Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 1-218

LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,19914 u II II n n n II n n n n El a a a a El a LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,1991IM n TABLE OF CONTENTS 11 Volume I II 1. Commitment to Desegregation Page 1 2. Leadership Page 3 II 3. Early Childhood Education Page 5 4. Special Programs Page 37 II 5. Summer Learning Program Page 39 a Asset Program Page 43 7-6, School Operations Page 50 a S-7. Program for Accelerated Learning Academic Support Programs Page 75 a 98. Gifted Education Page 87 II 999. -3r3r
- Multi-Btehnio- Curriculum Content Area' Programs Multicultural Curriculum Page 94 i910. Focused Activities Page 126 a 39-11. Parkview Science Magnet Page 138 II 12. McClellan Community School Page 148 19-13. Recruitment Page 150 II 3914. Federal Programs Page 152 3915. Vocational Education Page 154 11 3916. Library/Media Services Page 165 II 3917. 3918. Special Education staff Development Page 172 Page 191 El 9919. Support Services Page 203 2920. Parent Involvement/Community Linkages . . Page 207 El II El d H II TABLE OF CONTENTS Volume I II 1. Commitment to Desegregation Page 1 II 2. Leadership Page 3 3. II 4. Early Childhood Education Special Programs Page 5 Page 37 II 5. Summer Learning Program Page 39 6, Asset Program Page 43 II 7. School Operations Page 50 8. Program II as Acoc-ler-a't-ad Laagn-ing . . Academic Suroort Programs Page 75 . 9 . ... Gifted Education Page 87 II . ,.10. .. -Muir n 1 u'n* A Content Area Programo Multicultural Curriculum Focused Activities Page 94 Page 126 II 43-12 Parkview Science Magnet Page 138 13. McClellan Community School Page 148 A 14. Recruitment Page 150 Il 15. 16. Federal Programs Vocational Education Page 152 Page 154 A 17. Lihrary/Media Services Page 165 IS. Special Education Page 172 A 19. Staff Development Page 191 A 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 A Ad u Volume II 1. H 2-. Student Assignments student Aasignmont Handbook . Page 219 . Page 239 n ^2. Facilities Page 251 *3. Incentive School Program Page 260 d 54. Monitoring and Evaluation Page 370 65. n 7-t Transportation Data Processing Page 316 Page 313 d WOTE ? An-asterisk (*)indicates a part of the Plan that mast change if grandfathering is not permitted. d Interdistrict Plan d 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 d 4. Summer School Page 414 5. Staff Development Page 425 d 6. Multi-District Desegregation Plan School Operations ............ Page 427 d 7. Library Media . Page 442 8. Special Education . Page 444 d 9. Vocational Education Page 467 d 10. Guidance and Counseling Program . . Page 469 11. Parent Involvement/Community Linkages . . Page 472 d Public Relations Page 476 d n dd d II COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is II merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next II step involves a commitment to quality desegregated education II by the District, parents and the community, commitment always requires a plan of action. Of course, real To that end, II the Little Rock School District Board of Directors is committed to the following: II A. The belief that all children can learn Il B. The elimination of achievement disparity between black and white students on standardigodr norm-referenced and criterion-referenced and minimum performance -tests Il c. el D. Il E. Il Il F. G. Il If ri Improving educational quality and student academic perfomnance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools Improving race relations among students and staff members Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments
participation in extracurricular activities
distribution of resources
etc.) Promoting positive public reaction to desegregation The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation Re: 01517 Page 1fl 11 H. The development and infusion of multi-ethnio cultural education in all content areas of the curriculum. fl I. fl Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools-ducing the 1989-90 school year and H years to como. Quality desegregated education will result H in long-term stability and growth for the city of Little Rock and Pulaski County. It will also also will provide all fl Little Rock School District students with the academic and social skills needed for successful experiences in the H future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated M education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and I A ultimately achieve unitary status. A A A A A A Re: 01517, 01518 A Page 2DI n LEADERSHIP H I Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be It is insufficient to establish as a goal the achieved. a II n physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education
in school achievement patterns
in interpersonal relationships
or in the variety of patterns of ethnic No plan should settle for the mere mixing of The plan should have as its primary focus an plurality. youngsters. ' , educational environment encouraging academic and human growth for all students based upon their individual needs n and talents. A vital factor in successful school desegregation is coherent, and consistent leadership for change from * . The II n ---------1, the Ssuperintendent and Board of Directors. Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the Ssuperintendent will assert their leadership in the following: Bl o Bl o II o Bl o II Bl o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. The school board and superintendent isar^ responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. The school board and the superintendent will clearly delineate 4rtg-the District's desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. IB Re: 01519 Bl Page 3H o The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. o MH The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with dDistrict desegregation policies in tenns of buildings, staff, materials and equipment. o The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o M The school board and administration will conduct an annual, self evaluation of its -their commitment to a quality desegregated education in the following areas: EH Board/Superintendent Relations M Board/Community Relations Board Member Interrelations H Board/Administration Relations to eOther Staff Members EH Board/Administration Relations in -fFiscal Management Board Relations to Instructional Programs HI Hi As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Hl Further, the District will -iensure that the Hi schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. Hl HI Re: 01519, 01520 H Page 4 I TH I EARLY CHILDHOOD EDUCATION When they enter school, children who are economically i I, 4 !i disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their I: I middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and j 1 attitudes to the extent expected in the primary school * years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children R * in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 R Page 5 1 Benjamin Bloom on the need for education for 3- and 4-year- olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later success in school. This research links student achievement in high school and beyond with the home and school as powerful influences on the intellectual development of young to children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. * According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) to reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head II Re: 01521, 01522 Page 6 I start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged, and at the present time, no public ochool funds age-being used to implement early childhood pgograms. Poverty continues to be a problem for young children: Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe. especially for the poor, and the need for programs will continue to rise for all socioeconomic levels. Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) a will focus initially on children in families who Re: 01522, 01523 Page 7 live in the ahadow attendance zones of the current racially identifiable incentive schools in the Little Rock School District. This home-based program, which complements the school-based program operative in the schools, recognizes the mother as the first significant teacher of the child. *11. FOUR-YEAR-OLD INCENTIVE SCHOOLSPROGRAM - The High/Scopo District's preschool curriculum model will be implemented in three-of the lincentive all incentive schools and other selected Sschools in the Little Rock School District. Effective the lQOO-80 1990-91 Sschool year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. 3-111. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the apring aemGOter of the 1988-89 school year, the Litefele Rock-School District will work cooperatively with other federally funded earlychildhood programs to collaboratively implement an education program to better meet-4:he needs of inner city Little Rock-studcnta. These three programs aredcacribed in greater detailin the following pageo. Re: 01523, 01524 Page 8 (NOTE: This section was moved) HOME INOTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 h J-r Program/Agea Overvi-ew A. 6ummagy-of Baekggound Infogmation OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by Dr. Avima Lombard, this international program identified parents (primarily mothers) as the first teacher of their children. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. Sv Special Needs(Individual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9 1 Little Rock School District HIPPY Program depends on 1 external funding sources. The HIPPY Program cannot be continued at present levels without the continued receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. iiiC. Evaluation and Monitoring (Proceag and Responsibility) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the HIPPY participants as they enter and exit kindergarten session(Pre and-Post test). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. < Re: 01525, 01526 Page 10 (NOTE: This section was moved. HIPPY timeline moved.) FOUR-YEAR-OLD INCENTIVE SCHOOL PROGRAM * * i-r PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1988. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the High/Scopo curriculum is that children are active learners who learn best from activities they &v plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their development. PrecGptg of High/Scope have been validated in a 0-yeag-longitudinal research project, rnported in tho High/Scope monograph. Changing Lives-t- The Effeeta of the Porrv Proochool Program Youth Through- Age 19.- The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Special Needs Educationally-disadvantaged and lower r socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11 motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their potential. Research and pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the self-concept of participants. iiB. AREAS OF COLLABORATION 5il The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for .(1 1. I I teachers and aides. Each district is committed to I ensuring that all staff members are prepared to fulfill I the District's expectations for a guality Early ' ii !, i. I Childhood Education Program. III. EXPECTED-OUTCOMES The High/Scope key GxperioncGa'^-pgovidG q useful framework that curriculum provides a useful framework to guides teachers in conducting the classroom program. These key Kev experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1, make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Re: 01531 Page 12HW 2. identify, pursue, and complete self-chosen goals I and tasks with originality and responsibility. 3. work with other children and adults in group planning-7- and cooperative efforts-
and with shared leadership. 4. express thoughts, ideas, and feelings
to speak n about, dramatize, and graphically represent experiences in order to communicate them to others. HI 5. comprehend others' spoken, written, dramatic, and graphic representations. m 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. m 7. expand knowledge of objects, skill in the arts. and comfort with physical movement. I 8. expand creativity, initiative, spirit of inquiry. w and openness to knowledge and other people's viewpoints. iVD. EVALUATION Al. Information from inservice evaluations will be IBI summarized. ira B2. Teafe-dafea Student assessment data will be analyzed to determine if measurable growth in student in achievement has occurred. m m Re
01532 Page 13 I 3. The ifi Planning, Research and Evaluation staff HI will assist with analysis of summative evaluation data. HI 4. The management information system developed by Bl LRSD will have the capability to compare students who did and did not participate in the four-vear- Bl old program. These comparisons will begin at the end of the kindergarten year of each class of Bl four-year old-students. VC. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old I Program was implemented in three iincentive Sschools. Du F-ing By the 1909-90 1991-92 school year, the program will be implemented in the otherIncentive Schools, the schools listed below
Bl HI Badgett -^Franklin Garland 4>Ish Mitchell -Rightsell 'Rockefeller Romine x<Stephens Washington Woodruff Bl All schdols in the District will implement the Four Year-Old Program by the 1993-94 school year. A long-range implementation plan will be developed for Re: 01532, 01533 Bl Page 14 I I additional four-vear-old classes. The long-range plan I will address demographic, instructional, and structural needs. The scope of this program may be altered, HI affected and/or enhancod-by the proposed assignment and construction proposals made in this plan. LRSD will continue to use the four-vear-old program as a means to ? I meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. 3 1 I HI Bl 1 1 Bl HI Re: 01533 HI HI Page 15Q CITY-WIDE EARLY CHILDHOOD EDUCATION BU PROCRAM Av Ovoffviow m Feg-ovop twenty yoara, federally funded Headstart and compensatory education programa under Title I of the Elementary and Secondary Education Act and-later under H Chapter I of the Education and Conoolidation Act have demonstrated considerable aacoeaa in narrowing-the gap in reading and mathematica achievement between white and-black olementapychildren. But dcapite thcao early gains,the I aehool dropout problem and the equally difficult problem of undoreduoation peraist-,--particularly among-societya most disadvantaged young people. The plan proposed by LRSD for the city-wide-early education program will have a threefold purpose
1 Parenting education for both mothers-and fathers, family B 1 health care, and nutritional-guidance
(-2-)Quality child-care arrangements for poor working parents -that stress I social development and school readiness
andf-3-)A quality preschool program for- disadvantaged three to five year olds,with emphaois--focu3cd on the four and five-year-old children. Bv Special-Weeds(Individual Di-strict) The National Association for- the Education of Young Children(-1986)identified standards to ensure program quality in preschool programs. The major characteri-stics Re: 01536 HI Page 16 1 Ifog a quality prograa inoludei(1) staffing pattegns/ t teacheg qualifioationa,(3 ceapgchenoive aegviees, 1 euggiculuB, and (5) parent pagticipation. These faotogs will be addressed in the develepnent-ef the city-wide plan. 1 Staffins pattognci Lew sta-ff-ohild gatieo and anall aS group sigea age key ooBpenenta of quality pgoaohool pgoggaBS i the geooBBended atandagd ia a ataff/ohild gation ef It 10 in a group ne laggeg-than twenty (20) children aa an acceptable staffing patternt Teacheg Qualifioatienoi It ia geoeBBended that teachers have eot-teqe--level specialiged pgepagatien in early childhood education,aa well aa auporviaed experience with young children before they are placed in charge ef a group < Paraprefessienalo aheuld have suffieient education and/or training-in-early childheed education and aheuld be 1 f. I, I i 1, 1 1 I provided with'engeing inservice training* CeBPrehensive-Serviees *Oenprehensive services aheuld b f be targeted to all children who are eceneBically disadvantaged er aoadeBioally-at risk* CoBprehcnaive ocrvioes includeBedieal, aeoial> and health acrvioest required parent partioipatienfand a progran that addresses -all areas(social-,- eBetienal, phyoieel- and I.. i cognit-ive) of a child's develepBent* Currieulugtr A ourriouluB based en principles ef child development is crucial-in deteraining pregraB quality* Researchers indicate that epen-atruoturo ourriculuB 1 Re: 01536, 01537 Page 17 J I models that involve tcaoheg -and child-initiated activities I I as well as teachcr-structurod individualiged learning activitiesto achievea balanceofcognitive,social, emotional,and physical development goals. Parent -Involvement. Parent involvement in parent advisory boards, parent-teacher conferences,family services,and the inclusion of parents as volunteers and employees is an important component of an effective early childhood program. The program must accommodate working parents if parent involvement and overall program implementation arc to be e-f-f active. In summary,the city-wide program,whether school or eemmunity based, will
provideO' comfortable,safe,a-ndstableenvironment
ensure consistent and nurturing care and education
I give the children the opportunity to bo physically active
I expand the opportunities for children to explore and meaningfully interact with the world around them
I provide opportunitiesfor the children to interact I withr loarn from,and be appreciated by other- children
provide- stimulation and support necessary for the children to develop cognitively,socially,emotionally, and physicallytn their own time and in appropriate KI ways. KI Re: 01537, 01538 Page 18 ! s 1 4 1 M wI tExpected Outcoaoa(Long-Range Coala) By September 30,iOQO,the-initial phaae for a comprehonaive city-wide early childhood program will be implemented in Little Rock. By October 1,1003,tho number of educationally disadvantaged atudenta enrolled in early childhood education programs in the city of Little Rock will be 00 percent of the eligible population. 3-r By September 30,1093, the--Littlo Rock School Diatrict I and other- agenoiea-in tho city of Little-Rock will have implemented a comprehenaivc and conaiatcnt program for minority and economically diaadvantagod children in the city of Little Rock. 4-r ^y--September 30,1904, pre-acreoning data at the beginning of the achool year will indicato-a 75 percent reduction in tho number of children identified aa moderate to high riak. ) Re
01539 Page 19 1 CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three objectiyes
(1) to proyide parenting education for the parents of early childhood students
(2) to provide guality childcare arrangements for low-income parents which stress social development and school readiness
and (3) to proyide a guality pre-school program for disadyantaged students. The Little Rock School District currently operates early childhood programs in seyen buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citywide early childhood education program is to combine the efforts of these three entities, along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re
01536-9 Page 20 objectives of the citvwide early childhood education program, the three entities cited in this section have attempted to avoid duplication of services, to the extent I j possible, and use every opportunity possible to share n resources. The following is a brief summary of each of the three programs
Head Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have degrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School. Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used by LRSD HIPPY program for staff training No Plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21 H H In regard to the three objectives cited earlier, the ! three entities have agreed to the following
1 I Parent Involvement - The entities will exchange calendars H for parent involvement activities. To the extent possible, H these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to A announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. A Likewise, the Model Cities program has access to a cable A television station. staff Development - The entities will exchange calendars for A staff development activities and, to the extent possible. the sponsor of the staff development activity will allow A representatives from other parties to participate. A Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both A programs currently use the same curriculum. The staff development activities will be geared to the needs of aides A as well as teachers. Student Referrals - The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each Re
01536-9 Page 22ni program will meet as needed to review vacancies and identify ni referrals. I Student Assignment Process - The three entities recognize WI the need for disadvantaged parents to understand the q assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have BQ not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these Mi parents wait until mid-August or after the opening of school to register their children. I A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. m In addition to neglecting kindergarten registration, it is apparent that some disadvantaged parents are not taking HI advantage of magnet school opportunities in their neighborhoods. The annual sessions on kindergarten registration will also be used to provide infomation on HI magnet school opportunities. Long-Term Monitoring - the real success of any early 5 I childhood program depends on the long-term effects of pre- Hl school intervention efforts. It is important that early childhood agencies have some means of following the progress Hi of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list HI will be compiled of all graduates from the three early Re: 01536-9 Hl HI Page 23 IIC' ii * * * l n childhood oroarams. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24 I' p I I. 1 } 11 1] 1' I li ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL i
The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. t i *1 The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. All students will be assigned by the Little Rock School District * student Assignment Office. * Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent early childhood education service to children and parents, models of early B childhood education programs, and training opportunities. With a physical plant built to house the continuation of the Kramer Project begun in the late 1960's. Rockefeller 1 B contains the only early childhood education program in Pulaski County providing complete continuity of education B and childcare ("educare") from early infancy through grade I I i six. Parent devotion to the program is almost legendary with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the early childhood education program at Rockefeller School
1. BB Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, early childhood education can help to achieve racial balance by attracting white children as well as by helping any disadvantaged children achieve an eguitable education. Parents e Page 25 p II have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. I.. Rockefeller will be used for training college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. 3. Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or "add-on" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. 4. 5. 6. Allow the early childhood education three-vear-old students to continue on into the school's four-vear-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program, year-round program will promote continuity of services to children, alleviate the learning losses often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26 desegregation tool at Rockefeller, to remain competitiye with priyate schools and daycares, and to hold both its priyate paying and Title XX students, early childhood education policies on priyate pay rates, lunch charges, yacation days, enrollment age, and sick days for long illnesses must be eyaluated by the parent committee on early childhood education. in' I The early childhood education curriculum and daily 13 actjyities will be based upon young children's interests and 1 1 styles of learning, emphasize deyelopmentally appropriate t learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy of fl 1 learning. There will be a full spectrum of actjyities to li: stimulate children at yarious leyels of deyelopment. The If? curriculum will be multicultural in focus and sensitiye to '.1 f i the cultural and ethnic heritages of children. LRSD will work cooperatiyely with local colleges and uniyersities to enhance and support the Rockefeller Early Childhood Magnet Program. n Page 27 : hS I lb- c 'if !|i, !'[ '13 L'l? "JAREA Early Childhood Education OlSJtXTTVES 1. To promote the HIPPY program 1.1 IJ^SD DESEGRB3ATI0N PLAN UlPLQlENrATIOH TTKI-UIE STRATEjGIES/ACTIVrriEiS BEGINNING DATE ENDING DATE RLSIONSIBIl.riY LVAl NATION 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Pereentage-ef-eensul-tant- travel 3.1 4. To enrol 1 fami1ies into program 4.1 5. To recruit families 5.1 6. To determine service of coordinators 6.1 7. To assign fami1ies to be serviced by aides 7.1 8. To organize Instructional Material 8.1 To compose and mail Public Service'Announcement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen (14) aides Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-fer initial training. Conduct Home Interview and enroll families into program Compose and mail correspondence to community churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material July 29,-1989 August 1,-1989 Annually Augu5t7295 . 1989 Annually September 2, 1989 Annually August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 July 29,-1989 Annually Marian-Shead Mailed letters appear on show August 14, 1989 AHgH5t-2e, 1989 September 2, 1989 October 3, 1989 October 3, 1989 October 3, 1989 Staff Supervisor Harlan-Shead Supervisor and Coordinators Marian-Shead AnHette-Rsper Myra-Randelph Supervisor and Coordi nators Coordi nators By applicants response Pay the bill Certification of Aides o oj in n> no CD September 1989 Annually September 36, 1989 Secretary of HIPPY Printing completed AREA Early Childhood Education Early Childhood Education (continued) OBJECTIVES 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program LRSD DESEGREGATION FLAN LHPLEMEILl'AnON TIMELINE STRATEGIES/ACTIVITIES 9.1 Conduct three (3) day workshop 1 Oj 1 Order material frem-Israel BEGINNING DATE September 4989 Annually September 4989 Annually ENDIMG DATE September 46, 4989 September 46-5 4989 Annually RESPONSIBILiry Supervisor and Coordinators Supervisor EVALUATION Agenda/Receive Material Receive Materials T3 Ol U3 fb ro co X)UiSD DESBGRBSATION PLAN IMPLEMENTATION TIMETINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 11. To orientate enrolled families to the HIPPY program 12. Identify Meeting sites of group meetings 13. To schedule implementation of HIPPY curriculum Implementation (continue) 14. To provide parents with information that wi 11 assist them with their children -o QI LO fD co O TO fD tn co 11.1 Conduct Orientation meeting 12.1 Secure Meeting sites for group meeting Mail out 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-2?-&-297 1989 Annually Sept. 297-1989 Supervisor & Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators & Supervisor Supervisor & Coordinators Supervi sor/ Br7-Severly-Whtte- Coordinator Confirmation of site Receive materials Received materials LU(SD DESI-jGREGATION plan IMPIJMENTATION TIMELINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACnvrriES BEGINNING DATE ENDING DATE RESPONSIBILnV EVALUATION 15. To evaluate aide trainees Mid point (15th week) 16. To determine program success 17. Began second-part of program's implementation 18. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers mass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents 20. Build the Aides Children self esteem 20.1 Activity Dec. 197-1989 Dec. 237-1989 Coordinators Dan 237-1989 February, 1990 March 207-1990 March, 1990 Apri1, 1990 Dan. 307-1990 May 267-1990 Supervisor and Coordinators Supervisor and Coordinators March 2?7-199( Coordinators March, 1990 April , 1999 Supervisor Staff Completion of survey Participation of parents materials completed Completed Consultant fee paid Consultant fee paid 21. Graduation of HIPPY Children and Aides reception 21.1 Staff will organize Dune, 1990- Dune 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program Dune, 1990 Dune, 1990- Coordi nators 23. Staff in Place -a QI fD co TO tn IM to 23.1 To begin implementation of HIPPY Program Duly 17-1989 Dune 307-1990 Staff began implementation of programLRSD DI-SSBGREGATION PLAN IMPLEMENTATION TIMELINE area Early Childhood Education ODJBCnVES Sl'RATEGIES/ACriVrriES BEGINNING DATE ENDING DAIE RESPONSIBILITY LVAUJATION 24. Maintain regular staff 25. To assist in traveling expense "O cu <o n> OJ ro TO fD cn r\3 CD 24.1 Secretary duly 17-1989 June 307-1990 Supervisor To assist in the implementation of program 25.1 Aides make home visit July -PS-.--1-989- June -30-.-4990- Aides Pay stipend LRSD DESEGREGATION FLAN IMPLE>!ENrATION TIHELINE AREA Goal T? E.C.E. - Four-Year-Old Prooram.s_______ To implement the Four-Year-Old Program in selected schools OBJECTIVES STRATBGIES/ACTIVrriES BEGINNING DATE ENDING date
RESPONSIBILITY EVALUATION 1. Identify and assign new Four-Year-Old Program participants in the Major Enhancement- Schools 1.1 Provide pre-reqistration inser i inservices Present-implementatiet plans to elementary principals ApF4I-1989 JHHe-1989 Second Semester February - Annually Student Assignment Office 1R-Staff Communication Department/Principals Forms-returned-from-parents Applications returned to Student Assignment 2. Recruit teachers and aides as needed 3. Obtain curriculum materials, supplies, and furniture as needed 1.2 Conduct media publicity for pre-registratipn 1.3 Assign four-year-o1d students 2M Interview Survey-list-ef interested teachers and aides as needed 3t1 Cemplete-and-send-erders-te venders 3.1 3t2 Complete and send orders to vendors 4. Train teachers and aides!.1 Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-iculum (8-days) inservices lT2-eHdut-meHthly-in5erviee -a 70 Ql CO n> co co tn April-1989 January - Ahiiual ly jHne-1989 April - Annually IRG-Staff- Principals Student Assignment Office Communications Participants identified April - Annually Hay-1989 May - Annually AHgust-1989 Ongoin IRC Staff Supervisors/Human' Resources Director/Principal s A list of qualified applicabts dHne-1989 Augast-1989 1R-Staff Prin-r/SHpvST Materials-available lHne-1989 lune-Annuaily August-1989- Ongoing IRC Staff Principals/Supervisor Materials available -AugH3t-1989 August - Annually AHgust-1989 Ongoing Supervisor/Staff Development Hlgh-Seepe-CensHltant Agenda Septefflber-1989 Ongoing Supervisor/Staff Debelopment 1R-Staff High-Seepe Consultant Agenda g 2 g g g gj g g Q Mal* E'.C.E. - Four-Year-Old Programs Goal I
OBJECTIVES LRSD DESEGREGATION FLAN IMTLHIENTATION TIMEI.TNE To implement the Four-Year-O1d Program in selected STRATEGIES/ACTIVITIES 5cliQaLs______ BEGINNING .. DATE ENDING DATE RESFONSIBILTTI EVALUATION dentify and asslgiTnew OUr-year-old program articipants in the Htrjor nheneement~3cli<H>l s 1.1 Progide pre-registration inser . inservices PreseHt-lmplementatlai plans to elementary principals ApriT-19S9 JuBe-1989 Second Semester February - Annua!ly Student Assignment Office IRGrStaff. .. Communication Applications returned to Student Assignment ncentlve 1.2 Conduct media- piibl 1 city for preregistration Apr41-1989- January - Annual! 5'^ June-1989 Apri1 - Annua iTy "Oepartment/Principal 1.3 Assign four-year-old students' April - Annually IRG-Staff Principals Student Assignment Office Communications Participants identified icrult teachers and aides i needed 2.1 Interview Survey-llst-af : Interested teachers and aides as needed Hay-1989 Hay - Annually August-1989 Ongoing Supervi sors/Human Resources Oirector/Prlncipals A list of qualified applicants itain curriculum materials ipplies, and furniture i needed 3t1 Gemplete-and-send-erders-tp venders JuHe-1989 August-1989 -ain teachers and aides in e Implementation of Hlgh/^ ape E.C.E. Curriculum XI n> o (JI LU 4^ 3.1 Lt? Complete and send orders to vendors 4.1 Conduct orientation and warkshap- (6-days) inservices iTS-Genduet-meHthly-lnservlee - IR-Staff PrluT/Supvs. Materlals-avalTable dune-1989 June - Annually AugT-1989 August - Annually September-1989 Ongoing Au9ust-1989- Ongoing Ongelng- IRG-Staff Principals/Supervisor! Materials available Superyisor/Staff Development High-Seape-fans. Superyisor/Staff Development IRG-Staff Agenda Agenda !UuM kitmiid* liMliMu,... LMnilbti LRSD DESEGREGATION PLAN IMFITMENEATTON TIMELINE ------: E.C.E. Four-Year-Qld Programs Goal I
(Cont.) AREA OBJECTIVES STRATBGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 5. Begin-pregram-imple-mentatten Familiarize parents with Four-Year- Old Program 5,'l Gentaet-parents-fer-Parent TeaeheF-Genferenee-^preseheel) Conduct parent orientation meeting and parent conference 6T2-ineIude-feuF-yeai-e4d-6hiIdreH tn-Haster-SeheduIe-students (eeeive-sei^vtees-ef-eeHnselersT muste-teaehenSj-seheel-nurses, librarianST-physteal-edueatien teaehersI-and-art-teachers 5,3 EnsHre-High/Seepe-key-experienees peeurtng-tn-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program 5.1 Administer-apprepriate-EPSF tests Evaluation te-feur-year elds j.l Analyze Student Assessment test data and-prepare-repert-fer tRSB-Beard-ef-Bireeters 6.2 Utilize results for program improvement AHgHst-1989 August - Annually JHly-1989 AHgHSt-i989 Ma,y-1990 JuHe-1990 June - Annually Ongoing AHgHSt-4989 June-I990 JuHe-139e JHHe-1990 jHly-1990 July - Annually Classroom teachers Prtnelpals Principals Glassresm-Teaehers Supervisors }RG-Staff Glassreem-Ieaehers Associate Superin-tendent/ Supervisor IRG-Staff Asseeiate-Supenident-ant fer-GurrieuIuffl-and -Speetal-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedeles Currteulum-eheeklist Test-resalts Evaluation Report o Oj in (D co As needed but no less frequent than annually tn tn AmmkI FI iMo-as IMS W IMniMfNIATIM TINdlW DELETE ALL No Replacement Frrjoa Caa I. atra^tJt^ Or~>rlr UHu yr aaiKrlr I Io <aaarnwly 4aw<laa (Vaar) /r ai a tur Iba lalfeatatloa <Uy-t,i4, -Twrxhmi.i IrUlao (urrtculua oaP Spat lol loarlly aa a<aaaalcally aita>aataaa yraichaal chllaraa. early cbllahaoa pro^, ratr>/*raa Urly niUJxU~------ (AKal ioa (MJfCTins SIUTCOICS/ MTIVIIIIS mcimim AH CORR HI OB MIE costs usroasiaiiiiT fVAIIMIKM I Io dryriap a ylo* far plaaaiay a ily-MiPa early nilabaaa u U3 fD a m co tn O I Io I ol *oi|lair the planning Ihr iBplrenlal<OA a i*(|iwad rrl)r ihihl 1.4 la racalva a laitar aoppari tra aacb asaiKy Oatirlaa U OarlUlpala ?.l la ailabllth plaaalay Oracaaorai aaO lOaall ly Say caaalllaai aaO cbaIrparMai aaaOtO lar Iha plaaalaf pao- cao 7.7 la I4taliry appro - priala aMlllaaal rtprawalallva* Iraia aaib pari Iclpoi lay asaacy tar aatit caaaillaa t.i Io aellacale Iha yoali Io ba aaareitra aa^ tt>a loiki la be accoapl iiha by ach (oaailltr. lacluaiay appropriate liaalloai Io b ct . J. I Io (ooOucI prrioaic an Imit Io rerlrw p>oi)>rtt of rli Nar. IM Nay M. IM Hoar lay OarraMatallrai tn tach aytaxy tlla recara at (Krt Jaaa IS, IMS Jalr IS. IM9 naaa Awk Saplca*r I. ISOS SeplM^r X), IM9 Km* ^xpIraOer. (><* lay Baprasaalallt traa rath aaaacy iar a^taatattm tr^ tach aotacy CACM Attoc StfpC /or Curr. and Spr(ll tto Siroclurca aUo tar ylMil.. file *ecor4 9^ <*<(< I /I I Au (r of *eel inii-Cl O T) Ch Annu*I Fl F*rtM *1. DELETE ALL No Replacement iMo-ay IM9 M IWKNfHTAIlOa IINIIIM _! < r Ilop luf ai >l* for th* t^lfil*t >00 a! Ur a.4 e<a..cally o.iaavaalaoea preicbaal cb.lL^? MJfCIIVfS STMUCKSZ KTIVHIIS HCIMINC BAI{ coNnfTioa Mlf COSH Msraniiuin Blvliloa (urrliulM Sp,< ,| f Aunt li Io laeollfy reiawrce* aeeOeO by lOcatlfleO by each coaaillee, lacluAia^ aaaelary I.J Io review the firit OrafI ol (he coupre- henilve plan aM Io abe recaR<allois far reflaewal l. la tubail Ihe final Arafi for appruval la all parllcipaat BaarOi I Olreclart (ubara applicable) fVUlMIIM SeptciAer I. IM9 SeplceAer M. IM9 -0- Attec. Supl. for CurrlculuB aoA Special Idrotlf l(
oo ol (tMiiirr JiMttrf. IMO February. IMO February. IMO Nercb. IMO -0- -0- A*oc. Supt for Curricula 0 Sptl*l Ac. Supt for Currlculia aM Special Sulaniitian ol I tut trtH Orafl tutanlliee to loara ISPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program-
feThe JTPA/HIPPY Program, and the Summer Learning OpportunitiesProgram are described elsewhere in this Plan. Little Rock School Distriot/Litfele- Rock Job Corps Alternative Program students who are IS-years of age or-older and who are experiencing attendance and/or-disciplinary problems(long-term suspensions)may apply for acceptanee--into the alternative-program. Students electing to enroll in the' regular education component must meet the course-credit requirements while attending achool at the Job Corps Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in-the areas of English, nafeheiotics,scienco,and social studiea-r To be funded by the city of Little Rock business community,this program is scheduled te-beg-in during the 1080-80 ochool year. I Re: 01542 I Page 37 SPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Opportunitioa-Program are described elsewhere in this Plan. I Z i t-M a Rook S-eheol Diat jiet
-Littl Rock Job Alternative- Program atudenta who are-16 year e-f er -o-l-dor e oitperienGing- t-tenaence rfid/or -linary problemslong-term euapensiona-)may- ply--f e-r- aoGeptanoa - into 1-ternative- program. Students eleat-ingtoenroll in the-regular education oomponent-muat--moct the i'. I eourae ored-it reguirementa whileattending aehool ct-t the Job Corpa Center-.- New Futures/Little Rock School District Homework Programthe Homework Program will provide N Homework Centers in selected junior high schools M throughout the city and wil-l eatabliah a- Homework IE. el-ophone-Hotline in the-areaa ef Engliah, ! mathematiea, aeience,and--ooeial atudiea. To be H funded by the eity of Little Rode buaineaa 1? community,thia program i-a aeheduled to begin during the 1068-80 achool year. i
0 0 I". Re: 01542 JLittle Rock School District/Arkansas Power and Light Company Summer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. LRSD and the Joshua Intervenors are now will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. I Re: 01542, 10143 a Page 38SUMMER LEARNING PROGRAM I. Overview The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics
1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computerrassisted instruction with state-of-the artappropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re
01544 Page 391 I increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with both JTPA certified and- non-ccrtified participants. The counseling staff should be increased by twoone male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who college bound. are This program model has demonstrated its potential for increasing student performance ItcvgIs by four (4)or five (5) grade Icvclo aa noaouged by the Toot of Adult Basic Education (TABE). A significant factor has been the utilization of highly motivated, competent, and caring staff members. This program model has been effective because all of the components have been carefully blended. Re: 01544, 01545 Page 40a I II. Goals JS' By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their I I participation. II- Evaluation and Monitoring (rrocosa and Rcapongibilifey-^ The Ppre- and post-test results from the Toot of Adult Basic Education will be used to assess student gains. Follow-up data will be used to determine the transfer ?. I effects of the program. Programs and individual components will be continued only if JTPA funding is available. I Re: 01545 Page 411 JI 31 31 3 3 H sJ B .01*1 MM Ma adM _4i r ^n riH ^s lir^ M^*'Br'Ml AREA Summer Learning Program rt-rt- ie*--to- M O^ mIiMlMa--flBya-l>paati------- r-4a-tra4>-MXi^yaMU-ftH-'CTF-lia*4ay-a<aataaa-U-re44nye*4-Mii- -(UtlM------ilM: = :a:flf= = z iMr =fwrff Ri^ - grgyr^MM^^^I I j cuhta ggifl r <eae*ni MJCCTIKS munuin/ ACTlaitlU kiimim Mn (wunai Mn CSSTS **i ll"**5i* Wtwaa 11.1 4a-|aaa4 la it4MHi i l-^w^lat-aa-laM-^aami I Ih4 by ua City JIM l-lvanrla4aaNaM-4a___I *llaa Uaiaar, Identify stu- I Mibabat (U^Mti tJut hat U aarall la tiM Mi Itr raatftaa ar Mtk. dents in need ot re- 3n7 wn M>li| <* itb aac* iMMt a cltttl .01 aaa u aa basit. -2.2 -IM-la-toa-^ l^ator al4 aaato aa aaa4 lai yracatt. address I *M toaclan Maa idial needs. [-M-44*44-iHaa-a^ ra 4-Meats
-Ml I4raa -aet-taetor.- e*4 *^4^*?*"**' 4 t'Faaala. avallaaia to aala^la tlaa-tto4a*to. .3 laacban aaaK bIm Mm to Rtoarly aatlwto toa tta4aau to MKaarsfe atozhar to mmI to laara. April X June -t-n.-oM- UKWWILin M-aaaralh-profnac - evaiuaiim 141 iri LSt esi 111 s toa< beep-eveey.-tM*-wee k-en- M4ee4^ J 4M^ hnt-l o, r -*J^4_U.k<At-ay-iae-4ity.*^. - J - ^y~w->xr------------- -wg - to JTPA. -a4ea-. . >aatM-la^-1*44*4-- ' AMl-caMi<44af-w-tJi-- Uaaa*u-ia*<-r*- Jrt tAlwt Xm.mm -----1.4 4 r - l M-staaaatr-fa Ita laJUa/aar-aaUll4-to- -aa4-*aaMa-to4a*to.r| laar*
- 4 t-^a past-tost at tto aa4 t la taa tta frerta airfereacn aaiM4 ay ac>t stMeat. 4 Teacacn all I keep 4ll Mkly cvalaatiaa 1 or rc^rlt on itaJaal ia a panaaacl fal4ar. . a**ta>.pa|*as.**. -tost-paMan Mee - -aacasMry. - eJastty WISH tea*rr. 4<a la-talap--peeap- aaasl tap-semear. -?*^*T* ** I* ttoiaatt to a*|p taca IwraM la reaPlap la. Matlvata aaa J aacaarapa toaa I* tka | laaralap pr*c*ss. I _Stu4aU.w44i--b-pefwitre4-- bp--tooMtrt-4*-review trm CMJuUJaai.^ J "* w rH-e any x CMMfhi r iMt-Mey-*4yirt-invar- - Submit pre-test and post-test comparison to JTPA. c* > CJ XJ rt> ro o I 03 cn ffUn II aitist IMe laaMart ia ta* clattraai^ baJa-tiM. iIm learacPii -Assoc. Supt.- I Desegregation I -Assoc. Supt. I Educational Programs -Program Director4 I ASSET PROGRAM I I1 I I. Overview Initiated during the 1986-87 school year, the Job I Training Partnership Act/After School Special Enrichment I Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need I assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated I into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified 4 students to participate. However, a significant number of n students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the El academic and social skills of every "at risk" secondary student in the District, the program should be expanded to n address the following needs: fl Re: 01547, 01548 El Page 43 1. three existing junior high populations are not i 4 receiving remedial assistance
2. I the location of the remediation sites prevents access by some students to the services
I Ri 3. the "at risk" students need life-coping and life-planning skills essential for success
4. the "at risk" populations is not restricted to students only in grades seven, eight, and nine, but "at risk" students in grades ten, eleven, and twelve are not receiving the needed services
5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all "at risk" junior high populations. The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. RI Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal RI orientation. H Re
01548, 01549 Page 44 R I The services of the program will be available through easily accessible sites to "at risk" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of "risk" low academic achievement, high absenteeism, poor self-concept, lack of goal orientation. and low motivation for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus. increase their opportunities for future employment. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified "at-risk" students grades 7-12, needing the services compared to the number participating
B. Standardized test results of the participating students
C. Academic performance in regular classrooms ii according to nine-weeks grade reports
Re: 01549, 01550 11 1 a3 I 1 n E Page 45 D. Absentee records from the home schools of participating students
E. Number of school drop-outs
F. Follow-up reports concerning employment and G. educational activities of participating students who exit the program
The number of parents involved in parental/home reinforcement activities. K9 J Programs and individual components will be continued only if JTPA funding is available. w-a: 1 i Page 46 I Annual 8lan 1989 90 Ol n> o UI Uy Ls InPKMtNIAIIOM IIMllINt Person Oesponsible hose unuglas Io eapand the JIPA-Asm I rrograo to Include the prograo in all junior high schools eicepi Kann Naonel Division III A ASSI I I'm.,. Goal: (MJCCIIVES SIMUDKS/ ACTI9IIIIS DCGINNIM DAU CONPiniON DAU costs atSPOHSIIIlllY Progran/Area T** lended^uToi ia I Tf ogran (VAIUAIION Io continaae JIPA-ASSfl rograa In ealilla, nior hlfh schools Io rev Ide reaedlalion Io reading, aolhcaallcs. and (oopoler-asslslad laslruc- I Ion } Io Inpicnenl the above prograo through reaalnlng non-aagnet junior high schools I I I Identify students needing services Advertise and eaploy counselors Advertise and caploy teachers Advertise and eaploy tutors Order alerlalsZiuyplles Schedule/Inploaont haaa Ironspurtat Ion Identify students needing services Advertise and enploy counselor Septeaber I. 1909 Scptcnber I. 1909 Septcaber I. 1909 Seplea^r I. 1909 Septcaber I. 1909 Sepleober I. 1909 Seplcaher I. 1909 Seplrnber I. 1909 Septeobcr 30. 1909 Nay It. 1990 Nay 31. 1990 Nay 31. 1990 Ongoing OnfOln^ SepteoBier 10. 1909 Nay 31. 1990 t -0- 111.464 (tie.117 per counselor) 116.096 (67.117 per teacher) 616.019 70 (6641.70 fitr tutor I 60.000 (67.000 per site) 60.000 (67.000 per site) -0- 11?.464 (118,117 per counselor local school counselors Director of Fersonncl Director of Personnel Director of Personnel Director ut JIPA/ ASSI I Director of Irans-yortatloo (ocal school coMlselor Director of Personnel Class rosters Sinned contracts Signed contra.IS Signed c oniracIS Nalerials received Busing schedule cong.lele.l Class rosters Signed (oniracIs o o ni o cu n CD 3 CD m I m -o O cu cC3 fl) w cn o K Annual Fit* 1909 M erson Responsible Bose DougI Coal: ' eapand tIW JIPR-HS as IMPLtMtHIAIION IIHCLINI Ie eipeed U JIFA^HSSri FrVqrMi lo include the progria in all junior high schools eacepl Kann Maqnel Division JH'A-ASSri Program Program/Area I aTended luloriaP ______________Pr ngram OtJtCIIVfS SIMIKKS/ ACYIVIYIIS (6INMIM6 DAU COHPICTION OAK COSTS RtSrOMSIIItllT EVAIUAIION 1. CeetlMied Mvcrtlee and aa*ley teechert AdvertlM 1)4 o^ley Utort Order Halerlal* and SuggI les Schedule/Inplenent Hee* Iransgertatlen I I CJ Seglenber I. 1909 Scgteakcr I. 1909 Seple^er I, 1909 Septca^r I, 1909 Hey )l. 1990 Hay 31. 1990 Ongoing Ongoing ll(.d/7 (17.117 per teacher) t7T.OI4.4O (U4J .7O ger tutor) U.OOO (17000 per site 14.000 (17000 per site) Director el Personnel Director of Personnel Director of J1PA - A$S(t Director of Iramport* t Ioa Signed contracts Signed o^nlracts Kalerials received Busing schedule Compleled o X) fD -a o m cu o ft) 3 ft) o m 3= Uilltlllll -Miitiiia -nnul Pln 1989 W ''r'lon Wupontiblf Wole U6uqtis Goal
lo capend (he counirlinq tooponentl OBJECIIVCS SIWAIECICSZ ACTIVIIKS inPKHlNIAIION 1IH[IIN( BEeiNNIMC DAU coMPtniON DAU COSIS RISPONSIBIlin 0i11 ion IIP* ASSU rii.q,i. Program/Area 1leode3 lulor lal ' I'rogram evalua
ic*i I. lo provide wrc indepth and group sell Ion -ounielIng Advert Ite and ca*ln additional eotM* telor* Revile eallting counielln, progrgtt to Include em-pboiet an life-coping and life planning skills lpltnl above iklllt Septeo^r I, IM9 Scptenber I, 19*9 September M, 1990 N*y 31. IWO t3V.4M (tia.n? per counselor) Director ol Perionnel Signed contract Septeokcr 30. 1990 Ongoing -0- tl.SOO aut-crlalt (tSOO per lite) Director of JIPA-ASSI1 Counielort Devclopnent of program out line Student Involvement in identified acllvitiri a Q> lO fu ID I I o fD o> n (P 3 (P a m r~ m I m 3> i r CJ (Z SCHOOL OPERATIONS The Divigion of Schools. The LRSD Office of I Desegregation will be responsible for monitoring and the implementanaation of the following aspocto of LRSD's desegregation plan with respect to the following goals
Opganiaational otructure Discipline GuidancG/counsoling Internal Integration Extracurricular activities Evaluation/tooting Staffing Planning/implementation The Division hao eotablished the- following goals
I Al. To ensure an organizational structure which provides equal opportunity and access for parents, students 1 and all staff. B2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support and effect that belief. El 3. To develop and implement policies which influence school climate and improve discipline and student attendance n while also meeting individual student needs and learning styles. The student hearing officer will be responsible for PI Re: 01554 n Page 50 Jj 1 I developing and monitoring plans to reduce the disparity of disciplinary actions. S4. 3 To provide guidance and counseling ser-vice which address students' needs-tj. are supportive of strategies and interventions to enhance student success and expectations-tj. j i and provide communication to families of students. 1 fi5. To provide guidance and counseling which makes I 3 students aware of their options- and assist students to acquire habits and attitudes necessary for success in school and in later life. F6. To monitor student class ratios and instructional and teaching practices to ensure equal opportunities for all students. S7. To provide and ensure opportunities and encourage-ment to all students to participate in extracurricular and co-curricular activities and to aeessess the results of s school practices, paying special attention to their impact on minority and disadvantaged students. a. To assess the results of school practices, paying KI special attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and results in order to better address the needs of all R students while providing special intervention for disadvantaged students. Rn Re: 01554, 01555 Page 51 F JIO. To give school principals sufficient authority to improve schools and to advocate for students, and to hold I: them accountable for results and opportunities for all students Kll. To review staffing patterns and staff assignments in all schools and district divisions offices for eguity. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13,. To ensure schoolwide planning, and individual student academic achievementj. and to address disparities, individual needs and student success
and to provide staff development on an ongoing basis. N. To provide 3taf-f--devGlopiBent on an- ongoing basis. lA. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 1 P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. n LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. B R n Re: 01555, 01556 Page 52 " 3 3 H H yia] Liv Uw Bo leifite' piii' lESD DF.SRGREGATXON njVX-'K-fn .EMENTATION TIMELINE AREA: SCHOOL OPERATIONS Goal: I. To ensure an organizational structure which provides e_guity of opportunity and of access OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raise parental awareness of district structure, policy and programs and ways to access them -a X, o> ici n> fD o tn OJ tn tn STRATFf,IES/ACTIVITIES 1.1 Appoint school based hiracial committees to monitor implerne-mentation and data 1.2 A District-wide biracial conmittee Appoint-a-distriet-wide-biraeiaT to will monitor district-wide desegregation efforts and data 1.3 Establish a reporting system Inservice cycles for existing and new staff regarding including teacher expectations v/orking with parents at risk youth learning styles 3.1 Mini-seminars at PTA meetings and in llie comnunity BEGINNING DATE dune7-i989 June-July dBne7-i989 AugMStT-i909 dBne-307-i989 ENDING DATE angoing Annually Qngofng Annually Angsing Annual ly Ufigstng Annually RFSEONSIBILnV Principals Associate Superintendent Associate Superintendent - Sehoels Educational Programs Associate Superintendent - Desegregation Assistant Superintendents Appropriate Associat Superintendents and Staff of District 5tate-Bepartment-ef Edueatien District Staff PIA Council (local and area) EVAIJJATTON Survey of staff and patron
Report of the bi-racial conmittees Roster of teachers/participating staff Bata-based-improvement-in-targeted student-schools Calendar showing programs held Rosters of attendees i ! II II EA 31 a 3 H H H ijii] Uliii LKSD DESEGREGATION ITAN'IMPLEMENIATION TIMELINE SCHOOL OPERATIONS al: I. (Continued) VJECTIVES SIRAT-BGIES/ACTIVITIES BEGINNING DATE ENDING DATE bitib' RESPONSIBILITY EVALUATION To monitor school standards to ensure high quality education for all students 4.1 Review of data SeheeT-menitoring-vi-sits Present Annually Ongoing Assistant Associate Superintendent Principals Assistant Superintendents Festing/Evalaation Planning, Research, and Evaluation Calendars of visits Monitoring reports -O 33 tn m to fO o cn tn X**. 50C0 I [ I I A
H 9 3 3 B H H UH UH sB 'iWw FiAiU aiiiiiii>i LRSD DESEGREGATION PLAH-'IMELEMENTATION TIMELINE Goal: 11, To provide a climate in each school which is based on the belief and expectation that all children can learn and tn prov ide rpsniirrp<
nprpssary tO SUPDOrt and effect-that_tlalief OBJECTIVES STRATEGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION . Provide education to staff and patrons regard ing school culture and positive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations 1.2 Use of 6hannel-19 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students
and crej^ting positive climate . Monitor school climate and resource allocation 2.1 Monitor facility,, staff morale, student acheivemcnt, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed AagHSt7-I989 Annually AdgdSt7-t389- Annually dttneT-1989 Annually Annually Ongoing Ongoing Ongoing n District personnel as designated by the Associate Superintendent Agendas of meetings Measurable improvements on individual school climates -O X) U to n> o m ko Assistant Superintendents Principals Media Supervisor Identified district staff Reports of Supervisors, Assistant Superintendents staff Development Rosters Quality of Education Survey Results H fB 3 3 H H IB IB B H B H H H TA: Goal: Il (Continued) IPSD DESEGREGATION PLAN-'IMn.IMENTATTON TIMELINE OBJECTIVES STRATEGIES/ACriVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION To work with schools to help them design program which meet the specific needs of their students 3.1 Provide resource assistance to school staffs Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures. Set goals for improvement dune-lBBB Annually dHne-1989 Annually ddne-1989 Annually Ongoing Ongoing Ongoing Blvtslon-of-Sehoels -and-Gurrteulum Educational Programs Bivtsten-of-Schools Educational Programs School Principals and Staffs Completion of Program Designs School profiles and monitored building plans Establish a program to familiarize parents with school expectations and to build a partnership witli lliem 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at school for students growth and success ~ dune-1989 Annually dune-1989 Annua!ly Ongoing Ongoing Principals, Staff Principals, Staff, PIA Board, patrons -ax> 'O (T>O CTo Development of and sharing of school based objectives, discipline policies, etc. Statistical improvement in student behavior and achievement H 3 H H IB UM H H B B B B litiM IKSD DFSBGRBGATION FLAN-IMPIiMEOTATION TIMELINE EA___________ Goal: 111. To develop and implement policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles. 01UICTIVF5 STRATBGIES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIBILnY EVALUATION Provide inservice training to district personnel on discipline in a desegregated setting 1.1 Conduct inservice training on discipline management in all local schools August-1989 Fall7-1989 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 "Provide follow-up training for new staff on a regular basis AHgnst-i989 Annual 1y Ongoing Building Principal Director of Pupil Services Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds 2.1 Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Sprtng-I99e Annually 5prlng-1990 Ongoing engolng engeing Associate Superintendents Eonsultants Trf-Btstrfet Geoperative Staff Development Staff Identified Staff . Provide a conunittee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy asiiiinistration 3.1 Committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs 1989-98-SehOBt fear Annually Ongoing -o Q> to fD cn 30 Revise student handbooks as needed Ongoing Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superintcn-tendents o UI H .H B latBliii littiliil Goal: HI. (Continued) OBJECTIVES . Appoint joint committee with PCSSO and NLRSD . Put in place alternative
to suspension across the district with at least one such intervention to be placed at each school I. Establish a school based student discipline and attendance incentive system at each school "O XI Ol lO (D o 00 r\j UiSD DESEGREGATION PLAN"IMPI.t>ffiNrATION TIMELINE STRATEGIES/ACnVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Review attendance and disciplinary policies and consequences 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension al ternatives Effectiveness of these alternatives to be regularly assessed LJ. Review research and develop rewards program such as that recognition and tangible incentives and-awards will be individual to the school Implement-programs 1989-90 School-Year As needed FaH-1989 Ongoing Spring-1990 Fall 1991 FaH-1990 Sngatng Ongoing FaH-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoHaooratien Iri - Di strict component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-Staffs Review and revision of tri-district attendance and disciplinary policies Existence of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior L H .W .IP IB B B H laiaiilfcl tew Goal : HI. (Continued) OfUIiClTVES . Provide counseling inter vention for students with chronic disciplinar
and/or attendance prob- 1 ems "O 30 to " <l> o ui tn GJ LRSD DESBGREGA'IION PLAN-ILIPLEMENTATION TIMQ-INE STRATEGIFS/ACrrVITIES 2.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING DATE FaH-i99e Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESroNSIBTLITY EVALUATION Principals Guidance Departments Director of Gntdanee Pupil Services Building Staffs School Health Services Coordinator Principal PIA Officer PIA Council Counselors School-interventton Teams Pupi1 Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals L Goal : OltJFCl'lVTj
.Bl wR .Ih IB iR Bi I Jif.l) I )|-.'.l x:i(l t
A'I1.I )f^ PI AtJ-1MPI .I:IU:77I ATI W 111 lf.l .1 NT laiiiihl liiMiBl To provide guidance/cnonspl iiig services which address individual sLiident needs
are supportive of strategies and interventions to enhance student success and exaceLatiojis .itlld- ui'ovide cnniriunica t iQns.-t.Q fai
iil.iES_.Ql_stnJent.s - _ siKAiTx
iisS/Acri vriTi-s BI3GINNJNG DATE l-NDl Nd DATT ItESlXlNSIBn.TTY WAlTlATIOtl Inform student', of all opportunities available to them and encourage them to take advantage of these opportunities flake parents partners in education of their children by malinq information accessible to then and keeping Ihciii informed o OJ in n) os o cn .bk Publish a document annually which lists financial aid , vocational and higher education opportunities for al 1 students Encourage students to takeadvan-tage of opportunities open to them 1. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 7.2 Provide written information to parents regarding curriculum and student skills Summer-1990 In El feet Annua 1ly Spring 1998 Currently in Effect Spring-i990 Annual ly Ongoing Ongoing Annually Ongoing Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate and Assistant Superintendents Divisions-of-Curri-eulum- and-School s Educational Programs Du iIding Princi pa 1s Comi.iuni cat ions Pepartmont Publication of docunienl Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post se..ondary education Rosters of meetings I: Goal : IV. (Continued) OBJECTIVES To make students aware of educational and post educational opportunities . Create community linkage to assist students in need of special services . Create academic intervention strategies on a school basis -ax
(T> fD o 2S tn BB IH BB BB Bi BB Bl Bl' Hi LRSD DESEGREGATION FLAN'-IMPIi-MENrATION TIMELINE STRATEGIES/ACTIVITIES 3.1 Skills and employment fair to be held annually in conjunction with business community U.
Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex
Peer Tutoring Volunteer Tutors BEGINNING DATE Spring-i99H Annually Currently in Effect 1989-90 School-Year Annually IfNDING DATE Ongoing Ongoing For Life of RESPONSIBILITY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Counselors, Exeeu- Bireetor-NcH-FatHres the Col labora- tRSB-Casey-eoerdi-na- tives Ongoing ter LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Bivision-of-School3 and-earrtcalum . Educational Programs Associate/Assistant ~ "Supen ntendents Employment Fair Student Attendance Established community linkages Annual plan and annual evaluation report comparisionsnl WB IH hB BR BR Bl BR .^B I BSD DESEGREGATION FIAN^IMPLEMENTATION TIMELINE Goa 1: V. -To provide guidance/counseling which assists students to acquire habits and attitudes necessary for progress in school and in later life.______ OWr-XTIVlS SIRATFCIES/ACTIVITTES BEGINNING DATE ENDING datt
RESPONSIBILITY EVAUJATION Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school 1.1 Minicourses to be developed in sequence beginning with grade 4 1.2 Provide teacheP staff development in the use of curriculum of these areas 1999-91 Sehee)-ear Annually 1991-92 School Year Ongoing Ongoing Raise awareness of student or future career options 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-96 (Phase-In) Bngofng- As Needed -o cu a> 'O ro o r\5 o\ Classroom teachers, VIPS, Guidance Counselors Curriculum Staff leaeher-Bevelepers of-the-mlnfeoBrses Staff Development Director Teachers - grades 4 en through 12 Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteers -Goal VI . OajDCTIVES iJiSf) i)i?
i7
i(i7
\Tim Ibw^rdi'iiMiNrATioii uhijj/ji
Monitor student class ratios, instruction.l1 and teaching practices to ensure equity for all students STRATEGIES/ACTlVril ES HECINNIMG DAfE fNDIMG DAIE RESIONSiniLriY EVAUJATIOt
Achieve equity in class structures by grade and by subject area 1.1 Review class ratios by subject, by class, by teacher on a semester basis Immediately Annually Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring outcomes of ratios and student Achieve equity in student instructional practices 1.2 Address dispari0es with intervention activities 1.3 Remove barriers to equitable participation of students Review grade distributions by subject, by class, by teacher on a semester Imsis I ImmediBlely- Annually Ongoing Achieve equity in teaching methods IQ .. rc Olu- to O' ?.2 Alldress vention 3.1 Provide disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90- Sehool-Vear Currently Availahle Ongoing As needed Principals Assistant Superintendents Associate Superin- Ipiidenls Staff Development Personnel Hunan Resoiircos Principals Assistant Supcrin- AssotVaie Superintendents Monitoring Attendance of at master srh.dules Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed.Goa,: V11. OBJECTIVES M ^B H H BK IB ^B Utsn D17ilZ
RFZ.'AI'10H riAN'llllinil?NrATION 'l lHEl.UIE Provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curi icu1 ar act ivilies.,____ STRATEG IS/ACTI\rnTI'5 BBC II IN I NG DATE ENDING datt: KFsroNSinrLi'iY EVALUATION Inform all students and patrons of co-curriculary extracurricular activities available for students and of participation requirements l.l Use of media and press Annually 1 1.2 Send printed information to parents Hake clear public address system announcements to students .LI Use conniunity agencies such as churches to assist with recruitment Annual1y Annua 11 Annually Ongoing Communications Department Principals Staff PTA Board Athletic-Birector Educational Programs School Based Directors of ExtracurTT- cular Activi ties Log of announcements, media usage, other community student contacts Staff recruitment of students to participate LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Ongoing Individual Staff Members Comparative review of data regarding numbers of applicants and participants by race -O Q) n> o co JGoal: VII, (Continued) oiuicnvf.s Increase student partici pation. particularly minority student parlici pation in co-curricular activities Rerxivat of Remove all barriers to equitable participation ot students who wish to participate in extracurricular activities a .X) OJ n> lO (O o CM O' cnS M ^B ^B BR RB IBI RH Bl Bl IK.'Ui l)l-.',H.|.
|:Ai lOiJ I'lvVI llll'l.lilHZlATIOU Tllil l.llli: siKAiTE I rr./ACi'rvi ri Ks BtCfMlilNG UAir INDTNC iwn-
REsroNsiniLriY rVAIJUATIOil 3.1 Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide school based recruitment a district transportation prograra for students transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities -1.2 Provide a program for student access to eguipment/uniforms etc. needed for participation at minimal cost Annually Annual 1 y Fan19B9 Fnf1909 Annually Ongoing Ongoing Ongoing Principal Staff Assistant Superintendent Directors of extracurricular Activ-i tics Hanager of "Support Services Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Yearly analysis of participation data and comparative profiles Sane as above Goal: VII. (Continued) OaiECTlVES Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed cu tn n> o Ch o IJiSO DESEfniFfiATlON r).AN--irnIJMrarATION Tn-tEtlNE S1-RATFC1F5/ACTIVITIES 5.1 Profile school by
* grade distribution * attendance * disciplinary outcomes * test scores , * student involvement in school related activities * course enrolIments/special program enrollments 5.2 Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement BEGINNING DATE Immediately Annually M II IMDING DATE Ongoing RESPONSIBILm Associate and Assistant Superin-tendents Principals School Staffs EVAIJJATION Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation m uRb LKSD DF5EGRBGATI0N I'lJW-lMPIBlEOTATION TIMn-INE Goal: VIH. Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. OBJECTIVES Visits to school by testing/evaluation STRATBGILS/ACTIVmES BEGINNING DATE HIDING DATE RESPONSIBILITY EVALUATION 1.1 Meetings with principals, teachers Spring, 1989 Ongoing Testfng/EvalHatton Bepartment Monitoring visits and reports monitoring team to asses: 1_^ validity and reliability of testing procedures and strategies employed to prepare students for test taking TnTbrmal classroom visits by inoni tors 1.3 Compilation of comparative data by school 1-Jl Evaluation of data with recommendations for changes/improvements Annually Annually Annually Disaggregation of test results by grade, by race for review and assessment for intervention purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specTTic student needs -o CU in " n> o cn Sprtng7-I989 Annually Annually Annually Ongoi ng Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintendents Data assessment Documented interventions as needed Report of outcomes Existence of plans R KB LRSD DESEGREGATION PLAN'-IMPLEMENIATION TIMELINE Goal:IX To qive local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results. OBJICCTIVES STRATFjGIFS/ACTIVmES BEGINNING DATE END IMG DATE RESPONSIBILITY EVAINATION . Develop/enhance sitebased management at designated scnools Provide support to revitalize school environments to make it conducive to student learning and to order I. Respond to principal requests for assistance in a timely manner -OX) ft) o <^52 00 ro Li Staff Development for principals 1.2 Revision of district procedures to provide central office technical support rather than strict control Enhance principal accountability for program at the building 2.1 Plan of district school rennovation to meet programmatic and student population needs 3.1 Set up format for technical assistance with assigned personnel to work with individual schools 1939-90 Annually Annually Annually Annual 1y Immediately Ongoing II As needed Associate/Assistant Superintendents Support Services Bivfsfon-of-Schools Garriealam-0ivision Associate/Assistant Superintendents Educational Programs Curriculum Directors, Supervisors, and Coordinators I 'l Conduct of staff development Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of tliese Cempletion-of-tasks Completion of task Principal evaluation of plan Goal 1 X. Review s OBJECTIVES I. Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that H I il'UBiia 1J?SI) DESEGREGATION PLAIK1MPU3-IENEATI0N TIMELINE tailing patterns and staff assignments on a11 schools and district division for equity STRATEGIES/ACTIVmES BEGINNING DATE ENDIUG DATE RESPONSIBILITY EVALUATION 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs all races are representei Development and assessment of school and divisional staffing patterns Gurrently-i-n Effect Annually Spring 1989 Garrent Annually Ongoing Semiannual Ongoing Director of PerseneL Human Resources DffTce-of-Pnprt Aeeonnttng Associate Superintendent - Desegregation Completion of tasks in every position and job description in the district 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Director of Personnel Human Resources Building Principals Division Heads Completion of tasks Sammer-iyBS-Currently in Effect Ongoing Original BIvtsfon/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Enhance racial balance in all positions a cu lO fp oi XI o tn <O GJ 1^^SI) DF.SBGREGATION HjXN-'IMIlB-UiNrA'nON TIMn.INE Goals: XI. Establish recruitment programs for representation of minorities in all positions in the district OBJECITVES Create pool of currently certified teacher applicants and of students pursuing certification Q Ol X) n IQ ft> 2 "-J o STRATTC lES/AcrivrriES 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) 1-2 ^Rare with NLRSD/PCSSD recruitment processes at local . state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession u. Provide internship programs at district schools for aspiring teachers and aspiring administrator: BEGINNING DATE Faii-1989 Currently in Effect Spring-i989 Currently in Effect Spring-i99O Annual1y Faii-i99e Spri ng 1992 ENDING DATE Ongoing Annually Ongoing Annually Ongoing Ongoing RESPONSlBILnV EVALUATION Pcraennel-Birectors Human Resources Directors 3 Dis-tncts Directors of Perssnne Human Resources 3 Districts Practicing Teachers (3 districts) voluntary basis Principals Per Sonnei-Offion on a Human Resources Office Teacher Sponsor of ETA Collaborative effort with local universities Principals Personnel Office Completion of task Preparation of and implementation of sharing plan Implementation of procedures Human Resources Offic ? LRSD Increase in pool of teacher/ administrator applications for Assistant-Supts Assoeiate-5opt-of Seh Educational Programs Goal: oil) ECTIVES XII. LRSD DI?5BGREGATX0N PIJ\N-'IMP1 .tMEWrATION TIMELINE Ensure school-wide planning for programmatic excellence and individual student achievement STRATEGIES/ACirvrriES BEGINNING DATE ENDING DATE RESrONSlBILIlY EVAIDATION Provide school based planning based on analysis of all available data
a specific format for addressing school racial, gender, SES disparities 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student Fall 1989 Ongoing -o Oj IQ fo tn tn 1.2 Via disaggregation of data relative to: student performance discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports l.S Reassessment of and modification of objectives and strategies Li Creation of final plan and strategies Spring-i999 Annual Iy 1989-90 Annua!1y 1989-90 Annually i989-90 Annually Ongoing Ongoing Ongoing Ongoing BivFsf8n-ef-5ehoals Educational Programs Testing/Evalaatton Bspartment Committee of Prin- :'pals Planning,Research, & School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions evaluation Disaggregated Outcome Based Data Btvtsion-of-Sehnels Educational Programs Testing/Evaluatfon Bepartment Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I I Outcomes evaluations conducted on a comparative basis Evaluation I IKSI) DESEGREGATION PLAN^IMPU^IEMTATION TTMEEINE Goal: XI1 (Continued) OBJECTIVES STRATECIES/ACriVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING DATE 1909-99 Annually I-NDING DATE Ongoing RESPONSIBILITY EVAINATION -a (O n> I Deputy/Associate and Assistant Supts Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ro cr^ LRSD DESEERBGATION lI_AN" fMl'i J'MFNI'ATION TIMELINE Goal Xlll Provide staff development on an ongoing basis to staff and informatiaii-tQ-Darents relative tQ,s.tiidpnt siir.ress OBJECTIVES STRATEGIES/ACT IVrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION I. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1989 Annually Ongoing Associate Superintendent - earrieHlHa Educational Programs Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances OS tu IQ fD <0 1.2 ^end selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development 1.3 Provide district wide program of staff development 1989 Annually 1989 Annually Ongoing Ongoing wi th maintenance M II LRSD DESEGREGATION n AN'IMri.mmi'ATION TIMELINE Goal: XIV. Collaborate with contiguoas districts regarding aspects of the plan which wi 1 facilitate and enhance and deseqregative efforts. OBJECTIVES STRATBGIES/ACnVTTIES BEGINNING DATE END IMG DATE RESPONSIBILITY EVALUATION 1. To create a collaboration whereby all students in all schools in the 3 districts (LR, NIR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following "Interdistrict Desegregation Plan' See attached plan (Vol. 11) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed -o o> UZI TO ro (O o .p> co j LQNCTERM DESEGREGATION PLAN ACADEMIC SUPPORT PROGRAMS PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The rrogram for AGColGgatcd Lcagning (PAL) LRSD academic support (remediation) programs* provides learning experiences to remediate address a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL ig Programs are available for all grade levels, K-12j. The program and provides maintenance and reinforcement for the student in need of this kind of support while enabling the student to experience success within the regular classroom setting. Pal io-a transition program that Programs are designed to assists students in learning the requisite skills necessary for inatruction success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, gocial atudiea, and math at the secondary level. PAL is te-be-g Support programs are Planned to be fast-paced, high-interest, high expectations. and individualizedj. program thate-will have apecified time framoa by which atudenta will moot performance criteria. These programs must have the specific written approval of the parent or- guardian before students may be placed in *Formerlv referred to as Program for Accelerated Learning (PAL) Re: 01579 Page 75them. Even then, pullouts will be a last resort and will be kept at a minimal level. Technology assisted instruction is used to provide remediation academic support and intervention learning/teaching strategies for targeted students. Computers, video discs, VCR's, and appropriate software support the instructional needs of each student. and instruction, utilizing technology, incorporates cooperative learning strategies. In the PAi elementary computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3-5+ 35 or more minutes a week in both math and reading. At the elementary level. specialists in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide (lab attendant) upcrviocJ assists the students as they participate in the individualized state-of-the-art instructional program administered by the computer. The eventual goal is to add a omputerized management component to provide (1) annual pre c and post criterion referenced tests for most grades including grading and reporting, (2) computerized scoring of unit tests for mastery and (3) the automation of record Re: 01579, 01580 Page 76 keeping (trifoldo)- to provide the teacher with more time to work with students and better data with which to approach that task. PAL io Programs are cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural, and inter-disciplinary approach to learning, with a language (oral and written) base for emphasis in each central core area. Staff members use a variety of instructional strategies and utilize both in-district and community resources for motivating students. Parents are actively involved in each phase of PALi-, or informed of. remediation
individual assessment, individual improvement planning, formative assessments, workshops, and summative evaluations. Each parent signs will be asked to sign a written agreement, along with school representatives. identifying the responsibilities of the parents. school staff, and students. II. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County Sschool districts are as follows: Information/Resource Sharing, especially related to Pplanning for "Aat-isk" students SB. Cooperative development of programs and Aassistance (based on results of MPT and student needs, etc.) Re: 01580, 01581 Page 77^C. Establishment of Gcomplementary Ssites for Ssummer Sschools and other programs 4D. Joint Applications for Ffunding by Sgrants, FXoundations, Eetc. III. EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program fop Accelogated Learning(PAL) The elementary and secondary support programs have The Program for Accelerated Learning (PAL)hte the following goalsj. for the Glcmcntary level
1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Bkil-lo ^improvement Pplan based on the assessed need(s). The Pplan must be cooperatively developed and implemented by the regular and PAL support teachers. a. The individual school will initiate Plans to remediate skills not mastered. Re: 01581, 01582 I Page 78as b. For area(s) which the student failed. 'il 'W the school will list unmastered objectives on 1 the Improvement Planfs). J c. After this initial information is entered on the Improvement Planfs) the plans will be attached to the Needs Identification I i1 i -1 Form. d. The Needs Identification Form and partially completed Improvement Plan will be I '1 4. B. placed in the permanent records of the student. To provide a fast-paced, multi-cultural, technology assisted, language-based. individualized instruction program for educationally disadvantaged elementary students. 5. To set academic performance/achievement timelines for each student in the program 6. To actively involve parents in the develop-ment and implementation of the Academic Skills iimprovement Pplan for the student. 7. To provide ongoing assessments (formative and .summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accel-erated-Learning (PAL) In addition to the goals outlined above, the secondary support programs The Program for Re: 01582 Page 79 1 1 /a I Aecelegatod Learning (PAL) has the include the following goals fog the-acoondary level
1. To provide a feganaition support program for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide plaoomcnt of otudents -1 who may need-instructional support for functioning within the regular classroom setting. A profile of otudents w-ill include the- following
former placement level, Arkansas Minimum Performance Gkillo Teats,MAT 6,CRTM,letter grades,teacher/ parent anecdotal reeords,ote. To utilise the-profile information to identify otudent strengths and wcakncooco and to 3 develop an Academic Skills -Improvement Plan based I on the aoooosed nccd(o). 4-r To provide a fast-paced,multi cultural. inter-disciplinary,language based,individualiecd instruction program for students placed in the program . 5-r To sot academic performance/achievement ^iweltnem for each student in the prograar -r To aotively involve parents in the development and implementation of the skills improvement plans for the child. Re: 01582, 01583 I Page 80 1 1 9-t To pgovido ongoing aaaeaaaonta to ensure Si .a movomonteof- atudent in mooting the cxpectationa of Gt the akil-io impgovoment plan. Learning Laboratogy Gradoa 7 i* ^2. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. a-r3. To provide learning and study skills as an integral program component. ^^4. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 4-r5. To involve the Learning Lab support teachers in developing, implementing, and evaluating the Acadomic Skillo Timprovement Pplan for all students assigned to their program. ^6. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. ^7. To adhere, as appropriate, to the goals and procedures outlined for PAL the specific support program. a Re: 01583, 01584 Page 81 IV. EVALUATION AND MONITORING 1 A. Student I Evaluation (formative and summative) of the I student is based on the Academic Skills iimprovement Rplan. Parents are provided written information during each grading period on the student's progress in meeting the performance goals in the Academic Skills Achievement Pplan. 1 B. Program The program is monitored and evaluated based on student improvement/achievement outcomes in accordance with District and other regulatory standards. Aft The Evaluation Design and Checklist have been developed to provide program evaluation data. Re: 01584 I Page 82 'M Mi I 'Ji [tiiiimtoii I [ niiiAiiinu .ilfiiiSi -lifa nr>-fl - mW-qc) c tan- i t ton ng i Q ue. _ Q TP OBJtCTI'/ES D)S t flet's .aefine the "prograw " r the _ c. I o -U c . U<^ 41 academic support programs. 1.1 I 'i:a LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE H M)rtM LHH fl M - H-H b H-t i -i t bPe- fl a c-- < c hryo-l - 9 -wr e t- -fl-r & rvm ttnr- ri -'noTnen t-xbru^ I "^1 I Qa 1 m IQ . , > . 00 O to cn 00 . tn .\ STRAttUf M ACTnilltS aefliKHiMG OATE cohpeetioh OAfE CQSIS JtSflOMSIBILlfT f/ALUA t lOM C e11 teese- dtrnror -H+gn~ H Tgn- ehooT - and- i Eeeran<)-<dmiH4ee Tvh- V esK-MeabadAv^d- t rem- e rerr xoamllt ee- - 4r:~Revlew progrhB qoAls 1.2 oolectlves, guide- lines, and f IndI ng s 0 o F Sen rd- i-rt e r. ~ ~=^. .Reco<nd odtflci- 1.3 tIons for c f f<c I Ive program l<31t*<nta- t ion .aXario^lSflA-ig. xlth responses to needs of Individual schools and prograa 1evels. -f. I^et ine crilerii/ 1.4 pre lerreii qua I Illes for teacher Selection. -f. Refine plicexnt. 1.5 criteria (secondar7 level). exit critcrl* (Secondary level). -f^riiT-bsaa f -Qntjo l-rr^ -Sof f- V CX4 u W COMPLETE], 1989 fill. 1963 Onqo i ng reviev/s and audi ts. Fall. 1988 FaH. 1983 Fall, 1983 Fall. 1988 Ongo inq Ongoing Ongoing Onsjo I nq Assoc. Superintendent for EoTToej'rum-md- Documentation c Cem-nt e c -rttreT. r ng- -Arj-e n a r 9vTrcti--flr-h'-- Eduiational Programs and Staf Assoc. Superintendent for Cameo mO- Ss> i a b-Re qr-i V Educational Proqr Staff Development di ( Assoc. Superintendenl for tom-eo rKl- Development Reconinendj t ion ms and Sfrrcfl^b-flraqMMrt EdU( Criteria for Teacher Select ion ational Programs and Staff Development Assoc. Superintendent for forr-Ktj Aa.Edl ijoaCJA L Jtrogc-unspi-ogr A 1soc . ^Cf terrrea^ Super 1n(enden t PI a Cement Criteria cationa! ams and Staff Developmei *d-Edi Cait Cr I t cational cr ij tii-Progifams and staff DevelopmentI FiiaMi liliiaMi liiiitt.' .. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE RA t S' -{( on f ritrrc tj i KRveie .Ybtr -t on- -r-t htt-in e - -um-w ' f- '.-OA- 1 kpxxa4 A-U X4 I * L:- - IfX L koA- 4 h .0^4 c kLl -t T - J a C r HVon 08JtCri7S STUrtGjES/ AcrHuks eeciJiHiKs OA(E COKPICTIQM OATC COSTS at SPOrts(a(LITT t'fALUAI lOH . (Con 11nued) 1.6 g- Obtiin recci,, ends t Ions 1.7 for stu<l<nt plice*eni hr?*e and coplel< acaacic stills needs a s ses sAen (. O^-* e 1 Qp l<]^ave<^c plini for itu<i<nts who did not ichleve 4i(tr/ on the Arkin- S4S Miniwu, Perform BAnce fest (grides three ind sli) ind foi eiqhth-gride 'it-risk I gSludents. loleent terrmng-l-it Curricul u* guide tnd FiU . isaa Spnnq-Pal I . 1399 fill, loaa Onqo i nq Onqo i ng Onqo ing Prineip4 I s Pr incIp41 s Super-/1 iOFS-of RtJding Sludenl Reqi^lrjlion Compleled loiprowcncnl pl. 1.9 cont Inue ret I sIon at proqri^lii needed. ^^T^Oevelop list al suggested Kkterisl end suppIles thet Mill 4adre s s students' specific FjII. 198a Ongoing Math, and English Supervisors of Hjlh. Reid I ng, ind English Classroom Monilurinq Oocu(n<n 14 I 1 on SuggeI led L 1 i t -O 70 I .Si 1,16 kills de IIclent les. I fD 00 o cn CO <T Ir. 0rder needed F4Ie rI 4 Is 4nd Supplles. Au^u si, I 309 Onqo i nq Supervisors of HatnSjT^i Purcnjsc Mdtcri^H a e *4-SAS r S4UJ .(oqUusA-Readina- e ind ^:upp I I c s I 'liiiiliii*! ' I. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - ^-3 A -t i-nv/rTl f -4 H K-^ H F-W 9 -H K 6 b H ------- 3- j7trnT-y Ctmnr n toifr Tno ----------Uu-x 1X L -Hx uq cxukx T'OT cw^T) r m D n tT r rhr l^Joy n Ff^-r-f f -
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i?|- flTr r irrTT rTTr-n-j T ? aQ O8JtC'l7ES 2. wcsiqn 4nU icolen^ni sHeciive st4(( dcvclcp- -enl ( eniure equ 11
2.1 stjatesies/ ACIlKiriES aEGI.HHIHG OAIE COMPLETION OAIE COSTS 3ESPQHSI5ILI[1 E'IALUA r lO.M i e^rsK e e--f .fl r-Geirt r cT-Of- Wce-S-l-cTE.- -Th PI in Jnd conduct I n-service for teichers, L iwe e * rce- e houi d - Eooi e 4 h e - f-ot I ow+rig - *tHv + H-e-lc 'rmore- -treTercginenn -^4Mp hw}- +* 4'e^iP*r A - i<v4- (wjd .J A h Scti-<^Ue- 4 fui- I tn- ? Kt- -It i cFtm ~w H A -1-Hmj V t XTK 0 O' -/<c cr -er^4 ern-
*<Ltd CW. ^Uccaoenl- 44 -t t r 4-4e3 COMPLETE fill, i9ea Onqiimg" 9, 1989 COMPLETE 0, COMPLETE 9. COMPLETED, COMPLETED, COMPLETED, *A-ioc7-Sagennnrmisn-n ripTioi Qngo ing 1989 1989 1989 1989 1989 ->s-ioc r Sopenn nmoenrs Supervisors of Reading, Math, and English Agenda / -o X) IS fD o loo >- , cn cn 00 4.-04* n wvg- V 4b- -Scx< >41-1 dwo444a<t- -H44 a AtogT A sb- p AV f44i-wa- -4<-4e-w g)pK>ftnel- -s-e-l c-AMin-crdA erl-- -S<4 atu 44 -order ~rvpp AAe-s- tru- -?<-* r 4-hn-i n>f -on -ixW-i -i-t r r m-7~ A&~ -PlM A(MMA -t<.v A r COMPLETE D, 1989 COMPLETE D, 1989 I COMPLETE 0, 1989 i I 'Mi LiiiiiiiiM lijOiliiMi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - -rlRA -fC-cn t rrrvxTj j I w FrtHt X rrrt 0/T "Ti ?i c r nrr a<m4 - A t-Laa-14 t pj>a v ua-L-<, jlAc-y- --lierr) I? thx- -T-crj-H-T<i(jt-ei?.>tcma(Tx-f "rr t rrrit-ttRT t TTiTT rr(n~>*'rTn)rT<r-fDr-xrt:?i'irr~aTH J-t~eTrrf~i ng ~rnrr -3-1 -t-trTOTt- cCLu-LJxugc^^ _ _R<-og 9-^ rawin o(T O8Jt
CT175 STlATHieS/ ACTHines aeciMHiKG 0 A re cowcrriON OAIC CQ5fS JtSPONSlaiLlIT t'/ALUAI 1Q I Con 11 nued) e r -W * n - eooki fr t -b-ol Vd-Ung-Ve-ret -1-m e (--t e e -f~or- nrtlrt O TO (O fO .co o OO CO . P*-n--woa -Snxjotrwj- Tncrjntr Xg'tnim ncu rry .2 ' periodic 4 . C On I i nu e~*lHKK+7^ Iniervice meetings -{-4-pe-r-7 e rr-}-11 1 8C (or ^l-c*inr7 reid- Ing ind a-ilk leicheri ind eV+aea-- -UM-y pr I nc ipi 11 . Include coapuier perionnel >4ien ippropr ilie. Al st e n -fap4e*ea t -{K-ep tlvoiU -bole a4< -(-S- 4*7-$-)- -to<-i-<on>4*ry-AJU.- --t-e-ic!i-r-c-*n<l- -liidr-e-Si -l-4y-4(>44 ewi-r>g- -UHie-UJeS.:- nXi t-fit-c I-m - roTl r r & t tvnJ* n f - ^atU^i |dU-|.(y-$Jt41l--ndv 7a-e4<l-W<j4nW -C 4 . r - v+ud e n M - (A-hn- e Ul-41e&<i<n- - -end -i^nrwj- -fAb - -4^ ic/uxi. ( Cool I n<j<U 1 COMPLETED, 1909 fill. 1983 Onqo 1 ru] Supervisors at M4ihj_ fmJ ftcidinq , 3_nd Engli sh Agenda Atrijertd 7-$epb.- 4988- COMPLETED, 9n^4rg- 1989 A-rs-oe r-Sn p etM n bend e r t-hjr 6aTTi eirl-a* ->od Sprc t rh ? i >- Agemli I iv LRSD DESEGREGATION PLAN IMPLEMEHTAT[QN TIMELINE -i UlM rvrevi i*U4>44 iiaa-jo -(HPt-y4HPWK-FF+ttm oaJEcrc/ts t Con 11nu e J ) -O o> a ft) co CT> CD X3 ft) C3 00 VO J-lULTCTmUy -(Trrrl- Carf-rTTj-taifi "mn ---------- J yt-Han->/-xhc-L-i-tt-lx--Aoct-ScfTOtK-e 'ill icr-Proq-rjn-Yar-iTtfhfnTftminnT'q~t~PAr7 "P r O'|T~< ~~tS mrp^ n y A-fty!TTr r r" 44Ju c xl uia srutfctEs/ Acr ITT I r IEs JCSINHIMG OAtE COMPlCriQM oAie costs ts?QMSiaiu ft f/AiUA ((On * - 4 C a a U-Qu "/i trrn-mxhf/T - COMPLETE), 1989 -(i A^UUhZ- - UV|- 4 I,4 a . - -^4 -*ve414-4A4- rrmi cNn-Bj-y- - 4 * 4- U>4- r lnrn-acrrc7i"jfr + c4i-rs- 4 2S-*4a^-p4c_
u4-4o4 a*4 4 4*. 4 ati -piy- < eaten t m * I - Z .3 -?Iin Individualized Instruction b4scd e4ch $ludeni'$ 4$sen<d needt . p l->n- <-4 y -6 ixA^d _fj>c -Cf ud^n f 5 on 4- -<-4e Aj-i- i O o l-d- b 4 -on- (tMU4 Va- -$h4 <L. - * VU<b44 -OA- -WV4 a US> 4 V -A4i*ik- Wh h -tx-4 i- i-Ve- 4han. -Ovt -^4 4A- 1988 Ongoing Teachers Pl an COMPLETED I II F S2Z] hiiiM LRSD DESEGREGATION PLAN IHPLEMEHTATION TIHE LINE -yrftA + bjrK r kVMi A P WM-
4 K A*.-i*4p4i.vi-Ci-l<-, - .. -14. - yV-rr- 4'r V-V-t T f n~ - -I * c -Ih 4 J U111. Jtpct. Sj.aQQ.L Di$->-r-l i U -Zrogc-m- lor- -t cc^-LcJ j La-J- L t i-r-n-1 g.t. -( g U-l- -?T > -C-ix>agF>v44-aM/-a<w4 OeJECTI'ItS STUIElltS/ ACTlilIlES aEGIKNiHG OAIE COPLETION OAIE COSTS iieS?ONSI3IL!(T E7ALUA r lO.I vCoAtUacuxaiIT -O X3 O fP ro Oo o_ CT* tji cr O _ ( CorutA OI4&4-) - rdmc t T-f 1 CnTrop r rm -4A-CP >4-1-11' reKw re-e-i-i - &<-( kx- - Ann-t-rotfrAsfxk -vKAAe^l-e-iT COMPLETED - 5<-be-r - acirn- twi^n t - ao-tA-e t f. -eu 4 Luxt A oal-t4 -duAy-l-e-vun-pAAnt- - Ah4-l-r eH-et V-the- - *(>o-re-peixe trf-eA -ifHl- - An torwat ton - - -AAeiUA te--ttf.4A-eqt*t-hAauA- t 4neo>*A - 2.4 - +/X-roebVSrtr secondary -^7~Assiit -TjutrmmuurrTTTTTTi
i'rr ^AV tcicherj witn tncorpor 111 nq *oc I - 14 C loni I t tn (eq I e s Into the Inilruc-t lonil proqrAM. -q-. A4v>4-t->-e<-oAAe-y- 1 e *.AH<q - V&4< <-(- ta. - taiuxl *41. -in - Wte- 9-AC- p >aq<-A - - t)7 rctiedrrrinq "om-deTr -oA - Hvse rv-ke-wHA- uve- "En q eird- Ka-Hi- AVP- 44 4t.l.cxt , fall, isaa Avfjn t f.- 4 S8d" COMPLETED Ongoing Ongorng Secondary JanHX-ltt'^h Principal i and Supervisors of Readings. Math, and Engli sh CljiSruom observ4llun and docuincnl J I ion 'SopvT^f't f- 41 A-gcmfo- I I I 4 la LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ------ A n r nro? a f ATWrt-T rmi nc i -tM-m n------'^Kh -111 ih T mun tnr r n.trl a<a-rrnj S *-<4 U-Myo* aws- QSJtcrcin STaxTiUtS/ Acrtfirits atGIKHIHG DATE 5 Tr t L i.~.*'raqT 3<y ~fnT~^ccc'l r rjttt1 -hnr n nnp f PTtr ) CQKPLETION DATE COSTS aeSPOHSIBiL1T T T'/ALUAT !0 - 4 4e -e^w 4 I 4 VV64^ i*-.- fle'eeTaa -c-rmer-U- Tar E1 c m t m-1 o-rdd rm 4 Ta MW a o*.
- Sxrfxr fn-xrnmnrr --i , Coy - tfHx F-k4 4 e ?a f MM * U 4 a - k<>4 <5 Ka ft oa-e-/( fen 7 e- progrtB- 3. Provide ongoing progriM fviIu4tion lo eOuc i11004 I eniure cqu I t y 5lm to o n UD - T TgIK 4 *g- -1 KK-t 4 I-Too - teem rb-m tr - e rrmt rH- i?ee -ft-.- Pra-.-i-Ja-Taad T l-Uep < r f Mw 4 *-t-o-ftu-U 4 4 )- ft 4ne-1 ft * Ui- -i f aUef- to- -201- r n -HX - Kl/x r CIK' Tt-rti HJ- *-.--14 e/H-t 4 f t> k*-r- -iub J-H4a hev-tr. "fryhr xoapulerHib -$ a b -t o r'6^ Tchjp r -PAt "cvrfa'-" 1X t<nr a e rrg n - r r < O F WVg- 44 t-GAf - Uve- CMK4<e.- - ft.-a e t r-fn-cT-rl n t run u7~Monilor ?A cliii-rotwi ind c-*4U*Ka-aAt proqraii implementation. | I COMPLETED, COMPLETED T^-n--waa- COMPLETED ErTd-r-Haa- COMPLETED FrH7-P9ea- COHPLETED frH7-W8fl- COMPLETED Fall. 196a 1989 -On^OtiT^ -On^o Ongo rmj- OngarnT' "Onga nTg" OiHju 1 ng AiKX-t 4<X44a- 1 emlm r "For-Schoa h- - tend efK-4 A--S oIumU A A KKd * tft- -S ovW4'4 a - -I e ftdenA-Ptwo l-$- Sopenrt a t- Tnrtroe tH>a4 U-f-<tft4vo- E 7 rH/ae ttm- -4 V nnj- 6 T rvXT o r-IH W tf-tH t> n XTiniin-tf f) mrc tor- tj *-(-** lft*a-L4Uu t-hntrnTp Associate Superintendent for| 4 X Vd Tin -OxX^a^ctVt-aA + -S^ ft 4 I- V-tn-A e > -4 JeivH-l + cr>l- -A-ja ai*- -trif- Tr i n mg- -Saa VMWM- -C-erta Fc-t-e-d- EyidTaa t run -Oe-4 -C- Kr,m ofT hrsT rinnrn r Documentation Educational Prooralns and Staff Develoom Supervisors of-ReadVriq, Math, and EnqH j V. Sli d ley les iH DELETE ALL iMPtSHtXTATiOM IlMELIXt Anouil H*a__ _ ___ I'lll'j (t*rj r<riiM> ^pero.snr ol IwsiimHuinl IciluuUugy Loi I: 01V111 on I I > uc t lon/( ro^ r r e 4 PAI r. OtJECTIVES ACT'.allUS tlLlNNIHG DATE coHnnioM GAie COSJS aispoxsiiii
j I'/ALUAilON -i tA i! lA*rvi -i I > t3 'J u -i ( J~W**** wt <**** *** *****. * CIIm **4 ..*. at. I . ex. U* Il'.dodM r I s o J s (y i: O QJ rj n> 00 S 01592 I GIFTED EDUCATION Lonq-Tegm Desoggegation Plan I 1 I. PROGRAM/AREA OVERVIEW At Gummagy of Backggound--Infogaation The Little Rock School District Gifted Program offers subject-baaed instruction in ggadoa K-12 services to its students through a design that consists of observation and enrichment for all students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It opogatca under the standagda of the Arkansas Department of Education's Gifted and Talented Program Approval Standards fog 1006. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in pugauite--ef pursuing graduate credits in gifted education. II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs h In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 I Page 87 a Education, gifted and talented children and youth are defined as "... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be ouperior above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. Noithog No one criterion shall be used if the result is has a disparate impact upon either racial group within the dDistrict. Moreov
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