Desegregation: ''Little Rock School District Desegregation Plan Audit Report''

Completed prior to 1992-1993
RECEIVED SEP 10 W3 S' Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION L, Sep I 0 LITTLE ROCK SCHOOL DISTRICT PLAINl'ITF- vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. directing the On September 8, 1993, this Court entered an order Little Rock School District to submit its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular, the 2. . . prepare a report or "audit" that indicates the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993.
The report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year
those programs or activities completed during the 1992-93 school year
those programs or activities identified as occurring on a those programs or activities which are one-time basis
recurring in nature
those programs or activities which are yet to be implemented
and, those programs or activities which have been deleted. 3 . The desegregation audit as presented herewith relates to those programs and activities identified by the court-approVe<i Little Rock School District Desegregation Plan dated April 29,1992, as well as the Interdistrict Desegregation Plan dated April 29, 1992. Although one section of the audit refers to activities which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. 4. The document as filed herewith constitutes the audit commissioned by the Superintendent. However, the document must still be presented to the Little Rock School District Board of Directors. Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B: 7 Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 -2-Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 L- -3- LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DESEGREGATION PLAN AUDIT REPORT The Desegregation Plan Audit/Review, as approved by the 1992-93 LRSD Superintendent, required two major tasks: (1) collecting and compiling data to determine the degree to which each program of the Desegregation Plan has been implemented
and (2) developing a format for reporting the data. Although additional tasks were discovered to be necessary during the process, this document serves as the final report for the project as originally designed. During the development of the project, assistance was sought from Bradley Scott of the Desegregation Assistance Center in San Antonio, Texas
Thelma Cook, Support Program Manager of the Equity Assistance Center, Arkansas Department of Education
and Bill Mooney, Budget Specialist, Office of Desegregation Monitoring. Additional resources were provided by Diane Barksdale, currently an assistant principal at Carver Magnet School. An audit as conducted in business and education is based on a set of predetermined standards. The -Standard for this review is the Desegregation Plan. Therefore, program status was tied to the written requirement of the Plan. A review of the Plan's timelines and narratives for each program was conducted by Planning, Research and Evaluation (PRE) staff to determine the requirements of the Plan. When reviewingDesegregation Plan Audit Report Page 2 the narratives, the staff did not attempt to interpret the intent of the original writers. Rather, an effort was made to identify requirements as literally written. The data gathering forms (Attachment 1) were prepared by the PRE staff to include a list of all identified requirements. Program managers were requested to verify all requirements for assigned areas and to identify the status of each requirement. Many of the items identified as completed recur annually. The response choice included: * * Completed prior to 1992-93 Completed during 1992-93 * One-time activity * Recurring activity * Not started * Deleted (deletion approved by Court) * Addition (addition approved by Court) * Comments Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. Upon receipt of the data gathering forms, the responses from the program managers were tallied according to the choices (Attachment 2) and revealed the following: response * Eighty-six percent of the-reported activities had been completed. * Fourteen percent of the reported activities had not been implemented. * Sixtyseven percent of the reported activities identified as recurring activities. were These programs were * Eleven program managers reported completing all activities. However, as previously stated, many of the reported activities recur annually. These programs were Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program forDesegregation Plan Audit Report Page 3 Accelerated Learning/Instructional Technology, Gifted and Talented education. Multicultural Curriculum, Parkview Magnet, Vocational Education, Library Media, Special Education and Staff Development. In the Inter-district Plan, managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Inter-district Plan occur each year. In addition, Program Managers identified activities for programs specified in the Desegregation Plan that are to be implemented. A list of programs and number of activities is provided (Attachment 3). Since the audit process was based on self-reporting it was necessary to implement means for ensuring a reasonable level of accuracy. Activities were sorted and printed by category in order to provide the inforTnation necessary for further review. During the data gathering and review process, some discrepancies were discovered regarding the status of some activities. Accordingly, adjustments were made during the development of the management plans. A complete list of the responses by category is attached. Each program manager was rei^ested to review the sorting and to develop management plans for recurring activities and activities that are to be implemented. The Program Budget Document (Attachment 4) is the format for developing the management plans. What began as an assessment of the Desegregation Plan has evolved into the formation of the ProgramDesegregation Plan Audit Report Page 4 Budget Document which includes the means for monitoring, reporting and determining the level of success for each program. In the future, auditing of the Desegregation Plan to deteirmine implementation status or effectiveness can be accomplished through reporting process of the Program Budget Document.PROGRAM Act ivities little rock CIIOOL DISTRICT DESEGREGATION PROGRAM IMPLEMENTATION STATUS program manager COMPLETED PRIOR TO '92-'93 during '92-'93 ONE-TIME activity recurring activity NOT STARTED deleted added COMMENTS I i I I I I I > CU n f3D Z3 Deletion Approved liy Cniirt Program Total Number of Objectives 1 . Commitment to Desegregation * Narrative 2. Leadership Narra t ive 3. Early Childhood 33 6 . Special Programs Narra Live 3 . Summer Learning * 3 G . J I'PA Asset Program * 3 / . School Operations 61 8 . Academic Support 1 9. PAL/1 ns t rue t iona1 Technology - 5 10. Gift ed/'l'a 1 en ted Education * 7 l .l . Multicultural Curriculum * 17 12. focused Activities 1 13. Parkview Science Maenet * 5 16 . McClellan Community Schoo I Narrative LITTLE ROC^^CIIOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Humber of Completed Activities Total Number of Activities Not Qtarted 1 o Total Number of Recurring Activities 1 9 107 6 8 31 90 41 50 13 123 26 18 6 1 1 80 3 8 31 76 38 50 13 123 17 18 3 0 8 27 1 0 0 14 3 0 0 0 9 0 1 1 J 7} 3 G 31 7 7 3S 2 2 12 GG 17 11 1 CD a- 3 n> 3 ro 1 * Completed all objectives as identified in the written plan Program Total Humber of Obj ectives 15. Recruitment of Private School Students'^ Narrative 16. Federal Programs 1 17 . Vocational Education* 11 18. Library/Hedia * 1 19. Special Education * 13 20. Staff Development * 8 21. Support Services Narra t ive 22. Parent Involvement/ Community Linkage : 5 23. Student Assignment Narra t ive 24 . Facilities Narrative 25. Incentive Schools 73 26. Educational Equity Mon 1 tor ing 1 27. Transportation Narra tive 28. Data Processing Narrative * Completed all objectives LITTLE ROC desegrI .SCHOOL DISTRICT TION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 8 8 34 34 56 39 2 34 11 8 294 19 23 8 8 7 34 29 56 39 2 28 11 5 240 18 19 8 identified in the written plan 0 1 0 5 0 0 0 6 0 3 54 1 4 0 2 Total Humber of Recurring Ac tivi ti e 3 8 6 24 3 53 3 5 2 25 4 5 165 21 14 8 Cu n 3 fD :3 ro o ro 1. 2. 3. 4. 5. 6. 7 . 8. 9. 10. Program Total Number of Objectives Interdistrict Plan Overview Student Choices/Options Summer School Staff Development * School Operations Muiti-District Library Media Special Education * Vocational Education* Guidance and Counseling Parent Involvement/ Community Linkages Public Relations TOTAL Narrative 11 2 29 5 22 5 Narrative See LRSD Plan Narrative 303 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number . of Completed Activities Total Number of Activities Not Started 41 43 1 54 8 101 10 6 See LRSD Plan 46 1421 29 33 1 17 7 101 10 4 See LRSD Plan 41 1217 12 10 0 37 1 0 0 2 See LRSD Plan 5 204 3 of 3 Total Humber of Recurring Ac tivi ties . 26 3 2 I 17 7 90 0 7. See LRSD Plan 40 951 CU o 3 s 'ro XJ CO 1 LRSD PLAN Leadership Early Childhood Education Special Programs School Operations Academic Support Focused Activities McClellan Community School Federal Programs Facilities Parent Involvement/ Community Linkages Incentive Schools Educational Equity Monitoring Transportation INTERDISTRICT PLAN Overview/Student Choices and Options Summer School School Operations Multi-District Library Media Guidance and Counseling Public Relations ATTACHMENT 3 NUMBER ACTIVITIES IN PLAN COMPLETED OR IN PROGRESS TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS 9 1 8 11% 107 80 27 75% 4 3 1 75% 90 41 26 4 8 8 34 294 19 23 41 43 54 8 6 46 76 14 84% 38 17 3 7 5 28 240 18 19 29 33 17 7 4 41 3 9 1 1 3 6 54 1 4 12 10 37 1 2 5 93% 67% 75% 88% 63% 82% 82% 95% 83% 71% 77% 31% 88% 67% 89%ATTACHMENT LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Program Seq #: Program Name: PsBe: 2 Revieloii Dale: Program Code
Primary Leader: Program ObJecUve: Secondary Leader
Pion Rclcrcnce Page Humber Ob|ccUvea Slralcglcs Beginning Dale CompleUon Date Responsibility EvaluflUon Criteria J IPROGRAM: COMPLETED PRIOR TO 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to eguip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: From the Narrative COMPLETED PRIOR TO 92-93 Page 2 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED PRIOR TO 92-93 Page 3 PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. 17.1 Implement second part of HIPPY curriculum: a. b. c. print material print flyers mass mail out Taken from Narrative: 15. "D" By June 1992 the 4 year-old program will be implemented in the following schools: Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington and Woodruff. 16. "D" During the 1988-89 school year, the 4 year-old program was implemented in 3 incentive schools. 20. LRSD operate early childhood education (ECE) programs in seven (7) building in 1990-91. 21. Plans underway to open four (4) additional sites in 1991-92. COMPLETED PRIOR TO 92-93 Page 4 PROGRAM: SPECIAL PROGRAMS (Taken from Narrative) 1. New Futures/LRSD Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. 2. LRSD/PAL company Summer Science Institute: This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. Comment: Due to budget reductions, AP&L was unable to fund the Summer Science Institute for the summer of 1992. 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED PRIOR TO 92-93 Page 5 PROGRAM: SUMMER LEARNING 1.1 To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. 2.1 Group students according to test scores, i.e., slow learners together. 2.2 Provide a tutor to help students with greatest needs. 2.3 Schedule class time so that teachers have time to work with each student on a one-to-one basis. 2.4 Use classroom instruction, training, and the computer lab in the learning process to address remedial needs. 2.5 Properly motivate the students to encourage him/her to want to learn. 3.2 Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED PRIOR TO 92-93 Page 6 PROGRAM: JTPA ASSET - PROGRAM/EXTENDED TUTORIAL PROGRAM 1.1 Identify students needing services. 1.2 Advertise and employ counselors. 1.3 Advertise and employ teachers. Comment: Discontinue budget cut 1.4 Advertise and employ tutors. 1.5 Order materials/supplies. 1.6 Schedule/implement home transportation. 2.1 Identify students needing services. 2.2 Advertise and employ counselor. Comment: Discontinue Summer 93 budget cut 2.3 Advertise and employ teachers. 2.4 Advertise and employ tutors. 2.5 Order materials and supplies. 2.6 Schedule/implement home transportation. 1. Advertise and employ additional counselors. 2 . Revise existing counseling progress to include emphasis on life-coping and life-planning skills. 3. Implement above skills. COMPLETED PRIOR TO 92-93 Page 7 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students
and creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. Share schools objectives, discipline policy, standards for testing, placing and promoting students. 4.2 Involve parents as full partners in planning at schools for students' growth and success. 1.1 Conduct inservice training on discipline management in all local schools. 1.2 Provide follow-up training for new staff on a regular basis. 4.1 3.1 4.1 COMPLETED PRIOR TO 92-93 Page 8 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 5.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. COMPLETED PRIOR TO 92-93 Page 9 Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities. 3.1 Profile student involvement in each club or activity. 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. COMPLETED PRIOR TO 92-93 Page 10 Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. COMPLETED PRIOR TO 92-93 Page 11 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. COMPLETED PRIOR TO 92-93 Page 12 Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 1.3 Provide districtwide program of staff development. COMPLETED PRIOR TO 92-93 Page 13 PROGRAM
EDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.1 Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. 1.2 Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. 1.3. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. 1.4 Refine criteria/preferred qualities for teacher selection. 1.5 Refine placement criteria (secondary level). 1.6 Refine exit criteria (secondary level). 1.7 Obtain recommendations for student placement in PAL and complete academic skills needs assessment. 1.8 Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eight-grade "at-risk" students. 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.1 Plan and conduct inservice for Central Office staff. 2.2 Plan and conduct inservice for teachers: a. Ensure heterogeneous grouping in regular math and English classes b. Schedule math and English PAL teachers with simultaneous classes c. Review facilities criteria d. Review placement criteria for: (1) Learning Lab (2) Special Education (3) Math/English PAL Classroom e. Review personnel selection criteria f. Select and order supplies and materials g. Provide training on administering TABE (pre/post) Test. 2.3 Plan and conduct building-level inservice for entire faculty. COMPLETED PRIOR TO 92-93 Page 14 2.4 Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. 2.5 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need 2.6 Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. Instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. 3.1 Develop criteria for facilities to address classroom: a. attractiveness b. lighting c. ventilation d. accessibility e. essential space COMPLETED PRIOR TO 92-93 Page 15 3.2 Provide facilities criteria to building principals (refer to 2.2) . 3.3 Monitor adherence to facilities criteria. 4.1 Identify regular substitutes for computer labs. 4.2 Train computer lab substitutes. 5.1 Develop a PAL evaluation design after considering recommendations from the committee. 5.2 Design evaluation instruments. 5.3 Monitor PAL classrooms and evaluate PAL Program. COMPLETED PRIOR TO 92-93 Page 16 PROGRAM: INSTRUCTIONAL TECHNOLOGY 1. Replacement of lab attendance as needed 2. Redistribute computers based on enrollments 3. Schedule initial update and review inservice 4. Conduct initial inservice 5. Conduct new staff inservice 6. Conduct and field test systems 7. Develop schedule 8. Select target students 9. Input student names 10. Conduct student names 11. Complete computer basic skills placement 12. Notify Math/Reading Specialists of placement results. 13. Conduct individualized instructional assessment per schedule 14. Provide reports, intervention modes and files 15. Monitor students' progress and change placement as appropriate on classroom teachers recommendation. 17. Monitor program 18. 19. Repair equipment as needed. Input students' "pre" data 20. Input students' "post" data 21. Complete school "Gain" report 22. Complete district "Gain" reports COMPLETED PRIOR TO 92-93 Page 17 PROGRAM: ACADEMIC SUPPORT 8. Begin training staff responsible for delivering each Academic Support Program Learning Styles/Cultural Diversity (Review) Taken from Narrative: 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. COMPLETED PRIOR TO 92-93 Page 18 PROGRAM: GIFTED AND TALENTED EDUCATION 1.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Comment: month. Regular meetings were set for third Tuesday each Schedules this year hindered this. Project promise meeting or AGATE meeting. Met by phone or at 1.1 To implement all strategies/activities delineated in the refinement/restructuring plan in accordance to their objectives. Comment: See attachments COMPLETED PRIOR TO 92-93 Page 19 PROGRAM: MULTICULTURAL CURRICULUM 2.1 Review and catalogue present audiovisual materials related to multicultural curriculum. 2.2 Purchase additional audiovisual materials from the 1988-89 budget. 2.3 Identify and catalogue other resources for multicultural audiovisual materials, i.e., Arkansas Department of Education, Little Rock Public Library, Arkansas Library Commission. 2.4 Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. 2.5 Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair specified dates, times, place and format to be held as a component of 1988-89 preschool conference. 3.2 Identify national and local vendors of multicultural instructional materials. 3.3 Establish pre-school conference dates and extend invitation to vendors. 3.4 Confirm Fair participants. 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. 3.6 Conduct media campaign for Fair to staff and parents. 3.7 Host tri-district "Instructional Materials Fair". 4.1 Revise Board policy for textbook adoption. 4.2 Identify an ah hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. 4.4 Submit revised policy and criteria to the Board of Directors for first reading. 4.5 Adopt policy on textbooks. COMPLETED PRIOR TO 92-93 Page 20 4.6 Utilize a local consultant to train staff on "Avoiding Sex and Race Stereotyping in Textbooks." 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. 5.4 Develop expectations for members participating on multicultural curriculum committee. 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 Music 14 - Reading/Language Arts 3 4 Art Social Science 4 - Libraries 38 5.6 Obtain multicultural curriculum units from models used in other cities. 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. 5.9 Conduct inservice session on "Methods for Developing Multicultural Teaching Strategies" to include (a) understanding the rationale, trends, and goals of multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. COMPLETED PRIOR TO 92-93 Page 21 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). 5.12 Review and edit the comprehensive guides in each content area at each grade level. 5.13 Type and print all guides. 5.14 Conduct inservice for all elementary principals and teachers. 5.17 Host three 3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art COMPLETED PRIOR TO 92-93 Page 22 1992: 11 teachers: 3 social studies 4 music 4 art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 1.2 Purchase science supplies for teachers to facilitate the hands-on science approach. 3.3 Review placement criteria for enriched/honors and advanced placement classes. Taken from Narrative: 6. LRSD will use its office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to the following: 6.6 development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes. 9. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural appfoach. 11. By September 30, 1991, a curriculum review/revision cycle will be established. 12. A section on multicultural curriculum will be added to the LRSD monitoring checklist. COMPLETED PRIOR TO 92-93 Page 23 PROGRAM: FOCUSED ACTIVITIES Academic Incentive Grant 1.4 Area schools submit continuation grants to review committee. 1.5 Make grant awards. Comment: granted in Year 3. Proposed for 3 years, although full sum was not 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 2. 1.3 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 2.2 2.3 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. III - All elementary area school students will participate in on going, meaningful enrichment activities COMPLETED PRIOR TO 92-93 Page 24 that complement and extend the core curricular activities. 3. 2.4 2.7 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Teachers, building administrators, and patrons shall participate in the development of, the local school proposal. 3.1 3.2 A panel will review all applications according to the criteria on page 83. Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED PRIOR TO 92-93 Page 25 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 1. Establish parkview Fine Arts Magnet School during the 1987-88 school year. 1.1 Establish a Parkview Science Magnet School during the 1988-89 school year. Comment: Started in 1989-90 (which is date in plan on p. 86) 2. 1.2 Phase in the science magnet by reserving 100 seats for each incoming tenth grade class over a three year period establishing 300 students for the 1991-92 school year. Comment: 100 per grade level was the target
some attrition occurs as students advance from grades 10 to 11 and 11 to 12. 1992-93 enrollment in science program was 220. 1.3 Parkview Science Magnet School goals established (5. The Parkview Science Magnet School staff is working cooperatively with the university of Arkansas at Little Rock College of Science staff and the University of Arkansas for Medical Sciences staff to provide unique experiences for students. 3 . Curriculum being implemented with courses listed on pages 87, 99 and 89. 4. The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. 4.1 Throughout the school year, inservice programs will be conducted to provide staff with subject specific content and skills, general instructional strategies and skills that will facilitate the delivery of the science curriculums 4.2 Consultants from UALR and UAMS will be used to assist with staff development. Comment: Some assistance was provided the first year in terms of knowledge and skills for course development. 5. The specific courses listed on pages 91 and 92 will be implemented. Comment: All courses are being offered. COMPLETED PRIOR TO 92-93 Page 26 PROGRAM: MCCLELLAN COMMUNITY SCHOOL (Taken from Narrative) 1.1 A biracial planning committee was formed. 1.2 A planning process delineated on page 93 was used. 1.3 The planning mode will continue so that whatever changes are proposed for McClellan will fully reflect the communities needs and wishes. COMPLETED PRIOR TO 92-93 Page 27 PROGRAM: FEDERAL PROGRAMS 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. 1.6 Submit to the U. S. Department of Education. Taken from Narrative 2 . LRSD will identify and apply for federal funds that can be used to enhance desegregation. Comment: Magnet grant Aerospace Even Start COMPLETED PRIOR TO 92-93 Page 28 PROGRAM: VOCATIONAL EDUCATION 1.2 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. 1.3 Identify and contact other sources of help in identifying and recruiting minority vocational instructors. Comment: Robert Robinson, Minority Recruitment Official 4.3 Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. Comment: Awards Assembly 1.3 Identify and enlist aid of consultants. Comment: State Department of Tech Prep Coordinators, National Tech Prep, Consultant Aid, Vocational Task Force comprised of vocational teachers. COMPLETED PRIOR TO 92-93 Page 29 PROGRAM: LIBRARY MEDIA 1.1 Hire consultant, coordinator and clerical help. Comment: 93-94 school year. Clerical help cut due to budget constraints for 1.2 Review recommendations/Outline new program 1.3 Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 1.4 Order equipment and materials necessary including AV software. 1.5 Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. 1.6 Develop procedures, guidelines, policy statements and curriculum guide. 1.7 Conduct inservice and curriculum development classes for librarians, principals, teachers. 1.8 Process new materials including cataloging. 1.9 Receive requests for AV materials for fall semester 1989. 1.10 Schedule film videos as possible. 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. 1.13 Notify teachers via librarians of the fall schedule (films/videos). 1.14 Supply films/videos per schedule. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideration. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. 1.16 Order supplies and printing. COMPLETED PRIOR TO 92-93 Page 30 1.17 Conduct inservice for librarians and library clerks. Taken from Narrative
1.4 1.5 Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. The summative evaluation involves a pre and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. Comment: in fall 1993. Pre-survey was done in 1988. Post-survey to be done COMPLETED PRIOR TO 92-93 Page 31 PROGRAM: SPECIAL EDUCATION 1.1 Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Comment: Operating in Washington and Geyer Springs. 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: opportunities. Learning Center Specialist provides ongoing 1.6 Apply skills at center with students. 1.7 Comment: Operating in 2 schools. Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. COMPLETED PRIOR TO 92-93 Page 32 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors
utilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, especially black males. Comment: Inservice has been conducted for elementary resource, local research conducted on effectiveness. b. c. d. e. Provide training Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. COMPLETED PRIOR TO 92-93 Page 33 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. 5.1 Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. COMPLETED PRIOR TO 92-93 Page 34 Comment: Monitoring schedule attached. Follow up letters 2.1 2.2 2.3 1.1 were sent to each school. Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building_ p. rincipals and their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. Policies and Procedures Appraisal Guide b. c. d. e. f. Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state COMPLETED PRIOR TO 92-93 Page 35 level (93-94). Parent meeting for all parents held in May, 1993
these are planned on monthly basis for 1993-94. 2.2 Pilot program in targeted schools utilizing various strategies. 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93), COMPLETED PRIOR TO 92-93 Page 36 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule "Material Fair" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/equipment. COMPLETED PRIOR TO 92-93 Page 37 PROGRAM: STAFF DEVELOPMENT 1.3 Plan and implement an evening symposium for the community on 'Community Involvement in a Desegregated School Setting". 7.1 Establish tri-district committee. 8.1 Establish staff development component. a. b. Staff Development Dept Personnel Staff Development Office COMPLETED PRIOR TO 92-93 Page 38 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always ongoing for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.4 Portable buildings will be replaced with new units or repaired so that they will be in a condition suitable for use. Comment: Same as above 1.9 The Purchasing Department Staff will work with staff and principals in all schools to provide necessary materials and equipment. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED PRIOR TO 92-93 Page 39 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. 2.1 The Office of Support Services staff in all departments will address questions of equity in all hiring and bidding practices. COMPLETED PRIOR TO 92-93 Page 40 PROGRAM: VIPS 1.2 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. 3.4 Establish Role Model/Mentor Programs with community members of multicultural backgrounds. COMPLETED PRIOR TO 92-93 Page 41 PROGRAM: PARENT INVOLVEMENT/COMMUNITY LINKAGES (Taken from Narrative) 2.2 By the fall of 1990 the LRSD will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. Comment: Always trying to improve. COMPLETED PRIOR TO 92-93 Page 42 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 1.1 A student entering LRSD after 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 2.1 The Student Assignment Handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. Comment: school year. SAO Handbook is revised during first semester of the registration period It is distributed in January prior to the pre3. No timeline chart for Central HS Inter-Studies Magnet. 4. No timeline chart for Washington Basic Skills/Math-Science Magnet 5. No timeline chart for New Future for Little Rock...1989-90 school year 6. No timeline chart for facilities for elementary level schools ...1991-92 school year. 7. No timeline chart for capacity all seven incentive schools based on 1991-92 School Profile data. COMPLETED PRIOR TO 92-93 Page 43 PROGRAM: INCENTIVE SCHOOLS LATIN PROGRAM 1.1 Present implementation plan proposal to associate superintendents and assistant superintendents 1.2 Schedule awareness meeting with principals of incentive schools. 1.3 Develop agenda for principal's meeting. 1.4 Conduct awareness meeting with principals. 1.5 Schedule awareness meeting with current 5th and 6th grade teachers in incentive schools. 1.6 Conduct awareness meeting with current 5th and 6th grade teachers. 1.7 Identify 5th and 6th grade teachers who wish to remain at incentive schools. 1.8 Recruit and fill vacancies. 2.1 Requisition instructional materials. 2.2 Duplicate copies of above materials. 2.3 Schedule two inservice meetings of three hours each. 2.4 Develop agenda for above two meetings. 2.5 Conduct above two meetings. 2.9 Schedule four two-hour inservice workshops in local buildings/clusters districtwide. 2.10 Conduct above 4 inservice workshops. 3.1 Schedule time for classroom instruction. 3.2 Purchase/duplicate/create student materials. 3.3 Incorporate Latin program into district's language arts program. 4.1 Monitor classroom activities. 4.2 Identify student growth on standardized tests. Academics COMPLETED PRIOR TO 92-93 Page 44 1.1 Provide an indepth pre-orientation session on each component of the incentive schools for principal. Comment: Ongoing for each incoming new principal. 1.2 Develop in cooperation with the principals a detailed process and formal for developing the individual Incentive School Plan. 1.3 Assist each building principal in presenting an in-depth preorientation session for staff on each component. 1.4 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify Incentive School Plan teams. 2.2 Develop the detailed individual Incentive School Plan. 2.3 Review and approve School Plan. 3.1 Identify each area in need of curriculum development. 3.2 Identify teachers for curriculum teams. 3.3 Plan orientation and format for curriculum development. 3.4 Review preliminary draft of revised curricular for LRSD. 3.5 Develop additional components for each curriculum area. 3.6 Proof and type Incentive School Curriculum Guides. 3.7 Print Curriculum Guides. 3.8 Distribute and provide inservice on the implementation of the curriculum guides. 4.1 Develop specification for bid for equipment and furniture. 4.2 Bid for specific equipment and furniture. 4.3 Order furniture and equipment. 4.4 Install and inventory to ensure adequacy of all equipment and furniture. 5.1 Review the detailed Incentive School Plans with the Support Services Division. 5.2 Identify modifications timeline as previously collaborated n the development of the plan. COMPLETED PRIOR TO 92-93 Page 45 5.3 Contract for service as needed/identified in the plans. 5.4 Implement the modification plan for the facilities. 5.5 Make final inspection on the work for the facilities modification. 6.1 Initiate identifications of materials and textbooks needed for the 1989-90 school year. 6.2 Involve school teams staff and parents in reviewing the needs identified as required for core and special programs. 6.3 Identify any materials or textbooks that must be ordered prior to fiscal year 1989. 6.4 Maintain building record of requisitions for the 1989 school year. 6.5 Monitor and approve requisitions as requested from incentive schools. 6.6 Maintain audit fro all materials received. 6.7 Cross validate with purchasing all orders not received. 6.8 Obtain requirements for participation in all special programs. 6.9 pay participation fee and order all necessary materials for special activity . 6.10 Select sponsors for each special program activity approved in the Incentive School Plan. 6.11 Complete special contracts with all extended day employees for the 1989-90 school year. 6.12 Complete Master Schedule for total school program. 6.13 Review/revise as necessary the staff development plan for the fall (September-December). 1.1 Identify the staff development needs of each incentive school. 1.2 Develop in service schedule in collaboration with building principal. 1.3 Notify each school staff of proposed inservice dates for preschool training. COMPLETED PRIOR TO 92-93 Page 46 1.4 Plan details for delivery of inservice, i.e., site, time, arrangements, etc. 1.5 Obtain services of consultants (as required). 1.6 Implement fall training cycle. 1.7 Evaluate staff development activity through survey response from each staff. School Operations 1.1 Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 2.1 Teachers and students will receive training in peer tutoring. A model will be put in place. process. Teachers will supervise the 3.1 Mentors will volunteer. They will provide extra support to students and supplement teacher work. 4.1 Instructional aides with college hours will be employed one to a classroom to assist teachers and students. Comment: See Court Order. 5.1 Written information, guest speakers, films will be used to make students aware of career choices. 6.1 Summer segments in remediation/enrichment, prescriptions for courses to be taken. Transportation may be provided. 7.1 Visits to historical, scientific and cultural events and exhibits within the city and around the state and region with appropriate chaperons to provide educational input. 8.1 Establish Boy/Girl Scout programs at each school. 9.1 Establish offerings to include some of the following: music and dance in addition to Homework Center and peer tutoring. choir, 1.2 Hire staff on a one-year basis, interviews. Parents to be involved in the 1.3 Staff will demonstrate commitment to working with youth. "at-risk" COMPLETED PRIOR TO 92-93 Page 47 2.1 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. 3.1 Time-out area staffed with trained personnel. 3.2 Student/parent agreement for attendance and behavior. 4.1 To include some or all of math olympiad, junior great books, Olympics of the mind and the like. 1.1 Compacts with community agencies, universities to assist with student opportunities. 2.1 Parental Information. 2.2 Mentoring program. 2.3 Special emphasis on schools recruiting minority students. 3.1 Testing, listening and study skills will be provided to students as well as particular experience in testing. 4.1 Meetings at neighborhood sites with small groups of parents. 4.2 Meetings at homes with groups of parents. 4.3 Involvement of ministers. 5.1 Parent assistance at schools. 5.2 Parents will sign homework. 5.3 Regular communication between school and home will take place. 5.4 Day visits or parents. 5.5 Schedule settings. 6.1 Schedule (settings) weekly extended day programs based on individual school needs. 7.1 Early indicator and early intervention programs. 7.2 Alert and success cards sent regularly. 8.1 Give students recognition and leadership opportunities via clubs and monitoring responsibilities. 9.1 Peer tutoring. COMPLETED PRIOR TO 92-93 Page 48 9.2 Counselors doing individual and group counseling. 9.3 Conflict resolution will be taught. 10.1 Student recognition programs. 10.2 Good Citizen programs. 10.3 Community involvement in recognition. 11.1 Full time nurse at each building. 11.2 Student screening. 11.3 Parent presentations. 12.1 Study success of Pfeifer program. 12.2 Work with Director to target incentive students. 1.1 Developmental of valid/reliable monitoring instrument(s). 1.2 Establish training for monitoring teams in use of the instrument. 2.1 To be done on a quarterly basis. 2.2 Class and school profiles will be kept in regard to attendance, behavior, discipline and achievement. 3.1 Develop SEP format. 3.2 Involve parents in writing plan based on student needs. 3.3 To include extracurricular activities also. 4.1 Develop reporting format. 4.2 Involve staff, patrons, in monitoring. 4.3 Involve all staff in goal setting. 4.4 Evaluate goal achievement. 5.1 Random selection of students to participate each year. 5.4 5.5 Analysis of data collection. Conclusions generated. COMPLETED PRIOR TO 92-93 Page 49 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 1.1 Allow for team teaching by means of scheduling. 1.2 for Provide for opportunities for students to remain in classes extended time periods as needed. 1.3 Develop a plan for individualized instructions within the specific building. 2.1 Permanent assigned substitute in each incentive school to be available as needed. 2.2 At least a one-half time assistant principal. Comment: 2 schools only. 2.5 Encouraged PTA attendance (at least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be available at every school and individual to that school. 2.8 A computer lab at each school. 2.9 A complete playground for PE purposes. Comment: Maintenance cost has to be built in. 2.10 Additional compensation for teachers/principals who work the extra time periods. 2.11 Community education classes should be investigated for parents in the incentive school communities. 2.12 Saturday enrichment programs. Staffing and Staff Development 1.2 Identify staffing needs (classroom teachers and full-time support personnel, i.e., counselor, librarian, music, art, PE, social worker, PAL reading, PAL math, PAL computer lab, resource, speech, non-certified specialist for alternative COMPLETED PRIOR TO 92-93 Page 50 classroom, media clerk, certified instructional aides, supervision aide, permanently assigned substitute teacher, program specialist, principal, assistant principal, and others. 1.5 Declare all positions vacant and advertise positions. 1.6 Provide an indepth orientation session on each component of the incentive schools for principals and staff of existing schools. 2.1 Implement ongoing local and national recruitment strategies with special emphasis on recruiting qualified minority staff members. 2.2 Maintain current files on qualified prospective staff members. 3.1 Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board and others). 3.2 Begin local and national recruitment/application process. 3.3 Select racially balanced interview teams of 5-7 members composed of the following: other administrators as appropriate, process is preferable. teachers, parents, principal and Experience in interview 3.4 Preliminary screening/interviews. 3.5 Conduct final interviews. 3.6 Make recommendations to the School Board. 3.7 Plan and implement orientation and training inservice to acquaint new principals of incentive schools to job expectations, procedures and timelines for staff interviews and selection. 4,1 Select racially balanced interview teams of 5-7 members composed of the following: teachers, parents, principal and other administrators as appropriate from incentive school communities. Experience in the interview process preferable. 4.2 Interview applicants. 4.3 Make staff recommendations. 4.4 Make staff recommendations for employment to the School Board. COMPLETED PRIOR TO 92-93 Page 51 4.5 Issue and explain one-year special contracts. 5.1 Review staff commitment informally on an ongoing basis with semi-annual formal review conferences. 5.2 Monitor effectiveness based upon student academic achievement as measured by formal test results and other informal forms of measurement. 1.1 Establish in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan. 1.2 Assist each building principal in presenting an indepth preorientation session for staff on each component. 1.3 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify each area in need of curriculum development. 2.2 Identify teachers for curriculum teams. 2.3 Plan orientation and format for curriculum development. 2.4 Review preliminary draft of revised curriculum for LRSD. 2.5 Develop additional components for each curriculum area. 2.6 Proof and type incentive school curriculum guides. 2.7 Print curriculum guides. 2.8 Distribute and provide inservice on the implementation of the curriculum guides. 1,2 Collect and review data on needs and interests of student population, targeting "at-risk_ students (i.e,, number per grade level, race/gender makeup, academic achievement needs/interests, disciplinary needs, health needs, social interaction needs, and attendance and tardiness records). 1.3 Conduct a survey to determine staff development needs and interest (i.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/ interests of student population. COMPLETED PRIOR TO 92-93 Page 52 1.4 Identify staff members who have not participated in the following required inservice experiences: a. b. c. d. e. f. g- PEt TESA Classroom Management Effective Schools Training Cooperative Learning/Learning Styles Human Effectiveness Training (Elementary Curriculum) Parent/Educator Communication and Human Relations Skills 1.5 Assess staff members needs on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans. 2.1 Plan a minimum of the following staff development activities for incentive school staff members: a. b. c. d. e. f. g-h. PET (1 cycle and a refresher course every 3-5 years) TESA (1 cycle) Classroom Management (2 cycle) Effective Schools Training Cooperative Learning and Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program 2.2 The LRSD Staff Development Department will conduct meetings for ongoing planning of staff development experiences related to meeting the needs of students who are achieving below acceptable levels of mastery. 2.3 The LRSD Staff Development Department will plan staff development activities on an ongoing basis as needs/interests are identified through the use of clinical supervision and monitoring of Individual Improvement Plans. 3.1 Implement Staff Development Committee activities in order to facilitate staff development experiences (i.e., arranging speakers, gathering materials). 3.2 Staff development activities. 5.1 Establish a districtwide committee to plan a Master Teacher Program in which a concentration of student teachers from local and statewide colleges and universities will be assigned. The committee will be composed of teachers, 6.1 principals, other administrators and faculty representative from local and state colleges and universities. Select an Instructional Resource Center (IRC) instructional specialist who will provide needed assistance for the COMPLETED PRIOR TO 92-93 Page 53 incentive schools. Special needs will be identified and a Teacher Assistance Plan (TAP) developed for teachers needed assistance in the classroom. Parent Involvement 1.1 Offer opportunities for adult community education. 1.2 Establish an Incentive-wide Parent Internship Program with the purpose of employing parents as teacher aides. 1.3 Recruit parents from the incentive schools neighborhoods for teacher aides and other positions for which they are qualified. 1.4 Establish mentorships between teachers and parents in the incentive schools. 1.1 Provide resources and staff to house/operate the center which will loan materials to parents. 1.2 Train a parent in the community to operate the center. 1.3 Formulate a committee composed of parents and other school personnel to make recommendations on materials. 1.4 Assume responsibilities for development and distribution of a monthly communications packet. 2.4 Provide school lunch vouchers and etc. for award winners. 3.1 Identify at least three (3) key parent communicators as a vital source for all to rely upon. 3.2 Teach parents the system for advancing support and concern for the school. 3.3 Establish a community resource list of role models and mentors. 3.4 Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities. 3.5 Encourage parent attendance at PTA meetings and other school related activities. 3.6 Prepare and distribute Parent Handbooks and monthly calendar of events. COMPLETED PRIOR TO 92-93 Page 54 3.7 Require parents to sign homework assignments, projects, etc. 3.8 Require parents to call the school to report absences and require the school to call the home and document reasons for absences. 3.9 Require at least tow (2) or more home visits. 4.1 1.1 1.2 1.3 Comment: This is not enforced. Require all parents to sign contracts by having parents sign contract prior to enrollment in Incentive Program. Comment: Parents sign contracts after they enroll. Parenting education classes for mothers. Evening and Saturday classes to expose children to the importance of science/math as means to a better future. Use school as community center at minimal cost to user. 1.1 Inservice courses for teachers and school. 1.2 Develop a speakers bureau for community groups in the school zones on education issues. 1.3 Develop a calendar of events of neighborhood activities and post in the school. 1.4 Develop an act that places high value on neighborhood pride - poster contest, talent shows, participation in parades, etc., coordinated by school staff. 1.1 Provide an atmosphere where parents are open, honest and trustworthy. 1.2 Obtain maximum input prior to making decisions by involving more people in decision making. 1.3 Create a sense of ownership in decisions through involvement. 1.2 Produce generic public service announcements for all incentive schools. COMPLETED PRIOR TO 92-93 Page 55 1.3 Use billboards, bus benches, etc. to advertise generic information about incentive schools. 1.4 Conduct an ongoing media blitz to heighten public awareness regarding incentive schools. 1.5 Produce short (10-15 minutes) video cassette recordings to be used in public presentations. 1.6 Produce generic incentive school flyers to be distributed throughout Pulaski County. a. Mass mailings to targeted K-5 white parents in NLRSD and PCSSD. 1.7 Provide special open house opportunities at incentive schools. 1.8 Target geographic areas neighborhoods to receive informational blitz regarding a specific incentive school (using secondary zones). 1.9 Conduct small group "For Your Information" tours to acquaint parents, grandparents, businessmen, realtors, etc. with the incentive schools. Comment: Student Assignment Parent Recruiter 1.10 Request a special designation from the Arkansas Department of Education to be used in marketing incentive schools. Comment: No information received from ADE. 1.1 Notify committee of special meeting. Taken from the Narrative: 2.2.1 No timeline chart for development and implementation and assessment of 4 year old Program. 2.2.2 No timeline chart for development, implementation and assessment of Writing-To-Read instructions technology program for K-2 students. Comment: Maintenance 2.2.3 2.2.4 No timeline chart for development, implementation and assessment of kindergarten program. No timeline charts for development, implementation and assessment of Reading Across the Curriculum, Oral Expression Across the Curriculum, Learning COMPLETED PRIOR TO 92-93 Page 56 Styles Inventories, School Themes, Semidepartmentalization, Instructional Technology, Science Laboratories, Computer Laboratories, Foreign Language Instruction Labs, Study and Test-Taking Skills, Computer Loan Program, parent Home Study Guides for each grade 1-6 by 1993-94 school year. Computer Managed Instruction technology by beginning of 1992-93 school year, and Student Education Plans. 2.2.6 No timeline charts for areas of emphasis/expansion of content areasreading, English/Literature Arts, social studies. 2.2.7 Math, Science, Fine Arts, Foreign Language, and PE/Health. Comment: plan. Foreign language not implemented according to the 2.2.8 No timeline chart for development of specialized activities in family folklore, positive imaging, inter-personal skills, rites of passage, role model program, mentoring program. 2.2.9 No timeline chart for broadly articulating to the community all academic programs, social skills programs/activities and special activities. 1. 2.2.10 2.2.11 2.2.12 No timeline chart for development, implementation and assessment of special activities... peer tutoring. Academic Reinforcement Clubs, Special Interest Clubs, and field trips (out-of-state). Each school will do this. Documented school-based involvement needs/interest assessment and planning process must accompany each School Program Plan...no timeline chart. A projected budget must accompany each plan...no timeline chart. A committee composed of teachers, principals, administrators, and parents will be selected to review the incentive school program and recommend changes for the 1991-92 school year...meet during the week of June 10-14, 1991. 1.1 1.2 Incentive School teachers will report back to work five days earlier for inservice. Franklin School teachers will need to report to work ten days earlier for the 1991-92 school year than other LRSD teachers for inservice. COMPLETED PRIOR TO 92-93 Page 57 Incentive School Parent Recruitment 1. Secure special media coverage from local newspapers and radio stations. 1.1 Establish a speaker's bureau for each incentive school. Incentive School Operations 1.1 1.1 No timeline charts for development, implementation and evaluation of Study Skills, Home Neighborhood Meetings, Individual and Group (Peer Facilitators), Incentive Recognition Programs, and Wellness Program. No timeline chart for implementation of School Climate Survey each year. COMPLETED PRIOR TO 92-93 Page 58 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.2 Selection of team members Develop appropriate surveys, designs, checklists and other reporting forms for monitoring process. Comment: Changes occur as needed. 1.3 Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative
1. Develop monitoring instrument during spring - summer 19903 by 3 school districts in Pulaski County, Arkansas Department of Education and the Desegregation Assistance Center in San Antonio, Texas. 1.2 The Incentive Schools will be monitored at least one each guarter by members of districtwide biracial committee. Comment: Districtwide committee did not conduct a site visit during 92-93 school year. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. 11. 12 . 13 . Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations COMPLETED PRIOR TO 92-93 Page 59 2. was The Equity in Education Opportunity (EEO) Evaluation design used from 1982-1990 in LRSD for evaluating programs in schools. Comment: Work of the 3 districts replaced the EEO design 2.2 A committee including principals of the incentive schools, the superintendent's senior management team. Planning, Research, and Evaluation specialists and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation education equity monitoring design to conform with the expectations of the incentive school program. Comment: As changes are needed, this committee functions. 2.3 Any revision of the above will be submitted to the LRSD Board of Directors and the Joshua Interveners by August 15. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. 2.7 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED PRIOR TO 92-93 Page 60 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1. The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.11 Ecotran Systems will update all student data files relating to the student assignment changes. Comment: needs to be. This has not been done the past two (2) years but 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotron Systems. 2.0 Utilizing interactive graphics, Ecotron System will optimize travel times, mileage and loads in generating routes for the school year. 2.1 As a result of student assignment changes, the current year's routes will be obsolete in 1989-90. Comment: Routes are revised annually. 2.5 Econtran Systems will tailor the Map Net System through the Oracle based SQL program, document these programs to better handle the uniqueness of the LRSD. 2.6 Ecotran will provide five hours connect time of enhanced support to the LRSD 2.7 The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. COMPLETED PRIOR TO 92-93 Page 61 Comment: District provides courtesy stops for non-eligible students at considerable cost. PROGRAM: COMPLETED DURING 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: Taken from Narrative COMPLETED DURING 92-93 Page 63 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED DURING 92-93 Page 64 PROGRAM: EARLY CHILDHOOD EDUCATION 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 2.1 Interview and select fourteen (14) aides. 3.1 Arrange logistics with state for the initial training. Comment: This is done through HIPPY State Regional Office. 4.1 Conduct home interview and enroll families into program. 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator. 7.1 Identify families to be served by each aide. 9.1 Conduct three (3) day workshop. 10.1 Order material. 11.1 Conduct orientation meeting. 12.1 Secure meeting sites for group meeting. 12.2 Mail out notification of meeting sites. 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting - print flyers. 13.3 Schedule weekly service for aides. 13.4 Schedule aides first teaching with (own child) 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 16.1 Conduct survey of parents - print materials. 17.1 Implement second part of HIPPY curriculum: a. b. print material print flyers 19.1 Obtain a site and speaker and schedule a lecture for parents. 20.1 Activity. COMPLETED DURING 92-93 Page 65 21.1 Staff will organize. 22.1 Schedule final evaluation of trainees in the program. 23.1 To begin implementation of HIPPY program. 24.1 Secretary. 25.1 Aides made home visit. Taken from Narrative
18. "D" Long-range plan will be written to address demographic, instructional and structural needs for the 4 year-old program. 27. 2" Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges and LRSD 28. '2 As a demonstration center Rockefeller will be used for educating college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare workers. COMPLETED DURING 92-93 Page 66 PROGRAM: SPECIAL PROGRAMS (Taken From Narrative) 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED DURING 92-93 Page 67 PROGRAM: Summer Learning 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED DURING 92-93 Page 68 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. 4.1 Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students
and creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. 3.1 Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually 1.1 Conduct inservice training on discipline management in all local schools. COMPLETED DURING 92-93 Page 69 1.2 Provide follow-up training for new staff on a regular basis. 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. COMPLETED DURING 92-93 Page 70 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 3.1 Staff shall specifically recruit from among students who do not typically participate in particular activities. Profile student involvement in each club or activity. COMPLETED DURING 92-93 Page 71 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by
a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. COMPLETED DURING 92-93 Page 72 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. student performance discipline COMPLETED DURING 92-93 Page 73 c. d. e. attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 1.3 Provide districtwide program of staff development. COMPLETED DURING 92-93 Page 74 PROGRAM: EDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.3 Plan and conduct building-level inservice for entire faculty. 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction COMPLETED DURING 92-93 Page 75 PROGRAM: INSTRUCTIONAL TECHNOLOGY 16. Process installment payments for hardware and software COMPLETED DURING 92-93 Page 76 PROGRAM: ACADEMIC SUPPORT 1. Explain the Academic Support Programs options to local school administrators 2. Select the local school's appropriate academic Support Program. (Indirect/direct/extended services.) 3. Identify students targeted for participation in each program by school/grade level 4. Select staff (identified by position) responsible for delivering Academic Support Program 5. Schedule the Academic team's staff 6. Implement selected school options at local level 8. Begin training staff responsible for delivering each Academic Support Program Strategies (Curriculum Cluster) Team Planning Interactive Teaching/Learning (Curriculum Cluster) 9. Monitor the implementation of the above 11. Schedule school based meetings to assess program effectiveness 12. Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations 13. Analyze the above data to evaluate program effectiveness 15. The regular classroom teachers, reading specialists, and mathematics specialists will receive training on instructional strategies and alternative assessment methods 17. Teachers have received training in administering learning styles in inventories and designing instructional strategies that relate to identified learning styles Taken from Narrative
4. Secondary schools will use 1 of 3 optional approaches to implement Academic Support Program: 4.1 Staffing by pairing COMPLETED DURING 92-93 Page 77 4.2 4.3 Classroom teachers Language Arts Plus Program 5. Targeted students will have available before school, at lunch and after school instruction. 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. 14. PAL materials should be reallocated to supplement the new approach to remediation. COMPLETED DURING 92-93 Page 78 PROGRAM: GIFTED AND TALENTED EDUCATION 1.2 Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. COMPLETED DURING 92-93 Page 79 PROGRAM: MULTICULTURAL CURRICULUM 6.8 Identify secondary social studies, music, and art committee: 1993: 11 teachers: 3 social studies 4 music 4 art 6.11 Conduct last completion monitoring as identified in timeline. 6.12 Operationalize the curriculum development timeline (monthly) meetings with specified dates developed in cooperation with committee members. 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) . 6.14 Type and print all guides for social studies, music, and art. 6.15 Conduct inservice for all secondary administrators and teachers. 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. Comment: meetings. Conducted through PTA Council and individual school Taken from Narrative: Multicultural curriculum and a multicultural approach to education will be in place in each school. 10. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. 4. COMPLETED DURING 92-93 Page 80 PROGRAM: FOCUS ACTIVITIES 1.4 Area schools submit continuation grants to review committee. 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. 2. 1.3 I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 2.2 Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. 2.3 Ill - All elementary area school students will participate in on going, meaningful enrichment activities that complement and extend the core curricular activities. 2.4 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. COMPLETED DURING 92-93 Page 81 I.! The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. 3. Teachers, building administrators, and patrons shall participate in the development of, the local schoolproposal. 3.1 A panel will review all applications according to the criteria on page 83. 3.2 Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED DURING 92-93 Page 82 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 2.2 UAMS staff have provide some individual shadowing experiences for 12th grade students where the student follows and works with a health care professional for a period of time. COMPLETED DURING 92-93 Page 83 PROGRAM: FEDERAL PROGRAMS 1.1 Be placed on mailing list in order to receive grant application. 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. COMPLETED DURING 92-93 Page 84 PROGRAM: VOCATIONAL EDUCATION 1.2 1.1 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Attend each other's advisory council meetings. 2.1 Review course offerings. 2.2 Offer Open Houses 2.3 Student Brochures. 2.4 Employment Fair. 3.1 Conduct monthly meetings among vocational directors. 4.2 Consult each other concerning new course offerings. 5.1 Review course offerings and course descriptions for differences. 1.1 Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. 1.4 Maintain contact with teacher training institutions concerning minority instructors. 3.1 Give preference to minority applicants with equal qualifications. 1.3 Obtain or produce needed audio/visual aids. 1.4 Make arrangements and conduct meeting (counselors, students, staff). 1.4 At least one such activity will be planned and conducted each semester. 1.1 Attend conferences, workshops and meetings where needs are made known. 1.4 Work with Advisory Council committees and other groups to glean ideas and enlist aid. 1.5 Coordinate activities with other surrounding school districts. 2.1 Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. COMPLETED DURING 92-93 Page 85 3.1 Identify sources of funding. 3.2 Prepare and submit application and/or proposals. 4.1 Prepare facilities. 4.2 Hire staff. 4.3 Obtain equipment, supplies and materials. COMPLETED DURING 92-93 Page 86 PROGRAM: SPECIAL EDUCATION 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: Learning Center Specialist provides ongoing opportunities. 1.6 Apply skills at center with students. Comment: Operating in 2 schools. 1.7 Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. COMPLETED DURING 92-93 Page 87 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors
utilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: c. d. e. Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. 4.1 Provide comprehensive assessments and diagnosis. 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.4 Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center 4.5 Identify and coordinate community resources. COMPLETED DURING 92-93 Page 88 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. 5.1 Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. 2.1 Comment: Monitoring schedule attached. were sent to each school. Follow up letters Compile special education enrollment including race, sex, etc. and monitor on a regular basis. associate superintendent. Data is reviewed by the problems are identified by staff. Specific schools are targeted if Building principals and COMPLETED DURING 92-93 Page 89 their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are 2.2 2.3 1.1 Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. b. c. d. e. f. Policies and Procedures Appraisal Guide Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state level (93-94). Parent meeting for all parents held in May, 1993
these are planned on monthly basis for 1993-94. 2.1 Conduct Research Longitudinal Study. 2.2 Pilot program in targeted schools utilizing various strategies. COMPLETED DURING 92-93 Page 90 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93). 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. COMPLETED DURING 92-93 Page 91 Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule "Material Fair" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/eguipment. COMPLETED DURING 92-93 Page 92 PROGRAM: STAFF DEVELOPMENT (Taken from Narrative) 1. Administrators and teachers will be trained to teach and counsel black and educationally disadvantaged students. 1.2 Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 1.3 Staff development will be based upon certain basic principals of human behavior, learning process and change dynamics. 1.4 The diverse training needs of staff at all employment levels will be met. 1.5 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 1.6 Computer data based will be used to record each employee's staff development history. 2. 3. 1.7 Carefully planned "training of trainers" events will be actively used to expand in-house training expertise. The District will deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. Certain areas of training and staff development will be especially emphasized: 3.1 Volunteer resources will be utilized. 3.2 Substitute teachers and aides will be prepared. Comment: Limited staff development training has been provided to substitute teachers. 3.3 Parents will be trained. COMPLETED DURING 92-93 Page 93 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always on-going for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.5 The capacities of junior high schools will be reviewed in light of needed programs, necessary) (capacities will be revised as Comment: Same as above 1.10 Data Processing will provide the necessary support for all school and central office-based functions. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED DURING 92-93 Page 94 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. COMPLETED DURING 92-93 Page 95 PROGRAM: VIPS 1.2 1.1 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. Choose representatives from each parent/citizen organization. Comment: We started a formal team during 92-93. We have 1.2 progressed through 1.3. points as we meet. We will continue through the other Establish guidelines for operation. Set regular meetings. 1.3 Identify and coordinate all parent involvement services in the LRSD. COMPLETED DURING 92-93 Page 96 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 8.1 No timeline charts for Stephens and King Elementary Schools. COMPLETED DURING 92-93 Page 97 PROGRAM: INCENTIVE SCHOOL - School Operations 5.4 Analysis of data collection. 5.5 Conclusions generated. 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 2.7 A science lab at each school. Staffing and Staff Development 1.1 Establish District Incentive Schools Staffing Committee to assess staffing needs for each incentive school. 1.3 Develop criteria for principal and staff selection based on race/gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (colleagues, principals, and others). 1.4 Develop job descriptions to include special programs and tractual requirements for staff and principal. 1.1 Establish a Staff Development Committee composed of teachers, specialist, parents, principals, and other administrators as appropriate to plan staff development experiences necessary to meet the needs and interests identified through needs assessment. 1.1 Produce a brochure for each incentive school, include: Brochure should a. b. c. d. e. Photo of school Photo of principal Special resources Programs Theme information COMPLETED DURING 92-93 Page 98 f. g. h. i. Partners information Grants received Honors List of staff Taken from Narrative
2.1 No timeline chart for restructuring of the Incentive School Program Committee into a district-wide council of incentive school parents...Incentive School Program, Parent Council. COMPLETED DURING 92-93 Page 99 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.3 Selection of team members Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative
1.1 Each committee will visit each semester using monitoring instrument. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2. 3 . 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations 2.1 The Education Equity Monitoring instrument was used during the 1990-91 school year. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. COMPLETED DURING 92-93 Page 100 2.1 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED DURING 92-93 Page 101 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1.2 LRSD has made progress in the utilization of the ECOTRAN MAGNET System...1988-89 opening of school. Comment: greater progress. If we could receive good, clean, data, we could make 1.3 There is extensive work to be done in updating the geographic files/table within the LRSD database. Comment: Our map files are updated twice annually. 1.5 Transportation/safety policies need to be updated properly. Comment: Annual updates. 1.6 Assignment promotion population region tables need to be created to ensure proper student assignment. Comment: We receive this info on tape. 1.7 Transportation staff are busy attempting to keep ahead of day to day student assignments. Comment: District no longer has open enrollment. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotran Systems. 2.0 Utilizing interactive graphics, Ecotran System will optimize travel times, mileage and loads in generating routes for the school year. COMPLETED DURING 92-93 Page 102 2.2 2.7 Transportation requirements could be significantly reduced by optimizing route assignments into daily bus schedules. The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. Comment: District provides courtesy stops for non-eligible students at considerable cost. ONE-TIME ACTIVITY PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. ONE-TIME ACTIVITY Page 104 PROGRAM: SUMMER LEARNING 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. ONE-TIME ACTIVITY Page 105 PROGRAM: SCHOOL OPERATIONS 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually ONE-TIME ACTIVITY Page 106 PROGRAM: ACADEMIC SUPPORT 7. Cluster schools and develop a staff development schedule for curriculum clusters. 8. Begin training staff responsible for delivering each Academic Support Program: Learning Styles/Cult
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.