignment letters and mailing prepare for May 17 Mail final assignment letters 14 02214J STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) (2) (3) (4) (5) Each non-magnet school has an attendance cases, satellite zones are used in desegregation requirements. Students have the school (grandfathering) or they may dance zone school, an incentive school.* zone. In some order to meet the option of remaining in their current . 7 select their atten-an incentive school, oorr a magnet Stuu dentsL l-iLv-Livnxgng iinn tmhee aatttteennddaannccee zone of an incentive, school have the option of attending a incentive school to be selected by LRSD in desegregation considerations. LRSD racially balanced accordance (elementary academy) Students living in the attendance academy have the option =ele=tlnV aS scnooi if it aids desegregation. zone Rising (or matriculating) students, will be assigned Rising students magnet school. with . 7^ , . grades 6th and 9th, their attendance will have the option to apply for zone schools. a I 4 I I (6) Every effort will be made in order to accommodate ticular grade level, be installed. nearest school that has feeder zone. i to install portable buildinqs overflow situations at 4.U portable building the student will be - a par-cannot a reassigned to the seat available in his/her (7) Kindergarten and new students must complete a pudII for the student I (8) (11) Assignment Office to begin the assignment process. Self-contained students will be Education Department. assigned by the Special > eo-WLtlag
h-ttehdance zone (non-n>agnet| eSS LhotV to studenta entering the Little Rock School District before ths-T991-92 school year.* I Each student will through the mail. receive a final assignment letter 15 02215 s' X i I I i
I al 3
3 I I H 1a I B. c. D. (12) (13) Each school will be __ , responsible for making attendancp zone assignments after May 17. attenoance The Student Assignment Office will be responsible for all reassignments, magnet assignments, maioritv minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) to All students ments. may remain at their present school The Special Edition assignment process. FOCUS will explain the The FOCUS will be sent through the all students in the Little Rock Reassignment Process Every effort will be made to : order to accommodate overflow grade assign-student mail to parents of School District. install 1 it I jortable buildings in situations aatt aa particular level. Only if a portable building reassigned a seat available zone. If the student cannot be schools in the student's feeder reassigned to a school in Student Assignment Office installed, the student will be school that has reassignments. cannot be to the nearest in the student's feeder assigned to any of the zone, the student will be a contiguous feeder will be ,..)M - 1, ~ Reassigned students waiting list for the appropriate attendance The minimum black 40% black. the minimum black responsible zone. will be placed for on zone school. The all the percentage for each elementary academv i<5 w assignment that causes a school to fall below percentage will not be granted. cases, the student will be reass Tan reassigned to a school in "Desegregation Transfer" for desegregation secondary schools.) Transfers* (1) (2) In such I ---- zone, the student will be a contiguous feeder zzoonnee.. (See requirement for I I Students may request a transfer to the school, an incentive school, a magnet school. attendance an interdistrict school The Special Edition FOCUS will process for transfer requests. zone or explain the assignment 02216 5 1 ft: I 5 I e I I M M H M H M H 3 1 H I E. F. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April Selection forms must be returned 11. to schools by April 24. Principals are expected to deliver selection form^^ the Student Assignment Office immediately. All selection forms will be considered at the High school kindergarten students same time. dents at Kino kindergarten stu- aril ..... ?. 11.1, 9^'''' preference for first grade seats in academies and incentive schools. Final assignment letters will May 17. SES PROCEDURES Return of Forms be mailed to parents by , (School Selection Forms) Completing Selection Forms Required Assignments (1) (2) (3) ] > An assignment is required when: (a) a student is rising from 'eth students have the or 9th grade. u I option of selecting school by completing a magnet application. Parents of 6th and 9th grade students the Special Edition FOCUS. Final assignment letters will May 17. Rising a magnet I I will also receive be mailed to parents by SEE PROCEDURES Distribution of Forms Kindergarten and New Students (1) (2) (3) (4) (5) I I Parents of kindergarten and i Pupil Information Form in Assignment Office to begin the and returned to any school. new students must complete order for the Student a assignment process. ?an be obtained from any school a PIF from a particular school particular school does to that school. Open Houses will be scheduled April 9. Kindergarten/New Student March 20 in order to April 11. or returning a not guarantee assignment in all schools April 4 - PIFts be returned by receive a school selection form by must 02217 17s c X S
M M M M M H N H I G. H. I. (6) Selection forms r ..., , *2 returned to Little Rock School District. returned by April 24. any school in the Selection forms must be SEE PROCEDURES -- Kindergarten/New Student Pre-registration Return of Forms (School Selection Completing Selection Forms Self-Contained Students The location of self-contained classes for the 1939-90 school year Forms) will remain the same siL far fhZ 1 f3<=tor regarding the effort that they attend three or more special classes. dents rotate to special education needs can be met in any secondary school. SPEND MOST OR ALL OF THEIR " EDUCATION TEACHER WILL BE ASSIGNED EDUCATION OFFICE. Sibling Preference* (1) (2) (3) (4) Cd I teachers, These stu- therefore their only students who INSTRUCTIONAL DAY WITH A SPECIAL SIC."DD TO A SCHOOL BY THE SPECIAL Sibling preference does NOT apply to magnet Students entering the Little the 1991-92 school I I I schools. Rock School District after - --- year will not be allowed preference transfer to axxowea - a sibling a non-attendance zone school. Sfor^ preference transfer to which the student trans^fe^^e"!r^un7il ^graduation'^froi the organizational level. cuarxon from sending and preference transfer will be granted if transfer will allow hn . receiving Us desegregation requirements. schools , - a seat will allow both to the comply with the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet be made by the Student Assignment Office. schools will The Student Assignment Office will be resoonsible far Tists?^"^ magnet and interdistrict school waiting All students on the 1988-89 waiting lists . , . will receive preference magnet and interdistrict vacancies. January 27, 1989, as of for 1989-90 IS 02218 IJ. K. (4) (5) 1 A computerized random selection proce consider all magnet and interdistrict the selection forms. process will be used to options listed on All magnet and interdistrict assignments will be subject receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) (8) (9) Sixth and ninth grade magnet students preference for assignments to organizational level. will NOT be given magnet schools at the next w Students who are denied interdistrict school for that school. an assignment to a magnet or will be placed on a waiting list ^^st will be determined by ranaom selection process. However fi r<!t- options etc''^ a be ranked above Interdistrict Majority-to-Minority Transfers (1) (2) All assignments Assignment Office. M-M will be made by the Student An M~M transfer allows a studpnf* in +*>1^ 5?2 in LRSD can transfer to he/she is in the vide transportation for Desegregation Transfers (1) in f 1 Ja I I I Likewise, a student in the majority "lx. school in NLRSD or PCSSD where home district must pro- --- M-m transfers. Junior and senior high school another school as long as the the sending and I,' desegregation requirement and minimum black students may transfer to , reassignment allows both receiving school to comply with ""nt end a seat is available, percentage is twenty-five percent (__ 7-12 Thp --- percentage of bhacks in grades halfpercent tage of blacks in grades 7-12. black percentages constitute >x=..=yx=youiuu reguire- acceptable range) forrza desegregation transfer The desegregation requirement rransrer. that all schools will below the district-wid e The maximum black the The (25%) the district-wide percen- The minimum and maximum the desegregation reguire- in secondary schools is i. --- remain within a range of 12-1/2% above to 25% below the districtwide i students at each organizational level and junior high school). percentage of black (i.e., high school 02219 193 (2) (3) (4) (5) Elementary students may transfer to only if such - - an Incentive School 4.4 transfer enhances desegregation Incentive School. A student at the oar-h may make two (2) desegregation transfers level or senior high school). The purpose of the second (elementary, junior crTeuior trancsFor- 4 P^^pose of the Second desegregation transfer is to allow a student to return +-o qj. a student to return to his previous school assignment. Desegregation transfers will be period once each year. granted during a limited transportation for desegregation transfer students where it is cost effective to do^so. will cost effective to do 20 02220 I I I, PROCEDURES Distribution of Forms (School Selection Forms) new to select a school by tetutnlngthe"scioS?''Iel:t??rFo For parents of students currently enrolled In LRSD schools: 1. Parents receive of students . , currently enrolled in a School Selection Form through the LRSD will mall, CO A. Parents should selections. complete the form with their school B. Forms should be returned LHSD school no laterthai'Ap?!?* 24. For parents of students new to the LRSD: 1. students new to the LRSD may also receive School Selection Form by completing a pif. I a 2. 3. A. B. PIF any LRSD school or from the Student Assignment Office. may pick-up a PIF at New students may return the PiF at by April 24. New students' School Selection Forms any LRSD school or the Student Every effort will be made to any LRSD school may be returned to Assignment Office. tlon', however/
il"asi'r
menV"' he Patents selec- and desegregation limitations. are subject to capacity I II. Return of Selection Forms Parents April 11. Students attending the school year should return the forms by April 24. - selection forms on LRSD for the 1988-89 by April 24. students who dldnot bchobl year shotld re^SS the School Selection Form to any LRSD school by April 24. in handling 1. As the selection forms three categories: 3 are returned, separate them into 21 V :X 022212. 3. 4. A. B. C. fl Students requesting to grandfather at their present LRSD^* (Students currently attending Transfer requests ' (students LRSD).* currently attending Kindergarten/New Students to the As forms are received. LRSD. r,e.= 1 J , remove them from the envelooes Use paperclips only to attach r ----- - ' the forms. Do NOT taoe or staple damaged formsTth
will replace damaged forms as tape Student Assignment Office needed. any notes or letters to 5"^ to be sure it has been completed correctly and signed by the parent or guardian, form IS correct, skip to step the form it been to I Return incorrect or explanation. 4. If the unsigned forms to the parent with an - --- urged to contact the parent by J the protic.-. Note when the received and when it Schools are phone if possible to resolve the problem it was returned for correc- description of the problem, the Selection Form List. on Place the forms (in alphabetical area of the office. of the forms that are returned to order) in a designated Keep a list (Selection Form List) to your school. 'following/' following the deadline) do the a. With a number 2 pencil ONLY, go over any bubbles that in/ or that were marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This step can be checked.) any time after the forms are received and b. Place the forms labelled (in alphabetical order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, the Selection Form List in the Assignment Office. Include one copy of envelope to the Student d. Send the envelope to the Student Assignment Office imme- QlauSXy 2^ 02222 I I I IIII. Kindergarten/New Student Pre-Registration Children who will be 5 to attend kindergarten in the LRSD. make school selections and receive children, they must pre-register. years old by October 1 are eligible " In order for parents to assignments for their A. Distribution of Forms 1. You will receive flyers to be sent home tw uatencs 23^^them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon = ''---'-I- to parents These flyers should be sent home as possible after they are received. 2. Parents pre-register their children by completing a Pupil Information Form
they may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. Form is 3. After the deadline. Information Forms. DO NOT hand out ANY Pupil Instead, instruct parents to go to the Student Assignment Office t- ' their children. been completed (May 17), each responsible for registering and to pre-register After the assignment process has (May 17), each school will be B. dergarten and new students. assigning kinReturn of Forms 1. Parents may Information Forms to return 2. 3. the deadline. their completed Pupil any school in the LRSD until For each form received, write
u f"* received, write "RECD" and the date other information parent wants SCHOOL TO KNOW on the right side of the form. The following information MUST be supplied form: on the i w I I I I First and Last Name Race Sex Address Date of Birth If any of this information is missing, cannot be processed. the form 23 022234. Check the birthdate birth certificate, i i on the form and the child's Check off either the birth or passport/vlsa and initial area at bottom of the pip "Verification of legal the child will NOT be tificate box cer---- in the of the PIF labelled name and birthdate by advise the patent' tle^Sud tootkna to attend kindergarten next year -- --- PUPIL INFORMATION FORM the If If 1, next''year. ^DO NOT^SEND THE -------- ---1 TO THE STUDENT ASSIGNMENT ------TE HAS BEEN VERIFIED. OFFICE UNTIL THE BIRTHDATE Check the address on the form. The parent must supply their permanent residence add^ress
poZt office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill) the Address Verification Form and attach the PIF. on the form. residence UI 5. i lease used. rent sales Complete a copy to I When the pif has been completed correctly write k (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in thA ETHNIC box. (DO NOT WRITE vnnp NUMBER IN Initial and date the form in the THE SCHOOL Box') SUBMITTED BY box. Place the Pupil Information labelled: Form(s) in an envelope STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 I IM H LITTLE ROCK SCHOOL S
I CHOOL DISTRICT ection form * OFFICE USE ONLY M is X: (NAME) (ADDRESS) (I.O./PAC 23) Next Year's Grade Dear Parent, *0 00000000 0* *0 00000000 0* *0000000000* *0 00000000 0* *0000000000* *0 00000000 0* *00000^0000* *0 0 0 0 0 : 1 0 0 0* *0000000000* *0000000000* This IS your school selection form for the school year, the issue of the FOCUS before completing this form THAT YOU RETURN THIS FORM TO YOUR CHILO'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY UI INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and re- ppwrri'child's present school assignment. ' ClNC I U UIL. I Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school. I understand that my child will remain at his/her present a seat is not available at school. assignment if Please assign my child to I understand that my child will remain at his/her a seat is not available at present assignment if INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsei 1 Rockefel1 er Stepnens Washington '*** If you wish to request sibling preference, please indicate below and complete the information on the back of this form OOES NOT APPLY TO MAGNET SCHOOLS. SIBLING PREFERENCE I request sibling preference. PARENT'S SIGNATURE DATE 24 (a 02225 n M USE ^^2 C s a f 3 0 0 1 I I I 0 1 I I M n )i L.ASt LIS I ,HE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH ! PRESENT SCHOOL I ASSIGNMENT PLEASE PRIHT. I GRADE to SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 Two or more siblings requesting to transfer together. 0 Student new to the District zone school .1th , siblih, = non-attenOence zone school. IS currently assigned to the non-attendance 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of si blings: I 1 I 4:1 ( I I Siblings are brothers/sisters, c, LulC-u.uu, the home address with brothers/sisters. 0,- na.r-who are enrolled in the Little Rock School Distri?i ) or hal f-brothers/sisters, residing at ho,..,./..,-* half-brothers/sisters, 02226 24 (b) FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 53% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 53% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 53% 4k 1 ( I I 25 t 02227 I I3 3a 3 School Otter Creek Pulaski Heights Terry Wakefield Watson Western Hills Wilson Totals Capacity 383 328 537 472 472 328 409 9,501 Incentive Schools Black 183 159 260 215 227 165 228 Non-Black 162 119 224 184 157 140 170 There will be eight Incentive Schools which Total 345 278 484 399 384 305 398 % Black 5 3% 57% 54% 54% 59% 54% 57% are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals Classes Capacity at 25 28 16 11 14 12 16 13 42 136 700 400 275 350 300 400 325 1050 3800 26 02228 I 1 ( I I 1 Interdistrict Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards' which have the following limits: 02229 ij j 1 /I I' Il t) fl 1 I ( I I IT Grade Kindergarten First-Third Fourth-Sixth Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class 20 20 23 25 25 28 The total capacity of the twenty-two Elementary Academies 9,501. is The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. however, there will be certified aide in each class and a 1 possibly a second teacher in those classes. The capacity of the ( Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 I
i! Interdistrict Schools. black LRSD students will attend The chart below shows the impact of black ll I Incentive and Interdistrict School enrollment upon the Elementary Academies: I IS- 7 .I 022307 Black Enrollment in Incentive and Inter- district Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% <89> 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origi- 1 nally assigned to Washington for the 1988-89 I school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. I These students (166) will have a preference to return to the Washington in the 1989-90 school year. new 1989-90 I A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a I I 1 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility 1 to use it as the Instructional Resource Center I 1 i i- (IRC) or as an alternative school. Woodruff will be closed as an elei mentary school at the end of the 1988-89 school year. Gi 'I i I 29 02231V 1990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students It serves as an a Interdistriet school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistriet school, an attraction for this school will be its early childhood program A and childcare facilities. This location is expected to serve as I a natural magnet for individuals who work within governmental business centers of Little Rock. and I The parties have had discussions with realtors regarding specific school construction sites and existing buildings. The Master will be provided a separate progress report concerning negotiations for school sites. 30 02232 IINCENTIVE SCHOOL PRQGPAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire I The following schools will provide the incentive school I program: -Franklin i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233merit tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the desegregation plan in the Little Rock School success of the long-term District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. I If feasible, the committee will have the sibility for establishing the guidelines responand criteria to be used in allocating any would be used to resources to the students. The trust fund I provide an academic achievement incentive to students and would also assist parents and students realistic goals for in setting attending college. 3 02234Incentive School Program I'iCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed niSi,r3tors, teachers, communirv r^ores'^nt The blueorint will Pe used the ,, by a committee of admi tives ano parents. The blueprint '-ill be used as the framewor< cCvivities that are exoected aoproval of the incentive school program. for scecif I . TO occcr after court 3 - The rollowing areas were considered in the incentive school program: develooment of the A. 8. C. D. E. P. G. H. I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment I I 33 02235Incentive School Program .BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the missinn schools. The Incentive School Program Committee did not, however, oZZ detail for the incentive school nishes the community with the p.,, ihe soecific details and concerns for each P attempt'to specifically define orogram. every This document merely ur- oa.ameters for excellence in education. \ ana concerns for each individual incentive s-hool must be developed by the local practitioners. " ^ce^^ve .,hool are the principals, teachers, parents and in each incentive school area. The local practitioners community representatives The District firmly believes that the J on the opportunity for the oractitinnprc submitted to the federal court and the community with the iinriprc*anHin/.i that further details will be developed. undersuanding success of any program depends This document is hereby continue to function until uqusu 1, 1989. The committee will be expanded to include a* least nn? incentive school attendance zone. On August 1 the committee,will be restructured to function as a district-widp of incentive school parents. -- ----ion as a district-wide council The^council will have two parent repre- . Also, four members at-large The Incentive School sentatives from each incentive school. will be appointed by the Joshua Intervenors. Program Parent Council will be responsible for ties related to the incentive school program, me report to the Little Rock School District Board of Joshua Intervenors on a quarterly basis. monitoring al 1 activi- The Parent Council will Directors and Academic achievement is the result of commitment high expectations. a b^oad-bai
? com^inR
rin^'^i t^iese Ideals are coupled with the availability of educational excellence prevails. It is certainlv 'll ,I ! ideal sLi.rULX
' in each incentive school. 34 02236 I' I I j I I I I i Il I I 1I] 3 j ) I' i i,I SECTION ONE I i s ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT i I Iil -I H 1.^ 35 02237 INCZ.VIV SCHCCLS ACADEMIC PS06SAMS ANO C'JSRICC'L'JM DE7ELCFMENT Schools have the responsibiiity for expandi ng the scooe of knowledge and for developing the rational, reflective, and critical capacities of all childre en. "The content of the education must be true, appropriate, and relevant. The oro- education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excel- lence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as wel1." (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflec.ive of the intent to have e.xcellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. I ACADEMIC PROGRAMS General Areas for Implementation I 2. QTd Program (Early Childhood Education) - The Little Rock School District s four-fear Old Program will be operative in each Incentive The.High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated int the program model. School. 'Nritinc to Read, an instructional tec-ology. program, will be implemented at each Incentive School for K-2 students. 3. Release time Kinderoarten - The Little Roc.k School District Early Prevention of School Failure mocel will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. I - ._ 36 022382 4. PieaainG Across the CurHculum will be a reading proficiency and critical reading'^skinT^^^^ developing will also utilize strategies to increase stuc= appreciation for reading (Pre-kindergarten-6). Each suojecc area t'jcencs' pleasure of and 5. Oral Expression Across the Curriculum will nT-ar - - and stracegies in each suoject area designed to increasrthe**oralcQm n,cations and American Enjliah akills of the atodenta (I-SlIergalten instructional objectives 6. learning Styles Inventories will be used in each Incentive School tn orSrstuSenis"^"""^ ^---9 styles assist 7. I^col Themes will be developed at the local scnool level by parents and S l3 1 r and TP mmma nHo/4 n j 2__ . , . . Starr and are recommended to be integrated into the total curriculum. a. Semi-departmentalizat i0 n 9. 10. n. 12. 13 will be the recommended organizational for grades 3-6. This organization will facilitate the development specialized skills for "subject area" teachers for the levels. structure or respective grade instructional Technology will be available in specialized laboratories in indiviGual classrooms. and Science Laboratories equipped with adequate equipment and materials/supplies will be aval laole for students in grades 3-6. supplies Computer Laboratories for remediation and enrichment will minimum of 24 stations in each classroom. be expanded for a Foreign Language Laboratories with appropriate equipment and materials be operative in each scnool. will Test-taking Skills will be taught in an integral component of th= curriculum at eacn grace level. 14. Computer Loan Program - portable computers will be available for loan to students (graces 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each each grade (I-6). core subject area for 16. Comouter-Managed Instructional Technology will be used for continuous t inn n* cfn/ant ing or student progress. rack- 6). N 1 ! t 17. Individualized Education Plans will be developed, implemented, and ror eacn student. moni cored 13. Specialized Programs - Federally or stats mandated programs (remedial, special eaucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(see pggg 7) core 1 i. i I, 37 0223919 . 3 incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. Homework - homework is required according to Little Rock School District policy and regulations. I 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students. [ 22. 23. ^tereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive scnooi, with appropriate training provided for implementation. I 24 . and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 J I will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING Through Literature, with emphasis on ethnic classes in each <---- -------- li 1 program (K-6) -Basal testbooks genre, will be the primary reading !
|I ,, will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) -Increased motivation and learning with oral expression r n r ftn flh r a 4 /r . 4 _t_____... - - * i choral reading, student story- r ft 1 1 1 ft fl _____ .r-^. * telling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS 1 -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the and word attack skills of students -Oral Language Expression will be a major emphasis in the reaaing and English/language arts areas (K-6) (5-6) K-2 vocabulary I 11 3S 02240 11 -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES area -Emphasis on the study of history from a subject area context World History, American History, and Arkansas History (4-6) I i 02241 33 (a) il4 -Luphasis on introductory concepts in history, geography, and civics (K-3) -Geography will be taught through active learning strategies -Each subject and grade level in social multi-ethnic curriculum (K-6) studies will include a -Learning strategies and activities will promote studies" (K-6) II1 1iving social emphasis on American and Arkansas History (4-5) Lmohasis on World History (6) '.elebrations/ceremonies will be integrated into the curriculum MATHEMATTCS emphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) * f lUfl iiea A# ms** *4 / n___i. ' -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical (--O) -emphasis on critical thinking in addition to methodology and results (K-5) SCIENCE -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific rnethod and suggest the applications and of science possibilities -Emphasis in the upper grades will be on the life physical sciences (4-6) sciences and -'^asi.ery of concepts should culminate with an annual project' i.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students cur. ' reinforce what has been taught in the classroom can do together to FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39 02242 I I5 FOREIGN UNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as -The instructional , methodology for each language will be a __catal physical response" approach -Emphasis will be on basic vocabulary, cultural materials for K-3 conversational, and -A foreign language laboratory will be used for instruction including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -emphasis wi 11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Life Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on "wellness" for the young (K-6) -^phasis on the development of an understanding of and respect for the handicapped
i.e., disabilities simulations (5-6) -emphasis on team sports and lifelong leisure skills (K-6) Ii, 1 .e. SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. mores Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will prooiem-soIving, decision-making, peer pressure, etc. focus on 40 02243 1 I I 1 i I6 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, stat^local and community) will be used for presentations at the school in every area of the program to provide role models for the students. Special emphasis will be placed on African-American role models for males. com- I r Mentoring Program - Utilizing local resources in the munity and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES I Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may Include (but not limited to) the following: Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, M Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Math Iq t M Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club I'm lid 41 02244I 3 Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~'*^3s - Field trips will be used to ennance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: ll Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) >artin Luther King Center (Atlanta. Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) II Each school will incorporate special activities into the total school 1 program. Choices for each school will be determined by the needs/interests I at the building level. Staff and parents will determine when and h^w activities will be implemented. However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I 02245 4 * >r. Sacksround II. L.ATI.'l E.'IRICl-lME.MT PPCGPAM ELEMEHTASY LANGUAGE ARTS CLASSES LIiiLE ROCK SCHOOL DISTRICT Philadelphia School District raised reading and.vocabulary scores or elementary school children through a program usi'no Lai.in in language arts classes. The program was devalooed hv a team Latin teachers. davelooed by of . but the materials were designed to be used bv elementary language arts teachers
t'' waw - - - the^program did not depend on using trained Latin u, u , _ J . - Since that time programs of this sort have been implemented in many other school districts, sue.n as Indianapolis Indiana
Washington, O.C.
St. Louis, Missouri
Dallas, Texas
Los Angeles, California
.............. Kansas City, Missouri. teacners in the elementary classes. Missouri
Mew York City, Mew York
-V . Oakland, California
Some use the Philadelphia materials
developed their own materials. I teaching formal Latin grammar
means to imorove English skills. Los and ...............-".u iiiai.c.- laia
others have In these programs the focus is not on it is on using Latin words and myths , . - These programs have also resulted in imoroved self-image among learners. The initia above ide.n poDulation. 1 implemen ti f i ed di s :c as a 1' on of the program by Philadelphia and later in t'e was in inner city schools with a large minority targeted levels were grades five and six or crade six only Recor.. concerning students' performances on standardized tess in the aSove six only. Ml t
ident ied districts reveal at least a lary and a signi ficant . year growth in reading and vocabu- amount or growth in other content areas (see In all districts, a taa.m attached
. of Latin teachers trained the elementary language teachers in using the materials and served as background in Roman and Gres.k culture. arts resource persons for As the program grew, many of these in I,*,-- corresponding , - MIMIC elementary.teachers studied to become proficient in Latin, program using the Greek language has also been developed
the same methods and approach. The materials focus on using Latin and Greek word roots il this program uses I me md.sr.di5 rocus as a basis to incr^ E.nglish reading.and vocabulary skills. Materials are varied
the two basi courses are ces'igned .or fifth and sixt.h grades and are based on classical mytnciogy and life. Suoplemental courses cover a wide variety nf cnhiarte Materials are varied
a , of subjects, including science, math, astronomy, and blacks in antiquity. Pat na I es More than focusing edee of E, r. La of word tin '.70r sh 7 n he E.nglish language a-e based on Latin words
ots and word-buil ary J mg eiemen will increase kncwl- '*32 n cur-icula include Many fifph and sixtn gradesocial studies and 3 re mythology and the Grec a s.rr:c^*ment. his subject ma w' 11 Oman world roadan lea
vocabul r.-ng and a rr Ab i 1 i areas I mere su 1i vi ng. senco1. r 2 3 d * ^3C S-'ul ,ng
s. nci a is not lim ss in life itself
vidua Is who 1 an unusual subje se 1 0 le tne an unu i.-cs an '! IS no 1 and IIJ d to trncu 1ncreas i no arts and other academic faei ctmoe ror s ent uden ability/ creates deal with school and especially in elementary recused on learning the Latin language per ' subje he lea me and seeing success in 44 I 02247Latin tnricnment Program -- Page 2 The program itself is easy to implement. 7..
ment of time by elementary teachers to learn thrnJatarial's'"i?nmite7 1 he material? aro oa?v t---..__. '"niweo. The cost is minimal, and invest- III. IV. The materials are easy to use. 1 ' ma enals ye ysy to use. They are inexpensive to purchase and be duplicated for distribution to teachers ylly uyd by.many areas with educational i, The uniqueness of the program should appeal to students
r" - - - . _ - can ihe.program has been success- Pock. situations similar to Little parents as well as , , or private schools in Arkansas, certainly in tha metropolitan Little Rock Area, have such a prooram. The omnra ,./iw such a program. The program would serve the desegrejation plan for the (ncent , \ hio! anS Z d h i If standardltll^!'^ eliminating disoarity betwe en - -- - scores and scores of the major ethnic elements of the _ J. ------------ c'-.'uiiu eiemenizs or tne emohasis on multiethnic education within School District, materials can be develooed Inrallv m elude this empnasis. , materials can be developed locally to in- Using the existing materials as models. LPSD teachers can create units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 11 Prooosal It is prooosed that the Little Pock School Oist ujs proooseo.tnat the Little Pock School District implement an elementary Lawin program in the elementary language arts classes at the fifth and six*- grade leveis in the incentive.schools for the purpose of increasing readi^o"' and vocabulary sxills, imoroving standardized test scores, and enhancing ' the self-image of learners. Program Descriotion of 1989, these teachers will incentive schools have been identified in th -le spring receive six hours of inservice training during program will be imple- thejammer^pf 1589 tn Inplam.nting the progran,. The plogrl. .Ilf bl liple". PIS jfaie'tXce PSPnlSS"" fifteen to. tynty.minutes per day. Throughout the 1939-90 school year " ' .1 be involved in four (1) additional inservice workshoos (two -'ese teachers will have the opportunity to become more in L3win by enrolling in a college course designed especially for course will be ootionxl xnH ar tHo rairhn. r- ______ men ted at teachers will per semes profici en ). Also, u ctional block for approximate/ :he 1939-90 school year. I them
this course will be optional and at the teacher's own expense. inrougnout the year, tne principal in each building will monitor t At the end of the 1939-90 school the program will be made
data. year, a formal district-wide this assessment will be based he progra." assessment of on surveys and test I ] ' *1 '!! '1 'll li Hi
(, 02248 45 I,1 Latin Enrichment Program Page 3 Budget Summary (Per Teacner) Instructional Materials $ 30 Printing 60 Inservice Materials 30 Inservice Consultant Fee IS College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 24S I I I Budget Summary (Program in all' Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 teachers 10 teachers S6.860 2,450 I TOTAL S9,310 . _ 46 02249 JMHItffpl IHPLEHENTATIOH PLAN OBJECTIVE ACTIVITIES participants I. To provide awereness of the Latin program to Incentive school principals And staffs I.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools I.c. Develop agenda for principals' meeting l.d. Conduct awareness meet- Ing with principals I.e. Schedule awareness meeting with current Sth A Sth grade teachers In Incentive schools I l.f. Conduct awareness meet- Ing with current Sth A Sth grade teachers l.g. Identify 5th A Sth grade teachers who wish to PERSON RESPONSIBI I COHPIETIOH OATC EVAl UAIIOM COST . To provide Inservice to participating teachers I 'I Ot o Angela Sewall Beverly Uhlte Arma Hart Rfchel Hyers Harle HcNeal Harvin Zlmmerraa n Principals of Incentive schools Sth 5 6th grade teachers at Incentive schools Principals remaln at Incentive scho ils l.h.' Recruit and fill cles vacan- 2.a. Requisition Instructional materials (|irr Ipjiciipr) Harle McNeal Harvin Zimmerman January 30, 19fl9 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Ca lenitar -0- Angela Sewall Beverly Uhlte Harch 1, 1989 Printed agenda -0- Harle HcNeal Harvin ZImmeratan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll 14, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of I dent i f led 5tli A 6th grade teachers Identifieil Stii A Slli teachers at Incentive schools for 1989-90 Arrival of materials -U- -0- I I 5?0 materials ( per teacher)IHPLEHENTATIOH PLAN I'aqc ? OBJECTIVE ACTIVITIES participants PERSON RESPONSIBLE COMPLETION DATE I i I I (Z) 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for above 2 meetings Z.e. Conduct above 2 meeting
2.f. Contact UAIR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops local bulIdIngsZcluster distrlct-wlde 2.J, Conduct above four Inservice workshops tn Marie HcNee! Merle HcNee! Herle HeHeal July 1. 1989 June I, 1969 July 15, 1969 evaluation One copy for eacli teacher Heelings on Calender Printed agendas Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals Gayle Cloud Harle HcNeal Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal Gayle Cloud August IB. 1969 June 1, 1969 December 1. 1969 lay, 1990 September 1, 1989 Hay 1, 1990 (2 per semester) Agendas and materials Course proposal Identified ilales/timcs place I Completed course Heelings on Calendar Meeting agendas COSE (pnr tearlipt 1 150 prtntinq (per teacher) 0- -0- $20 materials (per teacher) $200 consul taut fce( S5 per teat he ICO stipends teacher ($10 liour) per per -0- -0- 120 materia Is (per teacher) 11200 Inst rue tor lee ($10 per leaclier) -0- 110 materials (per teacher) 1400 lee ,J?'5'')lanl I10 per teacher) I (nHimw IMPLEMENTATION PLAN OBJECTIVE ACTIVITIES T PARTICIPANTS PERSON RESPONSIBL E COMPLETION DATE EVAlNATION 3. To Implement the elementary Latin program In Sth 1 6th grades at incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplIcate/ create student material ! Teachers Teachers Principals Harle McNeal August IS, 1909 School's instructional schedule uiigolng Materials ready lur classroom use COST (per teafhpi ' -0- I III m.) ter i,i I s (per teacher) . To evaluate the elementary Latin program I I I I 4-. CX5 3.C. Incorporate Latin program Into district's language arts program 4.a. Monitor classroom activities t.b. Identify student growth on standardlied tests 4.C. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers . Principals I Principals Principals Marie HcNeal Gayle Cloud Principals Marie McNeal Harle McNeal ongoing Hay I, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengllis and weaknesses Test data Printed Eorms Completed forms returned Survey data Submitted report -0- -0- -0- $10 print ing (per teacher) -0- -0- -0-1988-89 (Spring t ^""7?.,ri son Responsioie ' P1in li ntl implement a quality academic program for Incentive Schools , Creui .iiiis -'vision Curr icu I urn and Special rrocrair./Area Incentive SchooTs OBJECTIVES STRATEGIES/ ACTIVITIES SEGIIihlNG DATE COKPLtTION DATE COSTS ficSPOKS.'BIL 17r EVAIUATIOM O to M O1 J 1. To promote/enhance leadership and staff understanding of the Incentive School concept I.a. Provide an indepth pre-orientation session on each coai- ponent of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the Individual Incentive School Plan I CZl I 1 l.c. Assist each building principal in presenting an Indepth pre-orienta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff mth orientation session for parents in the VhAAh February 15, 1989 Harch 3, 1989 March 1, 1989 March I. 1989 February 28, 1989 March 15, 1989 March IS, 1989 March IS. 190" -0- -fl- -0- -0- Superintendent's cabinet Assistant Sufierinlen- dent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendent'! Cabinet Principals Assistant Sujierinte.i- dent Schools IncentivetllTHrlM
K?L 2KK- -*r
.il Plan i'son Responsioie 1:11
(nr) OBJECTIVES STRATEGiiS/ ACTIVITIES BEG INK ING DATE TZOK i
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l age 2 -:V1s icn rroj.'dir./Area COKPIETION DATE COSTS KSSPOI.SIBILITT evaluation 2. To develop Incentive School Plan for each school 3. To develop currlculuai specific to the Incentive Schools 2,a. Identify Incentive School Plan teams June I, 1989 2.b. Develop the detailed I June. 1989 Individual Incentive! School Plan I 2.C. Review and approve School Plan June, 1989 June IS, 1989 July. 1989 July, 1989 -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cahine Board of Directors 3.a. Identify each area In need of curriculum development June IS, 1989 July 31, 1989 -0- Principals Assistant Superinten- dent Incentive School Curriculum Division Supervisors 3.b. Identify teachers I for curriculum teams June I, 1989 June IS. 1989 -0- Principals Assistant Superinten- dent - Schools Incentive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS. 1989 -0- Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incent ive Curriculum Div is ion Superv i sors O to IO tyi 00 cziWhwpI iKHimaj
'rual Plan _____ -trion Reipontioic a:t1: (V*r) :cK 7:kl
i
Page 3 - i 1 ion rrocric./Arca OBJECTIVES S7RATtGi:S/ ACTlvnUS BCG had NG DA7t COMPLETION COSTS P-CSPOI.SIBIL 1 7 V I A. To procure equipment and furniture for Incentive School Pro- graat o (O ro oi (> I I Cm CT) 3.d. Review preliminary draft of revised curricular for Llttb Rock School District 3.e. Develop additional components for each curriculum area 3.f, Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and vldc Inservice pro- on the implementation of the curriculum guides t.a. Develop specification for bld for equipment and furniture June 1. 1969 June I, 1969 July I. 1969 July 20, 1909 August I, 1969 March IS, 1989 June 30, 1989 June 30, 1989 -0- -0- July 20, 1989 $3,000 (Est.) nClerical ISupport) July 30, 1989 $10,000 (Est.) (Printing Cost August 30, 1989 (Cost to be I Included in I Individual I School Plans) April IS, 1989 -0- Curriculuni learns Curriculum Teams Curriculum Divisi Principals un Curriculum Division Curriculum and School Division Prine ipals Director of Purchasing Assistant Superintendent - Incentive School Sta f f-Curriculum Evaluation I-TLal Plan I'son Reiporsioie j:il: _____ (V*r) :ou T:KtL:i
i I dur 4 OBJECTIVES STRATEGIES/ ACTIVITIES BEGIfilGNG DATE COMPLETION DATE COSTS P.:SPOi
s
B:LI7r 5. Io effect facility vision ::riiT./Arei l.b. Did for specific equipment and furniture A.C. Order furniture and equipment A.d. Install and Inventory to ensure adequacy of all equlpanent and furniture modlftcatlons for Im- | Incentivteh e Sdcheotaoli led Plant with the Support Servlcet Division S.b. Identify modifications timeline as previously collaborated In the development of the plan. piementation of the Incentive School speclallied programs. O to IO tn O I I I tn tVAlUAIION April 15, 1909 H*y IS, 1909 August I, 1989 April IS, 1989 April IS, 1989 5.C. Contract for service) April 30, 1989 as needed/ldentl- I fled In the Plant. | lUy IS, 1989 Io be determined August I, 1989 August 15, 1981 April 30, 1989 April 30, 1989 H*y 15, 1989 To be determined -0- -0- -0- 0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Oireclor of Purchasing, Assistant Superintendent - Incentive Scliools, Staff - Curriculuin Division of Schools Associate Superintendei. Assistant Superintenden Prlnclpal Division of Support Services Division of Support Services iniuitfi I biiiii.'. cUiaaisia altilllU .nlUUk ..... iUi --r-i) Plan I'lon Rtipontioic k-|l! 6. a I I
n?t !,' OBJECTIVES To ensure the availability of adequate resources to Implement I academic programs I o IO ro O) I I I C/1 OD ____ (Her) strategies/ activities BEGII.TGNG DATE :o)i 7:KL:i.i SV i s 1 on ?ro
ri..c/Arsa l'3i|C 5 COHPLETION date COSTS S.d. implement (he modification plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. Initiate Identifications of materials and textbooks needed for the 1989-90 school year B.b. Involve school leans staff and parents In reviewing the needs identified as required for core and special programs B-C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 6.d. Ha Inta In building record of requisitions for the 1989 school year. Hay IS. 1989 Hay IS, 1989 Hay I, 1989 May 1. 1989 Hay 1. 1989 Hay I. 1989 RiSPOl.SIBILJTr August IS, 198^ (To August 15, )98< June 30. 1989 June 30. 1989 Hay 20. 1989 Ongoing be out-lined in the Plan) -0- Io be determined Principals -0- To be determined -0- tl'AlUATIOK Prlnc Ipal/School Teams Principal, Assistant Principal, AH Divisions, with major input from Purchasing Prlncipal aaMtUPl kVtttUH* >e.ul Plan i'ton Rcspor.sioi* Seal
OBJECTIVES (Veer) CH Page 6 -i V 1 s I on rrojriir./Area strategies/ activities fiEClhfUNG DATE COMPLETION DATE COSTS RiSPOl.SIBIlliy O (O ro IO i I I cn to 6.e. Monitor and approve rMay EO, 1989 requisitions as I requested from In- I centive Schools I 6.f. Hilntiln tudft for II materials celved r- >luly 1. 1989 ^VALUATIOH Ongoing Ongoing -0- Appropriate Associate Superintendenl Principal 6-9. Cross validate with purchasing all order not received 6.h. Obtain requirements for participation In all special programs 6.1. Pay participation fee and order all I necessary materials f^r special activity 6.J. Select sponsors for I each special pro- I gram activity approved in the I Incentive School Plan. ' I Except for articl July 1. 1989 March IS, 1989 April 30, 1989 April 30, 1989 es requtlrlng a much longe Ongoing April 30, 1989 July 1. 1989 July 30, 1989 -0- -0- To be determined To be determined time period, all requisition Principal Princ ipal Prine ipal Principal are signed on or inmedii t ely lol lowing July I.I inw-l t) PItn rion Reiponnoie OEJiCTIV'S (>er) CH T 1 I'aye 1 - c i $ icn ''rzzriK./^^rti STRAT-GliS/ ACTIvniiS SCGIhlllNG DATE COMPLETION DATE COSTS 8.k. Complete ipeclel RtSPOHSJEILlTy tVALUA] lOti . . August 1, 1989 tracts with all e- August 30, 198! O (O ro Ch u (X o tended day employees (or the 1989-90 school year. 6.1. Complete Master Schedule for total I school program I 6.m Review/revlse as I necessary the staff I development plan I for the fall I (September- I December) I April 30, 1989 August 15, 1989 August 30, 1969 September IS. I 1989 (As necessary bi , at least once each semesUsf) -0- -0- Principel Princ Ipal Principal I I-'ru) PUn 1988-89 rirson RispoRsiDit dial: To provide sfaTT (Spring and Suoner) -------------------------------- (Veer) :K?iauK' :cH 7:kl
i. OBJECTIVES jeveiopmenCTor Implemtntttlon of Incentive School Plans I'l UOI dins .-.vision C m r ic n I mn Snci.o, rrojriir./Area Incenlive ScIhhiIs Id I strategies/ activities BEGlh'NING DATE COMPLETION DATE COSTS RtSPOhSIElLITr 1. To implement staff development activities for Incentive Schools tVAtUATIOll O IO o I o> (Tv I.A. Identify the staff development needs of each Incentive Schoo l.b. Develop Inservice schedule in collaboration with building principal l.c. Notify each school staff of proposed Inservice dates for pre-school training 1.d. Plan details for delivery of Inservice - I.e.. I site. time, arrange- ' ments. etc. j I.e. Obtain services of consultants (as required) I 1.f. implement, fall training cycle April 30, 1989 Hjy 15. 1989 To be deter- ailned Prine ipals Director of Staff Development *y 15, 1989 May 30, 1989 May 30, 1989 May 30. 1989 August I. 1989 30, 1989 August 30, 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.19891 To Be Deler- I mined Prine ipals Oireclor of Staff Oevelopment Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintended Director of Staff Development Principals Assistant Superintenden Director of Staff Development Iir.ruj PTn ____ ^trson Rttpor.tibie Sill: .'K?L:i
_ (tearJ Tjor
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j l ayc ? - J V i sion ?rccrff./Artd OBJECTJVES strategies/ activities )g. Evaluate staff development activity through survey response from each staff I I I 1 fiEGlKNiNG DATE COKPIETION DATE COSTS (itSPOl.SlBlllTr tVAlUATIoii August I, 1989 0n9oin9 ITo Be Oeter-n1ned Principals Assistant Superintendeii Director of Staff Development O IO CJI I (75 to I I I, SECTION TWO I I SCHOOL ADMINISTRATION _ 63 I 02266 The focus , INCENTIVE SCHOOLS SCHOOL ADMINISTRATION K function and guiding process of the Incentive excellence in an environment of academic support
individualized education and flexibility, the close partnership between fnr which is a motivational factor r students. The school program will address student success potential from affective, skill based and academic perspectives. for students. SUPPORT PROGRAMS The following items will be school: A. B. flexibility components of every incentive HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m., Homework Centers should be extant in each school least two (2) days per week to assist students who in need of specific help with class material. are oycuxxiw nexp witn Class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who otherwise involved in activities during the last hours of the day, Monday-Thursday). are not two (2) It will be necessary to provide transportation students who remain at the Homework Cc^iLct su tn dents whose parents cannot supply transportation who live outside of the ' home for Center so that stu- - - - * ---1 and/or area which is reasonable walking distance may avail themselIves of the CCeenntteerr,. if st' udents choose not to attend Homework Centers, other ^2^ student assistance will be explored. Staffing for the Homework Centers will 1 classroom teachers who will be available "volunteer" rotating basis, peer tutors. Centers, other will be in the form of on a . community volunteers and Staff will be compensated. Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist students, of students attending regularly reaches tional certified teacher will be hired. = each additional increment of students attends, instructional aides and teachers will be added alternating basis. working, an instructional When the number 50, an addi-thereafter, as certified on an I I I HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers rotating basis such that each incentive teacher on a tvvauwy uaaxi sucn mao each Incentive teacher will provide one (i) evening's service approximately every 45 class days. SSttaaffff wwiillll bbee ppaaiidd ffoorr tthhiiss ttiimmee.. 02267 64 c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but wil1 31so be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. I Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer etc. tutors the opportunity to do so. D. RETIRED TEACHER MENTORS - Efforts will be made to Identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work volun- I
E. tarily or may be paid needs, Mentors can work volun- a stipend depending on their own INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall I P. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general "mapping" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America, 55 02268 IG. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats mav be ooen to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. t: ____
___ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer "year round" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual desia- nated grade level. words. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools, trips and access will include the opportunity for dent experiences with: Field stu- >1 I historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an I I i Some such exhibits and performances will also be brought Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. to the schools. Among opportunities in the community which exist are: * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company B6 02269'll ie if * ie if a museum of nature science and history three previous state/territorlal capitol a planetarium at UALR s I I * a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but 3re not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J. r if SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined ticipate in: as the opportunity to par- f I I I X * it if choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these at no cost to the child (and hopefully to the but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. Assistance will be services program), STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)
and ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will be^ conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district
to working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 02270 67 i1' I 2. Staff will be hired on a one year basis with parent representation on the interview team. AL that year, an involuntary transfer or other district decisions may be put into effect depending on the At the end of t 02271 67 (a) li f I I I I I t t I jcontinued - Incentive Schools page 5 I e individual in ( i working with students and procedures. This one ye^r 1 feature will also apply to the positions of aides, clerical and custodial workers. Successful I s. -P-u./^L TRAINING - Ongoing training will be provided for Starr in areas like human relations skills
learning and interactive styles
TzSA
PET
working with youth at risk- wor<ing in an urban setting and analysis and learning and enhancing student achievement. use of data for All staff, including support staff, will be involved i t. aimng. Patrons also will receive access special training. in worxing with their students, assisting with hcmewSr'''^ nutrition and human growth and develc^ in working with their students, qments. 1 n I ! i I ! C. PARENTAL LNVOL'/E.'fENT - Parents will be absolute , --------- ----- -- -wjuiutii partners in the learning process. Parents will be asked to sign all hemeworx assignments on a daily basis. Regular uummu will take place, both through written and oral means. J Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well visit their children's classes. will be held at the school. o , - - ^0 Regular meetings, monthly, Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support form of tutoring, storytelling, general assistance paid a stipend for this. in the and may be I I I i 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - line iu.ntuuuti - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities ror e.xaraple: * Homework Center - Monday-Thursday * Special Skills - Tuesday Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday I E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and earlv interventinn ni-nrirsm? ... , early intervention programs will be formulated with "alert............. and "success" cards to be sent to parents to update them on their student's needs and achievements. 02272 6Scontinued - Incentive Schools page 6 P. EXTRA CURRICULAR- PROGRAMS - Ext establisned to allow students 3 cur rsccgni cular programs will pe cn, leadersnip experience and a chance to be involved in schcol ac-ivi-a. Among these will be future teachers program^ s No
"Ss ntermurals, monitor "jobs" in the office, library wyh the flag, safety patrol, rire marsnalls and student council memoerships. Just Say No ri re marsralls and scudent ' at recess or lunch time, not class time G. ATTENDANCE ANO SErAVIOR GUIDELINES - ziiit.wartUi a.vu strAVIOR Attanda guidelines will provide unigue opportunities ndanca and benavior H. sTudanti and keso them in scnool. tc assist . , --------- Time-out rccms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and cn time each day. SUBJECT RELATED EXTRA CURRICULAR ACTI7IT - Other c ons for students may include, but not be limited to? activities like mat.h olympiad, junior great books, young authors' club young scientists, Olympics of the mind, elementary band and' a string program. club informed of all of these options. inrormeo OT ail of these options. Students will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. a COUNScLING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to c-mmunuy based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools
volun- tesrs^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activities
assistance from social agencies to intervene if extra curr uics, aaa13rr^jm social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work._ The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware the options which truly are open to their students. 3 of 69 02273 il 1' f I 1 i I I I ! 1t continued - Incentive Scnocls page 1 I c. STUDY SKILLS - Ccunsalors and t ''*or<iri5 with stocents to ennanc Skills and study skills. students in test taking, seme class tests and by teachers. aacners ^ill tas be rssDonsibla for King Skills, listening Practice will be provided for I.e., bubble sneet a variety of gues
ets wi 11 be used on n types will be used D. HCME/.NeiGHSCRHOCO MEETINGS -------- - iMeeti ng always be held at tne sc.ncols - _. 0 tusr greuos or parents, will be scneouleo with parents will not eet '53, for s.tall E. F. G. H. sue.n as churc.nes and seme homes as i less formal meetings out of the school at ccmmunity locations yited by parents. These environment may be more productive.and can help forge a school/neighbornood partner- ij' suggested^that local ministers be considered as ss.naol partr.ership and ccmmunity. sm p part or Ui 1 I\DIVIDUAL ANO GROUP COUNSELING - partner- Individual and group . _ ,, ---------------- 1 T I J CJIU yi JUL) .unseling as wel as peer facilitators will be employed at concerns and the normal issues which a and development takes place. Students conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - "!se as student growth will also be taught Incsntive/recognition Students, staff and patrons at each school. Ideas {suocest onsi nrocanraH (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets n \ ccmmunity and auhletic e/ents, tangible rewards such as a book of the student's choice for academic growth WELLNESS PROGRAM and the like. - A wellness program will be in place at each 3vailablity of a full time nurse. Students will be screened for physical health and will al r^eoeiTinforma- tion on topics like self-esteem, nutrition, drug pJeveS and awareness and first aid. Presentations will liL:?.rh. made to parents on similar topics continuing education basis. Presentations will likewise be for ^neir information on a CAMP PFEIFER - Students in need of additional a'cademic assistance will have access to programs such as that cur. ..nuly in place at Camp Pfeifer, whereby, they spend some time in.residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills. P* ' Parent-involvement is an inherent . -w ....Wi ij au iiuici c par^ of this program in assisting them to work with students on homework and academics. 70 02274 I I Icontinued - Incentive Schools page 3 V - MCNITCRING A.NO S7ALUATICN A. VERIFIAaLE WNITCSING CF S'uDE.'iT GFOWTH - -? 3. C. 0. I ne Sting depart- ment of the district win oe assigned the task of developino a plan ,cr vennable monitoring of student growth and for the c. reliaole procedures to accomplish these tasks. ict wi11 be tbe development of This plan and its ac
account not onlv tes
but also class a curriculum/cr I spanying procedures should s res achieved on norm re ake into 3 anced tests lavement as evidenced by teacher tests and tenon referenced tests. term monitoring which also takes into account There should be a longtional patterns. stucent matura- REGULAR TRACKING CF STL'CE.NT ATTENDANCE ANO ACHIEVEMENT - Recular king of stucent DISCr?LINE/3EHAVIOR di SCI pline/benavior and acnievement shall
a I i ndance. -- accomplished chrough the development of and use of individual and class a proHies by c.assrccm teachers and the building administrator This assessment will be done on a minimum of a'quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. planning INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCcLLENCc PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and se them in a context outside of the school. ' In the parental capacity, ----------------------------s potential, taients As such this input is extrememly important in reviewing notonly academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. CUAkTE.iLY reports ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. of district staff, from the community. The monitoring team wil_l be composed school staff, patrons and representatives All staff shall write goals, not only for the school in general, but also personal goals since staf member has a duty to provide a climate conducive to every I is 11 II learning and should hold and model high expec students. ions for all I Students^wp 1 apo be involved in the goal setting process and .. their own achievement. will formulate "contracts 1 1 71 02275s- 3 B 5 ,s 1 3 1 conti nued page 9 E. F. G. Incancive Schools STUDENT EVALUATORS - 1 . , Ident evaluators will be asked *3 comolete evaluations relative to the scnool their educational experience twice 3 year. wu. random to participate in this process based on sS involvement from each grade level. in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Repor^Fwi?? b^ regarding cnanges made in response to SLjdeni, issues raised in this evaluation process. CCMPUTERIZES DATA AC^ 1ts climats and Students will be a Students will be involved Reports will be ... ... . . - Computerized data access will be a reality in all incentive schools ., - ... ---------- so that student data is easily accessible and access can be immediate for reports which mignt be needed relative to all scnool program aspects. iCOL SI IC TcAMS - School site teams will be created to work lO imole.meni, needed programmatic modifications which will be or greater benerit to the students teams will be rotating and on a semes' (including custodial, aides and cafeti 3' Memcership on these basis so that staff - ----------uria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES A. s. 1 ' I I. 11 l| FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks ror additional student assistance as needed will be provided. ADDITIONAL ITcMS - It is recommended that each incentive school have: a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, thatPerson will devote the rest of his/her time to working with program development and community outreach ) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * requirec PTA attendance, at least
wo (2) meetings per year, one of which shall be the Open House 72 02276 i I Ji[ 11 continued - Incentive Schools page 10 student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to
I field trips enrichment activities tutoring parent/child "make & take book fairs II sessions I. 1 I I I 73 02277 il11W| SCHOOL OPERATION'S Page 1 IKPLEKEKTATION PLAN I. GOAL: To develop support programs and procedures which will allow incentive school t A nrnu I <Ta Anil aX I_________________ * . . . . -------------.-K -wKHv. .. ..M piuN.cuuica wiiiLii Will fl 11 ow iHcentive schools to provide enhanced educational opportunities tor all students attending them. OBJECTIVE To provide Homework Centers and Homework Hotlines for the students at these schools. To establish training for peer tutors and an ongoing peer tutoring program for students. To use the skills of retired teacher mentors to tutor and sponsor clubs. ' 10 enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY STRATEGIES/ACTIVITIES Schedules will be set at the schools to meet their students' needs, needs. Hours will meet student Teachers and students will receive training in peer tutoring, model will be put in place. Teachers will supervise the A process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work. Certified instructional aides with a minimum of 60 college hours will be employed one to - classroom to assist teachers and students. E - EVALUATE a P - PLAN 1989 Fall-(P) Spring - (1) Budget- ____Lar Summer- (P) Fail-(I) Summer- (P) Fall-(I) Pilot IMPLEMENTATION SCHEDULE 1990 Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evaluation 1991 1992 1993 1994 I 199! Budget Item (f( staff) Some bldgetary Jxpendi tu e Budget I Lem Budget. I tern RESPONSIBILITV All Divisions VIPS Staff Development > Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch Principals O to to ! R - RECOMMEND I - IMPLEMENT 00 I 0 - ONGOING Pl - PILOT B - BUDGET ITEM 4^SCHOOL OPERATION'S Page 2 IMPLEMENTATION PLAN I- GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 15(91 1992 1993 1994 o to to (1 To develop and implement career skills development a program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written Information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fall - (I) Ongoing with evaluation 199: VIPS To develop a program for year round school including enrichment and remedi|al options. Community access/field tri are to be arranged for enhanced experience for students. r I I C/l PS Sumner segments In remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational Input. Summer- (P) Fall-(I) 1989-90 plan t pilot at one school Maybe j budget i tern S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 - ONGOING 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incentive schools Budget Item Budget i tern I - implement PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum Desegregation4BIBW SCHOOL OPERATIOK'S Page 3 IHPLEHEKTATION PLAN 1, GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: choir, music A dance In addition to Jlgjnewprk Center t peer tutortno E - EVALUATE P - PLAN IMPLEMENTATION SCHEOULE RESPONSIBILITY 1989 Trr 1990 1^91 1992 1993 1994 2 99: Quapaw Council Asst Supts for Schools Fan-{ I) Ongoing wi th evalua- tion Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOmENO 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71minFl SCHOOL OPERATIOK'S Page 4 II. GOAL: OBJECTIVE IKPLtHEKTATJON PLAN To establish procedures for administration and staffing of the Individual schools such that special skills will be brought to bear for the benefit of students at these schools. STRATEuIES/ACTIVITlES IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1 oo: To establish a viable program for staff recruitment. Nation-wide search Hire staff on a one year basis Parents to be involved in the interviews. Staff will demonstrate commitment to working with at risk" youth Spring/ Summer- (I) Ongoing Human Resources Div of Oeseg Curriculum School Principal Budge i tern To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing - -3* S - STUDY E - EVALUATE P - PLAN Budge i tem o (D I I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING B - BUDGET ITEM PI - PILOTL MHinix HlWW' /IKI -111 I SCHOOL OPERATIONS Page 5 tl. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEKiKTATION PLAN IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 To establish meaningful attendance and behavior guidelines. 199: To provide subject related activities to enhance student learning. I S - STUDY R - RECOIHEND O IO IO a> IO I I I OD Time-out rooms staffed with trained personnel Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing Principal School Staff But jet item I - IMPLEMENT PI - PILOT B - BUDGET ITEMSCHOOL OPERATIONS Page 6 III. GOAL: OBJECTIVE IMPLEMENTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future.__________ To provide student training in study skills, testing skills and listening Skills. 10 hold home/neighborhood meetings to Increase parental/ neighborhood Involvement In student learning. S - STUDY R - RECOMMEND 199: Compacts with community agencies, universities to assist with student opportunities. Parental information Mentoring program Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing. Meetings at neighborhood sites with small groups of parents Meetings at homes with groups of parents .. Involvement of ministers E - EVALUATE P - PLAN o M IO 00 co 1 0 - ONGOING I to Study and recommend Snial Training Summer Fail-( I) (I) 6 - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Oeseg Curriculum 01V of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools staff Develop Div of Schools Principals School StaffSCHOOL OPERAIIOKS Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY O IO IO o> To Increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day. Parent assistance at schools Parents will sign homework Regular communication between school and hone will take place Day visits for parents Schedule settings__________________ Schedule (settings) weekly extended day programs based on individual school needs 19B9 1990 1991 1992 1993 1994 199: To improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOmENO Fll-(l Ongoing Principal School Staff Fn-(i) Ongoing Principal School Staff on o Early Indicator and early intervention programs Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 ONGOING P - PLAN (1) (1) 1 Ongoing Ongoing I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principal School Staff Principal School Staff a amniT* SCHOOL OPERATIONS Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognltion programs will be implemented by 1990-1991 To structure and begin wellness program for students at each school. T lo work with community programs like Camp Pfeifer to suppl ment school programs for students. e- S - STUDY R - RECOMMEND STRATcGItS/ACTIVI TIES Peer facilitators Counselors doing individual and group counseling Conflict resolution will be taught ___________ Student recogniton programs Good Citizen programs Community involvement in recognition IHPLEKENTATION PLAN IMPLEKttiTATlON SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 full time nurse at each building Student screening Parent presentations Study success of Pfeifer program Work with Director to target Incentive students Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN o to IO 00 UI 0 - ONGOING CD Fall- Train students Spring- fl 1 (P) Pilot one school Ongoing Budget (I) (Possi I 1 1994 199: Pupil Personnel e Budge I tem) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis I tem) h) T (Budget Item) 1 - implement -> Health Services Pupi 1 Personnel District divisions 8 - BUDGET ITEM PI - PILOT JIV. GOAL: To more closely and thoroughly develop a clearer picture of O3JECTIVE STRA u SCHOOL OPERATIONS implementation plan monitor incentive schools in order to Student achievement at these buildings. IES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1991 1992 1993 1994 199 To provide a systematic program for tracking student attendance, discipline, behavior and achievei im^i int. To involve parents In the development of student Io plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o KJ KJ 00 I I OJ S - STUDY R - RECOMMEND I CD Development of valid/reliable monitoring instrument(s) Establish training for monitoring in use of the instrument To be done on a quarterly basis Class t school profiles will be kept in regard to attendance be- jjjvior, discipline t achievement Develop EEP format Involve parents In writing plan based on student needs To include extra curricular activities also____________________ Develop reporting format Involve staff, patrons, in 'monitoring Involve all staff in goal setting) evaluate goal achievement E - EVALUATE 0 - ONGOING P - PLAN (S) 1 (R) Summer (P) (I) Develop plan Budget Summer- (P) Fai 1 - -(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evaluation Spring- (I) I Budg Ongoing with evaluation Ongoing t Item) * I - IMPLEMENT PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Convnuni tyr SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. t To establish a orogram for computerized data access at each incentive school. To establish site tfearos at each school to implement prograimiatic modifications to benefit the students. o M M CD S - STUDY I I R - RECOMMEND I QD CJ Random selection of students to participate each year Student training" Student generation of questionnaires Analysis of data collecti Conclusions generated Report back to students on on response to student evaluation Install computers Tie into mainframe 199' (S) with students (R) f Write programs for reporting s
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.