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

Outside dated January 31, 1989, inside dated March 23, 1989.
II 10 APPENDIX 2196-234 I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I 1 JANUARY 31, 1989 VOLUME II I 11 I n II II I I I-I JI LITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN n MARCH 23, 1989 II VOLUME II 02196 I TABLE OF CONTENTS Volume II ( 1, student Assignments I 2. Student Assignment Handbook I 3, Facilities 4. Incentive School Program 1 J 5. Monitoring and Evaluation 6. Transportation 7. Data Processing I n NOTE: I An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. h I t I i I 02197STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES I 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map I which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students 1 I I to Elementary Academies may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% white. I 3 . Students presently assigned to Elementary Academies will be glve.n the option to remain in these schools (grandfathered).* I 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* I 5. If there is no space available at student's zoned a school or if assignment of the student'to the school would put I the school out of compliance with racial balance requirements. I 1 I 02198the student will be assigned to the closest which meets racial balance reguirements. school with capacity 6. The elementary school zones will provide tern for elementary students going to junior high junior high school students going to high school. a feeder patschool and for As a result, all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to ! ( this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. u IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that I encompasses the neighborhood around the school dance zone) . (primary atten- I 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools After grandfathered students have (grandfathered).* been identified and 4 . assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. assigned to an Elementary Academy to be selected by LRSD in accordance with desegregation considerations. 021996 . Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7, In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class, V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percen- tage is twenty-five percent (25%) below the district-wide percenu I tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. requirement (or The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School. 02200 f ' 3 i3. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school ment. 4 . assign- II Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation I, transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after u I the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer a before the 1991-92 school year may remain at the school to which the student transferred until graduation to tional level. the next organiza- 4. Sibling preference transfers will be granted if a seat I is available and the transfer will allow both the sending and receiving schools to comply with the desegregation.requirements. 5. Sibling transfer applicants must have sibling a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 4 02201VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed. the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases. ri u I the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student cannot be assigned to any of the schools in the student's feeder zone. the student will be a I reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student 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 require- ments
consider appeals
conduct recruitment efforts
and process desegregation transfers. I 5 02202I 2. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. Th student Assi^rnnent Hendbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* I u I I 11 6 02203IX. I DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: (1) to implement a program to promote effective desegregation of Dunbar Junior High School
and (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High fl School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize computers, other technology and expanded use of materials to augment the instructional program. u The enrichment program will have the following major areas of emphasis: 'i (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I I periods per class day. (2) Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Ecruioment - Some of the traditional courses, in addition to the computer science and fine arts I* (4) courses, will utilize technology to assist in the delivery of instruction. Staff Development - The principal and staff will identify inservice needs (summer and regular school 7 02204I year) to effectively restructure the Dunbar. program at (5) Staffing - it is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff I will collaboratively disburse meet the needs of the enriched budgeted funds to program areas. 1 I I' li: f'.. r I I s 022051 NEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full ticipant in the New Futures for Little Rock Youth Among the program components for the 1989-90 school par- Initiative. year are: Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work with students in helping to meet their special needs. Incentive programs and partnerships with munity businesses to encourage and comreward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them "work off" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. B I 9 02206 II !i KJ I o I 0 ( NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH hj I. i I I I Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 S. 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 & 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 & 9) FOREIGN LANGUAGE per I a German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the elementary level may take an exam to qualify for entrance into German MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 - Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES II. Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 19 02207 II SPECIAL EDUCATION Computer-aided Education Program instruction will be added to the Special VOCATIONAL EDUCATION Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. tu I I I I I I 1 1 I 02208 a IH I COURSE DESCRIPTIONS course. manipu- Advanced Computer Applications (Grade 9) Semester 2 Open to students from tHe fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet and how to use at least one desk-top publishing program^ Students will have the option of creating a LOGOWRITER project involving music and animation. I I Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent faster than they can handwrite. Students will learn to write simple basic LOGO commands, to construct programs using algorithms and write procedures, document their projects. commands, to They will use LOGO Tools to A hands-on, one semester course. Advanced Programming, Grade 8 this course will be Year 1, similar to the 7th grade Year 2, programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. it will become an advanced course. using Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course in computer applications, focusing on word-processing and cross-curriculum projects (example: using LOGOWRITER Tools to create a Science Video based on research in library or field). This is a project-based course. This is a project-based course. Literature of Adolescent Literature of the Adolescent and the Composing Process I are to offered simultaneously with students changing courses at the end of the semester. These course are to be considered prerequisites for the Composing Process II and Speech/Drama, will be offered only to 9th grade students. which The Composing Process I The Composing Process I 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 considered prerequisites for The Composing Process ll and Speech/Drama, will be offered only to 9th grade students. which The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the are Adolescent as eighth graders. 02209 I 12 C I o I[i The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, writing, editing, and publishing stages of writing paragraphs and I course. essays. Speech/Drama Speech/Drama and The Composing Process II are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. have and 1 Is) I 0. The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to^ enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. J 4 Piano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard, coordination. - -- ability. A semester course (or year) where Students will learn hand-eye Students will learn simple melodies and chord Students will learn self-discipline and proper care of the piano. Students will learn how to add various sound effects as background to songs, stories and drama groups. w the interest in keyboards today, the students have expressed interest in a class for keyboard. accompaniments. proper With an I a I Handbells I (Grade 7) A beginning course in art of ringing English handbells, will learn the technique of ringing bells - will learn to read music notation and symbols - will learn "team-work" by playing their part with othe students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells Students r I I - will learn the value of concert performance with other groups from other schools. I Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on music aptitude, behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell Festivals, perform for the community and civic organizations. selected group. and Jazz Band (Grades 8,9) A course designed to introduce Junior High School students to the idiom of jazz music as an American Art -form. 1 level. Orchestra (Grades 7,8,S9) In this course, basic fundamentals are studied on the beginner's Detailed instruction is given for correct hand positions. I 02210 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor- but are directed toward developing skills for mance oriented, advanced study. German I in the first year, students are introduced to the Germanic well as to the basic German language, the student with actual experiences cuisine. hO as Effort is made to provide of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history i _ - ".-w.. vi.si I. y, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, cultural literature at appropriate level is read and discussed. GL. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. __ correctly in context all common grammatical structures formerlv studied. Students Students learn to pre- use I 4 I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including th= nature of angles, triangles, congruence, geometric inequalities perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and Indirect proof. 9 1 Reading Explorations Reading Explorations is . . - - an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills
in-depth novel study
and reading for enjoyment. be placed The focus will Supplemental work will be interfaced with computer applications. Both individual and group will be included. Science 7 - Life Science (Laboratory) Lab Science " ' 7 , _, designed to teach students science skills and the scientific method. process , , ---- Students will perform experi- analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. fl Upon completion of Lab Science - 7, the student will be able to: - make accurate qualitative and quantitative observations about natural events
- - make metric measurements for length, volumes, mass, and temperature
- make inferences and conclusions about natural events based upon relevant observations
12(b) 02211,1 - design an experiment to test a hypothesis
- collect data and organize it in charts and graphs- - form operational definitions
- accept or reject a hypothesis based upon results
recognize problems that are subject to investigation
- ask questions relevant to a problem
- manipulate variables in an investigation. Science 9 - Physical Science (Laboratory) :2 - 9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the phvsi- Lab Science or physical and chemical properties of matter, light, ' - - simple machines. electricity, and Industrial Technology Education II . _ designed to provide the student with a learning experience in modern industrial technology. Curriculum content is directed toward four major clusters: communication, construc- 0*2' manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and CtS This course IS con- ho I bJ I 0 1 1 I o I I I 02212 12 (cX. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application used for rising students to be Jan. 3 Jan. 10 Plan strategies for contacting tive K/New students prospec- Jan. 17 Order window envelopes Jan. 23 Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses & suggested recruiting techniques to PTA Presidents Feb. 20 Order through DP PIF's
order selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Commun i c a t i ons with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations j i I I .J >1 1 ( J a fl 1 Mar. 6 Mar. 6 Mar. 8 Mar. 15 Mar. 10 Mar. 23 Make adjustments to computer programs/ train SAO Coordinate preparation of zone maps for each school Deliver FOCUS to printer FOCUS to mailing service I 1 I 13 02213 aIII , Hi ' Mar. 17 Mail FOCUS Mar. 20 Deadline for PIF's to SAO returning K/New Student Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 tv' Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr. 24 Apr. 25 - Apr. 28 Apr. 25 - May 1 Apr. 25 - May 8 May 1 - May 12 Print : mailing selection forms and prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. Senior High Open Houses 7:00 - 8:00 p.m. Magnet Open Houses 2:00 - 5:00 p.m. Mail selection forms to all students Deadline for returning selection forms Final pick-up of selection forms Prepare and scan selection forms Run assignment simulations Process prepare waiting lists
make mandatory assignments 5 forms
Send assignment ___ Transportation for route adjustments final list to 1 u. 4 I 9 May 13 - May 17 May 17 Print assignment letters and prepare for mailing I Mail final assignment letters i 11 02214SECTION ONE A. Overview (1) (2) (3) (4) (5) STUDENT ASSIGNMENT HANDBOOK ASSIGNMENTS Each non-magnet school has an attendance zone. m some cases, are used in order to meet the desegregation requirements. satellite zones zone. Students have the option of remaining in their current school (grandfathering) or they ma/sele^'their at\eS schnni school, an incentive school, or a magnet Students living in the attendance
school have the option of attending school to be selected by LRSD desegregation considerations. zone of an incentive a in racially balanced accordance with (elementary academy) attendance zone of an elementary Sool^lf selecting an incentive school if it aids desegregation. an I VlJ II I, I L h matriculating) students, grades 6th and 9th niHn? zone schools. Rising students will have the magnet school. option to apply for a I (6) Every effort will be made to install in order to accommodate overflow ticular grade level, be installed. I nearest school that has feeder zone. portable buildings situations at a par- a portable building cannot the student will be reassigned to the -- a seat available in his/her J a on (7) complete a Pupil Asfio^^eit^nFF^'" (P^S'J^egister) in order for the StudLt Assignment Office to begin the assignment process. new students must a Pupil (9) Self-contained students will be Education Department. assigned by the Special 1 I (9) Any student may apply for a magnet application. a magnet school by completing I i (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering Pork nuy apply to students entering the Little Rock School District before ths-1991-92 school year. (11) Each student will receive through the mail. a final assignment letter 15 02215 I' iI (12) Each school will be zone assignments after^May making attendance I (13) B. C. I D. I I I The Student Assignment Office will be responsible for all reassignments, magnet assignments SSt! minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) CO All students ments, may remain at their present school The Special Edition assignment process. The FOCUS will be all students FOCUS will explain assign- the student sent through the mail to in the Little Rock School District. parents of J Reassignment Process Every effort will be made to install portable buildings in overflow situations at a particular oroer grade to accommodate installed, level. Only if a install at portable building be reassigned to the a seat available If the student cannot be the student will Student Assignment Office will be resoonsiblp reassignments. Reassigned students will ^be xl waiting list for the appropriate aVtnSiL zone slSoiT reassigned to a school in Office I. in the assigned nearest I zone. be Reassigned students will be appropriate attendance a The minimum black for The all 1 elementary academy is --- causes a school to fall below cases, the student S-'-ted. In .JS 40% black. Any assignment that the minimum black granted. "Desegregation Transfer" for desegregation secondary schools.) Transfers* (1) (2) zone. (See requirement for Students may recruest school. , a transfer to the attendanc an incentive school, a magnet school. The Special Edition FOCUS process for transfer e zone an interdistrict school or witl explain the assignment requests. 02216I (3) Selection forms will be mailed to parents by April 11. (4) Selection forms must be returned to schools by Aui Principals are expected to deliver selection fo by April 24. the Student Assignment Office immediately. rms to I (5) All selection forms will be considered at the same time. (6) High school kindergarten students rioni-n ,4. vt --~3nd kindergarten stu- given preference for first grade seats in academies and incentive schools. (7) Final assignment letters May 17. will be mailed to parents by u I SEE PROCEDURES I E. Return of Forms (School Selection Forms) Completing Selection Forms Required Assignments ( I (1) An assignment is required when: (a) a student is rising from Sth or 9th grade 14. 1 ? ^-tsxng rrom 6th or 9th grade. Rising of selecting a magnet I (2) school by completing a magnet application. Parents of 6th and 9th grade students will also the Special Edition FOCUS. receive I I (3) Final assignment letters will be May 17. mailed to parents by a F. SEE PROCEDURES Distribution of Foirms Kindergarten and New Students I I (1) Parents of kindergarten and Pupil Information Form new students must complete Information Form in order for the Student Assignment Office to begin the assignment the a (2) process. A Pupil Information Form can be obtained from and returned to any school. any school I (3) a particular school school does not guarantee assignment to tnat scnooi. i or returning a (4) Open Houses will be scheduled in all schools April 9. April 4 I (5) Kindergarten/New Student I March 20 in order to receive April 11. PIFfs must be returned by J a school selection form by 17 I s 02217 JiG. (6) Selection forms can be returned to Little Rock School District. returned by April 24. any school in the Selection forms must be SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Completing Selection Forms Forms) Self-Contained Students I The location of self-contained classes will remain the samp for the 1989-90 school year. The major factor regarding the . ... , t^se student's Individual will be the decisions will year. site for the implementation Wxll uc uhe aecisions made by the lEP team Every ^^ffart %ill Pfar'^a^de i^eview conferences GJ H. I fl I I. II I I --- to minimize changes in st-hnni secondary students ind^ca?e that they attend three or more special classes. These stu- special education teachers, therefore their needs can be met in any secondary schnnl . ONLY STUDENTS WHO DAY WITH A SPECIAL The lEP's of dents rotate to or more special classes. - any secondary school. SPEND MOST OR ALL OF THEIR INSTRUCTIONAL EDUCATION TEACHER WILL BE ASSIGNED TO EDUCATION OFFICE. A SCHOOL BY THE SPECIAL I iC I Sibling Preference* (1) (2) (3) (4) Sibling preference does NOT apply to magnet schools. District after the 1991-92 school year will not be allowed preference transfer to - a sibling a non-attendance zone school. Any student who makes a before the 1991-92 school .... to which the student transferred the organizational level. sibling preference transfer year may remain at the school until graduation from A sibling preference transfer will be granted if transfer will allow both sending and receiving u, desegregation requirements. schools I I I I o I a seat to comply with the the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet schools be made by the Student Assignment Office. The Student Assignment Office will will Assignment Office will be responsible for maintaining all magnet and interdistrict lists. _ school waiting All students on the 1988-89 waiting lists . - , , will receive preference for magnet and interdistrict vacancies. January 27, 1989, as of 1989-90 IS 02218(4) A computerized random selection the selection forms. on (5) All magnet and interdistrict U* deSg/eglTton et^ la. either the ^end/ng'Vr reJeitYnV^AoVr receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) I Sixth and ninth grade magnet students preference for , - --- will NOT be given organizational leJel?^''^^ schools at the next I (8) Students who are denied interdistrict school for that school. J,, to a magnet or will be placed on a waiting list I (9) a I J. Interdistrict Maj orlty-to-Minority Transfers (1) All M-M assignments Assignment Office. M-M Will (2) II K. --nd Sole: be made by the Student PCSSo'or^Sq^Vn Student in the majority isS ?Se^nSrSy? S?-.'.-- S.-hool where he'^'she in LRSD can transfer to r he/she is in the minority, vide transportation for Likewise, I O' in 1 Desegregation Transfers (1) I I 1 a student in the majority a school in NLRSD or PCSSD where The home district must pro- M-M transfers. Junior and senior high school another school as long as the the sending and f desegregation requirement and students may transfer to reassignment allows both receiving school to comply with the i a seat is available. The minimum black percentage is twenty-five percent bl-dcks in grades percentage is twelve and one- 7-12. half percent (12-1/2%) tage of blacks in grades 7-12. black percentages constitute ment (or acceptable The desegregation requirement that all schools will (25%) a^ove the district-wide percen- The minimum and maximum the desegregation require- range) forna desegregation transfer. u-r .XX schools Will reweln wA^hl^ erah7e below the dlstrlctwlde percentage cf black 02219 19(2) school incentive School desegregation at the (3) A student desegregation transfers uL ~ (elementary, junior or senior 4 4. P^i^Pose of the second desegregation transfer is to allow a student to rshim +*n b 4 e h,Gr each organizational level high school). a student to return to his previous school assignment. at (4) Desegregation transfers will be period once each year. granted during a limited GJ (5) LRSD will provide transportation transfer students where it is will for desegregation cost effective to do so. I I fl I L I O' I a 20 1 02220r w t I, PROCEDURES Distribution of Forms (School Selection Forms) Parents of students requesting transfers and the Little Rock School District will have the select a school by returning the School students new to opportunity to Selection Form. For parents of students currently enrolled in LRSD schools: 1. Parents of students receive A. B. , currently enrolled in a School Selection Form through the LRSD will mail, u selSctions^^^ complete the form with their school Forms should be returned to the child's LRSD school no later than April 24. For parents of students new to the LRSD: 1. Parents of students new to the LRSD School Selection Form by completing A. B. 2. 3. current I i 4 may also receive a PIF. a ( Pict-uP 3 PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at by April 24. any LRSD school New students' School Selection Forms may be returned any LRSD school or the Student Assignment Office. Every effort will be made to tion, however, and desegregation limitations. grant the parent's selec- axi assignments are subject to capacity I a I II. Return of Selection Forms Parents will be mailed their : attending the LRSD for school year should return the forms 1^*4 ^Students wno did not attend the Little Rock Students school selection forms on the 1908-89 u ,--- their current school who any LRSD school by April 24. I use 1. As the selection forms three categories: are returned, separate them into I I 21 02221 Jil V A. Students requesting to grandfather at their present assignment (students currently attending B. Transfer requests ' (students LRSD).* currently attending 2. C. Kindergarten/New Students to the LRSD. As forms are received. I ,, , , remove them from the envelones Use paperclips only to attach < ----- envelopes, the forms. Do NOT taoe or staple damaged forms
the ill replace damaged forms as tape Student Assignment Office any notes or letters to I needed. f - I Check the fo to be sure it has been comoleted correctly and signed by the parent or guardian, form IS correct. Skip to step it has 3 . Return incorrect 4 . If the 4 I or unsigned forms to the parent with an Schools are urged to contact thf> KO n ku I Urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it . = uorr brief description of the problem, the Selection Form List. was returned for correc- on 4. I Place the forms (in alphabetical order) _ 1_ (Selection ForrnEistV of the forms that are returned to your school. area of the office. in a designated 0 I allaing: the deadline) do the a. I With a number 2 pencil ONLY, go over any bubbles that ink marked by the parent or that vere marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This s^tep can be checked.) any time after the forms are received and b. Place the forms (in alphabetical labelled order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS !! ':
l I c. On the day following the deadline, the Selection Form List in the Assignment Office. include one copy of envelope to the Student V d. Send the envelope to the Student diately. Assignment Office imme- I 02222I III. Kindergarten/New Student Pre-Registratlon Children who will be 5 I , . , , , . . years old by October 1 are eligible to attend kindergarten in the LRSD. yioie make school selections and receive children, they must pre-register. In order for parents to assignments for their A. Distribution of Forms I 1. I 2. 3. I B. I I I flyers to be sent home yarencs kindergarten pre-registration and These flyers should be sent home as soon as possible after they are received. the deadline. to parents UJ Parents pre-register their children by completinq Pupil Information Form
t'-- --- - from any LRSD school. ' a they may pick-up a form Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION cr PRE-REGISTRATION at the top of the form. Form is or NEW STUDENT After the deadline. Information Forms. Instead, instruct parents to to the Student Assignment Office their children. DO NOT hand out ANY Pupil I I. been completed responsible for registering and dergarten and new students. - go to pre-register Alter the assignment process has (May 17), each school will be assigning kin- Return of Forms 1. 2. 3. Parents may Information Forms to return the deadline. their completed Pupil any school in the LRSD until For each form received, write labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. II RECD" and the date The following information MUST be form: First and Last Name Race Sex Address Date of Birth supplied on the If any of this information is missing, cannot be processed. the form 23 02223 I aI I I I I I I I I I I ni 5. 4. 5 Check the birthdate birth certificate. ! on the form and the child's Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PiF labelled of legal name and birthdate by". the child will NOT be 5 years old by October advise the parent that the child will be too to attend kindergarten next year. PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. PIF If young DO NOT SEND THE Check the address on the form. supply their permanent residence office boxes CANNOT be used. The parent must address
post , , , - ---- Require proof of address lease agreement, rent receipt, contract or Personal Property Tax Bill), the Address Verification Form and attach the PIF. (lease sales Complete a copy to When the PIF has been completed correctly, (or appropriate grade for 1989-90 school xxi the GRADE box and code the student's race in the ?sraOOt'BOX) SCHOOL NUMBER IN ETHNIC box. SUBMITTED BY box. UI write K year) in Initial and date the form in the Information Form(s) in an envelope laDelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 1 I o II LITTLE POCK SCHOOL Si 7 CHOOL DISTPICr ct:on form I OFrICE USE C^JLY Wl (NAME) (ADDRESS) V (I .O./RACE.'ZS) Next Year's Grade VI Dear Parent. *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 00000000 0* *0 00000000 0* *0 00000000 0* *0 0 0 0 0 0 0 0 0* *0 0 0 0 0 : 1 0 0 0* *0 00000000 0* *0000000000* I I I, < 1 This IS your school selection form for the school var rP,?- before completing this form. THAT YOU REiURN THIS FORM TO YOUR CHILD'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY INSTRUCTIONS: ONLY MARK ONE of the following boxes, turn it to your child's present school PENCIL ONLY. sign this form, and re- assignment. USE ^^2 n 0 Please allow my child to remain at school year. school for the 1989-90 Wl 0 q 0 I VI VI Please assign my child to his/her attendance zone school I understand that my child will remain at his/her a seat is not available at school. Please assign my child to I understand that my child will remain at his/her a seat is not available at INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsell Rockefel1 er Stephens Washington present assignment if present assignment i f If you wish to request sibling preference, please indicate bel complete the information on the back of this form. OOES NOT APPLY TO MAGNET SCHOOLS ow and SIBLING PREFERENCE I request sibling preference. ******************. PARENT'S SIGNATURE DATE 24(a) 02225 I' il? 4 1' I 11 il
!| 0 II LEASE LIST THE MAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH I PRESENT SCHOOL i ASSIGNMENT PLEASE PRINT. I GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one ootion) J 0 Two or more siblings requesting to transfer together. District requesting assignment to a zone school with a sibling who '- to a zone school. - - non-attendance IS currently assigned to the I a non-attendance I 0 Assign siblings who presently same non-magnet school. attend different non-magnet schools to the I (NOTE: Definition of siblings: .no enrol,ed ff I 24 (b) 02226FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. I Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary I 1 I Academies with the capacity and projected racial composition of each, are listed below: .11 School Capacity Black Non-Black Total % Black I Badgett 275 82 73 155 53% Bale 394 188 124 312 60% O' Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 53% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 53% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 53% I I I 25 I 02227I School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% I Totals 9,501 4^ Incentive Schools There will be eight Incentive Schools which are listed below I with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: s School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals Classes 28 16 11 14 12 16 13 42 136 Capacity at 25 700 400 275 350 300 400 325 1050 3800 II 02228 I w I m a I 26Interdistrict Schools I LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity I of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students 4: to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity I The nonmagnet elementary enrollment for the 1988-89 school I I year is 8,327 black students and 3,835 non-black students for a O' total of 12,162 students. I Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. I I I The projected enrollment would be 8,500 black students and 3,850 non-black students for a total of 12,350. The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards'which have the following limits: I I I I 02229h 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 I The total capacity of the twenty-two Elementary Academies Is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. 4k however, there will be a certified aide in each class and V possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD exceeds the projected enrollment (12,350) by 1,266 seats. (13,616) The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend I I a I upon the number of students who enroll in Incentive and I Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 black ih LRSD students will attend Interdistrict Schools. The chart below shows the impact of black 1 Incentive and Interdistrict School enrollment upon the Elementary Academies: 2S 02230II Black Enrollment in Incentive and Inter- dlstrict Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 2,500 3,000 3,500 3,600 Construction 10,350 9,850 9,350 8,850 8,650 1988-89 62.8% 60.9% 58.8% 56.5% 56% <89> 411 911 1,411 1,511 Washington School is closed for the 1988-89 school year. new Washington School is being built at the jected capacity of 1,050 students. same site with a proThe students who were origi- nally assigned to Washington for the 1988-89 been reassigned to Ish, Mitchell, school year have Rockefeller and Rightsell. These students (166) will have a preference to return to the Washington in the 1989-90 school 1989-90 O' new year. A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this I I V I I I I I I A * I I I facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an ele- I mentary school at the end of the 1988-89 school year. I 29 022311990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students. It serves as an Interdistrict school. to downtown office The new Stephens will be easily accessible workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility a 4k I would be located in the general area along 1-630 between 1-30 and I University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to sez^e as Ia a natural magnet for Individuals who work within governmental and business centers of Little Rock. I The parties have had discussions with realtors regarding speII cific school construction sites and existing buildings. The Master will be provided a separate progress report negotiations for school sites. concerning I 30 02232 INCENTIVE SCHOOL PROGRAM I INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School Lj District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and I long-lasting desegregation in these schools and in the entire school district. I The following schools will provide the incentive school a I program: I -Franklin -Garland -Ish I -Mitchell -Rightsell -Rockefeller -Stephens I -Washington In order to be successful, the incentive program must address the academic, social and emotional needs_ of all student participants . The incentive program must also serve as a recruit- 31 02233ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School Distri rict. 1 I In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an Incentive. I If feasible. the committee will have the respon- o sibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I 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. I i 3 02234Incentive School Program r^CEMTIVE SCHOOL PROGRAM COMMITTEE The bb-eorint for the incentive school orogram was develooeb by a committee of administrators. tives ano oarents. teachers, ccmmunitv reoresenta- The blueorint will be used as the framewors specific activities that are expected to occur after'^court approval of the incentive school program. for sceci The following areas were considered in the development of the incentive school program: I I I A. S. c. D, E. F. G. H. I. 0. 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 I I 0 The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills I -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures I -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement I -Subcommittee 5 - Parent Recruitment I I I - _ 33 02235Incentive School Program I BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearlv define the mission and expectations for the incentive schools. ' Committee did not. however. The Incentive School Program . attempt to specifically define c incentive school This document merel witfi the parameters for excellence in education concerns for each individual incentive s-hool must be developed by the local practitioners. are the princioals. orogram. every y rur- The local practitioners teachers, parents and community representatives in each incentive school area. The District firmlv hPli^voc th.t rs- The District firmly believes that the success of any program depends on the opportunity for the practitioners local level. This document is hereby rrPn r.n roHopal 5rz4 _____-j... submitted to the federal court and the that further details will be develoced. community with the understanding the Incentive School Program Committee will continue to function until AUQUSt 1, 1 989. -------. _ - I UIIV V I Ull UHt I I committee will be expanded to include at least one parent from each incentive school attendance zone. w pareiiu rrom eacn On August 1 the function as a district-wide council council will have two parent representatives from each incentive school. Also, four members at-lArop of incentive school parents. I ------ Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive Srhnni o I a a a a va a n oe School Program Parent Council will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors Joshua Intervenors on a quarterly basi program. s. and I Academic achievement is the result of commitment, high expectations. strong belief that all children can learn, and broad-based c..... " support, .'/hen these ideals are couoled with the availability of financial resources, educational excellence prevails. U Ij vei wi the belief of the District that all of these ideals will be evident in each incentive school. support. communi ty a It is certainly 02236 34 tI I I I SECTION ONE I ACADEMIC PROGRAMS ANO CURRICULUM DEVELOPMENT c I I 35 02237I.NCZN7I7 CCLS ACACE.'IIC PROGRAMS ANO CORRICUL'JM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and fl for developing the rational, reflective, and critical capacities of all childre II The content of the education must be true, en. appropriate, and relevant. The oro-education are expected to be democratic and humane. cation is to be the complete development of the lence in education must person. Tne aim of eduIn addition, excel-prepare a student for self-knowledge and to bee contributing problem-solving member of his or her society as well. ome a own community and the global (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional methodologies , and the use of instructional technology in the Incentive Schools be reflective of the intent to have excellence in education. Augmenting the academic program will be special social skills building programs implemented to emotional, and interest needs of the students. will I student activities and meet the cognitive, social, However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Imolementation Old Program (Early Childhood Education) - The Little Rock School 5 Four-Year Old Program will be operative in each Incentive The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. School. c 2. L^iting to Read, an instructional tec -ology
3rogram, will be implemented at eacn Incentive School for K-2 students. 3. ^ndergarten - The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. fl raiiurs moaei will oe operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. fl - _ 36 02238 4. Each suoject area pleasure of and 2 ^i|^i5_2c=|lJ?ie_Curr2C^ will be a major emphasis for developing reading ,.rpr .ciency and critical reading skills. will alsoutilize strategies to increase students appreciation for reading (Pre-kindergarten-6). I 5. Ora] Expression Across the Curriculum will ------------------------- Ol'*er instructional objectives and.strategies in eacn suoject area designed st. 'H eaun suoject area designed to increase the oral munications and American English skills of the com- students (Pre-kindergarten-5). 6. gaming Styles Inventories will be used in each Incentive School to .eacners in diversirying tneir teaching styles to match the learni or the students. assist ng styles 7. School Themes will be developed at the local ,. -.------------- - -- - - ----- school level by parents and Sua.r ana are recommended to be integrated into the total curriculum. I I 8. Semi-deoart.mentalization will be the recommended organizational structure ror grades 3-o. -------- ... uu.uic : ,. , , .,,'^5 organization will facilitate the development specialised s<ills for "subject area" teachers for the respective grade levels. area of 9. Instructional Technology will be available in in individual classrooms. specialized laboratories and 10. equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. CgF-Outer Laboratories for remediation and enrichment will be expanded for a minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. 13. S_>.udy andlest-takinc Skills will be taught in an integral component of the curriculum at eacn grace level. 14. 15. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. I c 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(seg p^gg 7) 37 022393 19 . ^entive Programs - each school will establish an incentive program for recognizing academic excellence and improvement. academic 20. Homework - homework is required according to Little Rock Scnool District policy and regulations. 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated fo assessment of students. r the ongoing 22. Hetereogeneous grouping will be utilized u. in each subject, and instructors will utilize whole gro small group, and individualized approaches to teaching. at each grade level group, 23. Effective Schools model will be operative in each incentive scnool, with appropriate training provided for implemen- ration. 24. African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS I I c The core curriculum for pre-kindergarten through grade 6 fl will be the Little Rock School District emphasis/expansion have been Identified areas. model. Areas for for each of the content READING fl Literature, with emphasis on -Basal testbooks 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 tenVnn reading, studeht^story-^ telling, debate, drama, etc.) (K-6) fl ENGLISH/LITERATURE ARTS fl fl Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing skills of students (K-6) -Latin Program will be used to increase the end wordattack skills of students -Oral Language Expression will be reading and English/language arts to enhance the (5-6) vocabulary a major emphasis in the areas (K-6) fl 3S 02240-Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area context--World History, American History, and Arkansas History (4-6) I I I < 02241 33 (a)4 -emphasis on introductory concepts in history, geography, and civics (:<-3) -Geograony will be taught through active learni -each subject and grade level in social multi-ethnic curriculum (K-6) ng strategies studies wi11 include a -Learning strategies and activities will promote studies (K-6) 1iving social I I I I I I I I emphasis on American and Arkansas History (4-5) emphasis on World History (6) Celebrations/caremonies will be integrated into the curriculum MATHEVATICS imphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (?re-k-3) -Use of computers for organizing and utilizing mathematical data {*-0) -Empnasis on critical thinking in addition to methodology and results (K-o) 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 physical sciences (4-6) sciences and -Nastery of concepts should culminate with an annual project- i.e.. Invention Convention, Science Fair, etc. 1 .e. -nomework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand and understanding to cultural and historical di ments (4-6) creative expression erences and develop- -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 02242 39 Is FORE-GN UNGUAGe -each school will select study, with Spanish and a choice strong recommendations at least one foreign language for of an Asian language as -The instructional II methodology for each language will be a :otal physical response" approach -e.TiDnasis will be on basic vocabulary, conversational, and cultural materials for K-3 II -A foreign language laboratory will be used for instruction including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing and cultural materials (4-6) PHYSICAL EDUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on "wellness" for the young (K-6) -^phasis on the development of an understanding of and respect for the handicapped
i.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills
Family Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will focus on prooiem-solving, decision-making, peer pressure, etc. 11 40 02243 I I6 Rites of Passage - A structured program will be initiated to ------ 7 wx-ux kjc xiixuxdiueu uo 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 the students. Special emphasis will be placed on African-American role models for males. com- Mentoring Program - utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs. social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club,Debate Club, Thesbian (Drama) Club, M Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Math Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 II Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horsaoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club 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 I I I I fl Houston Space Center (Houston, Texas) Smithsonian Institute (/Washington, DC) >artin Luther King Center (Atlanta, Georgia) George_Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the 3oard and administration for approval on an annual basis. Documented school-based involvement in the needs/inte rest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I I 02245 4I L.ATIM E.'IRIChME.MT PROGRAM EME.i.nRi' L.RMGuAGc ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT I I. Sacksrsund I, I I I I I V H 0 II. fl fl II fl In tne ear.y ISSO's, the Philadelphia (PA) School Oist and.vocabulary scores of elementary school childr Latin in language arts classes. Latin teachers language arts ...trict raised reading sn through a program usinq The program was developed by a team of , but the materials were designed to be used by elementary teachers
the proqram did not dpnpnd n n n e 4 n i i j the,program depend on using trained Latin Since that time programs of this sort have been implemented in many other school distri Indiana
'Washington, O.C.
St. Louis, Missouri
Angeles, California
Kansas City, Missouri. teacners in the elementary classes. Uashington, hew York City, Mew York
lets, sue.h as Indianapolis,
Dallas, Texas
Los developed heir own materials. teaching formal Latin grammar
means to improve English skills. - -4 . .w.^
Oakland, California
Some use the Philadelphia materials
OLhers In these programs the focus is not on and others have it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. "he ini : a 1 implemen fied dis 3 on of the program by Philadelphia and later in t'e schools with a large minority ? tar.e-.ed levels were grades five and six or orade six only xeports concermng students' performances on standardiz- ' above ident population. iden :c ied districts reveal at least a one sd tests in the above year growth reading and vocabu- .--------- yiuMi-ii in reaainq a lary and a significanu amount or growth in other content areas (see attached
. In all districts, a team of Latin teachers trained the elementary language apt? tflsrna'-c in ma * < .. ___ __ arts teachers in using the materials and served background in Roman and Greek culture. as resource persons for As the program grew, many of these A corresponding elemen.aryteachers studied to become proficient in Latin. program using the Greek language has also been develooed
the same methods and approach. this program uses The materials focus on using Latin and Greek word roots as a basis to incre English reading and vocabulary skills. c:iyi.3
i rsiuinu anc vccaouiary SX1HS. Materials are varied
the two basic courses are designed for fifth and sixth grades and are based on classical 7T""'"T '"7 Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. mythology and life. Rationales More than focusing
edge of E, read n prov: Ab i1i t areas more s livino school se 3 n L cu d of word tin wcr 1 i s h V e.nr: y OU 3 n he E.nglish language a-e based on Latin words
ary. ots and word-building elemen Many f h and sixt icula include mythology and the Grec hme.nt. a-facts SU 3 3 U I n i n 'T. era 3 will increase kncwl- social studies and .dv c 3 his subject ma will 1 :an worlds a an lea vocabul ng and a rv IS not limited to i^ncuage arts and other academic ass in life itself
duals who feel comoe an unusual subje iS ths 3 an unus ! IS no 1 and >' 4 ror s s an oved self increasing ability creates a a - J t focus ad on le iffe-eno' subje 3 deal with school and 3, especially in elementary ring and s he Latin language pe- ma he learne aeing success in s . 44 02247Latin Enricnment Program -- Page 2 1 The program itself is easy to implement. Th, ,,,, .........a, ment of time by elementary teachers to learn't.hrmaterials"i?limi- ihe materials are easy to ----- ' imi ihs coSi- is niinirndl, dnd invsst* use. - .......eed. mey are inexpensive to purchase and - distribution to teachers. The program's b aVsuc^^ fully usjd by many areas with educational situations similar to Lit15 Rock. ,ne uniqueness of the program should appeal to parents as weil as Students
no other public or private schools in Arkansas, certainly ij th, metropolitan Little Rock Ar^:,. h
,va ...............- Area, have such a program. The program would in the serve the desegregation plan for the incent?veschools anS wouid J^p m achieving t..e targeted objectives of raising standardi2=d tst eliminating disoarity between scores and scores of the major ethnic elements of the [_ 5 . ------w . ><v. iMwjMi ClCuIcni-j or cnP emphasis on multiethnic education within School Oistnct, materials can be developed locally to include this empnasis. Using the existing materials as models, L.RSO teachers ran rraa^a i<nn*e * k L. - J _ . . . wwawinsi i can create units that use their unique talents and skills and directed to the special interests and needs of Arkansas students. that are III. PrODOSal It Is proposedthat the Little Rock School District implement ' Latin programj'n the^elementary language arts classes at the fifth aim six- grade levels in t.he incentive schools for the purpose of increasing readino and vocabulary sxills, imoroving standardized test -------- ... the self-image of learners. an elementary h and sixtn scores, and enhancing IV. Program Descriotion ( After teachers for the incentive schools have been identified in t.h of 1989, these teachers will the summe.' mented at . -- - - e spring receive six hours of inservice training during 4,u The program will be imple- vhe 1989--0 year and will be incorporated int
of 1989 in implementing the program, ne start of the 1989-90 school vear I t.he fift.n and sixt.h grade language arts instru fifteen to twentv minutes OPr Th rni r 11 teen twenty per day. ictional block for approximate'.' Throughout the 1989-90 school year. ...... iiiruugnout cne yar -eacne-s wnl be involved in foirr (i) additional inservice workshops (two ^er se.meswer). Also, these teachers will have the opportunity to become i proficient in Latin by enrolling them
i"' " ' fTors in a college course designed especially for
a nH ______ ums^course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will At the end of the 1939-90 school the program will be made
data. monitor the prograr year, a formal district-wide assessment this assessment will be based or on surveys and test I 5 I 45 m O224S 1Latin Enrichment Program -- Page 3 r Budget Summary (Per Teacner) ri Instructional Materials Pri nting $ 30 60 ri Inservice Materials 30 IT ri Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inservice Stipends 15 20 '30 60 ri TOTAL S 245 rj 1 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with teachers each 28 teachers 1 school with 10 teachers = 10 teachers $6,860 2.450 TOTAL $9,310 . _ 46 02249OBJECTIVE ACTIVITIES IMPLEHENTATIOH PLAN participants 1. To provide the Latin i PERSON RESPONSIBIt COHPIETION DATE ! awareness of program to In- centive school principals And staffs l.a. Present Implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting wlth principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awarenesi meet- Ing with principals l.e. Schedule awareness meeting with current Sth A 6th grade teachers 1 Incentive schools n I l.f. Conduct awareness meeting with current Sth A Sth grade teachers l.g. Identify Sth A 6th grade teachers who wish to EVAl NATION . To provide Inservice to participating teachers 1 I I a Angela Sewall Beverly White Arma Hart Rfchel Myers Harle HcNeal Harvin Zimmerman Principals of Incentive schools Sth A 6th grade teachers at Incentive schools PrInc I pa I $ remaln at Incentive scho>ls l.h.' Recruit and fill ties vacan- 2.a. Requisition Instructional materials COST (per teaclier) Harle McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March I, 1989 Meeting on Calendar -0- Angela Sewall Beverly White Harch I, 1989 Printed agenda -0- Marie McNeal Marvin Zlmmerma Gayle Cloud Rachel Myers n March 15, 1989 March 15, 1989 Concerns/qiies t ions expressed by principal Meeting on Calendar s -0- -0- Harle HcNeal Marvin Zimmerman Gayle Cloud April 14, 1989 Meeting agenda -0- Principals Richard Maple Prlnclpals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of identifled Sth A 6tli grade teachers IdentITied Sth A 6lh teachers at incenti schools for 1989-90 ve Arr i va I of ma ter i a 1 $ -0- -0- I I S?0 materials ( per teacher)OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 inservice meetings of 3 hours eaci 2.d. Develop agenda for abovi 2 meetings Z.e. Conduct above 2 meeting
2.f. Contact UALR about offering college course 2.g. Schedule above college course I 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops In local bulIdings/cluster district-wide IMPLEHENTATIOH PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Ioilf ? IERSON RESPONSIBLE COMPLETION DATE EVAl DAT I ON Harle HcNeal Harle McNeal Harie HcNeal Gayle Cloud Harle HcNea! Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal July I. 1989 June 1, 19B9 July 15, 1989 August 18, 1989 June 1, 1989 December 1, 1989 hay, 1990 September 1, 1989 i I 2.J, Conduct above four Inservice Morkshops Teachers Principals Gayle Cloud Hay I, 1990 (2 per semester) I One copy for each teacher Heelings on Calendar Printed agendas Agendas and materials Course proposal Identified dales/times/ place Completed course Heelings on Calendar Heeling agendas C05I _(pnr lea die I ) 150 printInq (per leaclier) -0- -0- 120 materials (per teacher) 1200 consultant feeds |>er tcatliei 160 st ipends jicr te.icher (110 per hour) -0- -0- I/O Hia I er i a I s (per teacher) 11 200 i ns I rue tor lee (51(1 per leaclier) -0- 110 ma ter i a Is (per teacher) 1400 I ee Aonsi'tlanl IID per teacher) I 1^ 00OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS T PERSON RESPOliSIBL f COMPLETION DATE EVAlHAT I ON 3. To Implement the elementary Latin program In Sth 6th grades at Incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/dupIIcate/ create student material
3.C. Incorporate Latin pro- gran Into district's language arts program Teachers Teachers Teachers Principals Harle HcNeal . Principals August 15. 1909 School's Instructional scheduIe ungo I ng ongoing COST (per teacliei ' -0- Materials ready fur classroom use Lesson plans . To evaluate the elementary Latin progran I J o I I I ZD $10 materials (per teacher) -0- A.a. Honltor classroom activlties A.b. Identify student growth on standardized tests A.c. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results A.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers I Principals Hay 1, 1990 Identi tied strengths and weaknesses -0- Principals Harle HcNeal Gayle Cloud Principals Harle HcNeal Harle HcNeal Hay 30, 1990 Aprll 15, 1990 Hay I, 1990 Hay 30, 1990 June 15, 1990 Test data Printed forms Completed forms returned Survey data Submitted report -0- $10 print ing (per teacher) -0- -U- -n-PUn son Responsioie 198B-B9 (Spring t Suninei ft.,) :K?LK:r, E V L 1 develop and implement a quality academic program for Incentive Schools Pro......... ision Cut' r Ku t uHi nnd Spec id I rrozniT./krti lucentive Schnnls OBJECTIVES STRATEGIES/ activities SEGlhhiNG DATE completion DATE COSTS Rspoi
s:b:li7t EVALUATIOU O IO IO O1 I. To promote/enhance leadership and staff understanding of the Incentive School concepi I.a. Provide an indepth pre-orientation session on each coo- ponent of the Incentive Schools for principal. l.b. Develop In cooper- atlon with the principals a detailed rocess arid format or developing the Individual Incentii School Plan ve 1 tn 4^ I I l.c. Assist each building principal in presenting an Indepth pre-onenta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff with orientation session for parents in the Incenliw* Srhnnic February IS, 1969 February 28, 1989 -0- Superintendents cabinet Assistant Superintendent-Incentive Schools March 3, 1989 March I, 1989 March I. 1989 March IS, 1969 March IS, 1989 March IS. 190* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'< nel Principals Cabi - Assistant Superinteu' dent Schools Incentiver.il Plan -f'son Reiponsioie S:l: (vttr) OBJECTIVES STRATEGIES/ activities BECItllilNG DATE :K?LiK: :0K I'dge 2 -
Ii s icn rro
rdir./Area COMPLETION DATE COSTS k-spoksibilitt 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I evaluation 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed Individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area in need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant format for curriculum development June I, 1969 June IS, 1969 -0- June, 1989 June, 1989 June IS, 1989 June 1, 1989 June I, 1989 July. 1989 July, 1989 July 31, 1989 June IS, 1989 June IS, 1989 -0- -0- -0- -0- -0- O IO IO UI 00 I cn cn Principals i Assistant Superintendent Incentive Sciiools All Divisions Superiniendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incentive Curriculum Division Supervisors Principals Assistant Superinlen* deni - Schools Incent ive Curriculum Division Superv i sors
Txal Plan trson Rtspontloic j:il: X OBJECTIVES I (V*tr) STRATECiES/ activities BEGIIihlNG DATE iCK 7:Kl:i
x COHPIETION DATE COSTS RESPOKSIBIllVr fagt 3 -:V 1 s ion rrocr ic./krtt 4. To procure equipment and furniture for Incentive School Programs O ro M UI (O I I 3.d. Review prelImlnary draft of revised curricular for llttb Rock School District f June I, 1989 June 30, 1989 -0- Curriculuni leanis tVAlUAllOK 3.e. Develop additional components for each curriculum area 3,f, Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and vide inservice pro- on the Implementation of the curriculum guides 4.a. Develop specification for bld for equipment and furniture June 1, 1989 July 1, 1989 July 20, 1909 August I, 1989 Kerch IS, 1989 June 30. 1989 July 20, 1989 July 30, 1989 -0- 13.000 (Est.) Clerical Support) 110,000 (Est. (Printing Cos August 30, 198S April IS, 1989 Curr.iculum leants Curriculum Division Prine ipal s ) t (Cost to be Included in Individual School Plans) -0- Curriculum Division Curriculum and Scliool Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum--rt-al Plan a'son Rciporsiblc 3:11: (hir) t:o t
kl:
x I 4qc 4 OBJECTIVES STRATEGIES/ activities BEGItihiNG DATE COKPIETION Dkli COSTS vision crren-./ATTi A.b. Did for specific equipment and furniture A.c. Order furniture and equipment 4.d. Instmll end Inventory to ensure tdequicy of all equipment and furniture April 15, 1989 H*y 15. 1989 I Io be determined H*y 15, 1989 August 1, 1989 p.Espoi
s:B:ti
r tVAtUATlOH ugust I. 1989 I To be deter- I mined Principals, Oireclor Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum of Principals, Direclor of Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum August 15, 1981 -0- 5. Io effect facility modifications for tan piementation of the Incentive School I ipecltllied progrtns. 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vislon 5.b. Identify modlflca- tlons timeline (S April 15, 1989 April 15, 1989 April 30, 1989 April 30, 1989 -0- -0- O to IO o> O I I I cn Principals, Oireclor Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum ot Oivision of Schools - Associate Superintenden Assistant Superintenden Principal previously collabo- I rated In the devel- I opment of the plan. I 5.C. Contract for service! April 30 1989 as needed/1 dent I- fled In the Plans. Oivision of Support Services H*y 15. 1989 -0- Oivision of Support Services M:-rul Plan ^s'fon Responsioie S
a 1
(rttr) 6. :0K v
kl
i.e Civ 1 s ion ?ro
ri.7./Aria PdiJC S OBJECTIVES strategies/ activities S-CII.TGNG DATE COMPLETION DATE COSTS To ensure the availability of adequate 5.d. Implement the andl- Tlcatlon plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. resources to Implement I academic programs I Initiate Identirica- tlons of materials and textbooks needed for the 1989-90 school year 6.b, Involve school teams I Staff and parents li reviewing the needs Identified as required for core and special programs 6.C. Identify any materials or text- i>ooks that must be ordered prior to fiscal year '89 n M*y 15. 1989 15. 1989 May 1. 1989 May 1. 1989 May 1. 1989 6.d. Maintain P.ISPOrsiBlLITv tVALUATlau August 15. 1983 (To be August 15. 198! out- lined in the Plan) -0- June 30. 1989 llo be deter- Imlned June 30. 1989 May 20. 1989 -0- To be determined Principals Prlnclpal/School Teams Principal. Assistant Principal. All Divisions. with major input from Purchasing O I I building record of requisitions for the 1989 May 1. 1989 Ongoing -0- Prlncipal IO IO (7> I C/l OD school year.Plan ton Rtipor.tioit (Veer) CH 7
kl:i.5 Page t :(1: - V 1 s 1 on r.-ocriir./Arc? OBJECTIVES STRATEGIES/ activities BEGII.'IUNG Df.7t COMPLETION Df.:i COSTS RiSPOKSIBlLITT O to IO at IO i I I cn C) 6.e. Monitor and approve requisitions at requested from Incentive Schools 6.f. Maintain audit Tor *11 materials ccived re- 6.9- Cross validate with purchasing all order not received 6.h. Obtain requirements Tor participation In all special programs 6.1. Pay participation Tee and order all I necessary materials Tqr special activity 6.J- Select sponsors for I each special pro- I grim activity I pproved in the I Incentive School I Plan. ' I Except for articl c'VALUATlOH H*y 20, 1989 July 1, 1989 Ouly 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Ongoing Ongoing Ongoing April 30, 1989 Oxly 1. 1989 Only 30, 1989 -0- -0- -0- To be determined To be determined es requjrlng a much longeJ time period, al I requisition Appropriate Associate Superintendenl Principal Principal Principal Principal Principal re signed on or inmediJiely following July |.-"..al Plan_____ arson Rcsponsioic S:tl: (Vetr) OEJCTIVS STRAT-GI-S/ ACTIVIIIiS 4.k. Complete special tracts with all < tended day eaiployees for the 1989-90 school year. 6.1. Complete Master Schedule for total I school prograai I 6.B Revlew/revlse as .K?LiK CK T
kL I'iyc 7 - : V i s 1 c n rrocric./Area I I BCG 1 tJH J NG OATt COKPltTION OATt COSTS RtSPOKSiEILlTr t'VALUAllOH 1 conj August 1, lg89 oa* I necessary the staff development plan for the fall (September. December) April 30, 1989 August 30, 1989 August 30, 198! August 15,1989 (As necessary bi i Septeaiber 15, 1989 once each seaiestir) at least -0- -0- Principal Principal Prine ipal O IO M Ol (a) (X o--r.uil Plan 1988-89 ?iron Rtipontioit (Spring and Summer! --------------------------------- (*r) .'KHiH-KTATJCN 7:KiL:i. g fleveiopmen-TTor ImpleBenttHon of Incent I ve School Plans OBJECTIVES strategies/ activities beginning OATE COKPIETION DAit COSTS 1. To Inplement staff development activities Tor Incentive Schools I.e. Identify the staff development needs of eech Incentive Schoo April 30, 1989 Hiy 15, 1989 To be deter- eiined RESPOliSieiLITT Prine ipals Director of Staff Development - vision Cm'i i( III um Si*Ci ?rocrir./Are4 I I l oni ams lal iKeiilive ScImiiTv' [VALUATION O IO M I Ol l.b. Develop Inservice schedule In collaboration with building principal I.C. Notify each school I staff of proposed Inservice dates Tor pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I site, time, arrange-! Bents, etc. | l.t. Obtain services of I consultants (as | required) I I 1 .f. Implement, fall training cycle Mey 15. 1989 Hey 30, 1989 Hey 30, 1989 Hey 30, 1989 August 1, 1989 Hey 30, 1989 August 30, 1989 July 30, 1989 >luly 30, 1989 -0- -0- -0- August 30,1989 To Be Deter- I mined Principals Director of Staff Development Principals Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Oireclor of Staff Development-r.r.ua) pim trjon Rtipor.tibie _____ (r*r) TiOK TiK5L
i
rayc ? division ___ rrczrca./l,rti objectives strategies/ activities BEGIhlliNG Dfi7t COUPIETION DATE COSTS KtSPOl.'SIBiLllT tVAlUAilOH I I I 1 o K> IO O) Ol I <Xl '.g. Evaluate staff developoent actlvltyi through Survey response froa each staff August h 1969 Ongoing HO Be Oeter- nlned Prine ipaU Assistant Superintenden Director of Staff Development bm B SECTION TWO SCHOOL ADMINISTRATION _ 63 022661 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support
individualized education and flexibility These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and demic perspectives. aca- SUPPORT PROGRAMS The following items will be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 pm Homework Centers should be extant in each schoola*' least two (2) days per week to assist students who in need of specific help with class material. school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two hours of the day, Monday-Thursday). at are (Some (2) 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 walkinq distance may avail themselves of the Center, dents choose not to attend Homework Centers, options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer" rotating basis, community volunteers and peer tutors. Staff will be compensated. If Stu- other on a Homework Centers will have u c 1. 1 certified teacher working. If the number of students reaches 25, t. aide shall be added to assist students, wh of students attending regularly reaches 50, tional certified teacher will be hired, thereafter, as each additional increment of students attends, c^ullfl.^ instructional aides and teachers will be added on an alternating basis. an instructional when the number an addi- certified 1 1 I I! ( B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. 6^ 5 02267c. dents. I 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 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. Id D, E. Peer tutors will be compensated with reeL ^^^^ors wul 06 Compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as athletic equipment, hats, sweatshirts, will be assigned by subject area and c.\ I in order to allow all students who wish to tutors the opportunity to do so. as well Tutors on a rotating basis serve as peer 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 vohm. as tarily or may be paid needs. Mentors can work volun- a stipend depending on their own INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college Applicants must be working toward a degree. Aid provide extra assistance for individual students groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- credit. Aides shall and I etc. F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general "mapping" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. ___:___________ schools at which summer programs will be held'will''*be based on identified student needs and interests. The number of incentive words. Students participating in the summer "year round" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provid field trips and community access for students together with students from other LRSD schools. trips and access will include the opportunity for student experiences with: es Field * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such Lh Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as the as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 ic ie it a museum of nature science and history three previous state/territorial capitol a planetarium at UALR a zoo s a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center I Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as the opportunity to participate in: * * choir (voice) music (instrumental) dance Assistance will be 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 A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)
and ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented I evidence of commitment to working in an urban district
to working with youth at risk and to mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 022701 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of I that year, an involuntary transfer or other district decisions may be put into effect depending on the IB II 02271 (a) it ! ii I 1' 1 ( i'1 R I I I V continued - Incentive Schools page 5 performance and the success cf '^forking with students and the individual in prccedures. Thi s ------ * Hl . inis one ve^r contrac.ua1 feature will also apply to the positfons of aides, clerical and custodial workers, completion of the with the District. , Successful year may lead to a long-term contract 8. c. D. SPECIAL TRAINING - Ongoing training will be provided for star- in areas ike human relations skills
leaning anS interactive styles
TE3A
PET
working in an urban setting and analysis and enhancing student achievement. . learning and working,with yout.h at risk
use of data for I n All staff, including support staff, will be involved in training. Patrons also will receive ac-ess in working with their students. nutrition and human growth and developments special training assisting with homework, aisoluta sar-.ners in the learning process. Parents will be asked to sign aH homework assignments on a daily basis. d will take place, both through written and oral means. Regular communication arranged to come to school y -------- .... pa. cHUi Will De arrangeo to come to school to ?
students as well as to visit their children's classes, will be held at the school. Regular meetings, monthly, Parental access will be provided th
school nity"" P encouraged to provide classroom support in the general assistance and may be paid a stipend for this. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities. * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------- - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) _ Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will 1 ---------- - ' ui.iy pu paic.lUJ WII take P'3ce. Early indicator and early intervention programs will be formulated with "alert" and "success" cards to be achfevements"^^ update them on their student's needs and 02272 1 ii I! 1 i I: I Ii I ! 6S I I I II H continued - Incentive Schools page 6 N R H EXTRA CURRICULAR PROGRAMS - Extra cur establisraU to allow students ular programs will be ------- recognition, leadersnio experience and a cnance to be involved in sen Among these will be future teachers programs" J "S":-----------------------------------------------------The office,' libra'ry wuh the flag, sa.ety patrol, fire marsnalls and student council memoerships. col activities. ust Say No lira marsnalls and student I * at racass or lunch time, not class 11 ui8 G. ATTENDANCE AND SE.rAVIOR GUIDELINES guicelines will provide unique gcp students and keeo them in scnool. Attandanca and benavior ocportunitias tc assis , --------- Time-out rocms staffed with trained personnel will help students with problem solving H Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at scnool ano on -- I. ne eacn day. H. H H SUBuECT RELATED EXTRA CURRICULAR ACTIVITI - Other options K H 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. informed of all of these options. 11 H ue uirormea or ail of these options. Students will be encouraged to participate in these activities and a activfties'^^'^'J^^ exist for club/academic related Q COUNSELING/SOCIAL WORK i
B COMMUNITY SERVICES ACCESS - There shall be access to B B B community based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured bv compact such as the availability of students from area colleges and universities to teach music, dance and choir in the schools' volun- teers^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activi- tisSi assistanca frcrn social a^sncias to intarvena i - -------------.. w... o^c
iK,ic3 Lj HiLBrvene ir Students need assistance in health and/or personal need situations. fl 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance aware- ness of skills necessary for successful entry into the world I 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. also receive this information so that they may be aware of the options which truly are open to their students. Parents will B 69 02273continued page 1 Incantive Scrccls I c. STUDY SKILLS - Counselors and teacners will wording with stucents to ennanc= t^st tk'^ s:<i 1 Is and study skills. be rasDonsible for mg skills, 1 i stani ng 0. I E. students in test taking, i.e,, bubble seme class tests and ?raci
:c3 ',*111 ie providag for by teacners. . - sneets will be used on a variety or questicn HCME/NEIQHSORHGCO MEETINGS --------- - Meetings wi always be held at tne scncols. Othe- grouos of parents, will be scheduled'a uTe scncols types will be used parents will not eatings, for s.nall comnunity locations sucn as cnurcnes and seme homes as invited bv parantr These scncol environment may be mo?e ClI e and can help lorge a school/neighborhood partner- SniD. it ciirnocraH -j-.- _ . pai Ulier Shi p Jt is suggested that local part of th he school partnership and community. INDIVIDUAL ANO GROUP COUNSELING - ministers be considered as Individual and group counseling as well as peer facilitators will be employed at ney attempt to work throui concerns and Students will also be taught li F. INCcNTIVE/RECOGNITION PROGRAMS - Incentive/recognition developed by students, staff and patrons at each school. Ideas (suocestions 1 nroconraw in suggestions) presented the subcommittee meeting included: awards programs, recognition to co^unr^y and tangible rewards such as a book of the student's choice for academic growth and the like. I ' program - wellness program will be in place at each building with availablity of a full time nurse be screened for physical health and will also receive informal tion on topics like self-estaem. nutrition, druo prIIemiSI and awareness and first aid. Presentations will likewise be T--?.-on similar topics for their information on a Students will I continuing education basis. I H. CAMP PFEI _ P - Students in need of additional academic assis'-anca_wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, t.hey spend somi time in residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills, r* they spend some Parepix-invol vement is an inherent u i - 2.- . --..w.T CUI?
. J I. I J au tiiiieie par^ of this program in assisting them to work with students on homework and academics. 70 fl 02274"i continued - Incentive Schools page 3 MONITORING ANO SVALUATICN A. VERIFIA6LS .MONI",ING Or SOOENT G.^CWTH ment of the dis Trie tasting depart_ ICC wi11 be assigned the a plan for verifiable monitoring of student or-'wth'ann'f^r"rHa develocment of reliaole procedures to accomplish theS tas< of developing to accomplish these tasks. Tnis pjan and its accompanying procedures should account not only test scores achieved on norm r_ ______ but also class achievement as evidenced by teacher tests and ake into s enced tests curriculum/cr:tenon referenced tests. There should bea'lono- nng wmch also takes into account tional patterns. term moni
ion student matura- s. REGULAR TRACKING OF STUDENT ATTENDANCE I' C. D. AND ACHIEVE.MENT - Recuiar 0ISCIRLINE/3EHAVI0R ANU AUdi^yEMENT Regular tracking of student attendance' diStipline/benavicr and acnievement shall be accomplished through the development of and use of ' ' ' ndance, proriles Py classroom teachers and individual and class ne building acministrator I his assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined througn ongoing review of data. EXCELLENCE PLANS the development development of STUDENT EDUCATIONAL I - The school staff shall involve parents in of student educational excellence plans. Tc- students and see them Parents are the first teachers of their in a context outside of the school. In the parental capacity, , . 's potential, talents As such this input is extrememly important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. QUARic.xLY RE.'ORTi ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and car of grounds and equipment. - The monitoring team will be composed OF discricu Starr, 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 Stafr member has a duty to orovide a rlimara r.inHuriva i-. Sta.r.member provide climate conducive to learning and should hold and model high expec students. a r ii: every ions for all Students will also be involved in the goal setting process and will Formulate "contracts" for their own achieve.ment. 71 02275f t I continued page 9 Inc3nt:ve Scr.cols S"UCN7 cVAL'JATCRS - , , .dent evaluators will be asked to complete evaluations relati - * ve to the school, its climate and experience twice a year. Students will be their educational =Auei lence twice a year. wm random to participate in this process based on F. G. 5X involvement from each grade level. a Srade level. Students will be involved questionnaires to be used, analysis of data collecd and t..e generation of conclusions. Reports will be 91 ven uacx uO^the students regarding cnanges made in response to Suudeni, issues raised in this evaluation process. COMPUTERIZED DATA ACC ,. ,, . 2 - Computerited data reality in all' incentive schools access will be a so that student data is easily accessible and access can be immediate which mignt be needed relative to all scnool'
for reports program aspects. COL SITE TEAMS - School site teams will 1.0 implemenu needed programmatic modifications which will be of greater benefit to the students. teams will be rotating and on c,' de created to work Memcership on t.hese a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. 8. AOOIiIONAL 11iMS - It is reccnroended t-bat eacn incentive scnool have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy * at least a half assistant principal depending on school population (where there ' scnool is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach ) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * required PTA attendance, at least jwo (2) meetings per year, one of which shall be the Open House 72 02276 I 1continued - Incentive Schools page 10 m * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab tv nv a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. ' but shall not be limited to: These programs will include LL field trips enrichment activities tutoring parent/child "make & take" sessions book fairs r n IS I 73 IM 02277 I. COAL: OBJECTIVE SCHOOL OPERATIONS IKPLEKEluATION PLAN To develop support programs and procedures which .. . STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 Page ) RESPONSIBILITY o to to 00 To provide Homework Centers and Homework Hotlines for the students at these schools. To establish training for peer tutors and an ongoing peer tutoring program for students. To use the skills of retired teacher mentors to tutor and sponsor clubs. I To enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY I 1991 1992 1993 1994 I R - RECOMMEND Schedules will be set at the schools to meet their students' needs, needs. Hours will meet student Teachers and students will receive training In peer tutoring. A model will be put in place. Teachers will supervise the process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students ______ supplement teacher work. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING 1991 P - PLAN 1^ Fall-(P) Spring - (1) Budget- ____Lai Summer- (P) Fan-{ 1) Summer- (P) Pa)l-(l) Pilot B - BUDGET ITEM Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evalua- t ion All Divisions VIPS Budget Item (f( staff) Some b dgetary Jxpenditu e Budget 1 Budget.I tem tem I - IMPLEMENT PI - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATION'S IHPLEKEKTATION PLAN implementation SCHEDULE Page 2 responsibility 19fi9 1990 ISl91 1992 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for round school Including enrichment and remediial opti year ons. Community access/fi'eld trips are to be arranged for enhanced experience for students. S - STUDY 1993 1994 199: r I R - RECOMMEND Written Information, guest speakers, films will be used to make students aware of career choices. Sumner segments In remediation/ enrlcfnent, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational input. E - EVALUATE P - PLM Summer- (P) Fall- (I) Ongoing with evaluation Maybe budget I tern VIPS Sumner- (P) Pal)-(l) 1989-90 plan t pilot at one school o to (D I cn 0 - ONGOING B - BUDGET ITEM Ongoing wi th evalua- tion Implement at all Incentive schools Budget I tern Divisions of Schoo)s Curriculum Budget i tern I - implement I VIPS I Division of I Schools J Curriculum 5 Desegregation PI - PILOTSCHOOL OPERATIONS Page 3 IKPLEHENTATION PLAN 1. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: or choir, music A dance In addition to jiamewprk Center S peer tutoring E - EVALUATE P - PLAN 4 IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 IT?" 1990 1^91 1992 1993 1994 I 199
Quapaw Council Asst Supts for Schools Pall-(I) Ongoing with evalua- lion Maybe budget Cem Principals School Staff O ro M 00 O I I R - RECOMMEND 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT III. GOAL: OSJECTIVE o to to 00 B B B B B B SCHOOL OPERATlOh'S IKPLtHiNTATlON PLAN To establish procedures for administration and staffing of the thabrought to bear for the benefit of students at these schools. To establish a viable for staff recruitment. program To provide special training for staff on an ongoing basis and special training .for parents. , S - STUDY Page 4 STRATEGIES/ACTIVITIES IHPLEKEHTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: I I I R - RECOMMEND Nation-wide search Hire staff on a one year basis Parents to be Involved In the interviews. Staff will demonstrate commitment to working with at risk" youth TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. - EVALUATE 0 - ONGOING P - PLAN Spring/ Summer- (I) Ongoing Budge item Human Resources Div of Oeseg CurrIculum School Principal Summer* (1) Ongoing - Budge i tern B - BUDGET ITEM =aBKT 1 - IMPLEMENT PI - PILOT TiII. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES To establish meaningful attendance and behavior guidelines. Time-out rooms staffed with trained personnel Student/parent contractual agreement for attendance To provide subject related activities to enhance student learning. To include some or all of: S - STUDY R - RECOmENO I o IO IO co IO I CD a a SCHOOL OPERATIONS IMPLEMENTATION PLAN implementation schedule Page 5 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: IO include some or all of: math olympiad, junior great books, Olympics of the mind and the like. - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) (I) Bud let i tem Ongoing But jet item I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School StaffHi. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEMEKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future To provide student training in study skills, testing skills and listening dkills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement in student learning. S - STUDY R - RECOMMEND success. Page 6 STRATEGIES/ACTIVITIES IHPLEKEMTATIOM SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 Compacts with community agencies universities to assist with student opportunities. Parental information Mentoring program Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing. Meetings at neighborhood sites with small groups of parents Meetings at homes with of parents .. Involvement of E - EVALUATE groups ministers P - PLAN 199: o to IO 00 u I 0 - ONGOING I to Study and recommend Smal Training Summer Fail-( I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Uiv of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff 1SCHOOL OPERATIONS Page 7 II. GOAL: (continued) OBJECTIVE To Increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day. To Improve home/school comnunication I To establish meaningful elementary extra-curricular activities for students. S - STUDY STRATEGIES/ACTIVITIES implekentation plan IMPLEKENTATION SCHEDULE RESPONSIBILITY O to IO co R - RECOMMEND oon Parent assistance at schools Parents will sign homework Regular communication between school and home will take place Day visits for parents Schedule settings Schedule (settings) weekly extended day programs based on individual school needs Early indicator and early intervention programs Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibiIi ties E - EVALUATE 0 - ONGOING 19B9 1990 1991 1992 1993 1994 199: F11-(I) fa1l-(I) (I) (I) 1 Ongoing Ongoing Ongoing Ongoing P - PLAN I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School Staff Principal School Staff Principal School Staff III. COAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognition programs will be implemented by 1990-1991 To structure and begin wellness program for students school. pt each 10 work with community programs like Camp Pfeifer to suppl ment school programs for students. e- STRATEGIES/ACTIVITIES Peer facilitators Counselors doing individual and group counseling Conflict resolution will be taught_____________ Student recogniton programs Good Citizen programs Community involvement in recognition S - STUDY R - RECOMMEND SCHOOL OPERATIONS imEKENTATION PLAN IMPLEMENTATION SCHEDULE Page 8 1989 Fall- Train students Spring- - (11 (P) Pilot one Schoo) 1990 Ongoing Budget (I) 1991 1992 1993 1994 199: RESPONSIBILITY Pupi 1 Personnel full time nurse at each building Student screening Parent presentations Study success of Pfeifer program Mork with Director to target Incentive students Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN (I) (P) t (S) (Budge Implement on a pilot basis I tem) (I) (Budget I tem) (Possil I e Budge I tem) VIPS Partners Program Health Services o ro 00 O1 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD Pupil Personnel District divisions B sIV. GOAL: OSJECTIVE {2 ES SCHOOL OPERATION'S ihplemektation plan picture of student achievement < ..r^er, at these buildings. Page 9 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITT 1989 To develop a process for obtaining verifiable information regarding student growth. 1990 1991 1992 1993 Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the Instrument (S) t (R) Spring semester (I) 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achieveiiiqnt. To Involve parents In the development of student excel lence plans ' To be done on IO oe done on a quarterly basis * profiles will be I k6Dt in ronard * __ kept in regard to attendance ... regaro to attendance, be- bjvior. discipline t achievement Summer (P) Ongoing wi th evaluation Testing/Eval Assoc Supts To plan and set parameters for quarterly reports and visitations by a multi faceted moni toring team. Develop EEP format Involve parents In writing plan based on student needs ' curricular activities alsn_________________ Develop reporting format Involve staff, patrons 'monitoring ' in Involve all staff in goal setti tvdtuate goal achievement 09 (I) Develop plan Ongoing with evaluation Sprini Ongoing Budget Summer- (P) fall- .JI) (I) o IO 00 I 1 Ol S - STUDT E - EVALUATE 1 (Budg t Item) * I GO ^0 R - RECOMMEND 0 - ONGOING P - PLAN I - implement B - BUDGET ITEM Pl - PILOT Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers lesting/Eval Div of School School Staff Convnuni ty sB B B B IV. GOAL: (continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a program for computerized data access at each incentive school. To establish site tfeams at each school to implement programmatic modifications to benefit the students. STRATEGIES/ACTIVITIES SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE Page 10 RESPONSIBILITY 1969 1990 1991 1992 1993 1994 o M to aa S - STUDY I I R - RECOMMEND I QD CJ Random selection of students to participate each year Student "training" Student generation of questionnaires Analysis of data collection Conclusions generated Report back to students on response to student evaluation 199: (S) with students (R) Fall- Il) Ongoing > Testing/Eval School Staffs Principals Install computers Tie into mainframe Write programs for reporting Student data in a variety of mode
Include representatives of all school departments (custodial, , food service, aides A teachers) Team membership to be rotating and-on a semester basis Plan for parent/student for input E - EVALUATE 0 - ONGOING meetings P - PLAN (6u< get Item) alHP) S (S) Spring (R) (I) 1990-91 school - yearJ Plan for implementation ot changes Make recommendations for changes Implement changes Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I .e. Data Processing School Staff Assoc Supts Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi Implement Il iieni fa IM V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN Page II To reassess individual school policies and meeting the needs of all students. procedures as they relate to STR. GIES/ACTIVITIES lliPLEMENTATIOH SCHEDULE responsibility 1989 1990 1991 1992 o IO IO 00 00 To establish a flexible programming approach at each incentive school which complies with standards and also xieets individual student needs. Areas to be investigated for possible plan inclusion i I GO 1993 1994 199: S - STUDY R - RECOMMEND I Allow for team teaching by means of scheduling Provide for opportunities for students to remain in classes for extended time periods needed. as (I) A (E) School Principal Staff Develop a plan for individualized Instructions within specific building the Permanent assigned substitute in each Incentive school to be available as needed At least a ) tim
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.