LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \ A TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data ProcessingSTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS If LRSD and PCSSD agree to establish an interdistrict school at Rockefeller, two hundred LRSD students from a contiguous zone around Rockefeller would be assigned there. The remaining two hundred seats would be filled by white PCSSD students. If an interdistrict school can be established at the Home-Mart site, LRSD will engage in a districtwide recruitment of black students for the purpose of filling half of the seats. III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white students at these schools but no school shall have a racial com- position of greater than 60% white. 3. Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered).4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies. 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pat- tern for elementary students going to junior high school and for junior high school students going to high school. As a result. all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 7. 1. Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each incentive school will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). 24. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. 5. All incentive school students will have the option to be assigned to an Elementary Academy. 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the incentive schools after grandfathered and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation requirement, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Secondary students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an incentive school a if such transfer enhances desegregation at the incentive school. 3. A student may not make more than two (2) desegregation transfers during his/her school career. 34. Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING PREFERENCE TRANSFER 1. Sibling preference does NOT apply to magnet schools. 2. Students entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer a before the 1991-92 school year may remain at the school to which the student transferred xintil graduation. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat a available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all 4reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assignments
process all data entry work for elementary schools
pro- cess M-M transfers and magnet assignments
reassign students because of overcrowdedness or desegregation requirements
con- Sider appeals
conduct recruitment efforts
and process desegregation transfers. 2. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. In order to ensure stability and growth, the Little Rock School District needs an assignment plan that will remain the same for the next five years. 4. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students 5and the School Selection Form which will be sent to each student as a part of the assignment process are attached to this Plan. IX. ROMINE/BAKER LRSD and PCSSD are presently considering five options (shown below) for the desegregation of Romine and Baker Schools. The first option involves converting Romine to a primary school and converting Baker to an intermediate school. This arrangement provides Romine a 60% black racial ratio. Baker's racial ratio would become 65% black. The remaining options involve exchanging attendance zones between Romine and Baker. The third option shown below is the most successful in reducing the black percentage at Romine. With each option, the black percentage at Baker is outside of the acceptable range for the Pulaski County Special School District. The attendance zones for Romine and Baker can be exchanged if an exception is made for the desegregation requirement at Baker School. 6K Romine 1 2 3 4 5 6 Total 35 5 51 11 62 8 50 5 77 7 57 9 70 5 403 453 50 B- 403 W- 50 453 89% Black Baker 7 31 11 32 11 39 15 33 10 34 4 35 4 31 62 235 297 B- 62 W- 225 297 21% Black Romine 3 60 3 69 3 69 3 69 3 75 2 50 3 75 20 467 Baker 2 2 2 2 2 2 2 14 328 SCENARIO ONE Romine K-3 > 243 (B) 164 (W) 407 (60%) Baker 4-6 > 222 (B) 121 343 (65%) BAKER Black White Total 0308 0330 0361 0321 0358 Total ROMINE 1715 1727 0 00 20 2 Black 62 99 9 7 13 12 19 60 white 9 1 9 7 13 14 19 62 Total 71 100 (3% Black) ) 7 SCENARIO TWO ROMINE 1715 Baker ZB's 403 -62 341 + 2 343 50 -9 41 + 60 101 453 -71 382 + 62 444 (77% Black) BAKER Baker ZB's 1715 62 -2 60 + 62 122 235 -60 175 + 9 184 297 235 306 (40* Black) SCENARIO THREE ROMINE 1727 Baker ZB's 403 -99 304 + 2 306 50 -1 49 60 109 453 -100 353 62 415 (74* Black) BAKER 1727 62 - 2 60 + 99 159 235 60 175 1 176 297 62 235 100 335 (47* Black) SCENARIO FOUR ROMINE 1723 Baker ZB's 403 -25 378 + 2 380 50 5 45 60 105 485 (78* Black) BAKER 62 - 2 60 + 25 85 235 60 175 __5 180 265 (32* Black) SCENARIO FIVE ROMINE 1717 Baker ZB's 403 -90 313 + 2 315 50 10 40 60 100 415 (76* Black) BAKER Baker ZB's 1717 62 -2 60 + 90 150 235 60 175 10 185 335 (45* Black) 8X. DUNBAR Shown below are three scenarios which were considered by LRSD on the use of Dunbar Junior High School as an interdistrict or intradistrict magnet school. Because the LRSD's proposed assignment plan requires 9 3* of the junior high capacity. Each scenario creates serious capacity problem at the remaining a non-magnet junior high schools. Little Rock School District does not have enough junior high capacity to open another magnet school. LRSD has explored other means of enhancing Dunbar. A meeting was held on Wednesday, January 25, with parents from the Wakefield, Baseline and Badgett attendance zones. These zones are assigned to Dunbar in the proposed plan. The purpose of the meeting was to consider enhancement programs that could be added to Dunbar. The District proposed the use of a seven-period day which will allow additional electives. The following electives were listed as possibilities: (1) Foreign Languages (higher levels) (2) Strings Program (3) Physical Education (4) Journalism (yearbook or newspaper) (5) Creative Writing (6) Computer Exploration (word processing, graphics, tlonal applications as computerized drafting/ accounting, etc.) such voca- (7) Enriched Reading (8) Drama (9) Dance Studio 9Some of the parents attending the meeting have agreed to serve on a committee to decide on an enhancement program for Dunbar. This committee will begin immediately to formulate the details for the program. The use of a seven-period day will greatly enhance the educational program at Dunbar. At present, seventh graders at Dunbar only have one elective. A seventh grader in the Program for Accelerated Learning cannot take an elective course. A sevenperiod day will allow seventh graders to take two elective courses . Seventh graders in the PAL program will have one elective course. Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 718 744 840 670 699 751 750 1000 780 960 600 700 754 TOTAL 5179 5544 93% of capacity SCENARIO ONE: 4-9 Magnet (intradistrict) Gibbs 351 Projected Jxmior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 649** 909*** 670 699 751 750 649* 744 960 600 700 754 780 TOTAL 5179 5193 99% of capacity _ - 10 Total capacity of Dunbar (1000) minus capacity of Gibbs (351) is 649. Assumes that junior high program will have all seats filled. Use of Dunbar as a magnet would displace 69 students - these students were added to completing this exercise. Henderson for the purpose of SCENARIO TWO: 7-12 Magnet (intradistrict) 7-9 10-12 500 500 7-9 10-12 725 275 Projected Junior High Enrollment Capacity Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 500** 730*** 960*** 670 700*** 754*** 750 500* 780 960 600 700 754 757 718 744 840 670 699 751 750 725 780 960 600 700 754 TOTAL 5121 53**** 5179 102.6% of 5179 5269 5044 capacity 98% of capacity Capacity of 7-9 magnet program Assumes that junior high program will have all seats filled Enrollment adjusted to absorb students displaced by magnet program Unassigned students SCENARIO THREE: 7-12 Magnet (Interdlstrlct - LRSD seats only) 7-9 10-12 725 275 (349 LRSD seats) Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights 757 349** 780*** 750 349* 780 _ _ 11Henderson Mabelvale Pulaski Heights Southwest 960*** 670 700*** 754*** 960 600 700 754 TOTAL 4970 - _ TIMELINE DESEG PLAN 89-90 Nov. 11 Contact Donna Creer/request submission for FOCUS Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 Feb. 22 Prepare FOCUS (Cominunications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses & suggested recruiting techniques Feb. 20 Order PiF's
order selection forms through DP Feb. 20 Mar. 3 Coordinate Open House publicity with Communications Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer _ - 13Mar. 15 FOCUS to mailing service Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New Student PIF's to SAO Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing (/ Apr. 4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students V Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 Process forms
prepare waiting lists
make mandatory assignments May 1 - May 12 Send final assignment list to Transportation for route adjustments May 13 - May 17 Print assignment letters and prepare for mailing May 17 Mail final assignment letters ___14STUDENT ASSIGNMENT HANDBOOK SECTION ONE ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance zone. In some (2) (3) (4) (5) (6) (8) (9) (10) (11) cases, satellite zones are used in order to meet the desegregation requirements. Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school. Students living in the attendance zone of an incentive school have the option of attending a racially balanced school, (elementary academy) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school. Rising (or matriculating) students, grades 6th and 9th, will be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. SCVvOol a \ll Vc -Vo .4-*> lei olffort wl^^Cig-made^*!.^ Svary-egfort wtt-tiu iiiaJe to install portable buileHngs. toordertoaccommodateoverflowsituationoatapee- If a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. tiulgcada_Lfijtei. Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. Any student may apply for a magnet school by completing a magnet application. Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year. Each student will receive a final through the mail. assignment letter 15 T ?n, <=1STUDENT ASSIGNMENT HANDBOOK PAGE 2 (12) Each school will be responsible for making attendance zone assignments after May 17. B. C. D. (13) The Student Assignment Office will be responsible for all reassignments magnetassignments, maj orityfee. mlnogifey LrailUfers and desegregation transfers. re a s s ignments magnot Grandfathering (1) (2) (3) All students may remain at their present school assignments . The Special Edition FOCUS will explain the student assignment process. The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. Reassignment Process Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat available in the student's feeder zone. a If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. The minimum black percentage for each elementary academy is 40% black. J------------" .... - . _ __ _ Any assignment that causes a school to fall below the minimum black percentage will not be granted. cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be In such reassigned to a school in a contiguous feeder zone. (I-- "Desegregation Transfer" for desegregation requirement for secondary schools.) See Transfers (1) Students may request a transfer to the attendance school, an incentive school, or a magnet school. zone 16STUDENT ASSIGNMENT HANDBOOK PAGE 3 (2) The Special Edition FOCUS will explain the assignment process for transfer requests. (3) (4) (5) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. (6) High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. (7) Final assignment letters will be mailed to parents by May 17. SEE PROCEDURES Return of Forms (School Selection Forms) Completing Selection Forms E. Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17. SEE PROCEDURES -- Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Information Form in order for the Student Pupil (2) Assignment Office to begin the assignment process. A Pupil Information Form can be obtained from any school and returned to any school. a (3) Obtaining a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that school. 17STUDENT ASSIGNMENT HANDBOOK PAGE 4 (4) Open Houses will be scheduled in all schools April 4 - April 9. G. H. (5) (6) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection forms can be returned to any school in the Little Rock School District. returned by April 24. Selection forms must be SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Forms) Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the for the 1989-90 school year. same The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school The lEP's of some secondary students indicate that they attend three or more special classes. dents rotate to special education teachers, therefore their needs can be met in any secondary school. assignments. These stu- ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Sibling Preference (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance school. (3) (4) Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools desegregation requirements. to comply with the 18STUDENT ASSIGNMENT HANDBOOK PAGE 5 I. Magnet Assignments (1) All assignments to magnet schools will be made by the Student Assignment Office. J. (2) (3) (4) (5) (6) (7) (8) (9) The Student Assignment Office will be responsible for maintaining all magnet school waiting lists. All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet vacancies. A computerized random selection process will be used to consider all magnet options listed on the selection forms. All magnet assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet school will be placed on a waiting list for that school. A student's rank on a magnet waiting list will be determined by a random selection process. However, first choice magnet options will be ranked above second choice magnet options, etc. Majority-to-Minority Transfers (1) All M-M Assignment Office. assignments will be made by the Student (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. . The home district must provide transportation for M-M transfers. 19STUDENT ASSIGNMENT HANDBOOK PAGE 6 K. Desegregation Transfers (1) A secondary student may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. (2) Elementary students may transfer to an incentive school if such a transfer enhances desegregation at the incentive school. (3) A student may not make more than two (2) desegregation transfers during his/her school career. (4) Desegregation transfers will be granted during a limited period once each year. (5) LRSD will provide transportation for desegregation transfer students where it is cost effective to do SO. (NOTE: The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level - i.e. high school and junior high school. This range also applies to the reassignment process for the secondary level.) t 20STUDENT ASSIGNMENT HANDBOOK PAGE 7 PROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled in LRSD schools: 1. Parents of students currently enrolled in LRSD will receive a School Selection Form through the mail. A. Parents should complete the form with their school selections. B. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. 2. 3. B. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity limitations. II. Return of Selection Forms Parents will be mailed their school selection forms April 11. on Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures in handling School Selection Forms: _ _ 21STUDENT ASSIGNMENT HANDBOOK PAGE 8 1. As the selection forms are returned, separate them into three categories: A. Students requesting to grandfather at their present school LRSD). assignment (students currently attending 2. B. C. As Transfer requests LRSD). (students currently attending Kindergarten/New Students to the LRSD. forms are received, remove them from the envelopes. Use paperclips only to attach any notes or letters to the forms. Do NOT tape or staple damaged forms
the Student Assignment Office will replace damaged forms as needed. Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the 3. Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, the Selection Form List. on 4 . Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following
a. with a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms ink. (This step can be checked.) are received and b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFIC:i: SCHOOL SELECTION FORMS _ 22STUDENT ASSIGNMENT HANDBOOK PAGE 9 c. d. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. Send the envelope to the Student Assignment Office immediately. III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten in the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. You will receive flyers to be sent home to parents notifying them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon as possible after they are received. 2. Parents pre-register their children by completing a Pupil Information Form
they may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information Form is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, Information Forms. DO NOT hand out ANY Pupil (f\CA Instead, instruct parents to go to the Student Assignment Office to pre-register their children. After the assignment process has been completed (May 17), each responsible for registering and dergarten and new students. school will be assigning kin- B. Return of Forms 1. Parents may their completed Pupil Information Forms to any school in the LRSD until return the deadline. </ I z'' - 2. For each form received, write "RECD" and the date in the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. _ 23STUDENT ASSIGNMENT HANDBOOK PAGE 10 3. The following information MUST be supplied on the form
First and Last Name Race Sex Address Date of Birth If any of this information is missing, the form cannot be processed. 4. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF "Verification of legal name and birthdate by". labelled If the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year. DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address
post office boxes CANNOT be used. Require proof of address rent receipt, contract or Personal Property Tax Bill). Complete the Address verification Form and attach a copy to (lease agreement, sales , LUc Aaai ' / the PIF. When the PIF has been completed correctly, write K (or appropriate grade for 1989-90 school year) in the GRADE box and code the student' s race in the ETHNIC box. THE SCHOOL BOX). SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM (NAME) (ADDRESS) (I.O./RACE/ZB) Next Year's Grade Dear Parent, This is your school selection form for the the OFFICE USE ONLY *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* school year. issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: 0 0 0 ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school, I understand that my child will remain at his/her present assignment if a seat is not available at school. Please assign my child to , I understand that my child will remain at his/her present assignment if a seat is not available at INCENTIVE SCHOOLS ONLY CHECK ONE 0 000 0 0 00 Frankli n Gari and Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW, PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 Two or more siblings requesting to transfer together. 0 Student new to the District requesting assignment to a non-attendance zone school with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different non-magnet schools to the same non-magnet school. (NOTE: Definition of siblings: Siblings are brothers/sisters, or half-brothers/sisters, residing at the _same home address with brothers/sisters, or half-brothers/sisters, who are enrolled in the Little Rock School District.)FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. Elementary Academies There will be twenty-three Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53* Bale 394 188 124 312 60* / / Baseline 417 206 125 331 62* '/"i Brady 420 190 172 362 52* Chicot 563 255 231 486 52* Cloverdale 420 213 141 354 60* Dodd 424 198 164 362 55* Fair Park 351 154 130 284 54* Forest Park 461 203 180 383 53* Fulbright 607 267 236 503 53* Geyer Springs 235 120 98 218 55* Jefferson 490 226 205 431 52* Mabelvale 541 261 231 492 5 3* I McDermott 531 260 216 476 55* Meadowcliff 465 237 208 445 53* 25School Capacity Black Non-Black Total % Black c Otter Creek 383 183 162 345 53% 70 Pulaski Heights 328 159 119 278 57% Romine 490 403 50 453 89% Terry 537 260 224 484 54% 0 Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 10,016 Incentive Schools There will be eight Incentive Schools which are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School Classes Capacity at 25 Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325 Washington 42 1050 Totals 136 3400 710 '7,^0 ^bO 3040 Interdlstrlct Schools LRSD and PCSSD are considering a plan to establish 26 Rockefeller as an Interdistrict School for the 1989-90 school year . Rockefeller School has a capacity of 400 students in six- teen classrooms. Half of the Rockefeller seats would be allocated to PCSSD and half of the seats would be allocated to LRSD. Whether it becomes an Incentive School or an Interdistrict School, Rockefeller will provide the Incentive School program. The use of Rockefeller for 1989-90 depends upon which use will be consistent with PCSSD's plan to desegregate its southeast sector. A decision will be made prior to the submission of the PCSSD plan. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year a second Interdistrict School at the Home-Mart site with 600 seats. LRSD will recruit black students to fill half of the Home-Mart seats, with the other half to be filled by white students from PCSSD. Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and 3,850 non-black students for a total of 12,350.The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-three Elementary Academies is 10,016. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however. there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black, at least 200 black LRSD students will attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdistrict School enrollment upon the Elementary Academies: 28Black Enrollment in Incentive and Inter- dlstrict Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% <89> 2,500 9,850 60.9% 411 3,000 9,350. 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-630 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have a capacity of 600 students. It serves as an interdistrict school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict school. an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for Individuals who work within governmental and business centers of Little Rock. The parties have had discussions with realtors regarding specific school construction sites and existing buildings. The Master will be provided a separate progress report concerning negotiations for school sites. 30INCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin -Garland -ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruit- 31 J Iment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend Incentive schools and will determine the feasibility of using tzrust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives and parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa- . The bl uepri nt wi 11 be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment _ _ 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely fur- nishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. sentatives from each incentive school. The council will have two parent reprewill be appointed by the Joshua Intervenors. Also, four members at-large The Incentive School Program Parent Council will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. "The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well." (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for-Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School . The High/Scope Curriculum will be the content model, and a man- datory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional technology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. 3G2 4. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to assist teachers in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmental 1zation will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for "subject area" teachers for the respective grade levels. 9. Instructional Technology will be available in specialized laboratories ^d in individual classrooms. 10. Science Laboratories equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. 11. Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each school. 13. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment softstudents ware will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). 16. Computer-Managed Instructional Technology will be used for continuous tracking of student progress. 17. Individualized Education Plans will be developed, implemented, and monitored for each student. 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 373 19. Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. Homework - homework is required according to Little Rock School District policy and regulations. 21. Criterion-Referenced Testing - formative criterion-referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with an emphasis on multiethnic classes in each genre,will be the primary reading program {K-6) -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) -Increased motivation and learning with oral expression through reading
i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LANGUAGE ARTS -Uniting to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading ano English/language arts areas (k-6) -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area context-- 'Jorld History, American History, and Arkansas History (4-6) 3S4 -Emphasis on introductory concepts in history, geography, and civics (K-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote "living social studies" (K-6) -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremonies will be integrated into the curriculum MATHEMATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) SCIENCE -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project
i.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 395 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a "total physical response" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL EDUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on "wellness" for the young (K-6) -Emphasis on the development of an understanding of and respect for the handicapped
i.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 White Gloves Program - Special sessions will focus on training in the area of social etiquette for females. Rites of Passage - A structured program will be initiated to 7 respond to the emotional, physical, and social developmental changes in the young male. A special ceremony (for boys only) will become a traditional rite for 6th grade boys who complete the program during their Sth and 6th grade years. Role Models Programs - Individuals (international, national, state, local, and community) will be used for presentations at the school in every area of the program to provide role models for the students. American role models for males. Special emphasis will be placed on African- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/ activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Program- ming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs ma
^ include the following: Photography Band Newspaper Swimming Club Yearbook Bowling Club Choir/Glee Club Skating Club 417 Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. (NOTE: Attention in specialized programs will focus on true remediation (with student movement from compensatory programs) for compensatory programs, reducing overrepresentation in special education and ensuring equitable participation in a quality gifted and talented program.) 42LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 17, 1989 TO: FR0M:71^tt^ Beverly White, Associate Superintendent for Curriculum and Special Programs Angela Sewall, Associate Superintendent for Schools Marie A. McNeal, Supervisor of Social Studies and Foreign Languages larvin Zinmerman, Supervisor of English SUBJECT: I/O Proposed Latin Program for Incentive Schools On Wednesday, December 7, 1988, we met with Gayle Cloud, the Latin teacher at Central High School, to discuss an elementary Latin program that is being used in other districts to extend, reinforce, and enhance the language arts curriculum. Because of the educational value of this program, we feel that the program should be considered for use in the LRSD incentive schools. To assist in making a decision concerning the program, the following information is attached: 1. Program Background, Rationale, Proposal, and Description 2. Budget Summary 3. Implementation Plan The proposed attached plan targets the spring semester, 1989, for teacher identification, and the summer of 1989 for teacher inservice and program developm.ent with program implementation targeted for the 1989-90 school year. 43I. Sackaround II. LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT In the early 196O's, the Philadelphia (PA) School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers
teachers in the elementary classes. the program did not depend on using trained Latin Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis, Indiana
Washington, D.C.
Angeles, California
Kansas City, Missouri. St. Louis, Missouri
New York City, New York
developed their own materials, teaching formal Latin grammar
means to improve English skills. Dallas, Texas
Oakland, California
Some use the Philadelphia materials
improved self-image among learners. Los and others have In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in The initial implementation of the program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population. The targeted levels were grades five and six or grade six onl.y. Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all districts, a team of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin, program using the Greek language has also been developed
the same methods and approach. A corresponding thi s program uses The materials focus on using Latin and Greek word roots as a basis to increase English reading and vocabulary skills. Materials are varied
the two basic courses are designed for fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. Rationales More than SCi of words in the English language are based on Latin words
focusing on Latin word roots and word-building elements will increase knowl- edge of English vocabulary. reading c Many fifth and sixth grade social studies and cula include mythology and the Gr ma a. 3 at rela to this subject mat -Roman worlds
r will broaden lear :e enrichment. vocabulary ng and Abi .' areas 7 to read English is not limited to language arts and other academic but a- 3 success in 1ife itself
mere successful 1 n: 7i livi 0 school l_3 .(h se udv O' increasing that ability creates uals who feel competent to deal with school and n is an unusual subject for students, especially in elementary I e t n e s c u an unusua ings an im / is no focused on learning the Latin language per 1 and "different' subje ved self-image to , and seeing success in he laarne''S. 41Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. students
The uniqueness of the program should appeal to parents as well as no other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students. III. ProDOsal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program. The program will be implemented at the start of the 1989-90 school year and will be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in fou-r (4) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them
this course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made
data. this assessment will be based on surveys and test 45Latin Enrichment Program Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 (Program in' Budget Summary all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 28 teachers $6,860 1 school with 10 teachers 10 teachers 2,450 TOTAL $9,310 _ _ 46OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION COST (per teacher) 1. To provide awareness of the Latin program to incentive school principals and staffs 2. To provide Inservice to participating teachers l.a. Present Implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A Sth grade teachers in incentive schools l.f. Conduct awareness meeting with current Sth A 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to Angela Sewall Beverly White Arma Hart Rechel Myers Marie McNeal Marvin ZimMrman Principals of incentive schools Sth A 6th grade teachers at Incentive schools Princlpals remaln at incentive schoils l.h. Recruit and fill vacancies 2.a. Requisition instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1. 1989 Meeting on Calendar -0- Angela Sewall Beverly Uhlte Harch 1. 1989 Printed agenda -0- Harle HcNeal Harvin Zimmerman Gayle Cloud March 15. 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle McNeal Marvin Zinmerman Gayle Cloud April H. 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Marie McNeal May 1. 1989 July 1, 1989 May I, 1989 List of identi fied Sth A 6th grade teachers Identified Sth A 6th teachers at incentive schools for 1989-90 Arrival of materials -0- -0- I I I $20 materials (per teacher) I I OeJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice Metings of 3 hours eact 2.d. Develop agenda for above 2 Metings 2.e. Conduct above 2 Meting: 2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.t. Schedule four two-hour inservice workshops in local buHdings/duster: district-wide 2.J, Conduct above four inservice workshops IMPLEMENTATION PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals PERSON RESPONSIBLE Marie McNeal Marie McNeal Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Marie McNeal Gayle Cloud COMPLETION DATE July 1. 1989 June 1. 1989 July 15. 1989 August IB. 1989 June 1. 1989 December 1. 1989 May. 1990 September 1. 1989 May 1. 1990 (2 per semester) EVALUATION One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar Meeting agendas Page 2 COST (per teacher) 5SO printing (per teacher) -0- -0- $20 materials (per teacher) $200 consultant fee($5 per teache* $60 stipends per teacher ($10 per hour) -0- -0- $?0 materia Is (per teacher) $t?00 instructor fee (STO per teaclier) -0- $10 materials (per teacher) $400 fee .consultant IIO per teacher) ) (Z OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN T PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION Page 3 COST (per teaclierl 3. To Implement the elementary Latin program tn Sth ( 6th grades at Incentive schools 4. To evaluate the elementary Latin program I I I to 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplicate/ create student material! 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b. Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4,e. Compile survey results 4,f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers Teachers Teachers Principals Harte HcNeal . Principals I Principals Princlpals Harle HcNeal Gayle Cloud Principals Harle HcNea! Harie HcNeal August IS, 1989 School's instructional schedule -0- ongoing ongoing Hay 1, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30. 1990 June 15. 1990 Materials ready for classroom use Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report 110 materials (per teacher) -0- -0- -0- $10 printing (per teacher) -0- -0- -0- A CALL TO ACTION: LATIN IS BASIC! Do you know that: a the study of Latin improves English vocabulary " and reading scores of pupils? Latin teaches pupils the ROOTS of the English language? Knowing the Latin root of a word can be the key to its meaning. The following word trees show how Latin roots help in the understanding of English words. A pupil who knows that the Latin vori agua means 'water' has the key to such English words as aquarium, aquatics, aquaecus, agualung, aquamarine. Likewise the Latin word manus ('hand') is the key to such English words a. manu/acture, manua2, manuscript, manicure, and manipulate. AQUA Aqualung Aquatics Aquaeous Aquamarine Aquarium Manuscript Manipulate Manufacture Manual Manicure 7
I rAiNUS 'hai'd' - _ 50 SOME QUESTIONS: Are you tired of hearing that many high school graduates are functional illiterates? Are you concerned that so many urban pupils read below grade level? Do you know that some urban school districts (e.g., Philadelphia, Indianapolis, and Los Angeles are using imaginative new approaches to the study of Latin to extend English vocabulary and reading skills of pupils? Are you aware that new approaches to Latin can make the subject exciting and rewarding for pupils of all backgrounds and abilities? I Do you know that Latin provides valuable insights into who we are, where we came from, and where we are going? Are you aware that knowledge of Latin is helpful in many types of careers and jobs? Do you know that Latin is the key to an appreciation of many beautiful masterpieces of literature? and some ANSWERS: 51The study of Latin has unique values for urban students. About 70* of the words in English come from Latin either directly^ or indirectly. English words of Latin derivation are those which are likely to appear on placement exams, civil service exams. Scholastic Aptitude Tests for college admission and in English literature. In the Philadelphia School District pupils who studied Latin for 20 minutes daily at the fifth grade level advanced one full year in standardized vocabulary test scores as compared to pupils of similar backgrounds who did not study Latin. In the Washington, D.C., Public Schools Latin was found to boost pupils' reading scores after only one year of instruction in Latin at the Sth grade level. Sth grade Latin pupils in Easthampton, Massachusetts edged ahead of pupils of similar background in various phases of the Stanford Achievement Test. B 7th grade Latin pupils in Worcester, Massachusetts, have shown dramatic improvement in English vocabulary and reading comprehension scores as compared to their counterparts who did not study Latin. 52 I In Erie County, PA, high school Latin pupils were matched with similar pupils who were not studying Latin. The comparison showed that Latin was a definite aid in College Entrance Examinations. I Latin pupils in inner city elementary schools in Indianapolis showed large gains in the Metropolitan Achievement Test as compared to pupils of similar background who did not have Latin. The fifth and sixth grade Language Arts through Latin program in the Los Angeles Unified School District improved the English reading and vocabulary comprehension scores of target students (over 50* of whom are Spanish surname) by more than one month for every month of instruction. I In short, pupils in several areas of the U.S. have already been given a boost in vocabulary and reading skills through their study of Latin. WHAT DDES ALL THIS MEAN'FCR YOCR SCHOOL DISTRICT? Per.iaps your school district has not heard about how beneficial newly-conceived Latin programs can be for urban pupils of all backgrounds and abilities. It's time to bring this matter to the attention of appropriate school officials. Show them this brochxire and for further information write to the Committee on Classics in the Great Cities' Schools, c/o Rudolph Masciantonio, School District of Philadelphia, Phila., PA 19103. Distributed by the Committee on Classics in the Great Cities' Schools, an affiliate of the American Classical League and the Classical Association of the Atlantic States, in cooperation with the Pennsylvania Classical Association and the Division of Foreign Languages of the School District of Philadelphia. 53-tl Pln son Responsioie 1988-89 (Spring & Sunmeift.r) :k?l-ki
isil: Io develop and implemenl a quality academic program for Incentive Schools .. . . Proiiraiiis .".vision Curriculum and Special rrocrair./Area Incentive Schools OBJECTIVES 1. To promote/enhance leadership and staff understanding of the Incentive School concepi i 1 I cn 4-* STRATEGIES/ ACTIVITIES SEGIt.'NlNG DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION l.a. Provide an indepth pre-orientation session on each component of t*)e Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan l.c. Assist each building principal in presenting an indepth pre-orientation session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Inc*ntiwo VbnnH February 15, 1989 Harch 3. 1989 March 1. 1989 March 1. 1989 February 28, 1989 March 15, 1989 March 15, 1989 March 15. 198? -0- -0- -0- -0- Superintendent's cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Principals Assistant Supennten-dent Schools Incentive IK?LKK7A7:0N TiKiLJ.t Page 2 -'r.-al Plan :'son Respor.sioie :
a1: (rear) Division ?ro
ram/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE X COSTS RESPOKSIBILITT EVALUATION 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools 1 1 I Cl cn 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area in need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation anc format for curriculum development June I, 1989 June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 June IS, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cabine Board of Directors 1 Principals Assistant Superinten-dent Incentive School Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors :K?LiHi
-T.^al Plan -e'son Responsiole $
1: ______ :CK TiKiLZKi OBJECTIVES X (Yttr) STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITT Page 3 Division Procrair./Arei evaluation 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for Littli Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and provide Inservice on the implementation of the curriculum guides 4.a. Develop specification for bid for equipment and furniture June 1, 1989 June 1, 1989 July 1, T989 July 20, 1989 August 1, 1989 March 15, 1989 June 30, 1989 June 30, 1989 July 20, 1989 July 30, 1989 -0- -0- $3,000 (Est.) (Clerical Support) 110,000 (Est. Printing Cosi August 30, 198! April 15, 1989 Curriculum Teams Curr.4cu1um Teams Curriculum Division Principals Curriculum Division Cost to be ncluded in Individual School Plans) -0- Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I ( -r:,al Plan -son Resporstoie 3:*1: _______ (Ytar) OBJECTIVES X JK?LKKTA-:OM TIKcLIKi vis ion rr^ cir./Area ('age 4 STRATEGIES/ activities BEGIfiNING Df,7 COMPLETION DATE COSTS RESPOliSIBILlTr tVALUATION A.b. Did for specific equipment and furniture April 15, 1989 lUy 15, 1989 To be determined 4.C. Order furniture and equipment May 15, 1989 August 1, 1989 To be determined Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum 5. To effect facility modi flcat ions for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vision 5.b. Identify modifications timeline as previously collaborated in the development of the plan. 5.C. Contract for service as needed/ldenti-fied tn the Plans. August 1, 1989 April 15, 1989 April 15, 1989 April 30, 1989 August 15, 198< April 30, 1989 April 30, 1989 Hay 15, 1989 -0- -0- -0- -0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Division of Schools - Associate Superintenden Assistant Superintenden Principal Division of Support Services Division of Support Services till Plan 'Son Respor.sioie si: (Vtsr) OBJECTIVES STRATEGIES/ activities BEGINNING DATE X 5.d. Implement the modification plan for the facilities Hay 15, 1989 :K?LK-t
7A7:oK TIK-LIK* COMPLETION DATE COSTS RESPOKSIBILITY Page 5 Civision ?ro
rt.T./Aree evaluation August 15, 1989 (To be out- I 1ined in the Plan) 5.e. Hake final inspection on the work for the facilities andi-fication May 15, 1989 August 15, 1981 -0- To ensure the availability of adequate resources to implement academic prograM 6.a. Initiate ldentifica-| Hay 1, 1989 tions of materials | and textbooks needed| for the 1989-90 I school year | June 30, 1989 ho be deter-jmlned Prlnctpals J I I cn (Z) 6.b. Involve school teams! Hay 1, 1989 staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year '89 G.d. Haintain building record of requisitions for the 1989 school year. Hay 1, 1989 Hay 1, 1989 June 30, 1989 Hay 20, 1989 Ongoing -0- To be determined -0- Prlnclpal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal
K?LiK
-r.tl Plan t'son Respor.sioie :a1: CM TiKiLj
Page 6 OBJECTIVES X _ ('eer) STRATEGIES/ activities beginning OATE COMPLETION DA7t COSTS P.tSPOKSTBILITr 6.e. Monitor and approve 'May 20, 1989 requlslttons as requested from Incentive Schools 6.f. Maintain audit for all materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requirements for participation In all special pro-graas 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for each special program activity approved in the Incentive School Plan. July 1. 1989 July 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Except for articles requlri ng a auch longe Ongoing Ongoing Ongoing April 30, 1989 July 1, 1989 July 30, 1989 -0- -0- -0- To he deteral ned To he deter-nined time period, all requisition! i I I cn co -'^vision ?.-ocrin
/Arte evaluation Appropriate Associate Superintendenl Principal Principal Principal Principal Principal are signed on or imnedictely following July 1. CK t:k
l Page 1 'r.Lal Plan non Responsioie :tl: (Vetr) -'vision Prograir./Area OJCT1VS STRATEGIES/ ACTIVITIES SEGINNING DATE COKPLETIOH DATE COSTS RESPOKSiEILITT evaluation 6.k. Complete special con tracts with all extended day employees for the 1989-90 school year. August 1, 1989 August 30, 196! -0- Principal 6.1. Complete Master Schedule for total school program 6.m Review/revise as necessary the staff developiKnt plan for the fall (September- December) April 30, 1989 August 15, 1989 -0- Principal August 30, 1989 (As necessary bit once each seaiestr) September IS, 1989 at least Principal I (X c Plan 1988-89 (Spring nd Sunwr) _______________ (Vttr) uIOM TiKsLIKs rson Responstoie Proo^de Stan development tor implementation of Incentive School Plans . . IroQidins V I V1 s icn Curr ic(j 1 uni & Snccia I ?rocTcir./Area Iliceiitive Schools OBJECTIVES I. To implement Staff development activities for Incentive Schools STRATEGIES/ activities I.a. Identify the staff development needs of each Incentive School l.b. Develop inservice schedule In collabo-ration with building principal I.c. Notify each school staff of proposed inservice dates for pre-school training l.d. Plan details for delivery of inservice - l.e., site, time, arrangements, etc. l.e. Obtain services of consultants (as required) l.f. Implement fall training cycle BEGINNING DATE April 30. 1989 Nay IS. 1989 May 30, 1989 Nay 30, 1989 Hay 30, 1989 August 1, 1989 COMPLETION DATE Hay IS, 1989 Hay 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 August 30,1989 COSTS To be deter-nined -0- -0- -0- To Be Determined RESPONSIBILITY Principals Director of Staff Development Principals Director of Staff Development Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden. Director of Staff Development evaluation I 0^ -rrtil Plan arson Rtspor.sioic Teal: .K?L
KI.- OBJECTIVES X (7rJ STRATEGIES/ activities BEGKlNiNG OATE ViOK 7iKL:Ki Division Prc
rair./Area ('aye 2 COMPLETION OATE COSTS RESPOKSJBILITT evaluation I*g. Evaluate staff developawnt activity, through survey response from each staff August 1, 1989 Ongoing Iio Be Oeter-lalned Principals Assistant Superintenden Director of Staff Development / I I I (7) SECTION TWO SCHOOL ADMINISTRATION 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support
individualized education and flexbility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS It is recommended that the following items be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school Homework Centers day shall extend from 8:00 a.m. to 5:30 p.m., k Cc.iucu should be extant in each school at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a "volunteer" rotating basis, community volunteers and peer tutors. Staff will be compensated. B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. C. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. ___64continued - Incentive Schools page 2 D. Peer tutors will be compensated with coupons which can be redeemed for donated items or purchased goods such as games, books, magazine subscriptions, school supplies and other items the family may not be providing as well athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to wor'x with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general II. 'mapping'' of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in the explorer programs sponsored by the Boy Scouts of America. G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculur areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis as well. 65continued - Incentive Schools page 3 Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer "year round" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students. Field trips and access will include the opportunity for student experiences with: * historical events and displays * cultural events and exhibits * scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such as an Arkansas Symphony Orchestra performance. Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., 5th and 6th. Among opportunities in the community which exist are: * several major manufacturing corporations * a symphony * a repertory theatre * an arts center * a ballet company * a museum of natural science and history three previous state/territorial capitols * a planetarium at UALR * a zoo * a lock and dam (part of the McClellan-Kerr river project) * an inland sea port * a major research/teaching medical center 66continued - Incentive Schools page 4 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and law school. a I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as the opportunity to participate in: * choir (voice) * music (instrumental) * dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (and hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be required of all staff at the outset (relative to work in an urban setting with at risk youth)
and ongoing training will be provided on a regular basis for all staff at each school. 1. A nation wide search will be conducted for staff. Principal and staff will be asked to show documented evidence of commitment to working in an urban district
to working with youth at risk and to commiting the time necessary to provide the kinds of support and services provided at incentive schools. 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the 67continued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. C. SPECIAL TRAINING- Ongoing training will be provided for staff in areas like human relations skills
learning and interactive styles
TESA
PET
working with youth at risk
working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will receive access special training in working with their students, assisting with homework, nutrition and human growth and developments. PARENTAL INVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r.,,,:, _ will take place, both through written and oral means. Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their children's classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities, for example: * Homework Center - Monday-Thursday * Special Skills - Tuesday * Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with "alert" and "success" cards to be H sent to parents to update them on their student's needs and achievements. - _ BScontinued - Incentive Schools page 6 F. EXTRA CURRICULAR' PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Oust Say No Clubs, intermurals, monitor "jobs" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recsss or lunch time, not class time G. ATTENDANCE ANO BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreesment to be at school and on time each day. H. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academic related activities. COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools
volunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities
assistance from social agencies to intervene if students need assistance in health and/or personal need situations. B. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware of the options which truly are open to their students. 69continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. 0. HOME/NEIGrIBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents. less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partner- These ship. It is suggested that local ministers be considered as part of the school partnership and community. E. INDIVIDUAL ANO GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. committee meeting included: Ideas (suggestions) presented in the subawards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. G. WELLNESS PROGRAM - A wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. H. CAMP PFEIFER - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. 70continued - Incentive Schools page 8 MONITORING AND EVALUATION A. B. C. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. REGULAR TRACKING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVlOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator This assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. D. QUARTERLY REPORTS ANO VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate "contracts" for their own achievement. 71continued - Incentive Schools page 9 E. STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. Students will be selected at random to participate in this process based on a 5S involvement from each grade level. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in alT incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. G. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. 8. ADDITIONAL ITEMS - It is recommended that each incentive school have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy * at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach) * uniforms for students (such as blue jeans and a white shirt) dress code for staff * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - Incentive Schools page 10 student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to: field trips enrichment activities tutoring parent/child "make & take" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLtKiKTATION PLAN To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students attending them. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 19e9 1990 1991 1992 1993 1994 199f Page 1 RESPONSIBILITY To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A mode! will be put in place. Teachers will supervise the process Fall-(P) Spring - (I) Budget- ______ tai Summer- (P) Fai 1-(1) Ongoing with evaluation Budget Item (fc r staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student learning through extensive use of classroom based instructional aides. S - STUDY I I. R - RECOMMEND Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Certified instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- (P) Fall-(l) Pilot B - BUDGET ITEM Ongoing with evaluation Ongoing with evaluation (1) Ongoing with evaluation Some b Budget Budget* Staff Development Asst. Supts. dgetary axpenditu| e Item Item I - IMPLEMENT PI - PILOT Office of Deseg Div of Schools VIPS Human Resources Sch Principals I 4^ Page 2 I. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATIOK'S IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 19(91 1992 1993 1994 199! To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fall- (1) Ongoing with evaluation VIPS Maybe 1 budget item To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. Sumner segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational input. Summer- (P) Fall-(I) 1989-90 plan t pilot at one school S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I cn Ongoing with evaluation Implement at all incentive schools Budget item Bu^t item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools - Curriculum Desegregation PI - PILOT Page 3 1. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. S - STUDY R - RECOWEND STP.ATEGIES/ACTIVITIES SCHOOL OPERATIOKS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: choir, music A dance in addition to Homework Center A peer tutoring E - EVALUATE P - PLAN 0 - ONGOING (I) Quapaw Council Asst Supts for Schools Fail-(1) Ongoing with evalua-tion Maybe budget tem 1 I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principals School Staff I I <75 11. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To establish procedures for administration and staffing of the individual schools such that special skills will be brought to bear for the benefit of students at these schools. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1^91 1992 1993 1994 199: Page 4 RESPONSIBILITY To establish a viable program for staff recruitment. Nation-wide search Hire staff on a one year basis Parents to be involved in the interviews. Staff will demonstrate commitment to working with "at risk* youth Spring/ Summer- (I) Ongoing Human Resources Div of Deseg Curriculum School Principal Budge item To provide special training for staff on an ongoing basis and special training for parents. TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (1) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' it?m I ~ IMPLEMENT PI - PILOT I I R - RECOmENO 0 - ONGOING B - BUDGET ITEM I SCHOOL OPERATIONS Page 5 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1991 To establish meaningful attendance and behavior guidelines. Time-out rooms staffed with trained personnel Student/parent contractual agreement for attendance Pilot at one school (I) Principal School Staff Bud jet i tern To provide subject related activities to enhance student learning. To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. (I) Ongoing Principal School Staff Buc jet i tem 1 S - STUDY E - EVALUATE P - PLAN I - IMPLEMENT PI - PILOT R - RECOmEND 0 - ONGOING B - BUDGET ITEM I I I QD Page 6 SCHOOL OPERATION'S IMPLEMENTATION PLAN III. GOAL: To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 1^91 1992 1993 1994 199: To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future._____________ To provide student training in study skills, testing skills and listening skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement in student learning. S - STUDY R - RECOMMEND I I Compacts with community agencies, universities to assist with student opportunities. Parental information Mentoring program Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing. Meetings at neighborhood sites with small groups of parents Meetings at homes with groups of parents .. Involvement of ministers E - EVALUATE 0 - ONGOING P - PLAN Study and recommend Sna1 Training Summer Fall-(I) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I Page 7 SCHOOL OPERATIONS IMPLEMENTATION PLAN II. GOAL
(continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY To increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day. Parent assistance at schools Parents will sign homework Regular communication between school and home will take place Day visits for parents Schedule settings Schedule (settings) weekly extended day programs based on individual school needs 1969 1990 1^91 1992 1993 1994 1991 Fa11-(1) Fall-(I) Ongoing Ongoing To improve horoe/school communication To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOMMEND on c Principal School Staff Principal School Staff Early indicator and early intervention programs Alert & Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING (I) (1) 1 P - PLAN B - BUDGET ITEM Ongoing Ongoing I - IMPLEMENT PI - PILOT Principal School Staff Principal School Staff HI. GOAL: (continued) OBJECTIVE To Implement Individual and group counseling for all students. Incentive/recognition programs will be Implemented by 1990-1991 To structure and begin wellness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES Peer facilitators Counselors doing individual and group counseling Conflict resolution will be taught_____________ Student recogniton programs Good Citizen programs Community involvement In recognition SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE 1989 Fall- Train students Sprlng- Hl (P) Pilot one school 1990 Ongoing Budget (I) 1991 1992 1993 1994 199: Pge B RESPONSIBILITY Pupil Personnel (PossltI e Budge Item) VIPS Partners Program Full time nurse at each building Student screening Parent presentations Study success of Pfeifer program Mork with Director to target incentive students Mork with other community groups to undertake similar projects E - EVALUATE P - PLAN 0 - ONGOING (1) (P) A (S) (Budge' Implement on a pilot basis ' Item) TiT"
(Budget Item) I - IMPLEMENT B - BUDGET ITEM Health Services Pupil Personnel District divisions PI - PILOT oc IV. SCHOOL OPERATION'S IMPLEMENTATION PLAN GOAL: To more closely and thoroughly monitor incentive schools in order to develop a clearer picture of student achievement at these buildings. Page 9 OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1991 1992 1993 1994 199: RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the Instrument (S) (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team. To be done on a quarterly basis * Class & school profiles will be kept in regard to attendance, be-havior, discipline A achievement Develop EEP format Involve parents in writing plan based on student needs To include extra curricular activities also________________ _ Develop reporting format Involve staff, patrons, in monitoring involve all staff in goal setting Evaluate goal achievement Summer (P) (1) Develop plan Budget Summer- (P) Fall - ..(I) S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD Ongoing with evaluation Spring- Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) > Testing/Eval Div of Schools School Staff Community (BudgIi t Item) ' I - IMPLEMENT PI - PILOT SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a program for computerized data access at each incentive school. To establish site t6ams at each school to implement programmatic modifications to benefit the students. S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: I QD Co Random selection of students to participate each year Student "training" Student generation of questionnaires Analysis of data collection * Conclusions generated Report back to students on response to student evaluation Install computers Tie into mainframe Write programs for reporting (S) with students (R) Fall - (I) (Bui get Item) Ongoing Testing/Eval School Staffs Principals (1) 1990-91 school - year Data Processing School Staff Assoc Supts &(S) FalHP) student data in a variety of mode> Include representatives of al) school departments (custodial, food service, aides t teachers) Team membership to be rotating and-on a semester basis Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN Spring (R) Plan for implementation of changes Make recomiendations for changes * Implement changes 1 .e. Plan Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM Evaluate Recoin nend Implement I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 jogt Page 11 RESPONSIBILITY To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. * Allow for team teaching by means of scheduling Provide for opportunities for students to remain in classes fur extended time periods as needed. Develop a plan for individualized instructions within the specific building (1) 1 (E) Areas to be investigated for possible plan inclusion Permanent assigned substitute in each incentive school to be available as needed At least a 1 time asst prin Uniforms for students Standard dress for teachers Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff * Student handbooks will be available ^t every school and individual to that school______ (S) (I) S - STUDY E - EVALUATE P - PLAN (Budge] Item) . . I - IMPLEMENT PI - PILOT , R I ! RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD School Principal Staff Assoc Supts Asst Supts SCHOOL OPERATIONS Page 12 IMPLEKEKTATIOfi PLAN V. GOAL: (continued) OEJECTIVE STRATEGIES/ACTIVITIES IKPLEHEKTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: * A science lab at each school A computer lab at each school A complete playground for PE purposes Additional compensation for teachers/principals who work the extra time periods Community education classes should be investigated for parents in the incentive school communties * Saturday enrichment programs Schoo! community members (Budget Items) S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT PI - PILOT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I QD SECTION THREE STAFFING 86 INCENTIVE SCHOOLS STAFFING The selection and support of guality staff members will be critical factors in the success of Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schcols. Ongoing staff devslocment for Incentive devsioc-en Schcols must preoare the staffs to attain the standards of excellence thev will uphold for achieving student success and fulfillment of potential. STAFFING A. LITTLE ROCK SCHOOL DISTRICT (LRSD) INCENTIVE SCHOOLS STAFFING COMT'IT - A conmittae will be established to assess staffing neeos for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The cormittee v/ould be composed of teachers, parents, B. supervisors, principals, and other administrators. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated, the following. Factors to be considered include J Number of students per grade level Race and gender Academic achievement needs and interests Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffing Commi SO wi 11 then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recomrended for each school but are not all inclusive of positions which may be identified during the needs assessment process. * Classroom teachers (1:18 pupi1/teacher ratio) * Counselor * Media specialist * Music 87Incentive Schools page 2 * Art * P. E. * Social Worker Permanently assigned substitute teacher (for each Incentive School) * PAL reading PAL math PAL lab attendant Resource Speech * Specialist for alternative classroom * Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal * Assistant principal * Non-certified supervision aide c. STAFF RECRUITMENT - The LRSD Incentive Schools Staffing Committee will implement ongoing nationwide recruitment strategies with special emphasis on recruiting qualified minority staff members. Current recruitment files will be maintained on an ongoing basis. A pool of prospective staff members also will be drawn from promising student teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item E). D. STAFF SELECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff selection and collect- ion and review of student data. Selection criteria will include, but not be limited to, the following. * Race and gender Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education * Strong recormendations from a variety of sources (i.e., colleagues, principals, college professors, and other administrators) ... 88Incentive Schools page 3 2. The LP.SO Incentive Schools Staffing Committee will work with the Human Resources Department to develop job descriptions and special contracts ou
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