1 1 2 3 4 5 6 7 LITTLE ROCK SCHOOL DISTRICT 8 PROPOSED DESEGREGATION PLAN 9 10 October 3, 1988 1 2 I.1. 2. 3 . 4 . 5 . 6 . 7 . 8. LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN October 3, 1988 Student Assignment Plan Early Childhood Education Staff Development School Operations Program of Accelerated Learning Multi-Ethnic Curriculum Special Programs Content Area Programs 1 4 5 6 7 8 9 10 1 9. Summer Learning Program 11 10. Specialty Programs 2 11. Vocational Education 12. Federal Programs H n n LITTLE ROCK SCHOOL DISTRICT LONG-TERM STUDENT ASSIGNMENT PLAN 1989/90-1993/94 I. 1 Introduction 3 I In February 1988, the Court approved the 1988-89 Little tn Rock School District student assignment plan. The 1988-89 student assignment plan establishes the framework Hi 5 for 4 6 i accomplishing two major objectives. The first objective is 7 H to provide a period of stabilization during the development of a long-term student assignment plan covering the period 8 *1 of 1989/90 through 1993/94. The second objective is to 9 bl tar develop and implement strategies that will desegregate schools that have been classified as racially identifiable. It is very important that the long-term plan ensures stability while also maintaining and strengthening desegregation 10 11 2 w in the Little Rock schools. In order to accomplish this task, the plan must employ both intradistrict and inter district desegregation strategies. The Little Rock School h II District must succeed in reversing the trend of white flight. The District has experienced constant growth in its black enrollment. This factor merely intensifies the need to curtail white flight and recruit more white students . There is also a need to minimize, to the extent possible, the growth in the District's black enrollment by strengthening the majority to minority recruitment process. The successful recruitment of white students requires the assurance of additional building capacity, the availability . 3 I of attractive programs, and the careful location of these programs. At present, there are very few vacancies in schools that are west of University Avenue. The schools in the downtown area have more vacancies but these schools have not proven to be attractive to white parents. Certain facets of the major enhancem.ent programs established in 1988-89 need to be revised. In other cases, new facilities I ,1 I I I i'l 2 3 4 5 6 should be constructed in areas that"^^ will serve the black t 7 community and yet provide easy access to intradistrict and interdistrict white parents. Until the needs of both west 8 9 and downtown Little Rock have been satisfied, the 10 District's recruitment efforts will remain at a standstill and white flight will probably continue. 11 The next two sections describe the steps that will be taken 2 between 1988-89 and 1990-91 to achieve the District's long term student assignment goals. II. Facilities A. 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 600 students. The students who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will return to the new Washington in the 1989-90 school year. n B D E I The Little Rock School District is committed to con-tinuing efforts to recruit white students to the maj or K enhancements schools. However, the District feels that it is counterproductive to recruit white students to schools that will close in the next 1-2 years. It is more productive to focus recruitment efforts on major enhancement schools that are expected to remain open during the next five years. Likewise, major enhancement 2 3 4 5 6 7 I schools that are expected to be rebuilt and relocated in the next two 8 years will be added to the District's 9 recruitment campaign. 10 B. 1989-90 Plans have already been made to add new wing to Franklin School. This wing will allow Franklin to house 11 12 a some of the students who were affected by the closing of [ King. It is by no means certain, however, that all or even most of the King students will be reassigned to Franklin in 1989-90. Franklin's new capacity is expected to be approximately 550. The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted I in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 I school years will be assigned to the new Washington school. I I 5 . 99 II I: II Washington's location is expected to be a major asset to its ability to attract white students. In particular, D II it is easily accessible to down town office workers from both North Little Rock, Pulaski County and southwest Little Rock. Also, Washington's proximity to 1-30 is 2 3 4 II] expected to attract students who live outside of Pulaski 5 County. The Little Rock School District is interested II 6 in opening the magnet and M-M programs to students who II live outside of Pulaski County. 7 It is proposed that both Mitchell and Rockefeller become 8 II intradistrict magnets. These schools will be restricted to students in the Little Rock School District. 9 10 While II some consideration has been given to having a I 11 II Montessori/Computer theme at Rockefeller, the Selection of a theme will be based on the results of the trii I2 II district magnet survey. Some consideration has been given to replicating Carver's math/science theme at I I II Mitchell. Ish School will close as a regular school at the end of the 1988-89 school Ill year. The Little Rock School District proposes to use Ish School as an early n childhood center that will incorporate the early childhood curriculum presently used in the District's n four-year-old program. The Eighth Circuit Court of Appeals views early childhood education as an important I i H component of a comprehensive desegregation plan. It is I I I believed that early intervention will, over time.Hi H obviate the need for compensatory and remedial programs M H in the higher grades. N LRSD proposes that Gibbs Magnet be reorganized as a K-3 2 I school and Rightsell Elementary (approximately four blocks from Gibbs) serve as the 4-6 international stu- I dies magnet. Also, Dunbar Junior High School t4 5 I 11 (approximately two blocks from Rightsell and adjoining 6 the Gibbs campus) will have a school within a school for 7 B international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the 8 9 H international studies theme. 10 I I The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those 11 schools are needed to house enhanced schools. 12 I C. 1990-91 K A The recommendations in this section are based on current R demographics and geography which identify a need for new construction. It is proposed that the District relocate II Stephens Elementary due west of and adj oining the Capitol Hill Complex. The new Stephens will house pren kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will n have a capacity of 600 students and serve as an inter- H district magnet. The magnet theme will be based on the results of the tri-district survey. In addition to I being located on the 1-630 corridor, the new Stephens . n 11 will be easily accessible to downtown office workers, n state department employees and University Medical personnel. Center The site for the I! new Stephens Elementary is approxi-mately one-half mile from Woodruff. Woodruff has a 3 4 I capacity of 245 students and is situated in a neigh-borhood that has 5 no real potential for white growth. n Woodruff is presently 75% black. Probably the best use 6 of this facility is to use it as the Instructional 7 B Resource Center (IRC). There is no need to continue to 8 B use Woodruff as a school after the opening of the new Stephens School. 9 10 II The Little Rock School District also proposes to build a 11 new King Elementary School in downtown Little Rock. The I2 facility would be located in the general area bounded by 1-630, Chester Street, 7th Street and Center Street. In II fio II r n III. addition to being an interdistrict magnet. I attraction for this school will the big be its early childhood program and childcare facilities. expected to serve as This location is a natural magnet for individuals who work within governmental and Little Rock. business centers of I Assignment Plan The Little Rock School District proposes to use attendance I I zones for all of the non-magnet, non-enhancement schools. The zones will provide a feeder pattern for elementary stu- II II dents going to Junior high school and junior high school students II going to senior high school. As a result, elemen- tary students will automatically know their junior and 2 I senior high school assignments. 3 I ! The use of attendance zones will allow most neighborhoods 4 II to be able to attend a particular school as a group. The 5 use of attendance zones I the District. is expected to ensure stability in The use of attendance zones will also help I 6 7 II to minimize busing and allow the District to develop bus 8 routes that are cost effective and efficient. II The use of attendance zones will also allow the District to restore its working relationship with the real estate and II business communities. Under the present plan, potential II homeowners have no attend school. way of knowing where their children will Because the school assignment is conII sidered a major factor in deciding whether and where to purchase a home, it is very important to the future growth of the community for the Little Rock School District to be able to answer school assignment questions with more certainty. 9 10 11 I2 n Attachment One is zones. a maw which shows proposed attendance The enhanced schools may be selected by black and If white students who live outside the attendance zones drawn for enhanced schools. Students living within the attendance zones for enhanced schools may choose to be assigned to a racially balanced school. Attachment One A / IrL IB Bl shows the student composition of LRSD elementary schools if IB LRSD students were Attachment A. assigned according to the zones shown on n There shall be eight schools designated as incentive schools. They are: II Carver (original building) Franklin 5 II 6 Garland 7 II n Ish 8 Mitchell II Rightsell, Rockefeller and Stephens 9 10 Each school shall have II a geographic attendance combined the eight attendance zones shall zone. When 11 encompass the II entire geographic territory of the Little Rock School District. Three thousand students shall be Assigned to 12 II these schools. The remaining schools of the dis^ Ct shall each have attendance zones. II zones shall When combined these^ attendance II the district. encompass the entire geographic /territory / / of Assignments shall be made to the eight sc 'Ols before any n other assignments are made to the remainin. schools. These n assignments shall be determined by February?a the event that the number of persons electing r 1989. In accepting R assignments to schools exceeds ca ty, the district shal assign students to these schools on the basis of the I missio: of the school and the likely benefits to be 8- B II received by the students assigned thereto. Students who IJ V are assigned to these schools shall commit to remain in II them through the sixth grade or until they leave the school 2 district. E Students assigned to the remaining schools in the district may either attend the school in their atten- 3 4 II dance zone or an incentive school. 5 A. Proposed Feeder Plan 6 fl The purpose of a feeder plan is to limit the number of 11 fl fl 7 elementary, junior high and senior high school assign-ments in a particular geographic area. An ideal feeder plan divides the district into large senior high zones and the schools on the lower organizational levels all feed into the senior high school. 8 9 10 11 11 The segregated housing pattern in Little Rock makes it impossible to have a perfect feeder system for all orga- 11 nizational levels. n II n As a result, satellite zones will be used in the proposed feeder plan. It should be noted that the building percentages listed in the feeder plan are subject to further refinement. are alreadj^ evident In the feeder proposal. (Attachments three and four n describe the proposed feeder plan. Rightsell, Rockefeller, Mitchell and Washington have II been omitted from attachment four since they are pro-posed magnets. Ish has been omitted since it has been El designated as an early childhood education center. Some problem areas I ft 12 ii J a II B. Assignment Procedures iH The Little Rock School District proposes to^ph^se-inj the new assignment plan beginning with the 1989-90 school II year. This approach will allow the District to maintain stability by conducting a gradual transition to a new II assignment plan. The phase-in approach will /permit grandfathering of all students in the Little Rock OOl II District as of June 2^1989. The new assignment plan will apply to all/matriculating students and students II new to the Distric or the 1989- 0 school year. II Every effort will be made to grant sibling preference to any students who are still separated as a result of the I II present assignment plan. The new assignment plan will automatically keep siblings together since assignments II will be based on geographic location. Consideration II will be given to allowing the children of school-based employees to attend school at their worksites. Such II assignments are subject to the desegregation require-ments. II II II H H The new assignment plan will exclude kindergarten students from the mandatory assignment process. Kindergarten students will be allowed to attend the nearest school without regard to desegregation requirements. Neighborhood kindergarten assignments will be made with the full understanding of where these students will attend school in first grade. The new t I 2 3 4 5 6 7 8 9 10 11 12 11. , I IVI <1 I 9 assignment plan will apply to all students who move from kindergarten to first grade in 1990-91 and thereafter. 2 II New students to the District will not have to come to 3 the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who 4 IM live within the attendance zone of that school. The student IMI Assignment Office will: monitor new assignments
process all data entry work for elementary 5 6 7 schools
process M-M transfers and magnet assignments
8 reassign students because of overcrowdedness or desegregation requirements
consider appeals
conduct recruit- I c 9 10 01^ ment efforts
transfers. and process majority-to-lesser-majority Majority-to-lesser-majority transfers will 11 12 allow a transfer out of an attendance zone if transpor-tation is provided by the parent. C. Expected Outcomes and Implementation Timeline The Little Rock School District has not succeeded in meeting the Court's desegregation guidelines in all of its schools. The lack of success in the Little Rock School District can be attributed to several factors (i.e., white flight, fragmented neighborhoods, long bus rides, a steady increase in the black population, etc.). RW Of course, some might attribute the District's woes to HH the manner in which students are presently assigned to school. The present assignment plan is costly and extremely difficult to administer. Also, public support I has faded as a result of the severe fragmentation caused by mandatorily assigning students and allowing multiple school assignments in any given geographic area. 2 3 However, some of the District's intradistrict assignment problems existed before the implementation of the pre4 sent assignment plan. 5 Many urban school districts throughout the United States are seeking ways to combat white flight. Likewise, 6 I 7 these same districts are experiencing a growth in black or minority students. 8 Both of these trends are evident 9 in the Little Rock School District. Another complaint 10 that normally accompanies urban school desegregation efforts is the length of the bus rides. Meaningful 11 i desegregation in cities with segregated neighborhoods 12 will almost always result in bus rides that are unacceptable. It is safe to conclude that the desegregation problems fl in Pulaski County have been in existence for a number of fl years and cannot be resolved with mere intradistrict remedies. Any intradistrict remedy in one district must fl have the capability of enhancing intradistrict remedies in the remaining districts. The three districts cannot resolve the desegregation crisis in Pulaski County s fl without cooperation and collaboration. In addition to cooperation and collaboration, the success or failure of school desegregation in Pulaski County depends on the effectiveness of the interdistrict assignment program. It- n The demographics of the Pulaski County Special School District and the Little Rock School District are such that each district must rely on the other to meet the 2 n goal of desegregating all schools. Any long-range 3 desegregation plan in the Little Rock School District M will have to include an effective interdistrict assignment program in order to be successful. 5 6 n The challenge before the Little Rock School District is to simplify the intradistrict assignment process and II intensify the interdistrict assignment process. In 7 8 II order to meet this challenge, the district must first have a firm commitment to quality desegregated educa- 9 10 II tion. Second, the District must focus on the potential 11 for successful second-generation desegregation programs 12 II in Pulaski County as opposed to allowing first- II generation desegregation problems to resurface. Third, the Pulaski County community must be made aware of the II various interdistrict options. Special Needs II The Little Rock School District currently has five II (5) schools schools. designated as major enhancement These schools have black percentages 1. ri above seventy-six percent (76%). 2. Rightsell School is also above seventy-six percent (76%) black. \V a 3 . The 1988-89 nonblack enrollment in the Little Rock M School District is basically the same as the nonblack enrollment at the end of the 1987-88 2 4 . school year. The nonblack enrollment in the Little Rock School District needs to increase signifi- cantly in order to avoid having a predominantly black school district. The 1988-89 black enrollment in the Little Rock School District has approximately 700 more students than the black enrollment at the end of the 1987-88 3 4 5 6 7 8 I I 9 school year. The black enrollment in the Little 10 Rock School District needs to decrease. 5. The Little Rock School District needs more building 11 capacity at all organizational levels. The 12 district currently uses 98% of elementary capacity
93% of junior high capacity
and 101% of senior capacity. The District cannot expect to increase Il its nonblack enrollment during the 1989-90 schoolyear without additional building capacities at all organizational levels. The Little Rock School District needs to continue efforts to attract students to a core of schools [fl that traditionally have been difficult to desegregate. HI The Pulaski County Special School District must meet the court-ordered desegregation requirement for all of its schools in the southeast sector. I 6 . 7. A8 . The sector of the Pulaski County Special School District that is north of the river needs more black students and fewer white students. 9 . 2 In order to ensure stability and growth, the Little Rock School District needs an assignment plan that h J will remain the same for the next five years. 10. *5 The Little Rock School District must begin prepara- 6 tions to seek unitary status. Expected Outcomes 7 A. To meet the desegregation guidelines in the major ( 8 enhancement schools. 9 B. To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. 10 11 12 I C. To implement a new student assignment plan in the 1989-90 school year. D. To expand the interdistrict magnet program. I Implementation Timeline See attachment. n r. Area of Collaboration 1989-90
V c 3 - ' ?roi ?es3cr.s 1 I e A. To meet the desegregation guidelines in the major enhancement schools.
r,_____________________________ im/Area Office of Desenreg i uun CB, VS3 I I st: AC I s I I 3 c, TIiiTS COMPLETION DATE COSTS I I i I I I I EVALUATiC.'l To fully implement all components of LRSD 88-89 major enhancement program 1. Secure funds from court for major enhancement programs ! 2. Complete fad 1 i ty Ongoing Nov, 1, 1988 See 88-89 Desegregation plan LRSD Attorneys Court order to fund programs I renovations identified in 1988-89 desegregation plan. 3. Monitor implementation of major enhancement programs Implement a major recruitment effort for major enhancement schools I 1. Hire full-time parent recrui ters 2. Develop recruitment plan See 1988-89 Desegregation Plan for LRSD Ongoing June 1989 November 1. 1988 November 1, 1988 Ongoing December 1. 1988 See 88-89 Desegregation plan See 88-89 Desegregation Plan I Plant Services Dept. - Assoc. Supt. - Oeseg. - Evaluation and Testing - RSD Biracial Advisory Commi ttee - Consultant/Monitor - Assoc. Suot. - Oeseg. Assoc. Supt. - Deseg. Completion of contract requirements for each renovation project Quarterly monitoring reports submitted to Board of Directors and Special Master Completion of hiring process Plan submitted Superintendent's Cabinet for review and approval Implementation monitored by periodic status reports to cabinet ( I I o CD 00 O) cn co 1lMPLMN7AT:ori TiKELJr
*Area of Collaboration '..= 1 Plan sen Respor.siDie 1: ______________ 1989-90 (Year) A. To meet the desegregation quidlines in the major enhancement schools cont'd Division _____________________________ Program/Area flffjrp nf np<
pqrpga r mn OBJECTIVES I 1 STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION *3. Target parents north of the river for M/M transfers to LRSD major enhancement schools 4. Launch an intensive public relations campaign January 1989 January 1989 May 1989 Onqo i ng - HRC Exec. Director - MET - Three districts - Assoc. Supt. - Deseq. - Spec. Asst, to Supt. Response to open houses, brochures, individual tours, etc. Public advertisement in targeted area. Completion of deadline established in recruitment plan 1 1 o (O 00 CJ> cn W a I IMPLxMEtCATOK TIKELrf.'E Plan 1989-90 sen ResponsToTe 1: OBJECTIVES Implement a major recruitment effort for M/H transfers* (Year) B. STRATEGIES/ ACTIVITIES *Area of Collaboration To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. *1. Use parent organizations in receiving schools to recruit *2. Use current M/M parents to recruit *3. Seek assistance from business and community (i.e. Chambers of Commerce, L.R., N. Pulaski, Jax) to establish a monetary incentive plan for students who participate in M/M transfer program 4. Use parent recruiters and student assignment officer to coordinate LRSD H/M recruitment efforts. BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY January 1989 January 1989 October 1988 December 1, 1988 I Hay 1989 Hay 1989 Ongoing Ongoing ro o (O Division Program/AreaU^^'ce Of Uesegregatlon - HRC Exec. Director - MET - Three districts - HRC Exec. Director - MET - Three districts - Three communications officers - Office of Deseqrei tion (3 districts Assoc. Supt.- Deseg. 00 at la- O1 I EVALUATION Periodic recruitment report given by HET to MRC Periodic recruitment given by MET to HRC reports Agreement signed by all parties involved Periodic I recruitment reports to Assoc. Supt. - Deseg. GJ to I IMPLEMEKTATiCN TiHEL 1 --r.Li'i Plan 1989-90 (Year) *Area of Collaboration Division _____________________________ Program/Area offire nf Dpsppreoation -sen Respor.sioie 1:______________ B To use thp mainritv -to-minnritv transfer nrnararn tn flprrpaSP------------- -- ------ --------- the Dnistriic,t's, bkliaicrki eonnrronliilmmpenntt aanndd iinnccrreeaassee tthhee DDiissttrriicctt ss white enrollment cont d OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I. EVALUATION To discuss the possibility of other school districts participating in the M/M transfer program (i.e. Conway, Sheridan, Bryant, Lonoke)* To examine programs and curriculum that will, promote M/M transfers* *1. Meet w/SDE to discuss full funding for these students *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results October 1988 October - Nov. 1988 Ongoing Ongoing - Pupil Personnel -PCSSD - Office of Deseg, - Three districts - Pupil Personnel -PCSSD - Office of Deseg. - Three districts Status report to respective superintendents Status report to respective superintendents of above strategies a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other district. January 1, 1989 March K 1989 Attorneys for three districts Order issued by Court 1. Restore PCSSD's elementary string program to attract NLRSD and LRSD students August 1989-90 (advertise restoration: January 1989) I Ongoing - Office of Deseg. - Instruction Div. - Three District - Survey results - Funding - Normal program evaluation procedures I to o (O 00 o> O1 co J WIBi r: 3 1 Plan 1989-90 sen Respor.sioie 1
______________ (Year) B. To use OBJECTIVES 1 IMP'-l'ttCAT:Ofi TIHu:r:E the H/H transfer program to decrease enrollment and increase the District's STRATEGIES/ ACTIVITIES *2. Modify M/M transfer policy to reflect a flexible school-to-school" priority 3. Develop cooperative policy for graduation requirements of M/M twelfth grades the District's black white enrollment cont'd beginning DATE October 1988 November 1988 COMPLETION DATE Nov. 1988 March 1989 COSTS *Area of Collaboration Division ____ Program/Area RESPONSIBILITY - MRC - Office of Deseg. - Three districts - SDE Instruction Division Three districts I. Utt ice of Ueseijriiijd Lion EVALUATION Final stipulation agreed to by all parties Board approval of graduation requirements 1 NS o (O 00 O) UI GJ to IMPLEMsKTATiCN TIHELJ.E *Area of Collaboration a 1 --real Plan = i:-scn Respor.sibie Teal: 1988-89 (Year) C. To implement a new student assignment plan in the 1989-90 school year. Division _______ Program/Area Office of Desegreqation OBJECTIVES I STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To get input from community and staff on proposed student assignment plan 1. Conduct public hearings as ordered by the Special Master 2. Review proposed student assignment plan with principals, teacher representative, PTA Council, Biracia! Advisory Committee, and Central Office Administrators 3, Open telephone hotline for suggestions from community To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court - Superintendent - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Spec. Asst, to Supt. - Record suggestions and sub- mi t to Court - Record suggestions and submit to Court - Record suggestions and submit to Court To identify and develop data processing requirements for implementation of the new student assignment plan 1. Verify student database 2. Develop computer program to identify attendance zone for each student End of 1st nine weeks (11-4-88) - End of 2nd nine weeks (1-20-89) - November 18 - February 3 October 1, 1988 - December 1, 1938 ru o to - Assoc. Supt. - Deseg. - Director of Date Processing - Assoc. Supt. - Deseg. 00 Oi UI - School printout returned to Office of Desegregation - Printout from test run u w re II Plan 1988-89 rscn Respor.sioie 1: ____________ OBJECTIVES I II I 11 Obtain Court approval for new student assignment plan Provide information on new student assignment plan to staff and community B B B rv3l *Area of Collaboration (Yesr) STRA7 C. s/ ACTIVITIES C i V i s i c n _ ___________________________ Prccram/Arei Office of Desegrenacion To implement a new student assignment olan in the 1989-90 school year cont'd__ ____________ 3. Develop data entry procedures for new assignment plan 1. Written approval of 1989-90 student assignment plan 1. Inservice employee groups on new assignment plan. 2. Inservice school-related organizations on new assignment plan-PTA Counci 1, Teacher Representatives, Biracal Advisory Committee, Business Task Force 3. Develop newsletter for new assignment plan BEGINNING DATE COMPLETION DATE COSTS REoPGNSIILIT'f October 1, 1988 November 15,1988 December 1 December 1 December 1 I EVALUATION December 15, 1988 December 1, 1988 December 16 December 16 December 16 NJ o to - Assoc. Supt. - Deseg. - Director of Data Processing LRSD Attorneys - Procedures ready for distribution to appropriate staff members - Written order from Court - Assoc. Superintendents - Announce and conduct meetinus - Assoc. Superintendents - Announce and conduct meet- Assoc. Supt. - Deseg. - Spec. Asst, to Supt. 00 O) O1 ings - Printed newsletter ready foi-distribution GJ -r.uil Plan 1988-89 son Responsible 1: _______________ OBJECTIVES I IMP'-SMi 7a
:cn T
i-iL
t: (Year) C. To implement a new student assignment plan in the 1989-90 school year cont'd. STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration Division _____________________________ Program/Area flffirp nf Dpsporpua t inn RESPONSIBILITY EVALUATION 4. Conduct press conference on new assignment plan December 1 December 16 - Superintendent ' Assoc. Supt. - Deseg. Newspaper, TV and radio coverage - Spec. Asst, to Supt. 5. Conduct publicmeetings In each high school (and Mann Jr, High) January 3 January 27 - Superintendent - Assoc. Supt. - Deseg. - Spec, Asst, to Supt, Announce and conduct meetings 6. Distribute newsletters for new assignment plan throughout coran-unity 7. Hail newsletters to all parents 8. Special presentations conmunity organizations, realtors, churches, etc. January 3 January 23 January 3 January 27 January 27 January 31 - Assoc. Supt. - Deseg. , Assoc. Supt, - Deseg. - Spec. Asst, to Supt. - Assoc. Supt. - Deseg. - Student Assignment - Officer - Parent Recruiters - Newsletters on display throughout community - Each parent receives a newsletter - Summary report given to Assoc. Supt. - Deseg. I I o co 00 O) tn co IMPi.Ef-l: 7A7:CH TIKE'.rriH
ual Plan 1988-89 (Year) sen Responsible 1: _______________ OBJECTIVES I 1 C. To implement a new student assignment plan in the 1989-90 schnol ypar rnnt's STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division _____________________________ Program/Area Offirp nf ripsegrpin r inn EVALUATION To conduct assignment process for 1989-90 school year 1. Special inservice for building secretaries and registrars 2. Identification of grandfathered students 3. Send assignment letter to all matriculating students 4. Allow transfer to school in attendance zone 5. Pre-registration of kindergarten and new students January 23 February 1, 1988 February 1, 1988 March 1, 1988 April 3. 1988 January 27 February 28, 1988 February 28, 1988 March 23, 1988 April 28, 1988 ro o (O - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - BuiIding principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals 00 O) O1 - Announce and conduct meetings - Survey forms returned to building principals - Assignment letters received by parents/students - Transfer requests processed - Announce and complete registration process. Registration form given to each parent w hO II. 1 Plan 1989-90 sen Responsioie 1: ____________ __ (Year) 0. IKPLEM(!A7
CK TiKELlNE To expand the interdistrict magnet program objectives To determine program interest in magnet schools and night high school* To expand interdistrict magnet schools* To discuss the possibility of other school districts participating in the Magnet program. (e.g. Conway, Sheridan, Bryant, Lonoke)* STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration RESPONSIBILITY Division --------- --------------------- Procram/Area Office ofDesegregatioi EVALUATION *1. Conduct tri-district parent survey. Hold public meetings. (3 districts) *1 Establish elementary magnet in PCSSD and interdistrict school at Washington October 1988 November 1988 - MRC - Survey results 1989-90 Ongoing - Pulaski County Coop. - Three Districts - MRC - PCSSD - Results of public meetings - Student/parent interest and participation - May 1989 registration - Funding (Federal and State) *1. Meet w/SDE to discuss full funding for these students October 1988 Ongoing o (D - Pupil Personnel -PCSSD - Office of Deseq. Three districts 00 O) tn - Status report to respective superintendents co I IMPLEMENTATION TIMELINE Area of Collaboration 31 I Annual Plan Person Responsible Goa 1: ______________ OBJECTIVES 1989-90 (year) D. To expand the interdisArict "agofil STftAfe61K7 ACTIVITIES *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results of above strategies, a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other districts beginning program cont'( COMPLETION DATE DATE COSTS RESPONSIBILITY D i V i s i on ______ _______ Prooram/AreaUttice ot uesegregatioi EVALUATION Oct.-Nov. 1988 Ongoing o to CO - Pupil Personnel PCSSD - Office of Deseg Three districts O) UI Status report to respective superintendents W K3 I LRSD School Checklist Senior High Schools [5] Grodes 10-12 Cer.tfo! E.Hrrf Hqv.kS J Fair Sem Su^'Ort Holl Blit Barnhouse < McClellan 1500 Pork 72202 376 4751 5201 Dovid O Dodd, 72210 722'4'6609 6700 'H '. 72205 - 661-9000 Rudolph Hov.ard 9417 Geyer Springs, 72209 565-0314 Park-ne.-/ F.ne Arts Magnet - Junious Bobbs - 2501 Borrow, 72204 - 225-6440 Vocational-Technicol Center [1] Grades 10-12 Metropolitan - Dr. Doyle Dillahunty - 7701 Scott Hamilton, 72209 - 565-3465 ^.Cap. i E : I T I I 2 3 I T 4 5 Efl n Junior High Schools [8] Grades 7-9 Cloverdale - Dexter Booth - 6300 Hinkson Rd., 72209 - 565-8426 Dunbar - Marian Lacey - 1100 Wnght Ave.. 72206 375-5574 Forest Heights James Wise - 5901 Evergreen, 72205 - 663-3391 Henderson Brady Gradberry 401 Barro Rd,. 72205 . 225-3358 I I I 6 7 I T T 8 M Mabelvale - Clell Watts 10811 Mabelvate W,, ""ro3?x~r877^b7vole, 7~2~103~-' 455-2413 ~_________________________________ Mann Magnet - Dr. Victor Anderson 1000 E. Roosevelt Rd.. 72206 - 372-3123 9 10 I Pulaski Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 66*^-7073 Southwest - Gail McLaughlin - 3301 S. Bryont, 72204 565-4416 Elementary Schools [37] Grades K-6 Badgett - Mary Golston - 6900 Pecan Read, 72206 490-1582 Bale - Levanna Wilson - 6501 W. 32nd, 72204 - 565-6621 Baseline - Anna Tatum - 3623 Baseline Rd., 72209 - 565-5589 I Booker Arts Magnet - William Finn - 2016 Berber, 72206 - 376-3319 fl __ Brody Helen Thomas - 7915 W. Markham, 72205 - 225-1815 Carver Chicot - Otis Preslar 11100 Chicot Rd., I PO Box 405, Mabelvale, 72103 - 568-2554 Cloverdale - JacquoLne Dedman 6500 Hinkson Rd., 72209 565-0986 Dodd - Robert Nelson - 6423 Stagecoqch Rd., 72204 - 455-3110 ,____ Pair Park - Catherine Gill - 616 N. Harrison, 72205 - 666-0359 [ Forest Park Virginia Ashley * 1600 N, Tyler, 72207 666-5415 Franklin - .Connie Aston - 1701 S. Horrison, 72204 - 666-03-8 __ Fulbright - Moe Huffman - 300 Pleasant Valley Dr,, 72212 - 224-2350 Garlond Dr. Cheryl A. Simmons - 3615 W. 25th 72204 666-9436 ___ Geyer Springs - Eleanor Cox - 5240 Mobelvole Pike, 72209 - 565-0184 I_____ Gibbs Magnet - Donno Devis - 1115 W. 16th, 72202 - 372-0251 L~ish - Michael OliTeT^ 3001 S. Pulaskr?2206 376-3629 278 417 X 420 ! 0,12 149 r 83 i 232 4- 11 261 ,133 I 64^! 12 i 394 : 66. 244 ,121___^65 I nz __ Jetferson - Morgoref Gremillion - 2600 N. McKinley, 72207 663-9472 King Bobbie Goodwin Mabelvale - Dorothy Faulkner 9401 Mobelvole Cut-oH - 4800 W. 26th, 72204 - 663-6397 207. Mabelvale, 721'03 " 455-2227 ___ McDermott - Lynn Moore - 1200 Reservoir Rd , 72207 - 225-6568 Meadowcliff Jerry Wonm - 25 Sheroton Dr.. 72209 - 565-0324 Mitchell - Donita Hudspeth - 2410 Battery. 72206 375-6931 Otter Creek - Pat Price - 16000 Ottei Creek P'wy. 72209 - 455-3320 Elementary Schools - (continued on back) I 563 285 JI 420 424 351 461 607 t 67 - . 1 377 I 5^7, 440 I 8 j 448 I 98~ j 261 T ' 546 I 5Z. 248 : 17Q 413 ' 59 2j 1 /tt I ill I 151 i 3/7 I 5^7. 313 S12. 12.5 j
S37 513 j 25 553388 '' 95'' i iTi" S27, j 320 i 298 : 5 '235 i 117 i /flV X 220 ! . 303 ' 98 321 I 490 ' X 7 111 218 t' 9X6 S'vi 541 j- 35'0 I 3 'i'l I 531 j i27 465 i 1<7 i
275 i 3 ' 383 ' I ^}7o yft, 3fy _ 5_17- .3J. LRSD School Checklist Elementary Schools [37] Grodos K-6 (continued} Pulaski Heights - Eddie McCoy - 3 19 N. Pine, 72205 663-9469 2 Rightseif- Koy los> 911 W. 19th, 72206 374-7448 Rockefeller - Anne Mangon - 700 E. 17th, 72206 374-1 226 Romine Lionel Word 3400 Romine Rd., 72204 225-8833 Stephens - Stan Strauss 3700 W. 18th, 72204 663-8374 Terry - Nancy Volsen - 10800 Mara Lynn Dr., 7221 1 - 225-1215 Wokefield Lloyd 8lock - 75 Westminster, 72209 568-3874 Washington - Lonnie Sue Dean - 115 W. 27th, 72206 - 375-8275 Watson - Dr. Diana Gloze - 7000 Valley Dr., 72209 - 565-1577 Western Hills - Margie Puckett - 4901 Western Hills, 72204 - 562-2247 Willioms Magnet - Dr. Ed Jockson - 7301 Evergreen, 72207 - 666-0346 Wilson - Reine Price - 4015 Stannus Rd., 72204 - 565-0924 Woodruff - Koren Buchanan - 3010 W. 7th, 72205 - 663-4149 ', 280 : 25Q : ' 320 L-291 490
I .afi0-_U50_l 537 ! MZ ! &00 J7a< 134O 147 . . 1 3 7 ---------------1 - - 2. ' - 9 ___--------------------------------- !? ^il 3* 543 Totals *260 spaces left open for white students. T 472 I 28a. , lg5 I 328 _JL UH iQTV'ior'\'si7. T 409 W7 245 III* I /IV ng * 375__5^^ 13^3 72^? I -I i I I I ! I I I I T i I + i T I T t + 1 i + I + I I + I 4 5 6 1 8 9 10 11 12 I T I 4- I X I i- I + I + I I TEisEEsaBBa I ATTACHMENT I Wil Gari and Ish Mi tfhelI Ro< kefeller Sieptieiis UdStlinQtdII Ki nil Will Illi (it t t I dill III 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Closed CI used Close - 'Reopen as Tarly Childhood Intradistrict Magnet Intradi strict Magnet New Bill Idinij o (O New bull ding New But IdllKj Close - Reopen as IRC 00 o> tn ro Aiiii IJI iii| ATTACHMENT THREE Senior High junior Hioh 2 Central (54%) Henderson (61%) Pulaski Heights (65%) Southwest (69%) 3 4 Han (52%) Forest Heights (62%) Southwest (69%) 5 Fair (52%) Dunbar (58%) Mabelvale (64%) 6 iMcCl el 1 an (53%) Cloverdale (69%) Dunbar (58%) 7 8 9 10 II 11 12 II II II II 11 If M I. F:UR I M 2 Junior Hiah Elensntarv 3 Cloverdale Chicot Cloverdale Watson 4 5 Dunbar Baseli ne Dodd Geyer Sonings Wakefield 6 7 II 8 Forest Heights If Brady Frankl in McDermott 9 10 II Henderson Fulbright Gari and Stephens Terry 11 12 II Mabel vale II Mabel vale Otter Creek n Pulaski Heights II Badgett Fair Park Forest Park Jefferson Pulaski Heights Woodruff II Southwest El Bale Meadowci i ff Romi ne Western Hills Wi1 son Ii ri I EARLY CHILDHOOD EDUCATION M When they enter school, children who are economically disadII bl vantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 3 4 5 I II 6 expected in the primary school years. The lack of developmental and If educational experiences is often evidenced by low scores on 7 II II tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. 8 9 10 11 II Many children are successful at persisting against the odds to become successful learners and accomplished adults. Many are 12 II able to prevail with the guidance and support of caring parents, teachers, counselors, and other "significant" adults who expect n them to succeed and hold them to high standards. For many children from economically impoverished homes, racial and ethnic II minorities, and immigrant families, the public schools can serve II as the key to ensuring a quality education and to futures as adults. securing their If Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary H grades. In addition, preschool programs hold the potential for M greater academic achievement, less at-risk behavior in the teen m Page years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 3 Association has identified preschool education as the key invest- 4 fl ment in education for state governments. The Committee for 5 Economic Development (1985, 1987) has issued two reports with the 6 message that a national investment in preschool education is necessary for the nation's economically disadvantaged children. 7 The greatest hope for change in the lives of children in need 8 is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of Benjamin Bloom on 9 10 the need for education for 3- and 4-year olds, additional studies 11 have continued to document the academic and social success of 12 those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's I later success in school. This research links student achievement in high school and beyond with the home and school as powerful I influences on the intellectual development of young children. Other national reports also continue to stress the importance of early childhood education. A recent study, II The Forgotten Half: Non-College Youth in America," a 1987 report by the Commission on Youth and America's Future, targets young children M in its recommendations. The report identifies a need for funds to serve an increasing percentage of the now unserved 3- to 5-year olds. 1- In Page Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today, with an estimated 4 million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs. particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable 9 10 11 12 3 4 5 6 7 8 programming leaves over 2 million of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head start and City of Little Rock Early Childhood Programs serve a -____ __________ small percentage of the eligible disadvantaged, and at the present time7~no^ publlc'^school funds are being used to implement early childhood programs. Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe, especially for the poor, and the need for programs will continue to rise for all socioecoHM nomic levels. i I II Page II The decline of the traditional family unit and the growing number of families living in single-parent households contribute 3 to the increasing need for preschool programs. Few families in 4 I inner city urban areas, whether the father is present or not, have a mother who stays home to care for the young children, single-parent families with young children, the problem of poverty often compounds the problem of finding child care. Additionally, poverty continues to be an enduring problem among young children: For Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Because a significant number of the children in the city of Little Rock are minority and/or economically disadvantaged, the Little Rock School District proposes the expansion/development extensive early childhood programs to meet the needs of at-risk of students. These programs will have three components: 1. HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) will 5 6 7 8 9 10 11 129 Page focus initially on children in families who live in the shadow of the current racially 3 identifiable schools in the Little Rock School 4 District. This home-based program, which 5 complements the school-based program operative 6 in the schools, recognizes the mother as the 7 first significant teacher of the child. 2 . FOUR-YEAR-OLD MAJOR ENHANCEMENT PROGRAM - The High/Scope 8 preschool curriculum model will be implemented 9 in three of the racially identifiable schools 10 in the Little Rock School District. Effective 11 the 1988-89 School year, this model will be 12 H fl sfj 0 Page an integral part of the rrajor enhancements for improving pre academic achievement of minority and economically 3 0 disadvantaged children and ^or attracting white 4 li 3. students to the schools. II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will work cooperatively with other federally funded early childhood programs to collaboratively implement an education program to better meet the needs of inner city Little 9 10 1] Rock students. 11 12 5 6 1 8 n 11 The Pulaski County and Little Rock School District will continue to cooperatively coordinate the implementation and expansion of the Home fl Instruction Program for Preschool Youngsters (HIPPY). However, the Pulaski fl fl County Special School District has no plans to develop any additional early childhood components, and the North Little Rock School District will not pursue the development and implementation of an early childhood program. n fl By the school year 1993-94, 80 percent of the 4- and 5-year old minority and economically disadvantaged youngsters in the Little Rock School District will be participating in an early childhood program fl By the school year 1993-94, 95 percent of the minority and economically dis- advantaged youngsters will be able to meet performance expectations necessary for school success. V-a EARLY CHILDHOOD EDUCATION I I 3 4 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 5 6 7 I. Program/Area Overview A. Sutmary of Background Information During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the comnunity where high-risk children were identified. 9 10 11 Developed at Hebrew University in Jerusalum, Israel, by Dr. Avima 12 8 Lombard, this international program identified parents (primarily mothers) as the first teacher of their child. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teach- ing their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were over-all successful school pupils. Educationally-disadvantaged and lower socio-economic children often enter the formal education setting without the prerequisite skills A.and experiences needed for academic success. Although usually highly motivated, these youngsters must be provided additional learning time and structured experi^ces to enable them to deve- lop their potential. 3 Research and pre-kindergarten program prac- tices have demonstrated that early education experiences 4 can fl increase the opportunity for success self-concept of participants. and also incr ase the 5 6 B. Special Needs (Individual District) 7 Although enrollment has increased in early childhood programs, the needs of many children of low-income and minority families are not being met. 8 9 10 II. Areas of Collaboration The home based program and the four-year-old school based program will collaborate in the areas of parental involvement and 11 12 teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the implementation of the HIPPY Program. on-going III. Evaluation and Monitoring (Process and Responsibility) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standardize achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy.Annual Plan 1989-90 Person Responsible Goa I: ____________ (Tear) Mirun Slipnrwi SOr OBJECTIVES STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE Hcane Instruction OlvBslo Curriculum___ pf5g?5r'*"* -EttzSChflOl TBunqsters To promote the HIPPY program Tn select JTPA trainees (HIPPY aides) Initial training of aides and staff by Hebrew University. Percentage of consultant travel To enroll families Into program To recruit families and Instructional aide trainees Aides (24) r< ermine service area of - jordinators To assign families to be served by aides To organize Instructional Material To familiarize Aides of the HIPPY Implementation in LRSD To coagxise and mail Public Service Announcement for local Radio sta tions and Channel 14 and 16 Flyers Interview and select twenty six (26) aides Host and arrange logistics with (Ann Kamps) state for the Hebrew University for initial training Conduct Home Interview and enroll families Into program Compose and mail correspondence to connunlty churches to recrulte families and Instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculiaa ma-erial Conduct three (3) day workshop Utitain Material to program Order Material from Israel BEGINNING DATE COMPiniON DATE COSTS RESPONSIBILin EVALUATION July 29. 1989 July 29. 1989 $150.00 Martan Shead Malted letters appear on show August 1. 1989 Aug. 14. 1989 $400.00 Stafr By applicants response advertisementi August 15- 20. 1989 August 22- Sept. 2. 1989 August 31. 1989 Sept. 7. 1989 4 Sept. 9. 1989 Sept. 1989 Sept. 1989 Aug. 20. 1989 Sept. 2. 1989 Oct. 3. 1989 Oct. 3. 1989 Oct. 3. 1989 $1,800.00 690.00 (materials an I mail out) 400.00 65.280 -0- -0- Sept. 30. 198 1 6,000.00 Sept. 15. 5,000 o Harlan Shead Supervisor and Coordinators Marian -Shead and Annette Roper Staff Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor CD 00 o> Pay the bU! Certification of Aides Printing coanpleted Agenda/Recelve Material Receive Materials (71 co 1 1989-90 2 IMPLEMENTATION TIMELINE Annual Plan (Tear) Person Responsible Marian "inead. bupevisor Division Currlculua Goal: Prograa/Area Pre-srhnnI Home Insfriirtlon Program--Y--o--ungsters OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLniON DATE COSTS RESPONSIBILITY EVALUATION Io orientate enrolled famil-to the HIPPY program I., .dentify Meeting sites for group meeting To schedule implementation ol HIPPY curriculum Implementation (continue) To provide parents with information that will assist them with their children Ie evjiujte aide trainees I oi nt (11 th week) Io determine program success Began second-part of program's implementation Conduct Orientation meeting Secure Meeting sites for grbup meeting Mail out Schedule aides weekly home visits and group Schedule area group Meeting . print flyers Schedule weekly service for aides Schedule Aides First teaching with (own chi Id) Schedule Workshop for Parents and (Iides mail out and print materials To evaluate each aide trainee Conduct survey of Parents - print mateirl Implementation second part of HIPPY curriculum print mateiral print flyers mass mai1 out Sept. 27 and Sept. 29, 1989 Oct. 28, 1989 Oct. 31, 1989 and Nov. 4, 19B9 October, 1989 October, 1989 October, 1989 November, 1989 Dec. 19, 1989 Jan. 23, 1990 as February, 1990 Sept. 29. 198< $250.00 Nov. 1. 1989 Nov. 4. 1989 Nov. 1. 1989 Nov. 1, 1989 Oct. 1, 1989 Nov. 4, 1989 Dec. 23, 1989 Jan 30, 1990 May 26, 1990 (Materials) -0- (mSMis) -0- -0- 250.00 -0- -0- -0- 300.00 -0- -0- 350.00 -0- 5,000 o (O Supervisor and Coordinators Coordinators Supervisor and Coordinators Coordinators Coordlnators and Supervisor Supervisor and Coordlantor Supervisor/. Or. Beverly White Coordina^rs Supervisor and Coordinators Supervisor and Coordinators 00 O) Eaailies enrolled in program Confirmation of site Received materials Recelved materials Completion of survey participation of parents materials completed cn CO Annuli Plin 138?-' Person Responsible 19-90 Goi I
OBJECTIVES E Id Li on of Aides (Year) Marian Shead, Superyisor STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE BEGINNING DATE COMPtniON DATE 2. 1 Division riirrinilf__ Home instruction Program Zo?Fr?Vc&fe^ COSTS RESPONSIBILITY EVALUATION K provide parents with information to be successful Hl th their chiIdren In build the Aides Children self esteem Graduation of HIPPY Children and Aides reception To evaluate Aides Staff in Place Complete Staff Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Staff will organize and plan graduation of participants Schedule final evaluation of trainees in the program March 20. 1990 March. 1990 April. 1990 June. 1990 June. 1990 To begin inplementatio i July 1. 1989 of HIPPY Program Placement of Secretary and full tine Aides July 1. 1989 Nirch n. 199< 200.00 Mirch, 1990 April. 1990 June 26. 1990 June. 1990 June 30, 1990 June 30. 1990 IO 800.00 (speaker) 800.00 (speaker) 1.200.00 -0- 70,559.00 36.750.00 o to 'Coordinators Supervisor completed consultant fee paid Staff Staff CoordInators Or. Beverly Uhite Supervisor 00 o> ai consultant fee paid conpletton of program Staff began implementation of program To assist In implementation of program. co Ivs IV. Budget Summary $197,854 service to 450 families H 212,854 service to 500 families 237,854 service to 550 families 3 Ml 257,854 service to 600 families 4 277,854 service to 750 families 5 6 7 ri 8 9 10 o 11 12 a KE If Bl 1 I .Ii Chapter II Proposed Budget n El Salaries (24) JTPA Aides $65,280.00 3 4 HI dl Salaries (2) LRSD HIPPY Aides Instructional Mateiral Secretary Salary (Fringe Benefits Inc.) TOTAL BUDGET 20,147.00 6,000.00 16,603.00 $108,030.00 5 6 7 8 9 10 11 12 n 3 S3 ' 3 H SI administration - CATEGORY Supervisor/Coordinators $ 70,559.00 3 I31 S3 Instructional Material Postage Supplies 5,000.00 426.00 3,000.00 4 5 13 Printing Equipment Maintenance Advertising Telephone 3,467.00 1,000.00 300.00 1,372.00 Business Travel 500.00 6 7 8 9 10 13 Car Allowance 1,200.00 11 n Transportation CAfdes) total budget 3,000.00 $89,824.00 12 13 IES iii ii LONG-TERM DESEGREGATION PLAN FOUR-YEAR-OLD PROGRAM I. PROGRAM/AREA OVERVIEW A. Summary of Background Information 3 Four-Year-Old Program 4 H The four-year-old school-based program was imple- 5 mented during the fall of 1988. The High/Scope 6 Program forms the core of the four-year-old 7 fl program. A fundamental premise of the High/Scope curriculum is that children are active learners who 8 learn best from activities they plan and carry out themselves. Children learn by the scientific 9 10 method of observation and inference, at a level of sophistication corresponding to their development. Precepts of High/Scope have been validated in a 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 11 I 12 fl Effects of the Perry Preschool Program on Youth Through Age 19. The High/Scope curriculum comple- ments the home-based curriculum of the Home B B. Instruction program. special Needs B Educationally-disadvantaged and lower socio- economic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. AlthoughH usually highly motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their poten- tial. Research and pre-kindergarten program prac- 3 tices have demonstrated that early education 4 experiences can increase the opportunity for suc5 cess and also increase the self-concept of par- 6 ticipants. 7 II. AREAS OF COLLABORATION [ The Little Rock School District and the Pulaski County Special School District will collaborate on parental 10 III. involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education Program. EXPECTED OUTCOMES 11 12 8 9 The High/Scope "key experiences" provide a useful framework that guides teachers in conducting the classroom program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively.9 2. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3 . work with other children and adults in group planning, cooperative efforts, and with shared la leadership. 4 . express thoughts, ideas, and feelings
to speak about, dramatize, and graphically represent 5. experiences in order to communicate them to others, comprehend others' spoken, written, dramatic, and 6 . 7 . graphic representations. apply his or her reasoning abilities to a wide range of situations using a variety of materials, expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. IV. EVALUATION A. Information from inservice evaluations will be sum-marized. B. Test data will be analyzed to determine if Ijp''- C. measureable growth in student achievement has occurred. The IRC staff will assist with analysis of sum-mative evaluation data. 3 4 5 6 7 8 9 10 11 12 V. STRATEGIES During the 1988-89 school year, the Four-Year-Old Program was implemented in three of the five Major Enhancement Schools. During the 1989-90 school year, 3 the program will be implemented in the other Major Enhancement Schools. All schools in the District will 1 t 4 5 implement the Four-Year-Old Program by the 1993-94 6 school year. The scope of this program may be altered. affected and/or enhanced by the proposed assignment and 7 Ifl construction proposals made in this plan. 8 9 10 11 12 V. STRATEGIES Annuli Plin 1989-90 (Tear) MB B B I ri'iu IMPLEMENTATION TIMELINE Person Responsible Dr. Marv Mosley Goll: To Implement the Four-Year-Old Program in the Major Enhancement Schools OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS 1. Identify new Four-Year- Old Program participants in the Major Enhancement Schools 1. Present implementation plans to elementary principals April, 1989 June, 1989 b. Conduct media publicity April, 1989 June, 1989 S600 2. Recruit teachers and aides Survey list of interested teachers and aides May, 1989 August, 1989 3. Obtain curriculum materials, supplies, and furniture a. Complete and send orders to High/ Scope June, 1989 August, 1989 b. Complete and send orders to vendors June, 1989 August, 1989 4. Train teachers and aides in the implementation of High/Scope a. Conduct orientation and workshop (5 days) August, 1989 August, 198* b. Conduct monthly inservice September, 1989 On-going 5. Begin program implementation I. Contact parents for Parent/Teacher Conference (preschool ) August, 1989 August, 1989 SI,000 $20,000 Stipends- $2,000 $200 -0- o iD 00 RESPONSIBILITY IRC Staff IRC Staff Principals Division Curriculum and Special Programs Progrui/Arei Four-Tear-Old Progran IRC Staff Human Resources Office Principals IRC Staff Principals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff Classroom teachers O) UI EVALUATION Forms returned From parents Participants Identified A list of qualified applicai Materials available Materials available Agenda Agenda Number of parents attending Parent/Teacher Conference w I V. STRATEGIES - page 2 IMPLEMENTATION TIMELINE Annual Plan Person Responsible Goal: To Iwpleiwent _______________ _ (Year) the Four-Year^ld Program in the Major Enhancement Schools Division ___ Program/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION b. Inc'lude four-year-old children 1n Master Schedule-students receive services of counselors. music teachers, school nurses, librarians, physical education teachers, and art teachers July, 1989 June, 1990 Principals Master Schedules c. Ensure High/Scope key experiences occurring in the classroom August, 1989 June, 1990 -0- Classroom teachers IRC Staff Curriculum checklist 6. Evaluate effectiveness of the Four-Year-Old Program a. Administer appropriate EPSF tests to four-year-olds May, 1990 June, 1990 -0- Classroom teachers Test results b. Analyze test data and prepare report for LRSD Board of Directors June, 1990 July, 1990 N3 -0- o (O IRC Staff Associate Superintendent for Curriculum and Special Programs 00 O) tn Evaluation Report Page IB VI. BUDGET SUMMARY 1989-90 1990-5*1 3 Media Publicity S 600 4 Orientation and Workshop (5 days) 2,000 5 Monthly Meetings 200 6 High/Scope Materials 1,000 7 Furniture 10,000 8 Materials and Supplies 10,000 9 EPSF Test Materials (four-year-olds) -0- 10 Salaries 11 12 B B 4I. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Program/Area Overview Ill A. Summary of Background Information For over twenty years, federally funded Headstart and 11 compensatory education programs under Title I of the Elementary and Secondary Education Act and later under Chapter I of the Education and Consolidation Act have demonstrated considerable n success in narrowing the gap in reading and mathematics achieve-ment between white and black elementary children. But despite fl 11 I 11 these early gains, the school dropout problem and the equally difficult problem of undereducation persist, particularly among society's most disadvantaged young people. Programs and policies designed to meet the needs of disadvantaged children must be implemented at a very early age and must be tailored to meet the needs of the whole child within the context of school, family, and community. 111 It is less costly to society and to individuals to pre- SI vent early failure through efforts directed toward parents and children alike, with emphasis on the first five years in the tsi lives of the children. The plan proposed for the city-wide early education program will have a threefold purpose: (1) Parenting 111 L. Bl education for both mothers and fathers, family health care, and nutritional guidance
(2) Quality child-care arrangements for poor working parents that stress social development and school readiness
and (3) A quality preschool program for disadvantaged fl b! 3 4 5 6 7 8 9 10 11 12 Page three- to five-year olds, with emphasis focused on the four- five-year-old children. and 3 B. Special Needs (Individual District) 4 Early childhood programs do exist throughout the city of Little Rock, and historically, some attempts have been made to cooperatively develop and implement programs for economically disadvantaged youngsters. 5 6 However, this collaboration and 7 cooperation have not been comprehensive, consistent. 8 nor sustained. The magnitude of the problem requires a systematic approach to programming for the early childhood educational needs of the young children in Little Rock. The National Association for the Education of Young Children (1986) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program include: (1) staffing patterns, (2) teacher qualifica9 10 11 12 tions, (3) comprehensive services. (4) curriculum, and (5) parent participation. These factors will be addressed in the develop- ment of the city-wide plan. Staffing Patterns. Low staff-child ratios and small group sizes are key components of quality preschool programs. The recommended standard is a staff/child ratio of 1:10 in a group no larger than twenty (20) children as an acceptable staffing pattern.Page Teacher Qualifications. It is recommended that teachers have college level specialized preparation in early childhood education, as well as supervised experience with young children before they are placed in charge of a group. 3 4 5 Paraprofessionals should have sufficient edu6 cation and/or training in early childhood education and should be provided with ongoing inservice training. Comprehensive Services. 7 8 Comprehensive services should be targeted to all children who are economically disad9 10 vantaged or academically at risk. Comprehensive ser-vices include medical, social, and health services
required parent participation
and a program that addresses all areas (social, emotional, physical and cognitive) of a child's development. 11 12 Cur^riculum. A curriculum based on principles of child development is crucial in determining program guality. Researchers indicate that open-structure curriculum models that involve teacher - and child-initiated activities as well as teacher-structured individualized learning activities to achieve a balance of cognitive, social, emotional, and physical development goals. Parent Involvement. Parent involvement - in parent advisory boards, parent-teacher conferences, family services, and the inclusion of parents as volunteers and I I Page I employees - is an important component of an effective early childhood program. 3 I The program must accommodate working parents if parent 4 I involvement and overall program implementation are to be effec- 5 tive. 6 I In summary, the city-wide program, whether school or 7 community based, will: I provide a comfortable, safe, and stable environ- 8 ment
9 ensure consistent and nurturing care and education
10 I give the children the opportunity to be physically 11 II. active
12 expand the opportunities for children to explore and meaningfully interact with the world around them
provide opportunities for the children to interact with, learn from, and be appreciated by other children
provide stimulation and support necessary for the children to develop cognitively, socially, emotionally, and physically in their own time and in appropriate ways. Expected Outcomes (Long-Range Goals) A. By September 30, 1990, the initial phase for a Page comprehensive city-wide early childhood program will be imple- mented in Little Rock. 3 I B. By October 1, 1993, the number of educationally 4 I disadvantaged students enrolled in early childhood education 5 programs in the city of Little Rock will be 80 percent of the 6 eligible population. 7 C. By September 30, 1993, the Little Rock School 8 District and other agencies in the city of Little Rock will have 9 implemented a comprehensive and consistent program for minority 10 and economically disadvantaged children in the city of Little Rock. 11 D. By September 30, 1994
pre-screening data at the 12 beginning of the school year will indicate a 75 percent reduction in the number of children identified as moderate to high risk. nco in (D 00 O) o CM Annual Plan 1988-89 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Dr. Bever ly White . . ...... Goa I: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program Curriculum and Special Division Programs_________ Program/Area tariy Lhiidnooa TWimm------------------- 1 for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION . lo determine the level of interest for a collaborative approach to preschool eduation in the city of Little Rock 1.1 To send a letter and the planning proposal March 1, 1989 March 30, 1989 None to programs identified in the city as being targeted for economically disadvantaged children (i.e. Headstart, city of Little Rock), to the Arkansas Department of Education and to local colleges (Philander and the University of Arkansas at Little Rock inviting participation in the comprehensive development and requesting confirmation of city-wid( early childhood program 1.2 To convene a meeting with prospective participants to provide an explanation and the rationale for the concept 1.3 To develop a comprehensive list of all who should be involved in the planning/ development process April, 198^ April 15, 1969 April 15, 1989 April 30, 1989 None None issociate Superintendent For Curriculum and special Programs Responses of Invited participants Associate Superintendent Agenda and minutes of the for Curriculum and Special Programs Associate Superintendent for Curriculum and Special Programs meeting Finalized List of Collaborators Annual Plan 1988-89 1989-90 co in (D 00 O) o CM IMPLEMENTATION TIMELINE Person Responsible Dr. Beverly Uhfte Goa I: I" * i. i.. J-----.1- - -. (Tear) Olvtsion Curriculum and Special Programs Io cooperatively develop a ^n for the Iwpleiiientation of a city-wide comprehensive early childhood program for minority and economically disadvantaged preschool children. Program/Area Early ChiIdhooT _______________Education OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Io develop a plan for planning a city-wide early cnildhood program 3. Io initiate the planning for the implementation of a citywide early childhood program 1.4 To receive a letter of support from each agency desiring to participate 2.1 To establish planning procedures and identify key comnittees and chairpersons needed for the planning process 2.2 To identify appropriate additional representatives from each participating agency for each committee 2.3 To delineate the goal: to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each connittee. May. 1989 May 30. 1989 None Key Representatives from each agency File record of letters June 15. 1989 July IS. 1989 None Key Representatives from each agency Structured plan for planning on file July 15. 1989 July 30. 1989 None Key Representatives froe each agency Record of connittee members September 1, 1989 September 30. 1989 None Key Representatives froe each agency . Record of coamittee members a September. 1989 December, 1990 1i lone Assoc. Supt. for Curr. and Special Programs Minutes of meetingcn in (D 00 O) o CM Annual Plan 1988-89 1989-89 IMPLEMENTATION TINELINE . Curriculum and Special Division Programs__________ Program/Area Fariv Childhood ___________ Education________ (Ter) I Person Responsible ...................... .......... GGooaa II :: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program IkRpuprly Uhitp for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 3.2 To identify resources needed by identified by each committee, including monetary 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement 3.4 To submit the final draft for approval to all participant Boards of Directors (where appiicable) September 1, 1989 September 30, 1989 -0- Assoc. Supt. for Curriculum and Special Programs Identification of Coaaittee January, 1990 February, 1990 February, 1990 March. 1990 -0- -0- Assoc. Supt. for Curriculum and Special Programs Assoc. Supt. for Curriculum and Special Programs Submission of first draft Draft submitted to Board 4 LONG-TERM DESEGREGATION PLAN STAFF DEVELOPMENT I. PROGRAM/AREA OVERVIEW Certified staff members (administrators and teachers) shall 4 I a be trained to teach and counsel black and educationally-disadvantaged students. 5 The Little Rock School District will hire a five-member staff develoment team for this pur-pose. 6 This team will work with the certified and non7 certified staff, the Board of Directors and school patrons. II. AREAS OF COLLABORATION 8 9 Each District shall ensure that each of its staff members 10 understands and is prepared to meet the District's desegre- 11 gation expectations. Although the North Little Rock School 12 District has a separate plan, all three Districts share some common areas of need. Collaboration among the three Districts in support of each District's desegregation plan will be ongoing. 4 t I (5^ / / V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Special Programs Person Responsibie Dr. Mary H. Mosley Goal: To provide staff development to improve race relations and equity. Prograoi/Area Staff Development. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To provide staff development inservice to improve race relations and equity. la. Continue to articulate vision/mlsslon of LRSD to coMMunlty. b. Schedule and Implement workshops and activities related to Improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and Implement an evening symposium for the comiunity on "Connunlty Involvement In a Desegregated School Setting." d. Monitor implementation of above strategies. Fall. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials 1988-89 School tear Fall. 1988 Fall. 1988 Ongoing Fall. 1988 Ongo i ng o to Desegregation Assistance Center (DAC) and Central Office Staff Roster of Participants DAC Consultant Or. White and Angela Sewall 00 O) cn Roster of Participants Meetings HeldV. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMEKTATION TIMELINE Oivllion Curriculum and Special Programs Person Responsioie Dr. Mary H. Mosley Goal: To orovide Hevpinnmcnr fn imnrr: "- rscc relation^ and equity. Proqraa/Arei Staff Development iixff deuelnrawnr OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY E7ALUATI0N P. Provide Inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide Inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on "Effective Implementation of the Little Rock School District OisciplIne Management System." 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide Inservice opportunities on: a. Effective Schools Model b. Teaching/LearnIng Styles c. Teacher Expectations and Student Achievement (TESA d. Classroom Management 4a. Continue to Involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. ni Fall, 1988 1988-89 School Year Fall. 1988 Ongo i ng Ongo i ng Ongoing IO o Supervisors/Teachers of Hath, English and Reading Principal Teachers of Mini- Courses, Principals, Central Office Staff Jo Evelyn Elston to 00 O> tn Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES Annual Plan IMPLEHENTATION TIMELINE 19.89-90 (Tear) Person Responsible Qr. Mary H, Mosley Goa I
To provide staff development to Improve race relations and equity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of Instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. COSTS 4b. MonItor.use of discipline management system. 5a. Continue to Investigate and research sources of strategies, models, and activities of successful small and large group Instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied Instruction 6a. Continue to provide inservice for principals on methods for developing their school Improvement plan. Provide special assistance for teachers as requested. Fall, 1988 Fall, 1988 Fall, 1988 Fall, 1988 Ongoing Ongoing Fall, 1988 Ongoing o (O B B RESPONSIBILITY Division Curriculum and Special Programs Program/Area Staff Development Principals, Counselors, and School Teams Or. White Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC SpecialIsts 00 O> or EVALUATION Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product f V. STRATEGIES IMPLEMEilTATION TIMELINE Annual Plan 1989-90 (Tear) Curriculum and Special Programs Person Responsible Dr. Marv H. Mosley Goa 1: To provide staff development to Improve race relations and equity. Division __________________________ Prooram/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BESIMNIN6 DATE COMPLETION DATE COSTS RESPONSIBILITY ElALUATION 6. (Continued) I. Form TrI-Olstrlct Committee for Collaborative procedures. 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area Inservice meetings scheduled on a regular basis with specific sessions on content methodology and inter-personal relations for program implementation in a desegregated setting. 7a. EstablIsh Tri- District Committee. b. Meet three times per year(mlnimum). c. Plan any activities appropriate for collaboration, e.g. coninunity meetings, etc. EH Fall, 1988 Fall, 1988 Fall. 1988 Ongoing Ongoing Ongoing ro o to Division of Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Or. Hary Mosley, LRSD Jim Herring, PCSSO Dr. John Moore, NLR 00 O> tn Completed Plans Ongoing Analysis V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Spec i a 1 Programs Person Responsible Or, Marv H. Mosley . Goa 1: To provide staff development to Improve race relations thU eOtJiLYi ProqriM/Area Staff Development OBJECTIVES strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. 8a. Establish Staff Development Component. Fall. 1988 Ongoing o (O Board of Directors/ Superintendent 00 tn J V. STRATEGIES Annual Plan 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Ur. Mary H. Mosley * To provide staff development Io improve race relations and equity. Division Program/Area Curriculum and /rag**** Staff Development Goal: OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 1. To provide staff development Inservice to Improve race relations and eguity. la. Continue to articulate vision/misslon of LRSD to coiNunlty. b. Schedule and implement workshops and activities related to improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and implement an evening symposium for the coamunity on Coamunity Involvement in a Desegregated School Setting," d. Monitor implementation of above strategies. Fan. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials I I 1988-89 School Tear Fall, 1988 4 Fall, 1988 Ongoing Fall, 1988 Ongoing N3 O to 00 Desegregation Assistance Center (OAC) and Central Office Staff Roster of Participants OAC Consultant Or. Uhite and Angela Sewall OS O1 Roster of Participants Meetings Held V. STRATEGIES IMPLEMNTATION TINELINE Curriculum and Annual Plan 1989-90 Person Responsioie Dr. Nary H. Nosley (Tear) 3
.:.:_.1 Special Programs Program/Area Sta/f Developing Olvision Goal: To provide staff rlAMpInnmeni fn iauirOMa. race relations and e<iuity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CORPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Provide inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on Effective Implementation of the Little Rock School District Discipline Management System." I 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide inservice opportunities on
a. Effective Schools Model b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA^ d. Classroom Management 4a. Continue to involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. I I i I Fall. 1988 1988-89 School Year 4 Fall, 1988 I Ongoing Ongoing Ongoing o (O I 00 Supervisors/Teachers of Hath. English and Reading Principal Teachers of Mini- Courses. Principals. Central Office Staff Jo Evelyn Elston Oi Ol I Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES IMPLEMENTATION TIMELINE 1989-90___________ _____ (Tear) Person Responsible Dr, Mary H, Mosley Goa 1: To provide staff development to improve race relations and equity. Annual Plan Division Curriculum and Special Proprams Proqraa/Arta Staff Developiwent OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. I 4b. Monitor use of disciplIne management system. Sa. Continue to investigate and research sources of strategies, models, and activities of successful small and large group instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied instruction 6a. Continue to provide inservice for principals on methods for developing their school improvement plan. Provide special assistance for teachers as requested. Fall. 1988 Fan, 1988 Fall, 1988 a Fall. 1988 Ongoing Ongoing Fall, 1988 Ongoing o co 03 I Principals. Counselors, and School Teams Dr. Uhite Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC Specialists O) cn Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product I V. STRATEGIES IMR.EMENTATIOH TIMELINE Annual Plan 1989-90___________ (Year) Person Responsible Dr. Marv H. Mosley 6o41: To provide staff developihgnt to Improve race relations and gQuyty. 1989-90 Curriculum and Division Specia_l_ _P_ rogra_m__s____ Program/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 6. (Continued) 7. Form Tri-District Committee for Collaborative procedures. I 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and Inter-personal relations for program Implementation in a desegregated setting. 7a. Establish Tri- District Committee. b. Meet three times per year(mlnlmum). c. Plan any activities appropriate for col 1aboration, e.g. community meetings, etc. I iI I Fall. 1988 Fall. 1988 4 Fall, 1988 I Ongoing Ongoing Ongoing II ro o (O Division of.Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Dr. Mary Mosley, LRSD Jim Herring, PCSSD Or. John Moore, NLR 00 Oi cn Completed Plans Ongoing Analysis V. STRATEGIES IMPLEMEJITATION TIMELINE Annual Plan 1989-90 Person Responsible Dr. Marv H. Moslev Goal: - (Teir) Division Curriculum and Special Programs To provide staff developient to Improve race relations and equity. Proqra/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. I I 8a. Establish Staff Developaient Component. Fan. 1988 a Ongoing K5 o (O I 00 Board of Directors/ Superintendent O) cn fl fl SCHOOL OPERATIONS B The Division of Schools exists to ensure a quality, equity based, excellent education for all students. The Division of fl Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregation plan: fl Organizational structure 5 I fl Discipline 6 Guidance/counseling 7 31 Internal Integration 8 Extracurricular activities fl 9 Evaluation/testing 10 fl Staffing Planning/implementation 11 fl The Division has established the following goals: 12 A. To ensure an organizational structure which provides fl equal opportunity and access for parents, students and all staff. B. H To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide fl resources necessary to support and effect that belief. C. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. D. To provide guidance and counseling services which address Students' needs
are supportive of strategies and interventions to enhance student success and expectations
and provide communication to families of students. I Al il E. To provide guidance and counseling which makes students 1 aware of their options
and assist students to acquire habits and VI attitudes necessary for success in school and in later life. F. To monitor student class ratios, instructional and 11 teaching practices to ensure equal opportunities for all stuSI dents . G. To provide and ensure opportunities and encouragement to 5 6 u all students to participate in extracurricular and co-curricular activities. 7 31 H. To assess the results of school practices, paying special 11 attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and 10 fl results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give local districts sufficient authority to improve d I. 8 9 d schools and to advocate for students, and to hold them account- able for results and opportunities for all students. d K. To review staffing patterns and staff assignments in all schools and district divisions for equity. d L. To establish recruitment programs for representation of minorities in all positions in the district. M. To ensure school wide planning for programmatic and indi- vidual student academic achievement to address disparities, individual needs and student success. I N. To provide staff development on an ongoing basis to staff and information to parents in regard to topics relevant to increasing student access to opportunities and success therein. 119 li 0. To collaborate with the contiguous districts in regard to li aspects of the plan which will facilitate and enhance desegrega-tive efforts. li LRSD will establish programs to accomplish the goals set forth above. II Intern program for preparation of future teachers, par5 ii ticularly minority teachers. 6 SI Collaborative desegregative districts, NLRSD, LRSD, PCSSD. effort among the three (3) 7 Decrease dropouts and discipline related withdrawals. 8 n Increase in number of students (with particular focus on minority students): 9 10 In - graduating 11 n - entering work force 12 - entering post secondary education n - receiving financial aid n I'll I . 2. 3. a ft ft B B B B B B B B B B B JB IMPLEHEKTATION TIMELINE -'nual Plan 1989-1994 (Year) Seal: son Responsible SuperintendentyAssociate Superintendent !. OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raiseparental awareness of district structure, policy and proarams and ways to access them I I I To ensure an an orq.5nizational structure which orovides eauitv of opportunity and of access Division Program/Area Schools________________ Individual Schools STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Appoint school based biracial committees to monitor implementation and data Appoint a district wide biracial committee to monitor distict wide desegregation efforts and data Establish a reporting system Inservice cycles for existing and new staff regarding: effective schools teacher expectations * working with parents at risk youth learning styles Mini-seminars at PTA meetings and in the community June, 1989 June, 1989 August, 1989 June 30, '89 Ongoing Ongoing Ongoing Ongoing IO o (O Principals Associate Superintenden : Associate Superintendent Schools Associate Superintendent Desegregation Assistant Superintendent. Appropriate Associate Superintendents and Staff of District State Department of Education District Staff PIA Counci I (local and area) 00 Oi tn I Survey of staff and patrons Report on the bi-racial commIttees Roster of teachers participating staff Data based improvements in targeted student schools Calendar showing programs held Rosters of attendees I'i Plan 1989-1994 (lear) sen Responsible Superintendent/Assnelate Superintendent 1: Jb_ (continued)__________________ _ _________________________ OBJECTIVES STRATEGIES/ ACTIVITIES IKPLEKiKTAilON TlHELirE BEG I nil ING DATE COMPLETION DATE COSTS To monitor school standards to ensure high quality education for all students Review of data Present Ongoing School Monitoring visits H o to -g|- 21 Division Schools Program/Area Individual Schools 00 RESPONSIBILITY EVALUATION Assistant Superintendents Calendars of visits Principals Assistant Superintendent Testing/Evaluation s Monitoring reports O) cn I '.t'l Plan 1989-94 (Year) scr. Respor.sibie Associate Superintendents 1 IL OBJECTIVES I 2. IKPLMK7ATI0N TIHELIt.'E Division itilflali To provide a climate in each school which is based on the belief and Program/Area Schools expectation that all children can learn and to provide resources necessary to support and effect that belief Provide education to staff and patrons regarding school culture and positive school climate Monitor school climate and resource allocation STRATEGIES/ ACTIVITIES BEG I NII I NG DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION PTA Board and general meetings to have educational components August 1989 Ongoing Video Tapes Staff Time re: climate and expectations Use of fhannel 19 to carry brief messages to Purchased programs ASCD etc. District personnel as designated by the Associate Superintendent s Agendas of meetings Measurable improvements on individual school climates staff re: expecta-tions, working with at risk and disadvantaged students
and creating positive climate Monitor facility, staff morale, student achievement, status of media center books and materials August 1989 Ongoing Approximate! $10,000 per year ) Assistant Superintendent Principals Media Supervisor s Reports of Supervisors, Assistant Superintendents Enhance equipment, supplies and materials in buiidings June, 1989 Ongo i ng H Provide staff development and intervention plans as needed tl o (O 00 Identified district staff o> tn Staff Development Rosiers Dual Ity of Educat ion Survey Results i 3 4. Li i Plan 19B9-94 (Tear) scr. Responsible Associate Superintendent I1:
II. (continued) OBJECTIVES To work with schools to help them design programs which meet the specific needs of their students Establish a program to familiarize parents with school expectations and to build a partnership with them IKPLEHStCATiON TIMELIKE STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS Division Program/Area Schools SrhnnIs RESPONSIBILITY EVALUATION Provide resource assistance to school staffs Provide planning time and formats to school staffs Develop school profiles which show complete data pictures. Set goals for improvement Share schools objectives discipline policy, standards for testing, placing and promoting students Involve parents as full partners in planning at school for student growth and success June 1989 *1 It M li Ongoing II M II To be determined -0- -0- -0- -0- o (O 00 Division of Schools and Curriculum Division of Schools School Principals and staffs Principals, Staff Principals, Staff, PIA Board, patrons cn cn I Completion of Program Designs School profiles and monitored building plans Development of and sharing of school based object Ives. discipline policies etc. Statistical improvement in student behavior and achievement II. I 2. 3. i rlin 1989-94 scr. ResporsiDie I: III. OBJECTIVES I__________________ (Year) Associate Superintendents IKPLEnENTATiOK TiK: i
To develoD and i mo I emeu t Dolities iihicli_entians
e_5hQQJLcJ.inate Division Schools and improve student discipline and attendance while also meeting individual student needs and learning styles Provide inservice training to district personnel on discipline in a desegregated setting Provide inservice to district personnel on behavioral styles and learning styles of students of divergent backgrounds Provide a comnittee to review attendance and discipline policies and datum on an ongoing basis to ensure equity of policy and policy administration STRATEGIES/ ACTIVITIES BEGirillING CATE COMPLETION DATE COSTS RESPONSIBILITY Program/Area Individual Schools _________________ EunJ-l_ Services___ EVALUATION Conduct inservice training on discipline management in all local schools Provide follow up training for new staff on a regular basis Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Committee and subcommittees to include principals, staff, patrons, students (on the secondary levels) and at least one (I) Board member to review to review data and recommend modifications to meet student needs and district needs August 1989 August 1989 Spring 1990 Ongoing 1989-90 School Year Fall, 1989 Ongoing Spring 1990 Ongo i ng Ongo i ng "Watch dog" commi ttee Ni Approximately Director of Pupil $10,000 -0- $8,000 - $10,000 $2,000 Minimal Student Handbooks $15,000 annual Iy o (O Services Building Principals Assistant Superintenden Consultant Building Principals Director of Pupil Services Associate Siiperintendenl Consultant(s) Tri-District Cooperative Identified staff s Associate Superintendents Principals Teachers Director of Pupil Services Patrons 00 O) O1 4. 5. Plan 1989-94 (Year) 1: r. F.espornoie Assnciatp Siioprintpnrtpnt.s til. J con Li nor fl 1 OSJECTIVES Appoint joint committee with PCSSD and NLRSD Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school Establish a school based student discipline and attendance incentive system at each school STRATEGIES/ ACTIVITIES Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as recognition, tangible incentives and awards will be individual to the school Implement programs IKPUEKEKTATiOK VZKELJ.E BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division Program/Area Schools Individual School's Pupil Services~ EVALUATION 1989-90 School Year Fall 1989 Spring 1990 Fall 1990 Ongo i ng Ongoing Fall 1990 Ongoing ro -0- Approximately $600,000 (1st year) Cost wi11 increase over time Cost of research materials Approx $50 per school for periodicals (professional o (O Appointed Staff 3 Districts (see col labration component) Assistant Superintendent Principals School Based Staffs s Principals/Staff Review and revision of tri-district attendance and di sc 1 plinary Existancp of plan in each policies alternative building Statistical data to support validity of Assistant Superintendents plan and improvement VIPS Patrons Principals School staffs 00 O) cn in discipline and behavior I --li Plan 1989-94 (Year) scr. Responsible Associate Superintendents I: III, (continued) OBJECTIVES STRATEGIES/ ACTIVITIES IMPLcHiNTATiON TIHELirE BEG I nil I NG DATE COMPLETION DATE COSTS Division Program/Area Schools Individual Schools Pupil Services RESPONSIBILITY EVALUATION Provide counseling intervention for students with chronic disciplinary and/or attendance problems Activate discipline/ attendance intervention teams at schools. Mandate the pupil services team to do monitoring and involve the counselor with students who have d i sc i pIi ne/a t tendance problems. Involve parents in the team process regarding their children throu ' meet i ngs/conferences Fall 1990 Fall 1989 I Ongoing Ongo i ng To be determined -0- o (O Principals Guidance Department Director of Guidance Pupil Services Building Staffs School Health Services Principal PTA Officer PTA Counci 1 Counselors School Intervention Teams School Health Services 00 OS tn Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/ disciplinary referrals II IKPLiKiKTATiOK 7:kEl
i: 1 rlen scr. Eesporsioie 1989-94 1: IV. Division forSchnols (Year) ni Division Projrara/Arja _________To provide guidance/counselinq services which address individual student_______________________ needs
are supportive of strategies and interventions to enhance student success and expectations
____________________________and provide comnunication to families of students.__________ OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION in/brm students eFall opportunities available to them and encourage them to take advantage of these opportunities 2. Make parents partners In education of their children by making information accessible to them and keeping them informed Publish a document annually which lists financial aide, vocational and higher education opportunities for all students Encourage students to take advantage of opportunities open to them Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co- curricular opportunties) Provide written information to parents regarding curriculum and student skills Sumner 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing $4-5,000 per year -0- Approximately $18-20,000 per year o (O 00 Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate Superintendents Divisions of Curriculum and Schools Building Principals O) UI Publication of document Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education Rosters of meetings4. 5. r 1 n 1989-94 (Year) scr. Resporsibie Associate Superintendents 1
IV. (continued)___________________________ OBJECTIVES To make students aware of educational and post educational opportunties Create comiunity linkages to assist students in need of special services Create academic intervention strategies on a school basis IKPLM5t7A7iON 7
K Ci vi s ion Schools Program/Area Individual Schools ___________________Guidance_________ STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Skills and employment fair to be held annually in conjunction with business community 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 designated set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors Spring 1990 1989-90 School Year Ongoing Ongoing Ongoing Rental of space to hold this if necessary Vocational Teachers Counselors Volunteers in Schools PTA Employment Fair Student Attendance -0- Materials/ Support Supplies o (O 00 Counselors. Executive Director New Futures, LRSD Casey Coordinator Associate/Assistant Superintendents Director of Pupi1 Services Principals, Staffs of Buildings Assistance from Divisions of Schools and Curriculum O> tn Established community I inkages Annual plan and annual evaluation report comparisionsI
I. 2. i rlin 1989-94 (Vear) r. F.ssporsiDie Associate Superintendents 1 OBJECTIVES Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school Rais awareness of student or future career options ri M 1KPLIr.rca
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i: Division Schools _______To provide guidance/counselinq which assists students to acquire habits and attitudes necessary for progress in school and in later life. Progreir./Area Individual Scliools STRATEGIES/ ACTIVITIES BEG Hill IKS DATE COMPLETION DATE COSTS RtSPOKSIBILITY EVALUATION Mini courses to be developed in sequence beginning with grade 4 Provide teacher staff development in the use of curriculum of these areas Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1990-91 School Year M 1989-90 (Phase in) Ongoing H Ongoing hO $1-2,000 per year printing costs $4-5,000 per year staff development costs and stipends -0- o to 00 Classroom teachers, VIPS, Guidance Counselors Curriculum Staff Teacher Developers of the niinicourses Teachers - grades 4 on O> Ol Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteersi Flan 1989-94 (Year) r. F.esporsioie Associate Superintendents 1: VI. OBJECTIVES STRATEGIES/ ACTIVITIES I. Achieve equity in class structures by grade and by subject area 2. Achieve equity in student instructional practices Achieve equity in teaching methods IKPLKrr
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Monitor student class ratios, instructional and teaching practices to ensure equity for all students. Review class ratios by subject, by class, by teacher on a semester basis Address disparities with intervention activities Review grade distributions by subject, by class, by teacher on a semester basis Address disparities with intervention activities Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods Pi 'vision Schools Program/Area Individual ScliuiTls' BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBLITT EVALUATION Immediately Immediately 1989-90 School Year Ongoing Ongoing Ongoing -0- -0- $5-6,000 per year for trainers o (O Principals Assistant Superintendent Associate Superintendent (Schools) Monitoring of ratios and student outcomes Principals Assistant Superintendent
Associate Superintendent (Schools) Staff Development, Personnel, Principals Assistant Superintendent
Associate Superintendent 00 O) Ui s Monitoring of master schedules Attandance at Inservice Classroom VisitationsI a .1 IKPLKiK7A7
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E rUn 1989-94 (Vesr) r. F.isporsiPie Associate Superintendents >s1: VII. ____Provide and ensure opportunities and encouragement to all students 10 Pc11 cipate in extracurricular and co-curricular activities 91V i s ion Program/Area School s_______________ Individual Schools Director of Athletics 1. 2. OBJECTIVES STRATEGIES/ ACTIVITIES BEGirtUING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Inform al) students and patrons of co-curricular/ Use of media and press ?xtracurricular activities Send printed informa- available for students and of participation requirements tion to parents Hake clear public address system announcements to students * Use community agencies such as churches to assist with recruitment Ongo i ng -0- Communications Departmen Principals Staff PIA Board Athletic Director Log of announcements, media usage, other community student contacts Staff recruitment of students to participate Individual staff contacts wi th students encourage involvement M -0- Individual Staff Members Staff shall specifically recruit from among students who do not typically participate in particular activities Comparative review of data regarding numbers of applicants and participants by race o <o 00 O)I I."AVION 7 -in 1989-04 (Yr) 5sporsiDie Associate Supei^iteiideiits VII. (continued) c s 1 c n rocrcr,/ Ar 4. 05ject:ves STRATEGIES/ ACTIVITIES I 3 iG. liTi I NG CATE COMPLETION DATE f.espons:e:l:ty mm IlC'l I s____ :a Indi V idiia I 'lirectni- ji EVAL'JATiON Ik I Mhl 'i K Increase student participation, particularly minority student participation in co-curricular activities Profile student involvement in each club or activity Disaggregate participation data Develop school based recruAtment plans Ongoing -0- Principal Staff Assisl.inl Siiperintenilent - Year I v ina I , s i s il part IC I pal imi dat.i anil I nmparal I vK proi 11 es Removal of all barriers for students who wish to participate in extracurricular activities Provide a district transportation program for student transportation Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Fall 1989 Fall. 1989 Ongoing Ongoing hJ $9 per bus run plus $1.50 per mi Ie To be determined Dependent on program inVO Ived o (D 00 Support Services Assistant Superintendents (secondary) Associate Superintendent Desegregation II Oi UI I 5 1: ?ln r. Risporsioie VIII. 1969-94 (Year) Associate Super!ntendents OBJECTIVES STRATEGIES/ ACTIVITIES IKPLKK7ATiOK 7:KL Assess the results of school practices, paying special attention to their impact on minority and disadvantaged students BEG I rm ING CATE COMPLETION DATE COSTS RESPONSIBILITY Ci V i s ion Procram/Area EVALUATION 1. Develop school profiles which provide overview of chool success or its impact on students so that changes and/or interventions can take place as needed Profile school by: * grade distribution * attendance * disciplinary outcomes test scores student involvement in school related activities course enrollments/ special program enrolIments Data to be disaggregated by race Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement Immediately Ongoing -0- Assistant Superintendent Principals School Staffs Use of data based school profiles Yearly comparative studies Production of improvement plans to addrss di spari ties Outcomes evaluation l\3 o (O 00 O) or I I. 2.
.il Pln 1: r. P.esporsiDie IX. 1989-94___________ (Year) Associate Superintendent OBJECTIVES order to better address the Visits to schools by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking Disaggregation of test results by grade, by race for review and assessment for intervention purposes ir.PLr.l.'?A7
0K 7:kl:i STRATEGIES/ ACTIVITIES nrnr Div i s ion Schools Procram/Area Individual SchoiTT? Review and assess testing practices, formats and results in____________________ '________ needs of all students while providing special interventions for disadvantaged students Meetings with principals, teachers Informal classroom visits by monitors Compilation of comparative data by school Evaluation of data with recomnendations for changes/i mprovements School analysis of test results by grade, teachers, race and subject area Development of comparative data to assess disparity areas. If any Preparation fo intervention plans to address specific student needs lestinq/Evaluation BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Spring, 1989 Spr ing, 1989 Ongoing Ongoing o -0- -0- (O 00 Testing/Evaluation Department Monitoring visits and reports Assislant Superintendent Principals/Slaff Division of Curriculum and Schools and Desegregation Principals Principals Assistnat Superintendent
Testing/Evalualtion H Principals/Staff O) Ul Data assessment Documented intervenlions as needed Report of outcomes I 1: 1. 2. 3. rlin 1989-94 (Veer) r. Responsible Associate Superintendent X. OBJECTIVES DeveIop/enhance sitebased management at schools Provide support to revitalize school environments to make It conducive to student learning and to order Respond to principal requests for assistance in a timely manner ri 1 i jKPL(
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9K 7:e t.- Li VSion Schools To give local schools sufficient authority to improve and to advocate lor students, and to hold them accountable tor results Procreir./Area Individual Schools STRATEGIES/ ACTIVITIES BEG INN I NG DATE COMPLETION DATE COSTS KESPOKSIBILITY EVALUATION Staff Development for principals Revision of district procedures tc provide central effice technical support rather than strict control Enhance principal accountability for program at the building Plan of district school rennovation to meet programmatic and student population needs Set up format for technical assistance with assigned personnel to work with individual schools 1989-90 H M II Immediate I Ongoing H II Ongoing N) Staff Development (consultant) approx. $700 per principal $35,000 Significant - involves rennovation, custodial and maintenance o (O Associate/Assistant Superintendents Conduct of staff development II II Support Services Division of Schools Curriculum Division 00 O) Ol Principal feedback Assistant Superintendent evaluations of school climate and programs and principal management of these Completion of tasks Completion of task Principal evaIuaIlun of plan Ii: 1. 2. -ii r'n 1989-94 (Veer) r. I: Fssporsipie Associate Superintendent XI. OSJECTIVES STRATEGIES/ ACTIVITIES hi Division Schools Review staffing patterns and staff assignements on all schools and district divison for equity SEGINNiKG CATE CONPLETION DATE COSTS KlSPOKS:S!LITY Procreir,/krei Personnel DepartmeiiT EVALUATION Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that all races are represented in every postion and job description in the district Review of all current staffing with identification of staff by sex, race and subject area who wi11 be retiring to project needs Projection of student population on 2 year basis to validate expected needs Development and assessment of school and divisional staffing patterns Recruitment of support and non-teaching staff to reflect equitable racial representation in al I positions Currently in effect Spring 1989 Current Summer 1989 Ongoing Ongoing Ongoing Ongong I Director of Personnel Office of PupiI Accounting Director of Personnel Building Principals Division Heads Oivision/Department Heads Director of Personnel Completion of tasks Completion of tasks Enhance racial balance in all positions ro o (O 00 O) tn Iin Sir. Fespor.sto.e li: XII. 1989-94 ____________ ('.'ter) Associate juperTTi tendeii t I 03^ t:ves STKAT 5/ ACTIVliitS ir.PL I : s i: n hen I s Establish recruitment programs lor representat im or minorities in all positions in the ilistrii t =eg:i
i.:i.'S CATE COUPLET!OK DATE COSTS KS?Ot
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LITY ro: rar./Ai ia ih'i'seiiiii* i l'^'
.ll i i.mh SVALUATiON Create pool of currently certified teacher appIicants and of students pursuing certi f ication Share applicant pools with PCSSO/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion ot task Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Spring 1989 Ongoing Shared among districts (travel etc.) Io be determined Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Preparation ot iinl implcmentation of Shari IK) plan Approximately $4-5.000 per year Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Spring 1990 Ongoing Principals Personnel Office Teacher sponsor of FIA Collaborative effort with local universities Implementation ot procudures Provide internship programs at district schools for aspiring teachers and aspiring administrators Fall. 1990 Ongoing Stipend for mentoring teachers/ .idministrator i o (O GO O) UI IIN?Lr.l.AT
3K TIK i: Lil rien >969-94 (year) i's:- F.espor.sioie Associate Superintendents I: lUi Ensure school-wide planning for orogranmatic excellence and individual student achievement vision Schools Procrair./Area Indi vidua I SchooIs OSJiCTlViS STRAT-GiES/ ACTIVITIES 5lG I NII I NG DATE COMPLETION DATE COSTS RiSPOKS:S!LITY EVALUATION Provide school based planning based on analysis of all available data
a specific format for addressing school racial, gender, SES disparities Formulate guidelines for school improvement plans which wi11 lead to specific achievement increases and interventions to assist students Via disaggregation of data relative to student performance discipline attendance * participation in school activities placement in classes Train staff to deal with data and implementation of strategies Evaluation of outcomes of interventions via milestone reports and final yearly reports Reassessment of and modification of objectives and strategies Creation of final plan and strategies Fall 1989 Spring 1990 1989-90 1989-90 1989-90 Ongoing Ongoing Ongoing Ongoing Ongoing N3 -0- -0- o to 00 Divisions of Schools Testing/Evaluation Department Committee of Principals School Staff/Principals School Improvement learns Division of Schools Testing/Evaluation Department Principals/School Staff School Improvement Teams Assistant Superintendents Principals/Staff Principals/School Staff O) UI Formulation of guidelines, plans and interventions Disaggregated Outcome Based Data Outcomes evaluations conducted on a comparative basis I ?an scr. F.espor.siDie I: XIII. 1999-94 __________(Year) 'Die Associate Superintendents (continued)________________________ OBJECTIVES STRATEGIES/ ACTIVITIES Annual assessment of outcomes of yearly plan I KL iKiKTAT TON T ? KEL:
| BEGir.TIIKG CATE COfiPLETION DATE COSTS RESPONSIBILITY vision Schools Procram/Area Individual Schools EVALUATION 1989-90 Ongoing Assistant Superintendents Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ru o (O 00 o> Ui Iren 1989-94 (Veer) -i'scr. f.jsporsioie Associate Superintendents JOX----------------------- OSJiCTIVES STRATEGIES/ ACTIVITIES IKlErcICATiOK 7:k c
v? s i on Provide staff development on an ongoing basis to staff and information to parents relative to student success ?rocriir./Area Schools Individual Schools SEGItlNINS CATE C9KPLETI0K DATE COSTS KiSPOKSIBILlTY EVALUATION To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor Provide selections of staff development opportunties for individual staff and entire faculties to include but not limit to 1989 Ongoing $50-60,000 per year TESA PEI Classroom Management School Management 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 Provide dist''ict wide progran cf staff development 1989 1989 Ongoing $6-8,000 per year Ongoing with maintenance K3 o (O 00 Associate Superintendent Curriculum Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II o> tn 1
: I: ritn r. r.isporsioie KV, 1989-94 (Vetr) Associate Superintendent OBJECTIVES STRATEGIES/ ACTIVITIES IK?'.l'.i
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aK TIKiirce Collaborate with contiguous districts regarding aspects of the plan which will raciiitate ano enhance desegreqalleiforis--------------- SEGIt.TilNS DATE COMPLETION DATE COSTS KESPOKSIBILITY L.'. v: s ion Schools Procriir./Arca Individual Schools EVALUATION To create a collaboration whereby all students in all schools in the 3 districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following "collaborative plan" See attached plan See attached plan M See attached plan o to 00 Superintendents and Staff of 3 districts o> tn Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed II LONG-TERM DESEGREGATION PLAN I PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW I The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regu- I lar classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- 6 7 forcement for the student in need of this kind of support while enabling the student to experience success within the 8 9 regular classroom setting. In addition to PAL, additional 10 specialty programs, summer school, and after-school 11 programs provide needed remediation for students. 12 Technology assisted instruction is used to provide reme- I diation and intervention learning/teaching strategies for targeted students. Computers, video discs. VCR's, and appropriate software support the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- I In the PAL computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 35+ I minutes a week in both math and reading. I I I h I I PAL specialists in mathematics and reading work closely with the computer component to monitor student data. I They investigate student difficulties pinpointed by the compute r I and assist the student as needed. The eventual goal is to add computerized management component to provide (1) a I annual pre and post criterion referenced tests for most grades including grading and reporting, (2) computerized 6 scoring of unit tests for mastery and (3) the automation of record keeping (trifolds) to provide the teacher with more time 7 to work with students and better data with which to 8 I approach that task. 9 10 A non-certified instructional aide (lab attendant) super- vises the students as they participate in the indivi- 11 dualized state-of-the-art instructional program 12 I administered by the computer. The move toward equity is being augmented with a support system for students who formerly matriculated at the lower I or basic level in all grades (1-12). The Little Rock School District's support system is the Program for I Accelerated Learning (PAL) for students in grades 1-12. PAL is to be fast-paced, high-interest, high- a I expectations, individualized program that will have spe- I time frames by which students will meet performance criteria. PAL is a transition program that assists stuI dents in learning the requisite skills necessary for I I zinstruction in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, social studies, and math at the secondary level. PAL is cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural. and inter-disciplinary approach to learning, with language (oral and written) base for emphasis in each a 6 7 central core area. Staff members use a variety of instruc- 8 tional strategies and utilize both in-district and com- 9 munity resources for motivating students. 10 Parents
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.