Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490

LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 1 (Edit Copy) Pages 219 - 490 May 1,1991 I la LITTLE ROCK SCHOOL DISTRICT a PROPOSED DESEGREGATION PLAN II a a a a (Edit Copy) a a u B Pages 219 490 B U May 1,1991t TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 3. Early Childhood Education Page 5 4. n 5. Special Programs Summer Learning Program Page 37 Page 39 II Aaaet Program Page 43 7-6. School Operations Page 50 a S-7. Program for AccolGgated Learning . . Academic Support Programs Page 75 II ^8. Gifted Education Page 87 II ie9. iiT-Multi- Ethnic Cuggieuluw Gontent Agoa-rgoggamo Multicultural Curriculum Page 94 II i*10. a^ii. Focused Activities Parkview Science Magnet Page 126 Page 138 II 12. McClellan Community School Page 148 Recruitment Page 150 II i511. Federal Programs Page 152 i15. Vocational Education Page 154 H Library/Media Services Page 165 iB17. Special Education Page 172 i^l8. Staff Development Page 191 n 2^19. Support Services Page 203 2i20. Parent Involvement/Community Linkages . . Page 207 H BH TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 Q 4. Early Childhood Education Special Programs Page 5 Page 37 IB 5. Summer Learning Program Page 39 6. Asset Program Page 43 IB 7. School Operations Page 50 8. rroarc IB Acccie^a-todLearning . . Academic Support Programs Page 75 9. .. . Gifted Education Page 87 IB .10. 'Multi-Ethnic -Curri II ' Content Area rregrama . Multicultural Curriculum Focused Activities Page 94 Page 126 II *312.. ParJcview Science Magnet Page 138 13. McClellan Community School Page 148 II 14. Recruitment Page 150 II 15. 16. Federal Programs Vocational Education Page 152 Page 154 II 17. Library/Media Services Page 165 18. Special Education . Page 172 II 19. Staff Development . Page 191 II 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 11 n Volume II 1. Student Assignments Page 219 ^2. Student Aoaignment Handbook Page 239 Facilities Page 251 *3. Incentive School Program Page 260 ^4. Monitoring and Evaluation Page 370 45. Transportation Page 376 7-r Data Processing Page 379 NOTE
An asterisk (*)indicates a pert of the Plan that must change if grandfathering is net permitted. Interdistrict Plan 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 4. Summer School Page 414 5. Staff Development Page 425 6. Multi-District Desegregation Plan School Operations.......... . Page 427 7. Library Media Page 442 8. 9. Special Education Vocational Education Page 444 Page 467 10. 11. Guidance and Counseling Program Parent Involvement/Community Linkages . . Page 469 . . Page 472 12. Public Relations Page 476 4STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS 4 LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES AREA SCHOOLS 1. Students will be assigned to the fielementary Academies area schools by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The fielementary Academy area school attendance zones are drawn to establish a racial balance at each school of 55-% percent black and 45% percent white with a variance of 5% percent. The recruitment of white students to fielementary Aeadom-ies area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% percent white. 3. Students presently assigned to fielementary i Academies area schools 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 fielementary Academies area schools. I Re: 02198 Page 219 I 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirementSj. the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school As a result all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. n 7. Students in Eelementary Academy area school zones will be given the option to select an iincentive Sschool. IV. INCENTIVE SCHOOLS 1. Each ii.ncentive Sschool will have an li attendance zone that encompasses the neighborhood around the school (primary attendance zone). Each Incentive School will also have-a district-wide attendance aono(secondary attendance gone). 3. Students presently assigned to iincentive Sschools will be given the option to remain in these schools (grandfathered).* m Re: 02198, 02199 Page 220 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the iincentive Sschools. 5. All iincentive Sschool students will have the option to be assigned to an fielementary Academy area school to be selected by LRSD in accordance with desegregation considerations. Students in the secondary(districtwide) attendance eones will bo giventhe option to fill any vacancies in the Inoontivo Schoolsafter grandf-athoredand primary attendance gone students have been assigned. 7. In order to assist in meeting the desegregation requirements, a certain number of seats for 1 black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for recruitment efforts before filling these seats. V. DESEGREGATION TRANSFERS 1. 1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25% IM percent) below the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages q Re
02199, 02200 q Page 221constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2^ percent above to 25% percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary Students may transfer to an iincentive Sschool only if such a transfer enhances desegregation at the iincentive Sschool. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. 3. A student may make two (2) desegregation transfers at each organizational level (elementary, primary. intermediate junior or senior high school) . The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. 4. Desegregation transfers will be granted during a limited period once each year. (Secondary Schools only). 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* i I I I 1. Sibling transfers do NOT apply to magnet schools. Re: 02200, 02201, 02226 Page 222 Ji(NOTE
Siblings are brothers/sisters, or half-brothers/ sisters, residing at the SAME address with brothers/sisters, or half-brothers/sisters. who are enrolled in the Little Rock School District. 2. A Sstudents entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. VII. TRANSFER OF CHILDREN OF EMPLOYEES 1. LRSD employees may enroll their children at the schools where they work. 2. This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Re: 02201 Page 223 Ml3. The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. 4 . LRSD is not obligated to proyide transportation. 5. This proyision DOES NOT APPLY TO MAGNET SCHOOLS. The order of preference for assigning the children of employees is listed below
1. First preference
Attendance zone students with siblings 2. Second preference
Attendance zone students without siblings 5. 6. Third preference
Fourth preference
Fifth preference
Sixth prefernce
Children of employees Desegregation transfers M-M transfers Act 609, Act 624, and legal 3. 4. transfers. VIII. REASSIGNMENT PROCESS 1. Eyery effort will be made to install portable buildings in order to accommodate oyerflow situations at a particular grade leyel. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat ayailable in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Re
02202 Page 224 I student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. The minimum black percentage for each elementary academy area school is 40-% percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. ViiilX. STUDENT ASSIGNMENT OFFICE 1. The sStudent Assignment Office will: monitor new assignments
process all data entry work for elementary schools
process interdistrict M-M transfers and magnet assignments
reassign students because of overcrowdedness or desegregation requirements
consider appeals
conduct recruitment efforts
and process desegregation transfers
assign all early childhood and incentive school students
and process all special transfers (Act 609, Act 624, etc.). 2. New otudonta to the District who enroll after May 17,1089 will not have to come to the Student Aaoignmenfe Office to obtain an assignment. Each school will be 2. authorized to enroll students who live within the attendance I zone of that school. Re: 02202, 02203 Page 225The Student Assignment Handbook which ahowa the pgoceas to be-used by the Student AssignmentGff ice in assigning--students,and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section(-Volume a a a II, Tab- of this Plan. The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary. to reflect any changes in the procedures for assigning students. Changes will be made as needed to indicate new deadlines and to improve the implementation of the court-approved student assignment plan. The Student Assignment Handbook is not included in this plan since it is a procedural document that is subject to change each year. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. IX. DHHBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1980-00 school year, the Li-ttlc Rock School Distriet will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposea-i(-ijto implement a program to-promote effcct-ive desegregation of Dunbar Junior High School,* and(-2-)to broaden the total school program to enhance the academic 3. achievement of all studonts-r Based-on input from parenfe-s Re: 02203, 02204 Page 226and faculty at Dunbar Junior High School,-the engichmont component will focus on-Gotputer acicnce and fine arto-. Cougoca offered at the school will utilize computers,other technology and expanded uoe of matcrialo to augment-the instructional program. The enrichment program will have the following major areas of emphaaiofr Expanded School Dav- The school day for Dunbar^ will be lengthened from six (6) to seven (7) periods per clasa day. Course Offerincre Additional courses will be added ^o enrich the computer science and fine arto programoT I Equipment- Some of the traditional coursea-,- in addition to the computer acience and fine arta couraca,' will utilize technology to aaaiat in the delivery of inotruetion.- Staff Developmeftt- The principal and ataff will identify inoervice needa(summer and regular school year) to effectively restructure the program at Dunbar-r Staf f ine^ It io projected that all of the course offerings can be implemented with the existing ataff. Re
02204, 02205 Page 227 IISupplieo and Matariala The principal and--ataff will collaboratively diaburae-budgotad funds to meet the needs of the enriched program areas.- X. M-M MAGNET SCHOOLS CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies with assistance from the business community. Central High staff members, administrators, and curriculum specialists from the three school districts in Pulaski County. The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can
-relate to people of other cultures and countries
-learn to communicate proficiently in at least one foreign language
-develop skills for analyzing complex global issues
and -have a solid working knowledge of history and geography. All students in the program will be reguired to take a foreign language course and at least one international studies course each year. All students will be assigned to the International Studies Program by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. DUNBAR JUNIOR HIGH SCHOOL INTERNATIONAL STUDIES/GIFTED AND TALENTED MAGNET Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and for Gifted and Talented education. A ioint planning committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. This Re: 02205 Page 228 committee will continue to serve in an advisory capacity for the international studies programs at Gibbs, Dunbar, and Central. All students will be assigned to Dunbar by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Dunbar will be 60 percent black and 40 percent white. WASHINGTON ELEMENTARY SCHOOL BASIC SKILLS/MATH-SCIENCE MAGNET The goals of the Washington Basic Skills/Math-Science Magnet School will be
-to develop the highest possible competence in academic skills and concepts? -to nurture the student's mental processes
-to foster self-discipline
-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas, and -to eguip students at an early age with the interest and educational skills to live in the technological world of tomorrow. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, classroom management, and standard basal textbooks. A computer lab, math lab, a science lab, field trips, guest speakers, and specific math/science projects (Math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core program. All students will be assigned to Washington Schools by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white. Page 229I HEW FUTURES FOR LITTLE ROCK In--Qddition to the ongiohaent proggaao,Dunbag is a full participant in the Hew Futugeo fog Little Rook Youth Initiative-r Aaong the pgoggaa eoapononto fog the 1989-00 school yeag are Clusteging fog 7th and 8th ggade studento to allow atudonta to have toachegs in common-in the I core subject arcao,pgoviding fog an advisoradvisee support system. Youth specialists for advocate for an work with students in helping to meete-their special needs Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citigenship. Homework Center and Hotline Early morning-tutorials for students needing assistance in subject aroas- Saturday morning detention for students to help them work off" disciplinary sanctionsr to keep them in school,and to provide add-ir tional tutorial support.- Re: 02206 Page 230I NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications(Grade 0) Kcyboarding/Introductory Programming(Grade 7) Advanced Programming(Grado 8) Programming in BASIC(Grades 8,9) Computer Applications(Grades 7,8) ENGLISH Literature of the Adolescent(1semester)(Grade 8) Composing Process(1 semester)Grade 8 Composing Process II() 1- semester^Grade 9 Speech/Drama (1 semester) Grado 0 MUSIC I Piano Lab(GradesT-fS&9^Limited toLB- per class Handbells I(Grades 7,8 & 9)- Handbells II (Grades 8,9)- Jagg Band(Grades 8,9-)- Orchestra(Grades 7-78-49-)- 18 students FOREIGN LANGUAGE German I(Grades 7-
8 or 9) German II(Grades 7-,8 or 9) German III(Grades-8,or9-)- Any student who has-completed German at the elementary level may take an-exam to qualify for entrance German II. MATHEMATICS Geometry (Grado 8> READING Reading-Exploration(Enriched) SCIENCE Science 7 Ccicnoe 8 Liife Science(Laboratory) Phyaical Science(-Laboratory) Re: 02207 Page 231 aCOCIAL STUDIES Social Studios courses for grades-7-8 will-havc topical headings for--each ninefO-)week unit to reflect the conoentration of study each quarter. Units will be re vised/expanded to reflect the area of concentrat-ion. SPECIAL EDUCAT-IOW Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION Industrial Technology Education II Thislaboratory course^funded through the-Arkansas Department-of Education will provide the student with a learning experience in modern industrial technology. a a a a Re: 02207, 02208 Page 232COURSE DEGCRirTIONS Advanced Computer Applications(Grado 0)Semester 2 Open to studentsf-rom the-fall couroe-r students will learn advanced word processing applications,how to create and manipulate a date base,how to create and forecast with a spreadsheet,and how to use at least one desk-top- publishing program. students will have the option-of creating a LOGO WRITER-project involving-music and animat-ion.- Keyboarding/Introductory- Programming(Grade 7) Seventh graders will learn-to touch type at least'50 percent faster- than they can handwrito-.- Students will learn to write s-implo programs using basic LOGO commands^to construct algorithms and write procoduros. LOGO Tools to document their projects, semester course. They will use A hands-on,one Advanced Programming,Grado 8 Year 1,thia course will bo similar to the-7th-grade-course-. Year 2, it will become an advanced programming course,using BASIC as well as LOGOWRITER,open to students- whocompleted 7th-grado course and/or with teacher consent. Programming in-BASIC (Grades 0,9) Programming in BASIC is a-one-semester course,prerequisites to be determined. Computer Applications(Grades 7,8)- Second semester course in computer appl-ieat-i-ono-,focusing on word-processing and cross-curricu-lum projects(example! using LOGOWRITER Tools to create a Science Video based on research in library or field). course. This is a project-based Literature of Adolescent Literature-' of the Adolescent and the-Composing Process I are to be offered-simultaneously with students changing courses at--the-end of the semester. These courses are to be con sidered prerequisites for the Composing Process II and Speech/Drama, which will be-offered only to 9th grade students. I The Composing Process I TheComposing ProcessI and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be I considered prerequisites for The Composing -Process II and Spoech/Drama, which will be offered only to 9th grade students. Re: 02209 Page 233I 11 I I I The Composing Process II The Composing Process II and Gpeeeh/Drama arc to be offered simultaneously with students changing oouroes at the end of the semester.--These courses arc for only- those Qth students who have taken composing process I and Literature for the Adolescent as eighth-graders .- The Composing Process II willreview and expand upon those writing skills taught in The Composing Process I course. The Composing Process willemphasize planning-
writing, editing
and publishing stages of writing paragraphs and essays.- I 1 (' I Gpeeeh/Drama and the Composing Process II arc to be offered simultancoualy with atudcnta changing coufoea at the end of _________.---These atudcnta arc for only thoac ninth grade students who have talcen -Compoaing Proccaa I and Literature the oGBeateFr for the AdolGscGnt aa eighth ggadero.- I I I I 13 to ahow atudcnta The p-urpoaeoftheGpecch/ Dramacourae that communication through public speaking la a mcana^feo improve learning, to enhance pcraonal development, to organiee thoughto-
to develop listening akillo-
and to I interpret human bchaviop. Piano Laboratory . Gtudents who have muoie ability-
aptitude and intcrcat^in learningtoplaythepiano.--A acmeotor course (or year)__ wherestudentalearnfeeread muaic notation and aymbolo end to transfer reading to playing the Iceyboard-
Gtudents will Gtudents will learn simple I' t learn hand-eye eoordination-r Gtudento will learn melodies and chord aeeompanimento-r self-discipline and proper care of the piano-r learnhowfeeaddvariouasoundeffects as baclcground to songs,storiesand drama groups
With the interest tn keyboards today, the students have expressed an interest in Gtudenta will- a claaafor keyboard-r 1 I I I Handbells I(Grade 7-)- ..............._, _ A beginning coursein artofringing English handbells. Gtudents will learn the technique of ringing bells wil-1learn to read muaic notation andsymbols willlearn"team-workby playing their part with other students to perform a piece of muoie -willlearn self-disciplinealong with-proper care of equipment and bells will learn the value of concert performance with other groupsfrom other schools-r I I I I Ilandbella II (Gradeo Q,>i Gecond year atudcnta Beginning course of-the firat year-r will be acleeted on muoie aptitude-,behavior and from 7th Gecond year atudcnta will study and Re: 02209, 02210 grade bell group-r f t- t I Page 234 JI I perform more advanced music,plus attend- Arkansas and Regional Handbell Festivals,and perform for the community and civic organigations. Jagg Band(Grades 8,0) A course designed -to introduce Junior High School students to the idiom of jagg music as an American Art form.- Orchestra(Grades 7,8,& Oj- In thi-acourse,basicfundamentals are studied on the Detailed inatruction is given fog- correct I beginner's level. hand positions,bowing techniques-
accurate tuning,correct Beginning posture,and mechanics of technical proficiency. classesarenot performanceoriented,but -are directed toward- developing skills for advanced-study
I I German I--- In thefirst year,students areintroduced to the Germamc as wel-1as to the basic German language.---Effortis made to provide the student with actualexperiences of German customs and cuisine.- I German-IT Thesecond year expandsthecommand of vocabularyand grammar and - continues to acquaint the student with the history,geography-
and literature and other aspects of German-speaki-ng countries.- I German III Students continue to develop ora-1slcillo through programs and apoaking practicor Under the toachoga direction, cul-turalliterature at appropriate levelia road and discussed. Students write five compooitions with the help ofguidequestions,previousoraldiscussion-
and/or Students learn to uoe correotly in context all pictures . common grammatical-structures formerly studied-? I Geometry This -course presentsthe basicideas -ofgeometryincluding the 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 indircot proof. I Reading Explorations Reading Explorations ia an enriched reading class designed for students-who arc reading at or above grade level. The focus willbe placed on enriching and building upon current reading and study skillsfin-depth novel study>and reading for enjoyment. computer applicatiens-r included. Supplemental work will be interfaced with Both individual and group -will be I Re: 02210, 02211 I Page 235I I GcicncG 7 Life SciGnco(Laboratogyf I GtudGnta will pGgfogm Lab Ceience 7 is designed to teach students science procoso skills and the sciontifio method. experiments and analyze videotapca to gain experience using the thinking proceosea and skill s -that ara charactGriotic of sciGnce-r Upon completion of Lab Ccience the atudant will ba able I I I makeaccuratequalitativeandquantitative observations about natural eventet make metric mcaourementsforlength-
volumes-
mass, and temperature > makeinferencesandconclusionsaboutnatural events based uponrelevant observationet design an experiment to toot a hypothesis-?- collect data and organize it in charts and graphs? form operational definitions-?- acceptcrrejcctahypothesis based' uponresults-t recognizeproblemsthatetresub j ccttoinvestigation ? ask questions relevant to a problem? manipulate variables in an investigation. Physical Oeionee(Laboratoryf- 9 develops concepts and laboratory skills in the areas of chemistry and phyoica-
--Ctudcnt-ainvcotigate the physicaland chemicalpropcrtiea of matter, light, eloctr-icity,and simple machines. Gcience 0 Lab Science Ctudanta invaatigate Industrial Technology Education II Thiscourseiadesignedtcprovidethestudent with a learningexperiencein moderninduatrialtechnology-. Curriculum contentiadirected towardfour major clustersj communication,construction
manufacturing
and EPT (energy
Students will be exposed to I powGr7and tganaportation)t using computera, poboto,laacpa-
pncunaticoT teloeommunicationand other modcpnequipment and concepto. Re: 02211, 02212 Page 236DECEGREGATIOH P-LAW- TIMELINE Nov-:-l-t Contact Donna Greor/requeot submission for FOCUS Nov-:-tS- Jan
Review computer program needs with Data Proceasing I Dee-:& Dee-r Develop LRSD magnet application to be U3od for rising etudonta Jan.3- Jan.!-& I Plan -strategies for contact-ing prospective K/New students Jan
F?- Ogdop-window envelope's Jan. 23 Feb-.- Prepare FOCUS(ComiHunicationo) I Jan.30- Mar. -I- Write Computer Programo Feb.- 1- Request mailing labels for mailing FOCUS I Feb. 1 Feb. 15 I Feb. 6- Mar. 20 I Feb. 17 Feb. 20 I Peb-r -3 Mar. 3 I Mar.t Mar.t I Mar.t Mar-
& Mar.6- Mar. 10 I Mar-
&- Mar. 23 Coordinate publicity for magnet Open Houaoo -through MRC-and other districts Kindergarton/New Student Registration Mail letter to PTA Presidents w/info about Open Houses & suggested recruiting techniques Order PIF'sr order selection forma through- -DP Coordinate Open Houoc publicity with Communications COURT APPROVAL Mail letter to school secretaries REi details of K/New Student registration Run program oimulationa Make adjustments to computer programs/train SAO Coordinate preparation ofgone mapa for each school Re: 02213 Page 237Mar.8- Oliver FOCUS to pgintcg Mar 15- FOCUS to n>a-i-ling service Mar-
FT- Mail FOCUS Mar.2-G- -Deadline for returning K/Ncw Student PIF's to SAO Mar. 21 Mar. 31 ^nter K/Now Student PIF'a Apr-.3- -Apr. 7 Print aolcction forma and prepare for mailing Apr-.4- Elementary Open Houses 7:00 p.m. -e-i-OO Apr.5- Junior High Open Houses 7:00 p.m. &i-00 Apr.(r Senior High Open Houaoa 7
00 S-t-0^ Apr. 0 Ffagnet Open Houaoa 2
00 5i00 p.m. Apr.Fi Mail aoloction forms to all students Apr. 4- Deadline for returning selection forms Apr.2-4 ^inal pick-up of selection forms Apr-r-^5- Apr. 28 Prepare and scan selectionforms Apr-
25- May 1 Run assignment simulations Apr-
25- May 8 Proccaa- forms y prepare waiting listsy make mandatory- assignments May 1 May- 12 Send final assignment list to Transportation- for route adjuatments May 13 May 17 Print aaaignmont letters and prepare for mailing May 17 Mail final-assignment-letters Re: 02213, 02214 4 Page 238 GTUDENT ASSIGIfMENT HANDBOOK ECTION ONE AGSIGNMENTS At Overview Each non-agnet achool has an attendance gone. aoiBO caacoy satellite gonea-are uaed in order to flteet-the deaegregation requireaenta. Gtudents have the option of remaining in their current school(grandfathering)or they may aoloet their attendance gone -ochoelr
an incentive school-
- or a magnet-school.* Students living in the attendance gone of-on incentive school have the option of attonding-a racially balanced school to be selected by LRSDin accordance with doocgrogation considerations, (elementary academy) students living in the attendance gone of an elementary academy have the option-of selecting-an incentive schoolif it aids desegregation. Riaing (or matriculating) students, gradoa-6th and 9th>will be assigned to their attendance gone achoola. Riaing students will have the option to apply for -a-magnet achoolrr Every effort will bo made to install portable buildings in order to accoimaodate overflow situations at a particular-grade level. Only if a portable building cannot-be installed,the student will be reassigned to the nearest school--that-has a seat available in his/her feeder gono-r I Kindergarten and new students must complete a Pupil Information Form (pre-register)in-order--for the Student Assignment Office to begin the assignment process. w- Self-contained students will be assigned by the Special Education Departmentr Any student may apply for a magnet schoolby completing-a magnet application. I I Sibling preference to anon-attendance gene(non magnet)school will only apply to students entering the Little Rock School Districtbe-fore the199-19-2school year.* Re: 02215 I Page 239I I I l!ach student -will receive a final aaaignment letter through-the mail.- Each achool will be reaponaible for making attendance gone aaaignmonta after May 17.- The Student -Assignment Office will be responsible for all rcaaaignments
magnet assignments, majority to minority tranafers and desegregation tranafora. I St- Grandfathering* All atudenta may remain at-thoir preaent achool aaa ignmonta-r I The Special Edition FOCUS will explain thestudent assignment procoaa-r I We FOCUS will- be aent through the mail -to- parento of all atudonta in the Little Rock School Diatrict. I I I ev 4^ea3gignment -Procoao Every effort will be made to inatall portable buildings in order to accommodate overflow situations-at a particular grade level. Only if a portable building cannot bo inatallcd,the atudent will bo reaaaigned to the ncaroat achool-that haa a aeat available in the atudenta-feeder If the student cannot bo asaigned to any of the achoolain the 3tudont*ofeeder gone-
the otudcnt will be reaas-igned to a school in a eentiguoua feeder zone
---' Student Aaaignment Office will be reaponaible for all We reaaaignmenta * Reaaaigned atudonta will be placed on the waiting liat for the appropriate attendance-gone achool. one. The minimum black percon-te-age for each oloinontary academy ia 40 % black. I Any aaaignment that cauaea a achool to fall- below the minimum-black percentage will not bo granted.- auch-eaaoa-,the atudent will be roaaaigned to the noaroat achool that-moota the minimum black percentage roquiromont I and haa a aeat availabte-r If the-atudont cannot bo aaaigned I to any of tho-aehoola in the atudent'a feeder gone,the atudent will be reaaaigned to a achoolin a contiguoua feeder gone.(See Dcaogrogation -Tranafor for deaogregation roquircmont-for aecondary achoola.) &T Tranafora* I I Studenta may- requeat a tranafor to the attendaneo gone achool,an incentive-achool-
an interdiatrict achool or a magnet achool. Re: 02215, 02216 Page 240I I ^hc Special Edition FOCUS wiFl explain the assignment proccaa for transfer requests. Scleotion forwa will be mailed to parents by April I Selection forma must be returned-to acheola by April 24. Principals are-expected to deliver I selection forms to the Student Assignment Office immediately. All selection forms will bo considered at the same time. High school kindergarten students and kindergarten students at King-School will be given-preference For first grade seats in academies and incentive schools. Final assignment letters will be mailed -to parents by May 17. SEE PROCEDURES Return of Forma (School Selection Forms) Completing Selection Forms Et l^equircd Aaaignments -An assignment is required-whent -student is rising from Sth or 9th grade. Rising students have the option of solocting a magnet school by completing a magnet application. Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters-will be mailed to parents by-May 17. SEE PROCEDURES Distribution of Forms Kindergarten and New Students Parents of kindergarten and now students must complete a Pupil-Information Form in order- for the S-t-udont Assignment Office to beginthe assignment process. f -A Pupil Informet-ion-Form can be obtained from any school and returned -to any school. Re: 02216, 02217 Page 241 IObtaining-a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that -school. Open Houoca will be scheduled in all achoola April April 9. 4- Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection foiias can be returned to any school in the Little Rock School District, must be returned by April 24. Selection forms SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Forms)- Completing-Solection Forms I St ^olf-Contained Students ghc- location oi self-contained classes will -rema-in-the same for the 1989-00 schoo-l year-. The major factor regarding the site for the implementation of these student*s Individual Education Plans will bo the decisions-made by-tho lEP team, which includes the parents,at the annual review conferences. Every effort will be made to minimiec changes in school assignments. The IEPs of some-secondary students indicate that they-attend three or more spoo-i-al classes. These students rotate to special-education teachers,therefore,their needs -san be mot in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH-A-6PBC-IAL-EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Hr Sibling Preference* Sibling preference does NOT apply-to-agnot schools. Students entering-the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance gone school. Any student who makes a-sibling proforonco transfer before the 1991-92 school year may remain Re: 02217, 02218 Page 242I I I at the ochool to which the otudcnt tganafcgged until ggaduation fgom tho ogganieationallevel. I A sibling pgefegence tganafog will bo gganted if a aoat ia available and the tgansfeg will allow both the sending and geceiving achoola to comply with the deaeggegation goquigcmcnta. ir Haqnet and Intcrdiatgict School Aaaignmenta All aaaignmenta to magnet and integdiatgict achoola will -be made by the-Student Aaaignment Office. I ^he Student Aaaignment Office-will be gesponsible fog maintaining-all magnet and integdiatgict ochool waiting lists. -All atudente on the 1988-89 waiting liato aa of Januagy 27,1-^89-,will geceive pgefegence-fog 1989-90 magnet and integdiatgict vacancies. A computegieed gandom selection pgoceaa will be uaed to conaideg all magnet and integdiatgict options liated on tho aolection fogma.- All magnet andintegdiatgict aaaignmenta will be subjoct to deaeggegation goquigcmonta and capacity. A requeat-fogaft-aaaignaent to a magnet ochool cannot be ggaatedif--it-adveg3ely affects tho deaeggegation gequigement fog eitheg the aonding og geceiving achool. Sibling pgefegence DOES NOT- apply to magnet achoola. Sixth and ninth ggade magnet atudents will NOT be given pgefegence fog aaaignmenta to magnet schools at--the next ogganieational level t Studenta who ago denied an assignment to-e magnet og integdiatgict acheel- wil-1 be placed on a waiting list fog that achool. A studenta gank on a waiting list will be detegmincd by a gandom aelcction pgoceaa. Howcveg,f4gat choice magnet optiona-will be ganked above aecond -choice options,etc. S4- Integdi-atgict Majogity-to-Minogitey Tranofcga All M-M aaaignmenta will bo made by the Student Aaaignment Office. Re: 02218, 02219 Page 243I I I Kt An M-M tranafcr allowa a atudent in the majority in PCSSD or NLRSD to tranafcr to a LRSD achool where he/ahe ia in the minority. Likcwiao, e studentin the majority in-LRSD- can transfer to a achool in NLRSD or PCSSD where he/aho is in the minority. The home diatrict Bust provide transportation for M-M tranafora. Dooegregation Tranofero I Junior and senior high school atudento may transfer to another-achool ao long ao the rcaaaignment -allowo both the sending and receiving school-to comply wi-th the deaegregation 1 requ-irrement and a ocat io available. The-minimum black percentage io-twenty-five percent(25%) below the district-widepercontages-of blackain gradea 7t2-r The-maximum black percentage ia twelve and one half percent(-t21/2%-)above-the district-wide percentage of blacks in grades 7- ia-r I The minimum and maximum black pcrcontagoo I constitute-the desegregation requirement(-or* acceptable range)for a desegregation transfer-
The desegregation requirement-in secondary achoola isthat all schoola will remain withina range of ia1/2% above to- 5% below the districtwide percentage of black atudonta at each organieafeicnetllevel(i.o. ,high achooland junior high achool). Elementary atudento may transfer-to an Incentive School only if such a transfer enhancca desegregation at the Incentive School. 1 i I A atudent may make two(-S-)deaegregation tranafora at each organisational level(elementary,junior, or senior high ocheo-i>-r I I I The purpose of the accond desegregation-transfer ia-to allow a atudent to return to his or her previous school aaaignment. Deaegregation transfers will be granted during a limited period once each year. I LR6D will provide -transportation for desegregation transfer studenta where it is coat effective to do Re: 02219, 02220 Page 244 'I I Ijr PPt PROCEDURES Diotribution of Fogaa (School SclGct-ion Forma) Paronta of atudonto requeating tranofora and otudents now-to the Little Rock School Diatriet will have the opportunity- to aoloct a ochool by returning the Ochool SePeot-ion Formr For paronta of atudenta currently enrolled in LRSD achoola. Paronta of atudenta currently enrolled in LRSD will receive a School Selection Form through the mail. At Bt Parenta ahould complete the form with their achool aoloctiona. Forms should be returned to the child's eurrente-LRSD achool no later than April For paronta of atudenta new to the LRSD
3t -Parenta- of atudenta now to the LRSD may also receive a School Selection Form by completing a PIF. frr New atudenta may pick up a PIF at any LRSD achool or from the Student Aaaignmcnt Office. Row atudenta' may return tho- PIF at any LRSD school by April 24. New atudenta'School Selection Forma may-be returned to any-LRSD ochool or the Student Aaaignmcnt Office. Pvery effort will be made to grant the parenta aeleotion,however,a-11 aaaignmenta a-re aubjcct to capacity and deaegregation limitat-iona. Return of Selection Forma Paronta will be mailed their school oolcction forma on April 11. Otudenta attending the-LRSD for the 1980-09 school year ahould return the forma to their current ochool by April 24. Studenta-who did not attend the Little -Rock School Diatriet during the 1-988-89 school Re: 02221 Page 245 1 3 year should return the Schee-1 Selection Form to any LRSD school by April 24. Schoola ahould-uae-the following procedures in-handling School Selection Forms
4rv 2-t 3-r 4-r As the selection forms are returned,separate them into three categories
Av Sv Gt Studenta requesting to grandfather at their present achool assignment(students currently attending LRSD.)* Transfer requoata(students currently attending LRSD).* Kindorqarton/New Studenta to the LRSD. Aa forma arc recoivod
remeve- them from the envelopea. Uae paporelipa- only to- attaeh any notea or lottoro to the forma. Do NOT tape or staple damaged forma
the Student Assignment Office will replace damaged forms as needed. Check the form to bo auro-it -has boon completed correctly and-aignod by the parent or guardian. If-the-form is correct,Skip to step 4. Return incorgect or unaignod-forma to the parent with an explanation-.- Schoola are urged to contact the parent by phono if poaaiblo to rcaolve the problem. Note when the form waa received and when it was returned for corroetiona-
along with a brief deacription of the problem,on the Selection Form Liat. Dlacc the forma(in alphabetical order)in a dcaignated area of the office. Keep a liat (Selection- Form Liat)of the forma that are returned to your achool. Onoo-oach week (and the day following the deadline)do the-following
a-r With a number 2 pencil ONLY
go over any bubblea that-were lightly-marked by the parent or that were marked in ink. Alao>go over the bubblca pro-marked by the computer in the Office Uae Only aoction. (Thia atop can be done at any time after the formo are received-and-checked.) Re: 02221, 02222 Page 246 b-r e-r Place the forma(in alphabetical order)i-n an envolepe labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELEC-TION FORMS. On tho day following tho deadline,include one copy of the Selocfe-ien Form Liat in the envelope-tee--the Student Aaaignment Office. Send tho envelope to the-Student Aaaignment Office immediately. III. Kindergarten/Now Ctudont Pre-Rogiatfati-on Children who will bo 5 yeaga old by Octobep 1 -age eligible to attend kindeggarten in tho LRSD. In ogder fop- parenta to make ochoolooleotiona and receive aaaignmenta for their children,they muat pro-regiater. A-r Diatgibution of Forma You will rocoivo flyera to be aent home to parenta notifying-t-hom of kindergarten pre regiatration and the deadline. Theae flyoro ahould be aent home aa aoon aa poaaible after they are pocoived. Parenta preregiator their children by completing a Pupil Information Form
they may pick up a form from any-LRSD achool. Make CERTAIN that-the Pupil Information Form ia marked KINDERGARTEN--PRB-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form-r I 3-r After-the deadline-
DO HCMP hand out AW Pupil Information Forma. Inatead,inatruct parento to go to the-Studont Aaaignment Office-to pre-regiator their-children. After tho aaai-gnment proceaa haa been completed(May 17), each ochool will bo roaponaiblo-for regiatcring and aaaigning kindergarten and new- atudenta. p Return of Forma S 9 Parenta may return -their completed Pupil Information Forma to any achool in the LRSD until- the deadline-
- p Re: 02222, 02223 Page 247 ftFor each form received, write RECD- and the date in the box labeled OTHER INFORMATION PARENT WANTS SCHOOL TO--iQ<OW on the right side of the-form-. 3-r The-following information MUST be supplied on the forimt First and Last Name Race Df* C5 JC Address Date of Birth If any of-this information is missing,the form cannot be processed-.- 1 4-r Check the bipthdatc on the form and the child3 birth cGrtificato. Check off either the birth certifi-eafee box or passport/visa and initial in the area at the bottom of the PIF labeled Verification of legal name and birthdate by. If the child will NOT be 5 years-old by October 1,adv-iso-the parent that the child will be too young to attend kindergarten next year-
DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE-HAS BEEN VERIFIED.- Check-^he addrooo on the form. The parent must supplytheir permanent residence address
post office boxes CANNOT bo used. Require proof of address(lease agreement-
- rent receipt,sales-contract,or Personal Property Tax Bill-) '.- Complete the Addrcao Verification Form and attach a copy of the RIPt- When the PIF ha3--been completed oorregtlyv write K (or the appropriate grade for 1989 90 school year)in the- GRADE box and code the student's race inthe ETHNIC box-.- (DO-NOT WRITE YOUR SCHOOL NUMBER IN THE SCHOOL BOX). Initial and-date the form-in the SUBMITTED by box. 1 5-r Plaec the Pupil Information Formfs^iflan envelope labellodi- STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW- STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL. Re: 02223, 02224 Page 248 FACILITIES LRSD-will havG-thigty-one non-magnet Glcaentary achoola. ThG magnet achoola will continuG to oparate under prcacnt court ogdcga. LRSD will have 23 area schools, seven incentive schools, five magnet schools, and one interdistrict school on the elementary level. 1 Elementary Academies There will be twenty-two Elementary AcadGmica. name roflecta LRSD'a commitment to-provide an excellent deaegregated education program in-each of theac ochoola. [1 The Elementary Academiea with the capacity and projected racial compoa-ition of each,are liatcd below
chool CapacityBlack Non-Blaek- Total % Black Badgett I 53^ Bole 4^ 4 34^2- Baae-l-infr Brady-pI I L 4*^ -ise- Chicot ass asa sa% Cloverdale 4aa aaa i4i- as+ Dodd 4a+ ass isa ssa ss% Fair Park ssa asa ass asa saa Fereat-Park ass ass ass sss ssa Fulbright SSS ass sss ssa Geyer Springa ass aas ss aas ssa Jeffcraon ass aas ass asa saa 4SS I I 1 Re: (^2221 t Page 251 I Gchoelr CapQGifevBlackHon-Blaek- Tctal % Black Mabelvalc 4^ McDermott 3r&- Meadowcliff 44^ Otter Creek ar&2 Pulaak-i Heights 3^ Terry 464 444 444 Wakefield 444 444 444 444 444 Watson 444 444 444 444 Western Hills 444 444 444 444 444 Wileeft 444^ 444 444 444 Totals 0,501 Elementary Area Schools There will be 23 elementary area schools. The elementary area schools with the 1991-92 capacity and racial composition of each attendance zone are listed below
School Capacity % Black Badgett 257* 57% Bale 73% Baseline 90 69% Brady 467 55% Chicot 558 57% Cloyerdale 492 72% Dodd 328 52% Fair Park 51% Forest Park 376 48% Fulbright 540 a aa a ^94 15^ 43^ 4 ^4^ Re: 02227, 02228 Page 252 School Capacity % Black Geyer Springs 328 67% Jefferson 492 471 Mabelyale 515 55% McDermott 517 57% Meadowcliff 44 571 Otter Creek 351 501 Pulaski Heights 42% Terry 492 46% Wakefield 492 68% Watson 492 66% Western Hills 328 54% Wilson 394 54% Woodruff 324* 59% Totals 9,678* 3 I I *Includes four-year-old program IncontivG Schoola Thoro will bo eight Incentive Schools which are liotod I below with the number of classroomo in each aa well aa the I capacity of each at twenty-five otudcnto per claaaroomt fl fl Frankl in- I I Garland^ Tsh- ii- we I fl Mitchell 3-5e Rightacll we I, fl Rockefellom we I' i 1 I t Re: 02228 I Page 253 J School Capacity at 5 Gtephcno 4^ Washington Totals -W-fr 3800 J Incentive Schools There will be seven incentive schools which are listed below with the capacity of each at twenty-five students per 1' classroom and the four-vear-old capacity at 20 students per il a classroom
a School Franklin K-6 Capacity at 25 4-Year-Old Total 460 60 520 Garland 370 20 390 Ish 245 20 265 i a 1 Mitchell 340 20 360 a Rightsell. Rockefeller Stephens Totals 290 410 315 2.430 Interdistrict Schools 20 60 2 220 LRSD and PCSSD will establish Romine as an 310 470 335 2.650 I i| H i' ft r ' I Interdistrict School for the 1080-90 1991-92 school year. Romine School has a capacity of 49^ 487 students Up to 494 percent of the Romine seats would be allocated to PCSSD I and at least 514 percent of the seats would be allocated to I LRSD. ,! ! If Im *Includes four-vear-old program Re: 02228, 02229 Page 254 I :i ' i LRSD is committed to work with PCSSD and the other parties to this case to establish for the ^^89-90 1993-94 school year the Baker and Harris Integdiatgict Schools the Crystal Hill Interdistrict School in PCSSD and an additional two hundred seats for LRSD students at a second PCSSD Interdistrict School to be established at a location agreed upon by the parties. LRSD will recruit black students to fill its share of the Home-Magt Baker and Harris seats in accordance with the Interdistrict Plan. The PCSSD has agreed to increase the capacity of the Crystal Hill Elementary School from 600 to 800 seats with up to 399 seats reseryed for black students transferring from I Little Rock School District and, if space is ayailable, from * North Little Rock School District. Capacity I The-nofWRiagnetelementary enrollment- for-the 1988-89 school year is 8,327 black-atudents 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 prcaently-onrolled -in private schools. LRSD would expect about two percent-growth-in- the number of I I I1 I i c black students and very little growth in the number of non black -atudents. The projected enrollment would be 8,500 black students and 3,850 non-blackstudents-fog-a total of a pa H 12,350. Re: 02229 Page 255 1I I I The capacities of the Elementagy AoademiGS elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academiea is 9,501. 23 elementary area schools is 9,678. The ^incentive Sschools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the iincentive Sschools is SySOO 2,430 at 25 students per class. The total' nonmagnet eiemcntary of LRSD (13,616)exceeds the projected enrollment (12,350) by 1,266 scats. The overall racial composition of the fielementary Academies area schools 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 predominately black. It is expected that at least 4SS 600 black LRSD students will attend Interdistrict Re: 02229, 02230 Page 256 4 I I 1 I I I Schools. The chart below shows the impact of black Incentive and Intcrdistriot School- enrollment upon-the Elementary.Academieot I Black Enrollment- inIncentive and Inter district Schools--- Tctd--- Enrollment in Ele Aca Racial---- Composition f Ele Aca Recruitment Capacity for Ele- Aca 2,000 10,350- 62.8% ,500 0-,850 60.0% 3OOO 0,350 58.8-% Oii 3,500 8,850 56.5% 1,411 3,600 O-,65O 1,-511 Construction 1088-80 I Washington -School is closed for the 1088-80 sehool- I year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. students who were originally assigned-to Washington for the 1080-80 school year have been reassigned to lah,Mitchell, Rockefeller and Rightscll. These students(166)will have a preference to return to the now Washington in the 1080-00 school-year. 1000-00 A new wing is being added to Franklin School and will be completed prior to the start ofthe 1080-00 school year. t Franklin's new eapacity-wi-ll- be-560-.- Woodruff has -a capacity of 245 otudonta and is situated in a neighborhood that has no real potential for white growth. Woodruff ia presently 75% black.Probably the best Re: 02230, 02231 Page 257 U3C of thia facility is to uae it aa the Inatgaotional Reaougce Center (IRC)or aa a alternative aoheel. Woodruff will be cloaod aa an oleiBontary achool at the end of the 1988-89 achool year. 1990-91 Stephens and King It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and Ii University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 696 students.i It serves as an Interdistrict School. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock (14th and Marshall Streets). The facility, in any case, would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict I I school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little I Rock. I *Includes four-vear-old program I Re: 02231, 02232 Page 258 I The pagtiea have had diacuaaions with gealtora gogagding apeeific ocheel eonatguetion aitea and exiating buildinga. The Maateg will be pgovided a aepagate pgeggeao gepogt coneegning-negotiatiena for achool aitea* The new King School should be constructed in time for use beginning with the 1993-94 school year. The new Stephens School should be constructed for use beginning with the 1994-95 school year. 1 1 3 .s 1 1 i' I I I 1 I i J Re: 02232 Page 259 I I I 1 3 INCENTIVE SCHOOL PROGRAM i INTRODUCTION Beginning in-the 1009-00 achool year,tThe Little Rock i ,1 School District will have eight (8) seven (7)* schools I I : 1 providing the incentive school program. Rockefeller may ji become-an interdiatrict achool,but would continue to provide the incentive achool program-r The purpose of the 1 incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin li I' I f f I: I J I 1 i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Waahington 1 *The question of an additional incentive school for the 1992-93 school year is still under discussion. do not seek to modify the plan at this time to add an additional incentive school. The oarties Re: 02233 Page 260 I if I I 1 I, I i!' 1 I'^i I'l I 1 ill# JI 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 recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-teirm desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentiveschool program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October,1089,tjhe committee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261 J Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representatives and parents. The blueprint will be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: RKb A. B. C. D. E. F. 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 rd The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills n -Subcommittee 2 - Support 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 Re: 02235 Page 262 L. JI BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the iincentive Sschool Pprogram. This document merely furnishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school* area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The IncGntivG Gehool Prograin CoiamittGe will continue to function until Auguot I771080. The GomaittGG will bo expanded to include at loaat one parent from CQCh inccntivo school attondancG gone. On August 1, the committee will be gGatructurod to function ao a diatgict-wido council of incentive achool pagonto-r The council will have two pagcnt rcprooGntatives from each incentive school. -Aioo-
foug members at-large will be appointed by the Joshua Integvcnoga r The Incentive Ochool Program Parent Council will be gcoponsiblo fog monitoring all aetivitieo golatod to the incentive school program
-- The Parent Council wilrl report to the -Little Rock School District Board of Digcctoro and Joshua Intervenors on a quarterly basis? Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support.. When these ideals are coupled with the availability of financial resources, educational excellence prevails. "'y of the District that all of these ideals will be evident in It is certainly the belief each incentive school. I Re: 02236 I Page 263 1 I I i .i I I! i i I
1 SECTION ONE i' li I' i ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT p I. 1 p I I I '1 I1 i I Re
^2231 Page 264 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. "The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete I development of the person. In addition, excellence 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 well." (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the iincentive Sschools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Re: 02238 Page 265 1 ACADEMIC PROGRAMS General Areas for Implementation (subject to an annual assessment of the effectiveness thereof) 1 1. Four-Year Old Program (Early Childhood Education) - Little Rock School District's Four-Year Old Program The 2, will be operative in each iincentive Sschool. The High/Scopo-Cuggiculum will be the content model, and a gtandotogy-Bietgict developed parent component model will be incogpogated into the program model. Writing-to-Read - aAn instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 students. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each iincentive Sschool. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize s 5. 6. strategies to increase students' pleasure of and appreciation for reading (Pre-Kindergarten-6). Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre- Kindergarten-6) . Learning Styles Inventories will be used in each iincentive Sschool to assist teachers in diversifying their teaching styles to match the learning styles of the students. Schoo-1-Themes will bo developed at the l-ocal achool level by parents- and- staff and ago gecommcnded to be integgatcd into the total cuggiculuia. S 7. Semi-departmentalization will be the recommended organizational structure for grades S4.-6. This organization will facilitate the development of specialized skills for "subject area" teachers for the respective grade levels. 9. Instguetional-Tcehnologv will too available in specialigod-latoogatogies and in individual Glasagooma. Re: 02238, 02239 Page 266 r I 3 . h 4 . I 1 J 1 4rO8. Science Laboratories equipped with adequate equipment andmaterials/ and supplies, either mobile or permanent, will be available for students in-grades 3 6. 459.Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 25 stations in each clagaroom. incentive school. 4510. Foreign Language Instructionfcaboratog-ioa with appropriateequipment and materials will be operative in each school with appropriate eguipment and materials. 4:511.Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 5412.Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based experiences. 4:513.Parent Home Study Guides will be developed by the beginning of the 1993-94 school year in each core subject area for each grade (1-6). 4:614.Computer Managed Instructional Technology will be used for continuous tracking of student progress by the beginning of the 1992-93 school year. 4515.Individualized Student Education Plans will be developed, implemented, and monitored for each student. a j 4^16.Specialized programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. *(Sgo page 7) 4517.Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 5018. Homework - homework 4-9as required according to Little Rock School District policy and regulations. "1 54:19.Criterion-Referenced Testing - formative criterion- referenced tests will be computer generated for the ongoing assessment of students. Re: 02239, 02240 Page 26720.Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. 3-21. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 422.African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING - Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) - Basal textbooks 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 through reading
e.eg., choral reading, student storytelling, debate, drama, etc. (K-6) ENGLISH/LITERATURE ARTS - Writing to Read, or a similar program, as an instructional component for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) LatinProgram will be uood to increaae the vocabulary and word atta-ck skills of otudcnta(5-6) - Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) - 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) I Re: 02240, 02241, 02242 I Page 268I SOCIAL STUDIES - Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) - Emphasis 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 studies will include a multi-ethnic cultural curriculum (K-6) - Learning strategies and activities will promote "living social studies" (K-6) - Emphasis on American and Arkansas History (4-5) - Emphasis on World History (6) - Celebrations/ceremonies will be integrated into the curriculum 1 MATHEMATICS - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) .- Extensive use of manipulatienves (Pre-K-3) - Use of computers for organizing and utilizing mathematical data (5-6) - Emphasis on critical thinking in addition to methodology and results (K-6) SCIENCE - 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 method and suggest the applications and possibilities of science - Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) - Mastery of concepts should culminate with an annual project
i.e., Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS - Content will include an introduction to basic concepts in music and art Re
02242, 02243 Page 269 IH a 1 1 a - 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 FOREIGN LANGUAGE - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a "total physical response" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 1-6. A fore-ign languagelaboratogy will be used for inatructioft-, including oomputega 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 will be on vocabulary, grammar, reading, writing, and cultural materials (4-6). PHYSICAL EDUCATION/HEALTH - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1- 6) - Emphasis on "wellness" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped
i.e., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Re: 02242, 02243 Page 270 i 1 <4 hj Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 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, state, local and community) will be used for presentations at the school in every area of the program to provide role models for students. Special emphasis will be placed on African-American role models for males. Mentoring Program - Utilizing local resources in the community and the Partner-*-s Program, a mentoring program will be established for integmcdiate age students. (-46) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Re: 02243, 02244 Page 271 IAcademic Reinforcement Activities may include (but not I I. ' I, 1: limited to) the following: r ti Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will- be compensated for after schoolpoor tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Skating Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: I r Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Re: 02244, 02245 Page 272(' Each school will incorporate special activities into the total school program. Choices for each school will be I determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must 11 accompany each School Program Plan. A projected budget must ( accompany each plan. I' Itj TO I 1 Re: 02245 I Page 273 LATINENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASGES LITTLE ROCK- 6CHGGL-DISTRICT i-r Background In the-early 1960s, the Philadelphiaf-PA^School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arteo-olaaaos. The program was -'ll 3 developed by a team of Latin teachers,but the materialswere-designed to be used by elementary language arts teachers
the program- did not depend-on using trained Latin teachers in tho elementary classes. Sincethat time programs-of this sort have been implemented in many other school districts,such as Indianapolis-
Indiana
Washington-
D.C.
St.Louis, Missouri
Dallas, Texas
Los Angeles,e-a-lifornia
Hew York City,New York
Oakland,California
and Kansas City, MisBOuri. Some use the Philadelphia materials, others have developed their own materials. In these programs the focus is not on teaching formal Latin grammar>it io on using Latin words and myths as a means to improve English-skillsj These programs have also resulted in improved self-image among learners. The initial implementation of the-program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population-r five and six or grade six only. The targeted levels wore grades Reports concerning students-'performances on standardized teats in the above identified districts reveal at least a one-year growth in-reading and vocabulary and a significant amount-of growth in other-content-areas(-see attached) . In all districts-
a team of Latin teachers trained the elementary language arts teachers in using the materialsand served as resource-persons for background in Roman and Greek culturo-r As the-program grew,many of theae elementary teachers studied-feo-bocome proficient-in Latin. A corresponding program using the Greek language haa also been developed
thia program uses the aame methods and approach. Thematerials focus on using Latin and Greek word roots as a basis to increase English-reading and vocabulary skills. Materials are varied
tho two--basic courses are designed for fifth and sixth- grades and arc based on classical mythology and life. Supplemental coursos cover a wide variety of subjects,including science, math
astronomy,and blacks in antiquity. Re: 02247 Page 275 9 Hr Rationales Moro than 60% of words in the English language are baaed on Latin words?focusing on Latin word roots and word-building-elements will- increase knowledge of .I Engl-iah voeabelary-.- Itany-f ifth-and-sixth grade- aocial studies and reading curricula include mythology and the Greco-Roman worlds? vocabulary materiala that relate to thia subject matter will broaden-learning and provide enrichment. 4 Ability to read-Engl-ioh ia not limited to language arts and other academic-areas but-a-f-feots oucceaa in life itself-yincreasing that ability creates more successful individuals who feel competent-to-deal with school and I living. Latin ia an unusual subject for students-/ espcoially in elementaryschool-
While the study is not -fecused on learning the-Lat4n- language per se, atudyof an unusual anddi-f-ferent"subject,and seeing aucccasin doing so-
brings an improved self-image to the learners. The- program-itself-is easy to implement. The cost ia minimal,and investment-of time by elementary tcachero to learn the materials is limited. T^he-materials are I' easy to use. They are inexpensive to purchase and can be duplicated for distribution-to-teachers. The program has been successfully used by many areas with educational situations similar to Little-Rock. The 'JI uniquenesa of the program should appeal to parents as well as studenta? no other public or private-schools in Arkansa-s-
certainly in- the metropolitan Little Rock ftfea-
have such a program. The program would serve the desegregation plan for the incentive schools-and would help in achieving-the targeted-objectives of raising standardized test scores and-eli.fflinating disparity between scores of the major- ethnic elements of the school community-r Also-with the-emphasis on multiethnic education within the Little Rock School District, materiala can be developed locally to include this omphaoioT Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that arc directed to the apocial interests and needs of- theArkansas students. . =rf I III. ProposoT IP It ia-proposed that the Little Rock School-District implement an elementary Latin-prog-ram in the elementary language arts classea at the fifth and-sixth grade levels in the incentive schools for the purpose of increasing roading and vocabulary skills,improving standardized test - aeerca-,and enhancing the se-lf-image of Icarncrsr I I Re: 02247, 02248 f Page 2761 a>A' iVv PFoggam dGocription Affeer teacharg for tha ineantive ochoolo have boon identified in the apring of 1909,these teachera will receive aix hours of inaervice training during the 9Ufluneg--o-fH>aoinimplGmonting tho program. ^he .a '1 program will be implemented at the otart of the 1909 90 achool year and will be incorporated into the-fifth and aixth grade language arta inotructional block for approximately fifteen to twenty minutea per day. Throughout the 1989-90 achool year, teachera will be involved in four (1) additional inaervice workahopa ^vo~pop aemeater) . Alao,thaae toaehera will have the opportunity to bGcome-more proficient in Latin by enrolling in a college courae designed oapocially for them>-thia courae will be optional and at the teachers own expenao
Throughout tha year, the principal in each-building will-monitor tha program. At the and of the 1989-90 achool year,a- formal diatrict-wide asaeaament of the program will be made
thia aaaeaament w-ill be baaed on surveya and teat data. Re: 02248 Page 277 I I I'! Budget Summary (Per Teacher)- Instructional Materials $ 30 Printing^ E* Inservice Materialo Inservice Consultant College Course Materials College Course Instructorsa Foo Inservice Stipends I'- TOTAL Budget Summary (Program in all Sth and 6th grades in all-incentive schools) 7 schools with 4 teachers oaclr 20 teachers $6,860 1 school with 10 teachers 10 teachers 7-4^ TOTAL $0,310 I I 1 I J Re: 02249 Page 278DELETE DELETE LEA J-nceot-ive- -Sc-hooTs- OBJECTIVES .-Ts-nrevIde-aHarefless-ef-the -(.At In -tn -InnenVIve -ichonT- -(>plnnlpa-l-s- -and -s-ta-tty -o Ol m na no to X) (t o ro ro tn o IJLSC) DESEjCREEATION FLAH TMPLEMENEATION TDfn.rNE STRATEGLES/ACTIVITIES IiI-Present-'iRpTeneRLatjeR-pT jR -pFCpnsa r -tn -assnctate -super- -Int.- -dents- -and -ass-Istant -suj.- Intendents- I.-2 -Schedu-le -awarenens- -meeting -w-Ith- -princ-lpal-s- -of -Incentive -sc-honls- 1-.-3- -Develop -agenda -for -princ-lpals-' -mooting I.-4- -Cnndunt- -as-^areneaa- flaeet-ing -w-H-h- -prlnnipaln- 1-.-5- -Schedu-le- -awareneec- -fneet-Ing w-It-h- -c-ument- -Sth- -and -6th- -grade -teachers- -In -Inc-ent-Ive -schogls- BEGINNING DATE EITMliG DATE JaH^3Q,-1989 Jenirray-199-2- MaFh-l-,-J989 March-mZ 'lareh-1-,-1989 lareh-IS, 1989 Iarch-1992- lateh-lS, 1-969- -Mareh--1992- RESEONSIBELnV Marle-MeNeal MaFvlH-ZImmenflaH forelgrr -L-angtrage- Superv-IsOT* -Staff- -Development 6Ireotoi* Angela-Sewall Aso-Is-tant ^uperln- -tenden-t Coord Ina-tor -o-f -Incentive -Sehoo-Is- Angela-Sewall Beverly-White C-ocHdlna-tor -o-t -tnceotlve -Sehoo-Is- Ans-Is-tan-V -SuperIn t-endent Marle-MeNeal Ma rvlH-ZlBwermaR Sayle-Gleud Foreign -L-anguage Superv-Isor St-eff- -OeveT-opntenL- D-Ireet-or --at-In- -T-eaohers- laehel-Hyers Aes-Is-t-ant- -Super In- tendent- Soordlnat-or -of- I-ncent-Ive -Schoo-Is- EVAUJATiaN r t-aM-r rcSert id t ten Meeting- -on -Ga-Tendo-r Meeting- -on -Ge-Iender Printed--egenda- Goncems-Atues-t-Ions- -expreesed- by--p<'-lnelpals- teet-Ing- -on- -Go-Iendei' L JDELETE AREA -tncentiveSchooTs eoa T - f 7-(-continoedy OBJECTIVES l7-(e6RtiRaed} LRSD DESEGREGATION PIJkN niPITMErTEATION ITHELINE STRATBGLES/ACrrVTTLES BEGINNING DATE ENDING DATE RESEOHSIBILTIY EVAILIAITON 2 ,-Io-pFovide-insoFvice-to paFticipating-teachoFS a OJ U7) ft) ro CX) o ya ft) o ro ro tn oI -1,6-eeBduct-awaFanass-neeting- -with -GUFFeRt -6 th -and -6 th -gFade-teaehene -identify-5-th-l-6th-gFade teachoFS a(bo a#ish-to--Femain at-incentive-schools L JUcEui-t -iod -f-i-Vl- -\iacaB&iss. 2 .-t -Reguiiition -ins-tFuc tional -mateniala 2 .-2-Duplicate-cop ies-of-above matepials -2,2 -Sebedule -2 -InsaFvioe -meetings -of -J -houFS -eaeh -2 r4 -Develop -agenda -foF -above -2 -raeetinge Apnl-14-,-1989 Apei-l--1-992 May-1-,-1989 -May-1.992 JuIy-4,-1989 Jofy-mi- '<ay-lT1989 -Uy-im Ju4y-I,1989 July-1-992 lHBe-1',-1989 Ju-Re-1-992 July-lS,-1989 July-1992 Marie-MeNeal MaFvin-ZiRweFBan Gayle-Gleud -PoFeign -Language SupeFV-isoF Staff -Developme nt -OiFaetoF Latin-leachepe Pnincipals- Riehard-Maple Human -Raseunces. DipectoF P-Fincipals- Riehard-Haple -Human -RasouFcee OiFectOF Marle-MeNeal Eonaign-Language -SupanulsoR Hafle-HeNeal -PopefgR-language -SupBRulson Marle-MeMeal -Pene Ign-Language -SupenylsoF MaFie-MeNeal -PoFeigR -Language -SupeFv-isoF dleetrng-agendj Xfat -of -identified -Stlx -i .6 th--gnade-teachent identified -6 th -and -6 th -g Fade teachaFS -at -ihcent iea -sohoola iOF-1969*90 Apfi-vdl. -of -raatecfaLs- -One -copy -fcP-aacU -taacBoP -M&etfBgs--on -CaTsniiP-Ppi- Rted-agendas- iREA E incentive-Schools --I-. - (-coiTt-i wed) OBJECTIVES 'I'".(cwTtTwed) -O XI cu n> to (O no o 00 no h* no (JI a LRSD DESBCRECATION FLAN IMPLEMENLATION TDIEI.INE t STRATEE lES/ACTIVlTLFS -2-.-5- Eondvct- -above- meet-i-ngs- -2-.-6- Eontrac-t- DAL-ft- -about- -of-f-etH-ng- 2-.-?- -Schedtri-e- -above- -coW-ege- -coui'se- 2-.-8- -i-mpl-efnent- -above- <-o)-1-eg- -c-ourse- 2-.-9- -Schedule- E-our- Ewo-hour- -Enservi-ce -workshops- -En- -local- -bu-El-d-Engs/elust-ers- -d-Est-r-Ect- -wEde- S-.-FO- Eonduct- -above- -four- -Lneetv-Lce- -worfcebope- BEGINNING DATE ENDING DATE AugHSt-18. 1989 JHHe-li-I989 -June-4-992- BeeefRber-l, 1989 December- 4^92- Hay-1990 May--1993- RESPONSIBLLnY Gayle-Gleud L-aiin--T-aachars- Marl e-McNeal Gayle-Glead -For-oi-gn- -banguage- Supervi-oor-bab- vn- 4-eacher-a- Mar-ie-MeNeal E-or-eiga-banguaga- -Super-v-iaar- Gayle-Gleud 4-at-Ln- -T-eacbor-s- SeptembeF-l, 1989 -Sept-effiber-4-992- May-1,-1989 {2-peF-seme5- ter) May-ms- EV,UJJ,VriO-N Cour&e. -proposaJ - - -I-danti-f+sd- -<lit6&/xin)6ty'4J-ace- ComfuLeted.-cour-se- -Pr-HK-ipa-ls- Marie-McNeal E-oreign- b-anguage- -Super-v-iaor- Gayle-Glaud bat-lfl- -Teac-her-s- Meotings- -on- -Ca-Londar- Weet-i-ng--agondas- TTi! LRSD DESEGREGATION FLAN n-IPLEMENTATION TIllEI^INE DELETE ARE,\ incentive-Scheels 6oa i - i : { conti fl ed-) OBJECTIVES I-To -implement -the -eieraen tary tatin-program-in-5th"&"6th- -gradea -at -ineentive -achoola- 4 .^-Te-evalua te-the-elementary latin-program- OJ lO fD ro 00 ro X) (Il CD no ro cn ra STRATEGlES/ACriVrriES g .L -Sc-hedole -time -for -ela-s-sroora "instroction' -3.-2- -Porchaae/dopHcateT^c-eate- -eXudenL mater-iale- 3,3.Incorporate.Latin-prograns.into districtts.language.arts program 4.X-Moniton-classnooo.activities 4^ -tdentity .s-tudent -gcoivth- jin -standard-ized- -teata- 4.-3 -Develop -atudent,- -teacher-, -parent -aaaeaseient -aurvey 4-.^ -Oiweminate- ^above -au-rveya 4.-5' -eontpi-1-e -aurvey -reaul-ta 4.-fr -Submi-t -FifiaF -evaloat Fon -report -to -Aaaociate -Soper io tendenta DBGINNTOG DATE ENDING DATE Aug,}S,-1989 ftuguvt: l-OO?- Ongorny Ongoing. Hay-1,-1990 Way .19-93- Hay-30,-1990 May-1993 ApF-.-lS,-1990 Apri-1--1993- Hay-1,-1990 May-199-3- Hay-30,-1990 -May-1993 Jufl-.-lS,-1990 June-1993 RESPONSIBrLITY -Rni-ncEpal-s- WaytF-T+eWHTh -Eona-ign- -Lang.- .Supv- Rpincipals -Bnincipals -Prweipe-Vs- EVAI NATION Schaal Ls. -i-Qitcact iaoa.1 -schedole - Materiel -s- -reedy -fcrr dtrsYTOonr -use- MaFie-HcNeal Gayle-Glead -Foreigo -L-aog.- -Sopv.-/- -L-atio-Teaeher -P-(i-nei-pa-Vs- Harie-HcNeal Foreign -L-eng.Sopv. HaFie-HcNeal Foreign -L-ang.- -Supv-. i.-ersoTr-p-Tarrs- .Ldentitied-stEengthi.aQd oveahnssses -Tes-t-deta- -P-l*HVte<i- -fOHRS-Getup- T-e-ted- -feme -(=etaFee<i - -Suvey-data- Sebra itted -i=epei=-V -I 7 I ill 'll 1 ( PLEASE NOTE: Two areas of information contained in the "Implementation Timeline" for this section submitted with the original LRSD Proposed Desegregation Plan have been omitted from this timeline submitted May 1, 1991. These are heading information found above the columnar timeline which listed the plan date and the person, division and program/area responsible, and a "cost" column in the timeline. The information that was in the heading area is now either out of date or is repeated in a column in the timeline. outdated. B' The cost figures previously provided are Revised cost figures will be provided in a separate desegregation budget. The columnar heading "Completion Date" has been changed to "Ending Date." For the sake of clarity, all timeline headings have been changed to LRSD Desegregation Plan Implementation Timeline." I-Il I' I I I I I I ,! I It I I 1 II '.REA 1 1 Academic Programs Goal: 1- OBJECTIVES 1 1 1 LRSD and Curriculum Development To devcrVop- -arxl- . To-promote/efl+tc-^-<*7r desegregation flan IMPLEMENTAnON TTMELTNE impiement Qua 1 itv-dfffdemir program for Incentive SrhnnlS- STRATEGIES/ACnvrriES BEGINNING
DATE ENDING DATE RESPONSIBELTIT EVALUATION 5h^ p. and-Staff-trtKiersrtWwg- a f . the-1 ntefltf v- eeneept 1.1 -Provrde-arr-Tndepth-pre-- -organfset-ron "Session "On-^ each -component- -of-the-Incentive -Schoo-Es--for-principais- Eeb7-157-1989 July -- Aonua-l-ly reb7-2?7-1989 Superinte-BdefTt-'-s Gabi net Assi slant-Superi-n- tendent -Incent-i-ve Sebeeis Geerdinater ai IQ n> ro 00 XI fD o ro ro tn 1.2 -OeveEop--in--cooperation-with-- t-tie -petnetpa-Vs --detaiied- ttrocees--and--format-f 0 r- .4eveEop-ing--tbe-individdai . -1-nc-ent-ive-SebooE-Plan- 1.3 J<ss-Lsi-.&aoh--bo-i-I<ii-tg-prtf'ef psl -i-n- -pres-efttfitg- -art -rndepth-pre*- or-i-errtfrt+on-session-foi staff- on--eec-h--conponen-t HaiT-37-1989 Seri ng - Awnaaiiy Nar-17-19S9 ' dqfy - AnTTOaVVy 1.4 Assist-'ea'ctr-priTiCTpa'L"3Trd"S''ffff wi tb- or-i errtet-itm- -stfss ioit -far " parents- in- t+te--lnoeTrtTVE Sebeeis- 'fiafv-lT 9S9 ygptCTTpgr~-~ AnnuaTTy Mar7-157-19S9 Kar'-lSs-J989 Auqus-t- riar7-153-1999 sept. Superinf-endenf-s Gabinet Prineipa-ls As s i slant- S-uperi-n- -tendent-Inc-enti-ve- -SebeeTs-- Geerdifiator- S u p eri Bteeder.I- s -Cabinel- Assistant- Super-in- -tendentjacerrtiv-e- -Seboolt Coocdiaator- Super tn ter.denf's -Eebinet- Assrstent-Sgperin- -tendent---incentivE -Seheals- Goordinator-.?LA Goal 1. (Continued) OBjr.'irT.TS 2. Tc-develop-lncentive Seheol-Plan-fw-eAch SGheel refine 3 Io develop curriculum specific to the Incentive Schools a5>" iO m (D no poo 00 ro OO cn CD LRSD desegregation plan implementation timeline strateg lES/Acrivrr IES BEGINNING . DATE 271-identify-lncentivE-SrtnMri-f^IaTT' done-Iv-iSSS teams Afwutri-I'y- IWr ENDING DATE done-157-1989 6ngei,ng RESPONSIBILnY EVALUATION 2-2-Bevelop--t+>e--det*i^d-4fK}4v-HJue-l- 1 neenti ve-Sc+iool-W'*** 2 -3-Revi and- approve- -School- -I^lafi dnne-1989 done-1989 3.1 Identify teachers for curriculun teams 3.2 Identify each area in need of curriculum development refinement 3,3 -pLrn-t>n-enttttHi>irt>Tid--ftnTns--for eorrleolum-developnent Review and revise the curriculum as needed 3.4 Provide inservice on curriculum revisions dane-I57-i989 duly-i989 dBne-157-1989 daly-1999 Spring- Annually daly-317-1989 Ongoing dflne-i7-i989 dane-17-i989 June - Annually August - Annually dDne-i57-l989 done-157-1989 July Ongoing Rrtneipals Asslstant-Soperln- .tendent Incentive Schools Coordinator AVI-BvvvsIeHS Sopertntendent^s Gabinet leam- Boaro-or-directors Principals Assistant Superintendent - Incentive Schools Coordinator Curriculum Division Supervisors It 11 II II iREA God) i (Continued) OBJECTIVES 4,-10-pFeeuFe-equipment-and fuFHituFe-feF-Ineentiue Seheal-PFegFans- o Oi uo fo ya fD MM LRSD DESEGREGATION PLAN mFLEMENTATION TTKELINE STRATBGIES/ACnvrriES 3,4-Reuiew-pFeIaffliHaFy-dFaft-ef Fevlsed-EUFFiEuIaF-^BF kattle-PeEk-SEbeel-OistFiet 3T8-OeveIep-addataeRaI-EempeReRts faF-eaEb-EUFFlEuIum-aFea 3T8-PFeef-and-type-IneeRt4ve- SehesI-GuFFiufilum-Guides 37-pF4nt-GuFntEulum-Guides 3,8-Ba&tFa8ute-aRd-pFevade-iRseFuaEe an-the-ampIemeRtataeR-ef-tbe EUFFaeulum-guades ATl-Bevelep-speeifaeatien-faF-bid faF-eguipmeRt-aRd-fuFnatuFe t\j 00 ID o ro ro cn <D BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATTOiN Jun8-1,-1989- June.30,-1989 CuiPFicuIun-Tean&- JuRe-1,-1989 July.1^.1989 July.20,.1989 Au9--I,-I989- Mar,-18,-1989 June-30,-1989 JuIy.20,-1989- JuIy-30,-1989 Au9--30,-1989 ApF,-18,-1989 CuFPieuIum-IedRis CuFFlcuIum-Oivaeion PFancipalp CueFisulum-Divisian CuFFleulun-and-Scboo Davieaen Pnineipals OtFeeteF-ef-PdFehasiig Assastant-SupeFln- tendentIneentave Seheels 8taff-GuFFieuIum L JAREA Goa): I. (Continued) OBJECTIVES 5. Lo-effect-faeiiity-modifi- frations -ft-.- -impIefRsntation oi.the.-iBeenfciv6 -Sshool speeialiied -pmg rams. TO Ol IQ fD r\3 ID o TO (D r\4 ro cn o p r r LRSD DESEGREGATION FLAN IMFLEMENTAITON TIMELINE STRATBGlES/ACnVrriES 4-Bid -for -ST>ec-if ie -equipment and-hmriture 4.3 OiMeF-furH>i-tur'-eHV(i-e<,u>pnieHt ' 4 4- -hrs tall- -and -tnventoey -to ensure -ade<^uaey- -of -oM equipment -and -fuenituee Srl -ftevte.r -the -detailed -Ineentive Sehooi -Plans -svith -the -Support Seavteas-Division S.2-Identity JEOdtf teat ions-tirca- 1-ine -as -peevtously -ee1-l-abo- eated -tn -the -develiapfflent -of the-plan. BEGINNING DATE ApFil-16,-1989 Hay-15,-1989 AugT-1,-1989 ApFT-15,-1989 Api'T-15,-1989 ENDING DATE May-15,-1989 Aug,-1,-1989 Aut-15,-1989 ApF,-39,-1989 Ap(>T-30,-1989 RESPONSIBILnY Prlaelpala- Blrestar-ef-Purahasir g Ass4staHt-Super4n- tendentlneeBt4ve Seheels StaffCurrleulum^- II D4v--oT-ScbaoJ4 - Asset-: - Suf eri ntendcfl-t Ats4tt--Su?t-,-Pwn- B4 *4 si en-ef-Sappert Servites EVALUATION -5 r3 -Gontreet -for -service -as -needed/ -identiftad-in-ths-Plans Apft-39,-1989 May-15,-1989- 04v444oa-cf-Suppart Serv4ae4- iAREA Goal I. (Conti nued) OBJECTIVES 6. Fo--ensure-the-aTfffEabTVTty o OJ IQ fD ro uo 70 n> o ro t\3 cri LRSD DESEGREGATION Pb\N IMPLEMENTAriON TTMELDJE STRATBG lES/ACnVITIES 8.4-linplemeRt-the-mediftEatlen plan-teF-the-taellltles S.S-Make-fiRal-lHspeGtisB-en-the weFk-fep-the-faelllties-medl-fleatlen- 6 ri - i n 11 i a te-i denti f-i cats orrs-trf^ ma t e r 4 a I s - a nd-textbotyks-n e e d e d - f e r-the--1969-90-ronnTtj- seheel-year 6r2-lBvel*e-sehool-teams-5taff-aTid-parents- ln - rei ewi ng- the- neetfs- IdeHtlfled-as-reqaired-toT-eoT-e and-speetal-programs-throogh" the-annnaf-schoot-plan 6.3 IdeHtify-aHy-mateFtal-eF-text-beeks- that-BUSt-be-SFdeFed pFteF-te-fis6al-yeaF-t89-i98 g.A-Malntaln-bulldlng-FeeeFd-eC FeguistioRS-foF-the-1989-1998- seheel-yeaF. BEGINNING DATE May-lg,-1989 May.Ig,.1989 MayT-,-1-989- ENDING DATE Aug.-Ig,-1989 Aug.-Ig,.1989- Riay Arwimri+v .hine' June-TOT 1987 RESTONS IBILCTY EVALUATION RrinerpffE Mayr.-TTsg- June-T0',*T9B9 JUTTH-Pr- irrc-rpal- Hay-1,-1989 May-15-1989 May-285-1989 Ongelng- PFiB61pals5-Assi5tan1 PFiA6ipals5-All -Blvlslens-wltb wajeF-input-fFeH Pupehaslng PFifiglpals - a f AREA Goal I. (Continued) OBJECTIVES "O Oj IQ fD r\j to r\j fD o no no cn no A* LRSD DESEGREGATION PIAN IMPLEMEOTATION TIMELINE STRATEG lES/ACTIVTTIES BEGINNING . DATE ENDING DATE RESPONSIBILITY EVALUATION STS-Henltep-aRd-apppeve-pequlsitieRS as-Peguested-fpen-IneeRtive Seheels 6.6-HalRtaiR-audlt-fep-all-mateplals peeeived ST^-Gpess-validate-wltb-pupebaslRg-all- epdePS-Ret-peeelved STS-ObtalH-pequlpements-fep-paPtiei-patieR- lR-all-speelal-ppegFaiss StO-Pay-paptlelpatieR-fee-aRd-BPder all-Reeessapy-mateplals-fer speelal-aetlvlty ' i-rlO-Seleet-spsRseps-feP-eaeh-speeial ppegpaHi-aEtlvlty-apppeved-lR the-lREeRtlve-SEbeel-PlaR Hay-2S,-1989 July.I,-1989 July.1,-1989 Map,.IS,-1989- App,-30,-1989 App,-30,-}989 Ongeing- Ongalng OngetRg Apr,-30,-1989 July-1,-1989 Julyr30,-1989 Apppeppiate- -A&&eciate-Supepln- -teRdent Ppinsipal Principal Prlnelpal Prlnelpal PptRElpal- AREA Goal I. (Continued) OBJECTIVES <jo CD ro ca 73 n> o ro ro co J LRSD DESEGREGATION FLAN niPLEMENrATION TIMELINE STRATEGIES/ACTIVTriES BEGINNING . - DATE ENDING DATE RESPOHSIBILnY EVALUATION 6,ll-Gsmplete-spe61al-eeRtFa6ts wlth-all-eMteHded-day-empleyees f8P-the-l989-90-SGh9el-yeap 6,13-eeiiiplete-HasteF-Sehedule-feF tetal-ssheal-pregFam 6Ti3-Review/Fevise-as-neeessaFy-the staff-developmeAt-plan-fep-thG faU-(SeptemberDecember) Aug,-1,-1989 Aug.-30,-1989 PFlReipal App,-30,-1989- Aug,-15,-1989- PFiBsipal Aug,-30,-1989 Sept,-IS,-1989 PplRelpals J LRSD DESEGREGATION PLAN IMPLEMENTATION TTMELTNE AREA Academic Programs and Curriculum npvnlQPinaL Goal II. To provide staff development for imnlRmentaLipa nf Tnrpntivp ^rhnnl P1ani OBJEiCTIVES 1. To implement staff development activities for Incentive Schools Oj fD rsj CD 70 ru o no ro cn 4^ I cn STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILrrY EVALUATION 1.1 To identify the staff development needs of each Incentive School 1.2 Develop Inservice schedule in collaboration with building princi pal l.,3 Notify each school staff of proposed inservice dates for pre-school training 1.4 Plan details for delivery of inservice arrangements, etc. i.e., site, time. lS-0btalR-seFvi6es-9f-eeBSultaBts {as-regaired} 1.5 1,6 Implement fall-teaiRing-eyele inservice program 1.6 1t7 Evaluate staff development activity through survey response from each staff Apft-30,-1989 June - Annually May-lS-i-lSeS July - Annually Hay-30,-1989 July - Annually Hay-307-i989 July - Annually Hay-30'1-1989 May-30,-1989- July Aug,-!,-1989 August- Annual ly~ May-15,-1989 Ongoing May3f)","'i'989 August Aag',-30,-1989 August Jply-3e-,-t989 Ongoing Jaly-30,-1989 3aly-30'
-1989 August Ongoing Principal Director of Staff Development Incentive School Coordinator 11 M Principals Principals Assistant Superintendent Di rector of Staff Development Incentive School Coordinator u H B SECTION TWO SCHOOL ADMINISTRATION I I I I I 1 I I I I 1 II I 1 r ) Re: 02266 I Page 295 ! I' 1 .1 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION OPERATIONS The focus, function and guiding process of the iincentive Sschools will be to provide excellence in an environment of academic support
individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: n A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:00 p.m.. Homework Centers should will be extant in each school at least two (2) three (3) days per week to assist students who are in need of specific help with class material. The school day may be extended another hour if necessary. school-communities,i.e.,parents,ataff and studenta may opt for more daya per wook for atudenta who- are not otherwiae involved in activities during the last twof-2-)hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the center. If atudents choose-not to attend Heaewegk Centers,other options for-student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a volunteer rotating basis,community volunteers and poop tuteps. Staff will be compenaatod.Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. When the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of 2^ students attend, certified instructional aides and teachers will be added on an alternating basis. Re: 02267 Page 296 B. HOMEWORK HOTLINE Homework Hotlines should also be put into place (if survey of parents indicates a desire for a hotline) to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will 51 C. U-I, D. E. be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. 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 will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated 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 net be providing as well as athletic equipment, hats. sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. INSTRUCTIONAL AIDES - There will be a certified .Wi instructional aides available d in every three classrooms. Qualifications for the aide positions wil-1 inelude demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have aeguired the eouivalent of one full year of earned college credit in order that they mav work towards a degree in education.__ . to forgive a certain portion of the loan for each The program will be designed Re: 02267, 02268 Page 297 ft L F. FG. GH. IR year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students, will also assist teachers with monitoring of Aides student progress, communication with parents and preparation of supplemental instructional materials. An appropriate number of Supervision Aides will be provided at each incentive school. 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, interest inventories, 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 thia cotegqgy will be integest inventorioa and oppogtunitiea fog atudenta to pagtieipate in pgoggama aponaoged by the Dey Scouts of Amegica. YEAR ROUND SCHOOL EXTENDED-YEAR PROGRAM - Beth summcg gemodiation and engichment options will exist thgough the summeg at all incentive achoola. Thia pgoggam will be in two 5 to 6 week aegmonts-r A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and will be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students will be encouraged to participate. Students will participate in the program generally on an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The-sumaog options will be at no coot fog students nornally attending these schoolq. A few seats may be open to other students on a space available and paying basis as well. Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Re: 02268, 02269 Page 298si: V'.' I I Students participating in thfe auinneg ^ycag- round" option Extended-Year Program will be piaeedtn claaaea instructed 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 peera at that level but may also study with at the -Sth fifth grade peera level in summer reading programs, regardless of his/her actual designated grade level. i HI. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: * 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 as anArkansas Symphony Orchestra performances. OBG ouch GExhibits and performances will also be brought to the schools. Students will alao 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 intermediate grades, i.e., Sth fifth and Sth sixth. Among opportunities in the community which exist are
* it it it * it it it it several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company a museum of nature science and history three previous state/territorial Capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan- Kerr river project Re
02269, 02270 Page 299 ) i| iiI 1 I I I I I I A A an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. .'M iJ. COMMUNITY INVOLVEMENT Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. ExplorcH?- post acoess/membership will also be available aa noted earlier. JK. SPECIAL SKILLS PROGRAMS - During the 5i30 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 at the recfuest of a parent or guardian. These skills shall be defined as the opportunity to participate in: A A A choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school SCHOOL ADMINISTRATION (NOTE
Moved to page 324) At STAFF -RECRUITMENT Staff PGoruitiaent and certain specific experience will-be desired of all ataff at the outset(relative--tework in an urban setting with at risk youth)> and ongoing training will bo provided on a regular basis for all staff at each achool-r A nationwide oearch will be conducted-for staf f-T Principal and ataff will be asked to who documented cvidonco of comaitaent to working in an urban district> to working with Re: 02270, 02271 Page 300youth at riak and to committing the time nccoooary to provide the kinda of support and servicca provided at incentive achoola. a-r Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year,an involuntary transfer-or- other district decisions may be put into effect depending on the performance and the oucocso of the individual in working with students and procodurea. ^Phis one year contractual-feature will also apply to the pooi-ti-ona-of aides, clerical and cuatodial wrkers-r Suoeessful completion of theyear may lead to a long-term contract with the District-. SL. SPECIAL TRAINING - Ongoing training will be provided to staff in areas like human relations skills
learning and interactive styles
TESA
PET
working with youth at risk
working in an urban setting and analysis and use of data for enhancing student achievement. All Staff, including support staff, will be involved in training. Patrons also Parents will receive have access special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. M. PARENTAL INVOLVEMENT partners in the learning process. Parents will be absolute Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place. both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their children's classes. at the school. Regular meetings, monthly, will be held Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance and may be paid a stipend for thia. 1 DN. LEARNING TIME SCHEDULES - Daily Extended-dav schedules for- 3-{-0O 5 {-30 will be set to meet the needs of students to include the Homework Center, t Re: 02271, 02272 Page 301c I special skills training and leisure time activities, for example: * * Homework Center Special Skills - 4 days Monday-Thuraday - 1 day Tueoday * Leisure Activities - 1 day Thuraday (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 - 1 day Wodneaday S J BO. FP. S2. HE. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicators and early intervention programs will be formulated with "alert" and "success" cards to be sent to parents to update them on their student'a child's needs and achievements. EXTRA-CURRICULAR PROGRAMS - Extra-curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Just Say No Clubs, interramurals, monitor "jobs" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time out gooma areas staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school-based management irules. Students and parents will sign a contractual agreement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academicrelated activities. Re: 02272, 02273 Page 302 I 3 (Note: Students who live in the Washington attendance zone and cannot attend Washington will have access to extended day activities, extended year activities, and the scholarship program.) COUNSELING/SOCIAL WORK A. B. C. D. COMMUNITY SERVICES ACCESS There shall be access to community based support programs provided to students who attend the incentive schools, i Provided these supports will bo- projcots to programs can be negotiated and/or secured by Among compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools
volunteers and pre-professionals from Philander Smith area colleges to and universities to assist with teaching activities and extra curricular activities
assistance from social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young profeaoionalo appropriate role models to enhance an 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 of the options which truly are open to their students children. STUDY SKILLS Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. HOME/NEIGHBORHOOD MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as if invited tjy parents. These less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. 7^ -- that local ministers be considered as part of the It is suggested school partnership and community. Re: 02273, 02274 Page 303 i I I I I II E. F. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be 1 taught conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. I G. WELLNESS PROGRAM - A wellness program will be in place at each building with availability of a -fuii time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. ! i' .1 r H. CAMP PFEIFER - Students in need of additional aoadGmic counseling assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. I I MONITORING AND EVALUATION 1 A. VERIFIABLE MONITORING OF STUDENT GROWTH - ' testing dopartmcnte Planning. Research and Evaluation Office of the dfiistrict will be assigned the task of developing a plan for The I verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. Re: 02274, 02275 III I Page 304This plan and its accompanying procedures should take into account not only test scores achieved on normrreferenced tests but also class achievement as evidenced by teacher tests and curriculum/ and criterion-referenced tests. There should be a long-term -neni-toging which also takes into- account student maturational patterns. long-term monitoring of student growth. There should be a B. C. D. 7 I I I REGULAR TRACKING MONITORING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking monitoring of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator. assessment will be done on a minimum of a quarterly basis. This 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. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS The school staff shall involve parents in the development and monitoring of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such This input is extremely important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member lias a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate "contracts" for their own achievement. Re: 02275 Page 305 I I IE. STUDENT EVALUATORS student ovaluatoga-' will be 1 I asked to complete evaluations relative te the school-
its climato and their educational experi-encG twice a year. SCHOOL CLIMATE - Students, teachers, and parents will be asked to complete a school climate survey once each year. Students will be selected at random to participate in this process based on a 20% involvement from each grades leve-l4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the 'I F. G. generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The survey results will be shared with each school for dissemination. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS School site teams will be created to work to implement needed programmatic modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. J 1 I I! li I Ij i 1 i I I I Re: 02276 Page 306 I i!' E. I1 II 1 STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. I 1 Students will be selected at random to participate in this process based on a 54- 20% involvement from eech grades l-eve~4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The sunzev results will be shared with each school for dissemination. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. I': I H I G. .. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic .modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. Re: 02276 Page 306 J SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive seme individualized instruction every day^. needed. Programs will be flexible aaeh in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS It is recommended that each incentive school have: * a permanent assigned substitute who is familiar and dedicated to the building and program philosophy * at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach). A. Uniforms fog student(such as blue jeans and a white shirt)- droao code fog staff * required encouraged PTA attendance (and other parent meetings and visits). at least two (2) meetings per year, one of which shall be the Open House 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) t * a playground for PE purposes additional compensation will be given to teachers/pginoipals 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 Re: 02276, 02277 Page 307A Saturd
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.