LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 7 APPENDIX 1514-1703 I j I JANUARY 31, 1989 VOLUME I fl a 1 2 3 4 5 6 7 f I 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I I1 DOCKET SO. 1174A 2 (Cross Refere.-.c DOCKET NO. 1161A 3 RETURN TO PLEADINGS FOLDER #27C I I 4 LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME I 01514 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I ( 1 II 2 II 3 1 11 I! M M LITTLE ROCK SCHOOL DISTRICT 4 5 6 1 8 9 10 I PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 11 II VOLUME I 12 13 M I 1 01515 14 15 16 17 18 19 20 21 1I 1 I TABLE OF CONTENTS Volume I 2 I 3 1. I 2. Commitment to Desegregation Leadership 4 3 . 4 . Early Childhood Education Special Programs 5 6 a 5 . /I: Summer Learning Program Asset Program 7 8 a 7 . School Operations 8 . Program for Accelerated Learning 9 a 9. Gifted Education 10 a 10. 11. Multi-Ethnic Curriculum Content Area Programs I 11 a 12. 13. Focusied Activities Parkview Science Magnet 12 13 a 14. Recruitment 14 15. Federal Programs a a a a a a 16. 17. 18. 19. 20. 21. 15 Vocational Education Library/Media Services Special Education Staff Development Support Services Parent Involvement/Community Linkages 01516 16 17 18 19 20 21I I COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT 2 ( The Little Rock School District is committed to a comprehen- 3 sive desegregation plan which focuses on the total learning I I I II II I] II I! II II 11 environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among stu- dents and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. Of course. real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: A. B. C. D. E. F. G. H. The belief that all children can learn The elimination of achievement disparity between black and white students on standardized, criterion-referenced and minimum performance tests Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court- approved desegregation plan as enhanced/lncentive schools Improving race relations members among students and staff Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments
participation in,Jjr^xtracurri- cular activities
distribution of resources
etc.) Promoting positive public reaction to desegregation The effective district use of recruitment interdistrict strategies to and intra- meet the desegregation requirements in all schools and to avoid resegregation I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 The development and infusion of multiethnic education in all content areas 01517I R I. Ongoing staff development activities to equip 11 teachers, administrators, and other staff with the skills needed to achieve quality desegregated education 2 3 In summary, the Little Rock School District Board of f R Directors is committed to having quality desegregated education 4 in all schools during the 1989-90 school year and years to come. 5 II Quality desegregated education will result in long-term stability 6 M and growth for the city of Little Rock and Pulaski County. It 7 will also provide all Little Rock School District students with B the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of 8 9 Directors hereby acknowledges its commitment to quality desegre- gated education and respectfully Invites parents and community 10 leaders to make the same commitment. Such a commitment has to 11 occur in order to ensure stability in our schools and ultimately achieve unitary status. 12 13 I B K I 01518 14 15 16 17 18 19 20 21LEADERSHIP Central to any school desegregation plan should be a c focus and understanding of the kinds of goals to be achieved, is insufficient to establish as a clear It -- a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different distributions in different settings. of children does little to racial The mere physical movement guarantee any changes in the quality in school achievement patterns
in interpersonal or in the variety of patterns of et.hnic plurality. No plan should settle for the mere mixing of youngsters. The plan should have as its primary focus an educational environment of education
relationships
3 4 5 6 encouraging academic and human growth for all students based upon their individual needs and talents. 7 A vital factor in II II II II II El n 8 successful school desegregation is clear. coherent, consistent leadership for change from the Superintendent and Board of Directors. The Superintendent 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 Superintendent will assert their leadership in the following: and for Directors. from 9 10 o o o O o o School boards should reflect the backgrounds of the population that they multi-ethnic serve. The school board and superintendent is responsible for providing equitable and direct means keeping the local citizenry informed about __ schools and for keeping self and the staff informed about the needs and wishes of community. and for the The board _ and the superintendent will clearly delineate its desegregation mission to the staff and to the community. school superintendent ! il 11 12 13 14 15 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 staff to provide structured, clcatl leadership and modeled behavior for expect the administrative desegregated school setting. rt I 17, 18 1 clearly articulated an effective I I I 19 20 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. will be MM 01519 21 3n 0 fl u o n o n The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary will be consistent district desegregation policies in terms buildings, staff, materials and equipment. decisions be with of 3 The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of its commitment to a quality desegregated areas: education in the following Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Members Relations to other Staff Board/Administration Relations in fiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately status for the Little Rock School District is evolving the Superintendent and the Board of Directors will restructuring of the school system so that all urges or discrimination, segregation, or unfair treatment have been eliminated. Further, the District will insure that schools learning experiences throughout system are organized so that school unitary insure the vestiges of and the the school 1 t I 1 4 5 6 7 8 9 10 11 12 13 14 15 procedures prevent unfair treatment for any child because of his or her or economic status. practices, policies and or denial of opportunity race, culture, religion IJ I I
I 01520 16 17, 11 I 1 I [ 18 19 I 20 21 Il H H EARLY CHILDHOOD EDU'CA? N n When they enter school, children who are economically disad-vantaged and who are members of a minority racial or ethnic groco nH are less likely to perform as well as their middle-class eers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 4 5 6 H expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on 7 tests of intellectual and scholastic ability, which can result in 8 unnecessary placement in special education, retention in grade. 9 low scholastic achievement, and, eventually, dropping out of high school. 10 Poor children who attend good preschool child development 11 programs become better prepared for kindergarten and the primary 12 grades. In addition, preschool programs hold the potential for 13 greater academic achievement, less at-risk behavior in the teen 14 years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 15 1 Association has identified preschool education as the key investment in education for state governments. [f 16 17j 4 The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of 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 EARLY 01521 18 > 19 I II 20 ' 21 ri I I i I I these who have been involved in early education pregrar.s . The 1986 findings of the High/Scope Educational Research Foundar verify that successful early childhood programs affect children's later success in school. This research, links student achievement 4 in hig.h school and beyond with the home and school as powerful in^_uences on the intellectual development of young 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 million enrolled in public schools programs. Although there have been significant enrollment increases. large number of children still need access to preschool programs, particularly those children from low-income families. The 10 11 12 Children's Defense Fund (1987) reports that Head Start currently 13 5 6 7 8 a I I 9 serves only 16 percent of the 2.5 million children who need early 14 1 1 childhood education services. This lack of affordable programming leaves over 2 million of the nation's most disadvan- 15 taged children unserved. In Pulaski County (Arkansas), the Head Start and City of Little Rock Early Childhood small percentage of the eligible disadvantaged, Programs serve and at the pre- 18 a I I sent time, no public school funds are being used to implement early childhood programs. 19 V Poverty continues to be a problem for young children: 20 EARLY 01522 21 'll G i I I Twenty-five percent of ail 4- and 5-year-oids 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). I 4 Poor childre.n are only half as likely to be enrolled in 5 preschool programs as children from affluent families (Children's Defense Fund, 1987). t I I i 6 7 Current national and local social, demographic, and economic I, trends tell us that today's lack of accessible early childhood 8 programs will become even more severe, especially for the poor. 9 and the need for programs will continue to rise for all socioeconomic levels. h: 10 Little Rock School District proposes the expansion of 11 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 com-ponents: HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) wlll 12 13 14 15 16 1. 1 focus initially on children in families who ! 17, 1 live in the shadow of the current racially Identifiable chools In the Little Rock School 18 District. This home-based program. which 19 a complements the school-based program operative 1 20 I I in the schools, recognizes the mother as the 21 first significant teacher of the child. EARLY 01523 4 2. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM - The e preschool curriculum model will be implemented 4 n in three of the Incentive Schools in the Little Rock School District. Effective the 1988-39 School year. this model will be an 4 H integral part of the effort to improve the 5 academic achievement cf minority and economi- cally disadvantaged children and to attract 6 7 white students to the schools. 3. 8 II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will 10 work cooperatively with other federally funded early childhood programs to collaboratively 11 Implement an education program to better meet 12 H 9 the needs of inner city Little Rock students. 13 q These three programs are described in greater detail in the following pages. 14 EARLY 01524 15 16 17, I li I
! t
< I I 181 19 I 20 1 I 21n H HOME INSTRUCTION PROGRAM FOR PRES (HIPPY) :ocL YOUNGS I. ?roqram/Area Overview A. Summary of Background In mat ion During the fall of 1986, the Little Rock school 4 istrict lemented the Home Instruction Rrogram to serve 5 educationally-disadvantaged children in the community where 6 high-risk children were identi ied. eveloped at Hebrew University in Jerusalum, Israel, by Dr. Avima Lombard, this 7 international program identified parents (primarily mothers) 8 as the first teacher of their child. The specifically- 9 designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers four-of 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 10 11 12 13 I less likely to repeat grades, less likely to be iden-tlfied as needing special education, less likely to drop out of school, and were overall successful school pupils. B. Special Needs (Individual District) i Although enrollment has Increased in early childhood programs, the needs of many children of low-income 3 and I 14 15 I I16 17, minority families are not being met. II Areas of Collaborat1on 18d The home based program and the four-year-old school 20 based program will collaborate in the areas of parental I EARLY 01525 T t 21 involvement and teacher training. T.he L ie Rock School anc Pulaski County School Districts will collaborate and coordinate the on-going implementation O' the HIPPY Program. Evaluation and Monitoring (Process and Responsibi1i tv) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standar- dize 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. EARLY IC 01526 Ji li I i I X I I 1 i I IV 4 5 6 7 1 i I I 3 i i I II I, ( ! i. E" 1 8 j 9 10 11 12 13 14 'r 15 18 19 20 21 Jo CM hL si Bnoual Plan__1989-90 Person ResponsIBIe^Hari Goal: OBJfCnvES To proaiote the HIPPY <n (Tear) Shead, Supervisor program Io select hippy aUes Initial training of aides 4nd staff by Hebrew Uni 'Hy. Percentage of consultant travel er- To enroll families Into pro gram To recruit families ro IS) O a I 2 2 2 I IMPlfHfNIAIION IIMCLINE Division Curriculum Progrf^re-school Mome Instruction Program for Preschool Youngsters I SIPBlfCIfS/ BCTIYITItS BEGINfilNG DATE COMPIETIOM OAIE To c^ose and mall Public Service Announcement for local Radio stations and Channel 14 and 16 flyers Interview and select four- teen (la) aides Host and arrange logistics with (Ann tamps) stale for the Hebrew University for Initial training Conduct Home Interview and enroll families Into program Compose and mall cor- respondence to conmunltY rniir-rKAe _ churches to recruite ^-^milles and instructional aide trainees to 00 O UI COSTS Joly 29, 1969 July 29. 1989 S ISO.00 Bogus t 1. 1989 Bugust 15- 20, 198? Bugust 22- SPt. 2, 1989 Bugust 31, 1989 W RfSPQWSIBITITY Marian Shead cvaluatioh Mailed letters appear on show Bugost la, 1989 75,600 Bugust 20, 1989 Sept. 2, 1989 Oct. 3, 1989 N> O Staff aoo (Advertisement) 1,800 690 (materials and maiI out) aoo to Harlan Shead Supervisor and Coordinators Marian Shead and Annette Roper Myra Randolph 00 OS By applicants response Pay the bill Certi ficatlon of Bides or ( I ,[O Ui ro OD Um u I I To determine service area of coordinators Io assign famlIles to be served by aides Io organize Instructional Material Io familiarize Aides of the hippy I^lamentation In IRSO Identlfy families to be served by each coordinator Identify families to be served by each aide Print curriculum material Conduct three (3) day workshop Sept. 7. 1989 Sept. 9, 1989 Sept. 1989 Sept. 1989 Oct. 3, 1989 Oct. 3. 1989 Sept. 30, 1989 Sept. IS, 1989 -0- -0- 6,000 175 (Naterii U Obtain Material to pro9ram Io orientate enrolled faml 1 - les to the HIPPY program Identify Meeting sites of group meeting Order Material from Israel Conduct Orientation mee 11 ng Secure Meeting sites for group meeting Mall out Sept. 27 and Sept. 29, 1909 Oct. 28, 1909 Sept. 79. 1989 Nov. 1, 1989 S.OOO 250 (Material) -0- Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor Supervisor and Coordinators Coordinators Io schedule Implementation of HIPPY curriculum Implementation (continue) To provide parents with Information that will assist them with their chiIdren Schedule aides weekly home visits and group Schediile area group Meeting - print flyers Schedule weekly service for aides Schedule Aides first teaching wi th (own child) Schedule Workshop for Parents and Aides nai I out and print "Mterlals Oct. 31. 1989 and Nov. 9. 1989 October, 1989 October. 1989 October. 1989 November, 1989 Nov. <. 1989 Nov. I. 1989 Nov. 1. 1989 Oct. 1. 1989 Nov. 9. 1989 200 (Material ' -0- -0- 250 -0- -0- -0- 300 ) Supervisor and Coordinators Coordinators Coordinators and Supervisor Supervisor and Coordinators Supervisor/ Or. Beverly Uhite Printing completed Agenda/Recelve Material Receive Materials Tami lies enrolled in program Conlireiation of site Received materials Received materials 1 1 i I O to 00 03 U3 4k NJ O to 00 03 milM i J UttUMk 1 liAbdUj I O to To evaluate aide trainees Mid point (ISth week) To evaluate each aide trainee Oec. 19, 1989 Dec. ?J, 1989 -0- Coordl64tor$i Vo determine success prograo Began second-part of programs Implementation Evaluation of Aides Provide parents with information to be successful with their children Bui Id the Aides ChiIdren self esteem Graduation of HIPPY Children and Aides reception Evaluate Aides Conduct survey of Parents > print materials Implementation second part of HIPPY currlculiaa print aiaterlal print flyers mass mall out Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Stair will organize Jan Z], 1990 Jan 30, 1990 -0- 3S0 Supervisor and Coordinators Stair In Place Schedule final evaluation of trainees in the program To begin Implementation of HIPPY Program Maintain regular stair Vo assist In traveling expense O Secretary Aides make home visit 10 00 OS UI February, 1990 March 20. 1990 March, 1990 April, 1990 June, 1990 June. 1990 July 1. 1989 July I, 1989 July 15, 1989 (aJ ru Hay 26, 1990 Hirch 27, IWO March, 1990 April, 1990 June 26, 1990 June. 1990 June 30. 1990 June 30, 1990 June 30, 1990 o -0- S,000 200 800 (speaker) 800 (speaker) 1,200 -0- 70,559 16,603 1,255 IO 00 Completion of survey Supervisor and Coordinators Coordinators Supervisor participation of parents materials completed completed consultant fee paid Stair Starr CoordIna tors Or. Beverly White Supervisor Aides o consultant fee paid completion of Program Staff began implementation of program To assist in the implementation of program Fay Stipends t i UI t*1'' H N FOUR-YEAR-OLD LNCENTIVE SCHOOL rROGRAM I. PROGRAM/AREA OVERVIEW N A. Summary of Background Information Four-Year-Old Procram N 4 The four-year-old school-based program was imple- II mented during the Program forms fall the or core program. A fundamental 1988 . of the The High/Scope four-year-old premise of the High/Scope N 5 6 1 curriculum is that children are active learners who 8 II learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of 10 M 9 sophistication corresponding to their development. 11 Precepts of High/Scope have been validated in a 11 II 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 12 13 Effects of the Perry Preschool Program on Youth 14 Through Age 19. The High/Scope curriculum compl e- II ments the 15 home-based curriculum of the Home Instruction program. 16 11 B. Special Needs Educationally-disadvantaged and lower socio- 17 18 I I J economic children often enter the formal education 19 setting without the prerequisite skills and 20 experiences needed for academic success. Although usually highly motivated. these youngsters must be FOUR 01530 21H M provided additional lear. 'g T.e ano s t O experiences to enable them to develop the i r note M tial. Research and ore-kindergarten program c- tices have demonstrated that M early education 4 experiences can increase e opportunity f' r suc- H S H II. cess and ticipants . also increase the self-concept of par5 6 AREAS OF COLLABORATION The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and 7 8 9 aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education 10 11 Program. 12 III. EXPECTED OUTCOMES The High/Scope "key experiences" provide a useful fra- mework that guides teachers in conducting the classroom 13 14 I program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning 15 16 17 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 18 19 effectively. 20 21 FOUR 01531II M 2 . identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. H 3 . work with other children and adults in group planning. cooperative efforts, and with shared M 4 4 . leadership. N express thoughts, ideas, and feelings
to speak 5 about, dramatize, and graphically represent 6 H 5 . experiences in order to communicate them to others. 7 comprehend others' spoken, written, dramatic, and II graphic representations. 8 6 . apply his or her reasoning abilities to a wide 9 7 . 8. range of situations using a variety of materials. expand knowledge of objects, skill in the arts, comfort with physical movement. and I 10 11 u expand creativity. Initiative, spirit of inquiry. and openness to knowledge and other people's I 12 13 II IV. viewpoints. I 14 EVALUATION 15 I A. Information from Inservice evaluations will be marized. sum- 16 1 B. Test data will be analyzed to determine if 17 C. measureable growth occurred. The IRC staff will in student achievement has 18 19 assist with analysis of sum- 20 mative evaluation data. 21 FOUR -iC 015324 II V. STRATEGIES During the 1988-89 school year, the Four-Tear-Cld II Program was implemented in three Incentive Schools. During the 1989-90 school year, the program will oe 4 H implemented in the other Incentive Schools. Ail schools in the District will implement the Four-Year-Old Program 5 N N by the 1993-94 school year. The scope of this program 6 may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan. 7 8 9 10 11 12 13 I 1 FOUR 01533 14 15 16 17 18 19 20 21siiunGifs INKEMCNTATION TIHCLIM o tn tu h AntiMtl Flo FcrtM Aaipoatibl* I9fl9-9O tool: Tr (lur) 01V111 on Currlculua and Special Froqtams I I. t. J. 6. S. U.. (r Io iwlfot tht four-Yttr-Oltf Fraflrwi In the Ho ior tnhincewent School! rro^r/krtt four leifOld OtJCCTIVCS STAATUKSZ ACTirlTKS MSINMIM OATC CfMFiniON OATt COSTS KSFONSIIUITT (VALUATION Identify neu Old Fragram participanti In the Major Inhancewnl Schools Recruit teachers and aides Obtain currlcultan materials, supplies, and furniture Train teachers and aides In the Imple- Bcntallon of High/Scope begin program la^le-aentatlon *. h. Present lplcaacnla-tlna plant In ele- entary principals Conduct adla publicity Survep list nf Interested teachers and aides a. 6. a. b. a. lu o April, IN9 April, 1909 Mar. 1909 June. DOt Juno, 1909 Auouit. I90S lAC sulf foiwl returnrd Ifiiai pi 1600 IRC Staff FrincIpals IRC Staff Ihmun Resources Off ic FirticipanU lilrnlllir A I lit of quil I I led ip. Complete and send orders to High/ Scope Coaiplct* and send nrders to ntndnrs Conduct orientation and uarkshop (S days) Conduct monthly Inservice Contact parents for Farent/Tcacher Conference (preschool) to 00 JuM. 1909 June. 1909 August, 1909 September, 1989 August, 1909 OS UI August, I90S August, I9O< August, 1901 Oo-going August, 1989 bd lU tl.OOO 120.000 Stipends-t2.000 1200 -0- o to Frinc ipals lAC Staff FrincIpals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff ClassrooM teachers 00 OS UI Hitrriils iviiliblr Materials arailablr Agenda Agenda Number of parents al in. Parent/leacber (unlrm. ( I I ] 4 I uuutt K'.aUit O la G> oi 1. SIMHdCS - h9< 2 AmmiiI rita fcoal: 8. INnCMflfTAnOR ll*tfLIN{ la laylaaaat tlx fouf-r-0ld rro<rM la Hx Major tnhaacaat SchooU OBJECTins STBATEdES/ ACTIVITIES 8E6IMIM DATE COHTtniOM DATE COSIS ACSraNSIIILlIT b. C. Evaluate effectIvcaett of Iba four-lear-Old t. b. t> DI * HIon Pro^r evAIUAHM I M ro o to Include (ur-ifr- old cblldreo la Nailer Schedule-* itudeott receive tervlcei of coua- telert. auilc leachert. tchoel aurtet. Ilbrarlaat. phytUel educelloo teachart, aad art leachert Eaiure Hlfii/Scopo key eiporleocet occurrlaf la Um clattroaa Mslaltter (t$f tettt Aaalyie teit date and preHt* report for (AS* Board of 01 ruetort 00 ot Jl,. IMS Aufuit. 1989 Mar. 1990 Juaa. 1990 UI (a) Jimc. 1990 Juac. 1990 Juac, 1990 July. 1990 ru o -0- -0- -0- to 00 Frlacipali Clattrorui leachert IRC Staff Clatirooa (eacbcrt IRC Staff Attoclate Superintendent for Currlcu- lia* and Special Frodraat o UI Hatter Srhedulet CurniuliMa cheitlitl letl retullt (valuation Report I I in CITY-WIDE EAKLY CH :OCD EDCCAT ICN PROGKAM A. Overview For over twenty years, federally funded Headstart and coir.pen- 4 satory education programs under Title I of the Elementary and Secondary Education Act and later under 11 Chapter of the 5 Education and Consolidation Act have demonstrated cons ideracle 6 success in narrowing the gap in reading and mathematics achleve- ment between white and black elementary children. 7 Sut despite these early gains, the school dropout problem and the equally 8 difficult problem of undereducation persist. particularly among 9 society's most disadvantaged young people. I 10 The plan proposed by LRSD for the city-wide early education program will have a threefold purpose: (1) Parenting education 11 I for both mothers and fathers, family health care, and nutritional guidance
(2) Quality child-care arrangements for poor working 12 13 I parents that stress social development and school readiness
and (3) A quality preschool program for disadvantaged three- to five- year olds, with emphasis focused on the four- and five-year-old children. B. Special Needs (Individual District) The National Association for the Education of Young Children ( 1986 ) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program Include: (1) staffing patterns, (2) teacher qualifications, (3) comprehensive services, (4) curriculum, and (5) parent CITY ^C 01536 14 15 16 17 18 19 20 21n participation. These factors will be addressed i.n t.te oeve ment of the city-wide plan. n staffing Patterns. Low staff-child ratios an! ST.a__ group sizes are key components of quality preschool 4 programs. The recommended standard IS a staff/chi ratio of 1:10 ' in a group no larger than twenty ( 20) 5 children as an acceptable staffing pattern. 6 Teacher Qualifications. It is recommended that teachers 7 have college level specialized preparation in early 8 childhood education, as well as supervised experience with young children before they are placed in charge of 9 a group. Paraprofessionals should have sufficient edu- 10 cation and/or training in early childhood education and should be provided with ongoing inservice training. 11 Comprehensive Services. Comprehensive services should be targeted to all children who are economically disad12 13 I vantaged or academically at risk. Comprehensive ser- 14 vices include medical. social, and health services
15 required parent participation
and a program that addresses all areas (social, emotional, physical and I 1 16 I cognitive) of a child's development. Curriculum. A curriculum based on principles of child development is crucial in determining program quality. Researchers indicate that open-structure curriculum models that involve teacher and child-initiated acti- vities as well as teacher-structured individualized CITY 4 01537 17 18 19 20 21n n learning activities to social, emotional, Parent InvoIvement. The achieve a balance of co J ve, and physical development goals. Parent involvement in parent advisory boards, parent-teacher conferences. family ser- 4 vices, and the inclusion of parents employees is as volunteers and an important component of an effective sarly childhood program. program must accommodate working parents if parent 5 6 involvement and overall program implementation are to be 7 tive. In summary. the city-wide program. whether school munity based, will: provide a comfortable. safe, and stable ment
effec- or comenviron- 8 9 10 11 3 3 ensure consistent and nurturing care and education
give the children the opportunity to be physically active
12 13 14 expand the opportunities for children to explore q and meaningfully interact with the world around them
provide opportunities for the children to interact with, learn from, and be 15 16 17 I children
appreciated by other provide stimulation and support necessary for the children to develop cognitively. socially. emo- tionally, and physically in their own time and in appropriate ways. CITY 01538 18 19 20 21C. Expected Outcomes (Long-Range Goals) 1. By September 30, 1990, the initial nase comprehensive city-wide early childhood program will be O - 3 3 mented in Little Rock. 4 2. By October 1, 1993 , the number of educationa 5 disadvantaged students enrolled in early childhood educatio.-. programs in the city 6 eligible population. 3 . of Little Rock will be 80 percent of the 7 I By September 30, 1993 , the Little Rock School 8 District and other agencies in the city of Little Rock will have implemented a comprehensive and 9 consistent program for minority and economically disadvantaged children in the city of Little 10 Rock. 11 4 . By September 30, 1994
pre-screening data at the 12 I beginning of the school year will indicate in the number of children identified a 75 percent reduction as moderate to high risk. 13 14 15 16 i 17 18 19 20 1 21 CITY 01539Annual Plan 1980-89 1989-90 INKtKNTATIM TIKI INC O UI o (OAr) Perton Retponiiblg 0r~jk7erly UHte Cua I. lu cooperat iveTy develop a 0lan for the Inplenentat ton of a city-u i I NIvltlan Currlculcw and Special RrogrMit tor ainorUy and cconoalcally ditadvanlaftd children. I* cowpr*Nnal early (hlldhooN yrofraa Progran/Area prTy^ltdhood _____________ tdcKAl Ion MJICriVfS STRATC6ICS/ ACIIVItIfS RceiNNinc OAK CONPICTION MIC costs tcsroNsiaiiiit CVAIUAIION lu develop a plan for planning a cily-uide early cull dhoud prograra III In It lair the planning Ini III Ihr inplrnental Ilin a tiiyuidr early child liunil piugian lu I.C To receive a lotitr of lupport froa each agency detirIng Io partIcIpale 7.1 Io etlabllth planning prcKcdurct and Identify Aey caauilllcei and chairpertant needed for the plannins pm-cett 7.7 Io Identify appropriate additional repreienlalivci (roa each participating agency for each caaaoitlee 7.3 Io delineate the yoali to be addretted and the latkt to be accoRtliibed by each (oaaiillre. Including appropriate tinellnci Io be net. I. I Io conduct periodic neel Ingt Io re leu progrett ot each connillee. ro o to 00 o> Max. IM9 Nay M. )N9 Hone (cy Rcyrctciilativct Iroo tach ayciKy file record of letlert June IS. ISM July IS. ISM SeplcoAcr I. IMS Seplmdier. IMS UI htly IS. INS July 30, ISM Septca*cr 30. IMS Oeceidier. IS90 w Hone Hone None one o (O (Of Reprcientatlaet frao each oftotf Coy Rcyroicntallaet troa tach afCMy Mey ReyrotentalIvet (roa each asaucy , Ailoc. SupI. (or Curr. and Special Pro-grant O) UI 00 Structured plan (or planning on (He Record ot coawl I lee a^rc Record of coauiillec neidxrt Hinulri ot alerting I J J kMW uumm' 4 O UI Annual Plan 1908-89 1989 89 non aatponiibic' (tar) IWltWIITAriM TlfVlIM Co4 I: for ail ------------------F *leelop a plan lor the layleaientat ton of inority and econoaaica 11 MJfCIIWfS I I C pr^gr. OIvIsIgm CBn ru rAr U& u** laua tnd S><ial Lar licIM icJKood STMlfCIfS/ Aciivirtfs mchminc (MIE coNMnIcEiioM cosn tcsPMsiaiiin ) ? Io Idrntirx (VUIMIIM rctourcci needed by identtried by each coaaitlee, including nonetary 1.1 Io review I he lint dralt ol (he coaipre-henilve plan and Io ate reecmendat loni for relincacnt I B Io lulmit the llnal ^raft for approval to <11 participant Beardi ot Olreclon (ukere appiIcabic) to O to 00 Septnber I, IM9 Septenber M, IM9 -0- Attoc. Supt. lor Currlculua and Special Prooraaii Identiricallon ol C(MBiltre January, 1990 ftbrvrr, 1990 a Ol UI February, 1990 Merck, 1990 co M -0- -0- o Aiioc. Supt. lor Currlculua and Special Pro9raan AllOC. Supt. lor Currlculiaa and Special Pro9r am to 00 o> Subniiiion of lint dralt Drttl tubnltlcd (o loard UI f( I I I SPECIAL PROGRAMS The Little Rock School District has developed and will con- tinue to develop special programs for meeting the needs j of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning 5 Opportunities Program are described elsewhere in this Plan. 6 Little Rock School District/Little Rock Job Corps 7 A...ternative ProgramStudents who are 16 years of age or older and who are experiencing attendance and/or 8 disciplinary problems (long-term suspensions) may apply 9 for acceptance into the alternative program. Students 10 I electing to enroll in the regular education component must meet the course credit requirements while attending school at the Job Corps Center. 11 12 New Futures/Little Rock School District Homework 13 ProgramThe Homework Program will provide Homework 14 Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in 15 the ai^s of English, mathematics, science and 16 social studies. To be funded by the city of Little Rock busi- 17 ness community, this program is scheduled to begin 18 during the 1988-89 school year. 19 H Little Rock School District/Arkansas Power and Light 20 Company Summer Science InstituteThis is one-week summer enrichment 21 program which provides science activities and experiences designed to generate an 27 01542 ainterest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, 1 I J civic, professionals Zand other organizations will be an ongoing resource for special programs that are designed to provide diation and motivational experiences. reme- 5 6 LRSD and the Joshua Intervenors are now involved in discussions with representatives of various business organiza- 7 tions in order to secure summer jobs for LRSD students who will 8 participate in a summer program which will combine academics and job opportunities. 9 10 11 12 I I I 01543 13 14 15 16 17 18 19 20 21I. Overview SUMMER LEARNING PROGRAM I 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 I 6 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: A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 10 2. Counseling services provided through two (2) JTPA coun- selors. 11 3. Motivational and enrichment sessions conducted on 12 1. a 7 8 9 I weekly basis. 13 I 4. Computer assisted instruction with state-of-the art 14 5. software in reading and mathematics skills. Positive interactions between teachers and students with 15 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 increase the 16 17 18 19 number of student participants. If not filled by those students 20 who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having dif21 ficulty in reading or mathematics. All classroom participant 29 01544q I slots should be filled in both the morning and afternoon sessions q with both JTPA certified and non-certlfied participants. The counseling staff should be increased by twoone male and q one female. In addition, a psychologist would be contracted to assist those students 'who are having serious problems. College q students will be hired as instructional assistants. with one (i) assistant available for each teacher and three (3) clerical aides 6 will be added to the program. The college-age instructional 7 assistants must be returning students or twelfth grade graduates who are college bound. 3 a I I 8 9 This program model has demonstrated its potential for increasing student performance levels by four (4) or five (5) 10 grade levels as measured by the Test of Adult Basic Education 11 (TABE). A significant factor has been the utilization of highly motivating, competent and caring staff members. This program model has been effective because all of the components have been carefully blended. II. Goals 12 13 14 15 q 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 participation. 16 17 III. Evaluation and Monitoring (Process and Responsibility) 18 The pre and post test results from the Test of Adult Basic 19 Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. 20 21 30 01545udluul J >1 Aniwtl FIm 1909 - 1990 M p Person Coal: aW>H0 ot pou9jy ! tr*l< liMWr youln IKK (Tar> OlvItiM JIPA - Slop OUCCTIVfS Io lest all students between the ages of 14 > 21 that are certified by the City JIPA I. t 'r Prograos to deterolne naiNer of sludtnls that would have to enroll In tho prograo for readlnl or auth. Io use (lassrooB training anc the computer lab In the learning process. Io set up field trips of cultural events, children shows, art center, and visits to sites of Interest to young people. Sponsor a luncheon talent show where students could perforo and eaprcss talents. I I o I I tn 0^ Trf having probicai In mdlnj and aath ProgrON/Aroo Suaaaer learning OpportunifTAT PPP^riN Wernr? STHAnCICS/ ACTIVITIES KCimiM GATE camnin BAn COSTS iSFOMsiaiLin EVALUATION To group Iho ttwtfonta according to test scores. I.e.. slow learners together. O0/OI/S9 oa/3iza9 t 75,000 QlrXClfiCM'll o^trstt the overall prograo. Ai^lnlstratlve Assist I. Teachert would wort with each student on a one to one basis. Tutor aid would be used t< aid the teachers sdten available to help the verj slow students. J. Tcachen would alto have to properly aotlvato the students to ancouraga hla/her to want to learn. a. Give students faith la his/her ability to learn. 5. To post-test at the end of prograa to see the growth differences gained by each student. ha NJ O to 00 OS a UI M o Ongoing (valuation Is dono Irathert evtrf two weeks on Standard JIPA evaluation to which Is kept bp the City o will asslt tM OIrecto o<*c( and handle all office duties and aianage the office. Counselors will setup . sessions for Indlvl- ' dual counseling with students that arc . having problcos. tact parents when necessary. M: Con- closely with teachers. Help setup group cosMSelIng sessions. Teachers worn with stuAents to help them la*rove In reading anc noth. fkatlvate and encourage the* In the learning process. Tutors will assist the teachers In the classroow. help the slow learners. to 00 OS Teachers will keep dally *ekly evaluation reports or o each student In a personnel folder. Students will be perwitted by teachers to review then evaluations, discuss, sign, date and write any coaawents that they ailght have.I ASSET PROGRAM 4 I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available i during the regular school day. Participants meet individually 7 and in small group sessions to receive concentrated assistance in 8 reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of cer9 tified teachers. A motivation component is integrated into the instructional model. 10 a I Well-planned instructional activities are 11 r I complemented with materials. a variety of multiethnic and audio visual 12 During the 1988-89 school year, the program activities will 13 be implemented at four (4) junior high schools. The program 14 model has been revised to include more non-certified students to 15 participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the .opportunity to participate. 16 17 To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social 18 19 skills of every "at risk" secondary student in the District, program should be expanded to address the following needs: the 20 three existing junior high populations 21 are not 32 01547 1.I :X 's 3 receiving remedial assistance
2 . the location of the remediation sites prevents access by some students to the services
The "at risk" 3 . students need life-coping and life- planning skills essential for success
I 4 . the "at risk" population is not restricted to stuM N I II. dents only in grades "at risk" seven, eight, and nine, but students in grades ten, eleven and twelve are not receiving the needed services
the lack of wide-spread parental involvement in the program prevents the occurrence needed home reinforcement. Goals of the critically 10 I 11 7 8 c 9 By the end of the 1993-94 school year, the JTPA/ASSET Program 12 I M is expected to achieve the following: The services of the program will be available to all "at risk" junior high populations. 13 14 N I 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 15 16 17 standardizsd test scores and grade reports. Participating students will demonstrate an increase 18 19 in self-concept. school/social adjustment, and goal 20 orientation. 33 01548 21 1 I Iq q q q q q q The services of the program will be available through esily 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 stu- dents will be reduced. The on-the-job training received by the economi- cally disadvantaged tutors will improve their academic 10 achievements, self-concept, and goal focus and, thus. 11 Increase their opportunities for future employment. 12 III. Evaluation and Monitoring 13 7 8 9 q The activities of the JTPA/ASSET Program, will be monitored by the District's office of JTPA/ASSET Program and the Division 14 of Curriculum and Instruction, and yearly evaluation of the 15 Program will be made, using the following data: 16 q A. The number of identified "at-risk" students grades 7-12, 17 B. C. needing the ticlpating
services compared to the number par- 18 Standardized test results of the participating students
Academic performance in regular classrooms according to 19 20 nine-weeks grade reports
21 01549 34D. I E. F. Absentee records from the home schools of participating students
Number of school drop-outs
Follow-up reports concerning employment and educational activities of participating students who exit the program
G. The number of parents involved in parental/home reinforcement activities. 7 8 9 10 11 12 I 3 13 14 15 16 17 18 19 20 21 01550 35 I AAnnual Plan aim 1989 M (**r) o CJI Cn jl^ timtUl INPIIMNIATION TinClINf Person Resiwnsibie nose ijouglas Io eapaiid (lir~JIPA-ASSl I Ir&gran to Include the prograai in all Junior high schools eicept Mann Magnet Division JICA ASSI I Proiiram Goal: MJECIIVES STAAIteiCS/ ACTIVIIICS BCGINNINC DAU COHPirilON DAU COSIS RCSPONSieiLITT Progran/Area f*tended luToi'ial Trogram (VALUAIIOM I Io continue JIPA-ASSd "rogran In cilsling lour nior high schools to ..rovide renedlatlon In reading, aulhenatics, and conputer-asststed Instruc- I ion 7. Io Inplenent the above program through remaining non-amgnet Junior high schools I I I CJ PO Identify students needing services * Advertise and enploy counselors Advertise and eaaploy teachers Advertise and enploy tutors Order aiaterlals/tuppl les Schedule/Inplenent hone transportation Identify students needing services Advertise and enploy counselor lU o to 00 Septenber I. 1909 Septenber I. 1909 Septenber I. 1969 Septenber I. 1969 Septenber I. 1969 Septenber I. 1989 Septenber I. 1969 Sepirnber I, 1969 OS UI A Scpicobcr 30. 1989 Nay 31. 1990 Nay 31. 1990 Hay 31. 1990 Ongoing Ongoing Septeadter 30. 1989 Hay 31. 1990 00 I -0- {37.464 ({16.737 per counselor) {16,696 ({7,11? per teacher) {36.019.70 ({643.70 per tutor) {6,000 ({7,000 per site) {6.000 ({7.000 per site) -0- 137.464 (tl8.73? ptr counselor o to local school counselors Director of Personnel Director of Personnel Director of Personnel Director of JIPA/ ASSd Director of frans-portatlon local school cowdtelor Director of Personnel 00 Class rosters Sinned contracts Signed conlrac ts Signed (onirar is Materials reteived Busing schedule coagilrlnl Class rosters Signed Contracts II UulMi J iHUUlBj Jhkititui JttVMAI ( O cn cn KJ nnu*1 Plan 1969 90 oerson Besponsibie Hose Dyjglas' Loa I: Io eapand the JIPA-MSS( OIJLCIIVTS ?. Continued I I CO ro IHPLCMCNTATION TIMELINE (Tear) Igran to include the prograai in al) Junior high schools eacepl Mann Magnet Division JIPA ASSfl Program Progran/Area TaTfivTed lutorial rrogram STRAKGKS/ ACTIVITIES BECIIIHINC DATE COMPLETION DATE COSTS RTSPOMSIBIIITT [VALUATION Advertise and eaploy teachers Advertise and en*loy tutors Order Naterlals and Suppl les Schedule/lagjienent Hoaae Transportation h O to 00 SeplenOer I, 1909 Septeirfier I, 1909 Septendier I, 1909 Septendier T, 1909 O) UI Nay 31, 1990 Nay 31, 1990 Ongoing Ongoing bO hO 119.672 (t2.ll7 per teacher) P7.OI4.4O (tt43.?O per tutor) 16.000 1)2000 per site 16.000 (12000 per site) o (O Director ol Personnel Director of Personnel Director of JIPA - ASSCI Director of Transportation 00 Signed contracts Signed Ci.nlracls Materials received Busing schedule compleled I -.1 -nnull Pl<n 1989 90 r'son Ruponiible Hose uougllT (.041: o Ln Ji LJ jmu (**r) 1o fpn<l the tounseling towponents OBJICIIVCS I. Io provide more Indepth and group session 'ounselIng I I (Z JtMtMill kUMtt] IMPIEHCNTATION IIHELHK Division HP* ASSf I Pt(iqr*m Program/Area ( atended 1u(of >n~ Proqram SIRAKClfS/ AC1I9IIIES BEGINNING OAIE COHPIEIION DATE COSIS RCSPONSIBIIIII (VAIUAI ION Advertise and cagiloy additional count selors Revise ealsting counsel Ini progress to Include emphases on llfe-coping and IIfe planning skills lagilcment atiove skills hi hJ O to 00 Scpteadier I, 1989 September I, 1989 Septenber 30, 1990 o> 5 Hay 31. 1990 t3B,46 (tie,737 per counselor) Director of Personnel Signed contract Septeaber 30. 1990 Ongoing w -0- 13.SOO BMt-erlals (ISOO per site) PO o Director of JIPA-ASStl Counselors to 00 Developxent of program outline Student Involvement in identified activities 4 I a i SCHOOL OPERATIONS The Division of Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregatio.n plan: Organizational structure Discipline Guidance/counseling Internal Integration Extracurricular activities 8 Evaluation/testing Staffing 9 Planning/implementation 10 I The Division has established the following goals: 11 A. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. 12 B. To provide a climate in each school which is based 13 on the belief and expectation that all children can learn and to provide 14 resources necessary to support and effect that belief. 15 C. To develop and implement policies which influence school 16 climate and improve discipline and student attendance while meeting individual student needs and learning styles. also 17 D. To provide guidance and counseling services which address 18 students' needs
are supportive of strategies and interventions 19 to enhance student success and expectations
and provide com20 munication to families of students, 21 39 SCH 01554E. To provide guidance and counseling which makes students aware of their options
and assist students to acquire habits and attitudes necessary for success in school and in later life. P. To monitor student class ratios, instructional and teaching practices to ensure equal opportunities for all students . G. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities. H. 8 To assess the results of school practices, paying special 9 attention to their impact on minority and disadvantaged students. I. To review and assess testing practices, formats and 10 results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give school principals sufficient authority to improve schools and to advocate for students. 13 and to hold them account- able for results and opportunities for all students. 14 K. To review staffing patterns and staff assignments in all 15 schools and district divisions for equity. 16 L. To establish recruitment programs for representation of minorities in all positions in the district. 17 M. To ensure school wide planning, individual student acade- 18 mic achievement and to address disparities, student success. Individual needs and 19 20 N. To provide staff development on an ongoing basis. 21 SCH 01555 400. To provide information to parents in regard to topics 4 relevant to increasing student access to opportunities. P. To collaborate with PCSSD and LRSD in regard to aspects 3 Of the plan which will facilitate and enhance efforts. desegregative LRSD will establish programs as described in timelines to accomplish the goals set forth above. the following 8 9 a 3 2 10 11 12 13 14 15 16 17 18 19 20 21 SCH 01556 41INPICIKN'ATION IIMdU e -'nb<) Plan - !'son ica I: Responsible J.__________ 1969-1994 (*r| SuperTntendent/Assoclate Superintendent _____________________IiLauuuii-Aa_Jii^nLzaliiifuUL_iUuUtiC_ktiiULJiciuiili_cuuiixjiL opportunity and of access n 1 wI % ion Si houl s Proqr4M/Arr* IndividuA I ii hiKiI', . 2. ). O UI Ul 0>J[CIIV(S SIRAUCKS/ ACTIVUIIS BfCIIININC OAK COMPtEIION DAK COSIS RispuNSieii in (VAIUAI iUN Io review organizational structure In schools and central offlcf to ensure sufficient support for students and staff success and for inpleavntatIon of the desegregation plan 1o provide Inservice to raise staff awareness/ eupcctations of equity concerns tor students Io provide prograas which raise parental awareness of district structure, policy and prooraas and ways Io access lliea I 4 I I hO Appoint school based biracial coanlttccs to onitor InplaaentatIon and data Appoint a district wide biracial coMlttee to nonitor distict wide desegregation efforts and data (stabllsh a reporting systen Inservice cycles for eaistlng and new staff regarding
* effective schools teacher eupcctatIons working with parents al risk youth * learning styles Him-seninars at PIA nectings and in the conniinity ro o to 00 m June, 1989 June, 1989 August, 1909 June JO, '89 ! o, co Ongoing Ongoing Ongoing Ongoing PO o to PrIncI pa Is Associate Supei iiileiiden Associate Soperintendenl Sc liuu I s Associate Snperinlendenl Oesegregat lull Assistant Siiperintendeiil Appropriate Associate Superintendents and iltll ol District Stale Deparlaeiit of I due a 11 on District Staff PIA Cuiinc 11 (liM al and area 1 Sumey ul sljH jiid ........... Repiici Illi Ilie III cai 111 cuavai I lees Rosier itl leailiecs P4fI ICipatlog slat! Hala based 1*411 hvi-vm'hI . Ill lari)eted '.ludinl Scliiml s l.tlrnd.ir sIiohiiui pi ii<|i im lie Id Uiisleis III .11 ii'iidi'i-. I I' 00f O (n Ol m |H 1 '.(i Plin 1989-1994 (tr) lUUiMi ZhUlUi I IKPLHK7A7|OK ilHELitt -I'lcr. Rtsporsihie Superinlenrtenl/Assnriite Superintendent u-1 : I- Icontinuedl____________________________________ MJECTIVES SIRAUCKS/ ACTIVITIES BECIIHIIHG DATE COHPIETION DATE COSTS R(spoks:biii
> Ou 111 on S< lino I s Pro^riai/Aic* Indiwidml Sciim11 tVAlUAIlOH Io aonitor school stinderds to ensure high guellty education for all students Review of <U School aonltorlng visits I s M M O <o 00 a> Present Ongoing Assistant SupennleiHlenl PrtncipAli AssisUnt Superintendent' le$liny/(vjlualtun. s CdleniUri of visils s Nunituriiig reports UI o <O 00 I I. I,11 J sUUUi, iUllUU iUitili, ssAWl, itiOllll I IKPL-H-K-AIIOM 7lMi
i
t .IIIISIII I 2. o Ol Ol <D .('* Plan 1989-94 (Vtar) iff. 8*portibi 2110tiate Superintendtnn 08J(CIIV(S -------- --------------------Vo cllaate in each school Uilch is based on the Itelief and capectation that all children can learn and to Provide education to staff and patrons regarding school culture and positive school cllaate Honitor school cllaate nd resourc* allocllon i i K> 9v:$ ion Pro^r4A/ArrA . SLiintil s______ provide resources ntcentrf to iupporf and ellert llial hr lie/ STftAUGKS/ ACnvHHS BtClimiNG IU.U COHPlCnON OAK COSIS p(spoks
biii
y (VAtUA]ION PIA Board and general acetlngs to have educational conpoaents re: cliaute and eipcctatlons Use of fhanncl 19 to carry ttrief acssages to stall re: eipecta-tlons, working with at risk and disadvantaged students
and creating positive cliaatc Monitor facility, staff aorale, student achieve-aent, status of aedla center books and aalerlals (nhaxe eguipaent, supplies and awtcrlals In buiidings PromOe stall develop- ent and intervention plans as needed to 00 o> August 1989 August 1989 June, 1989 UI Cd Ongoing Ongoing Ongoing Video lapes Staff liae Purchased prograas ASCO etc. Approalaatel IIO.UOO per year o to District personnel clesignaled by I he as Agendas u( aetings Associate Superintendenl s Measurable lagirnveavm % Assistant Supei tntended!s PrifKipals Media Supervisor Idem tiled disiriit Stall oa on individual siIhniI cIlaates Hepni ts til Stipi'f V I'.I Assistant Super ml endenl s .<>1 Stall Develnpan-nl Mu.in Inal lly III I dlH JI I. Sin ve, Hesiil I s Ml I I I UlMin. I|ML:rt ) 4. O Oi Oi O .l\ Plan 198994 (Ttir) sir. Besporsibie Associate Superintendent II:: II. (continued) UJiC lives STBATCGKS/ ACTIVIIKS BcClllUINC OAT( COHPICTION OATt COSTS RTSPOKSIBII ITT DIV IiI on StIhMils Progrio/Are* Ium.H_____ [VAIUAI ION Io work with schools to help then design prograas Hhlch aeel the specific needs of theif students establish a prograa to faalllarlic parents with school capectatlons and to build a partnership with thea I I I cn NJ Provide resource assistance to school staffs Provide planning tlae and forauts to school stalls Develop school profiles which show coaplete data pictures. lor laproveaent Set goels Sliare schools objectives disciplIne policy, standards tor testing, placing and proaoting students Involve parents as full partners In planning at school lur student growth and success NJ O to OO <J> June 1989 Ongoing Io be deterained -0- -0- -0- -0- US 4^ W NJ o to Division III Schouls And Curriculua Olviiiun ul S<Imm>I$ School Principals and stalls Pnnciptls, Strll Principals, SlJlI. PIA Bojrd, patrons 00 I Coapletlun ol Prograa Designs ScIksoI prill I les and aom lured buildiini pl .iii . l)<*plii|iaeil( o( 4llil sImi iii.i III st Ikki I based iil> (n i i disc I pl me pill II irs el> Sl Jl IM II 4l in Miident bc-liaviin ai liieveaent .111.1 I J J JWIHt, .vuuih, jIli.lUA, liuivift, tStViKI., I rlen 1989-94 (V..r) !-:r F.tiportlOi* _ Aisocijte Smxrintemijntt
11
III. OIJCTIV($ I 2. J, O Ul o> I giiavtU., IKPl-KiirkT-OK ---------------------------------------------------lo-lktcluu and JMletamalitLleS tdlicb enhanre srlinul sl!mals_ n<i iB^irovc itutlent discipluic And AltcndAncc Mhi| 4I&0 Meeting indivitluAl 9 i V : $ I on ___ S( ImmU 5______ Pro^f_________ h>(liitkjAl St ImmsI , Iierdi 4111I leiriiiity styles __ ruuiLuCtiiuc^ STA1:GIS/ ACTIVIIKS a-:CIIHI|HG CAI COP.Pl(TION DKi[ tosis rSPOKs:B!iI7r (VAIUAIiON Provide Inservice training to district personnel on discipline in a desegregated setting - Conduct Inservice training on discipline management la all local schools Provide (ollou up training lor new stall on a regular basis August 1989 August 1989 rll, 1989 Ongoing Approaimately tlD,DUO Director of PupiI Services Building Principals Assistant Superinlenden Consultant s -0- Bill Iding Prior ipal s Director ut Pupil Services Provide inservice to district personnel on behavioral styles and learning styles ol students ol divergent backgrounds Provide a committee to review attendance and discipline policies and datum on an ongoing basis to ensure eguity ol policy and polIcy administration I I I 1 i^ a: Provide training (or school based Inprove- ent teaas (to involve start and parents) uho will train sla(( at the school site with annual maintenance Committee and sub- CUMitlees Io Include principals, stall, patrons, students Ion the secondary levels) and at least one (I) Board member to review Io review data and recoivvend modi lical ions lu meet student needs and district needs ru o (O 00 Spring 1990 Ongoing 1989 90 School (ear O) Ul Spring 1990 Ongoing Ongoing 'Watch dog* committee $8,000 $10,000 42.000 NiniMl Student lUndtMHSk s tlS.OOO jnnue11y o <0 Associate Superiiileiideni Consultant (sI In -District CooperatIve Idenlifieil sl4lf AssocKle Superinleiiileiii s Principals leathers Director o( Pupil Services Patrons 00 ( I 1 .llWlli, itviUa .miKaU^ I I pUUili.. IKMltia I I .(i rlin I9S9-94 (V..r) l.-il: in kanUniMdl OBJECT HIS STRAItCICS/ ACTIVIIKS . 5. O Ol Ol IO iKniit-KTAT-oK
:k BsCIIUCING DATE COKPIETION OAIE 1:' 01 V:11 on S( fllMI I $ ? r o^r tm/Kf 11 __I nil I vIduJ i_ S* liDnl , Pupn~~^erii it ys COSTS KCSPOKSIBil i
v EVAlUAIEON Appoint joint canalttee with PCSSO and M.RS0 Put In place alternatives to suspension across the district with al least one such intervention to be placed at each school Establish a school based student discipline and attendance Incentive systea at each school I I 1^-. NJ Review attendance and disciplinary policies and conscguences Develop school based discipline plans (o be reviewed at district level and to include suspension alternatives (CCectiveness of these alternatives to be regularly assessed Review research and develop rewards prograa such as recognition, tangible Incentives and awards will be Individual to the school lapleaent prograas NJ o u> CO 1989-90 School fear rail 1989 Spring 1990 Call 1990 o> UI Ongoing Ongoing fell 1990 Ongoing U> NJ -0- Appromiaately 1600.000 (1st year) Cust wl11 increase over tine Cost of research aaterials Approi ISO per scliuol (ur periiMlicals Iprufessiunal o o Appointed Stall 3 Districts (see col labral iim conponeiit) AssisunC Superinlviulenl > Principals ScImioI Based Stalls Prinr ipils/SUt I AssisUnt Super iiilendeiil s VIPS Palrunt PrI nripa I s Sc lino I sial 1 s 00 Review and revision ul In distrii I al tendance ami disciplinary policies I >1 stance ol al tei nal ii plan III each buildiii*) SI al I SI iral dal a In SupporI validity ul plan an<J lagtruweaM^nl III Il S( I pl me anil birhav inr 1, ,1 IIUUMh, alltWh, oiullb fl I I a I I I O ex <n o> IMPLiKK'AiiON llHi:i: ,
P> lW-9< (Vt*r) i, i I: ttr. Rctpodibia Ai^ociflte Sunef inteiutentt lih__tccntIwucOl OBJICIIVCS SIRAICCICS/ MTIVITKS acciiwiNc 0A1C COHPICTION DAIC COSIS RCSPONSiBIl IK Oivision_St liuo I s Proqran/Area _buliyiiJual iUlUul. __________________PuDtl Servites (VAIUAIION Provide counselIny Intervention for students ulth chronic disciplIner/ end/or ettendence problcns I I I ac hO Activate discipline/ attendance Intervention tCflan At schools. Nn- date the pupil services teea to do annltoriny end Involve the counselor ulth students uho have disc IplIne/attendance problens. Involve perents in the teM process reysrdlnq (heir children Ihrou ' attlinqi/conftrntcti ho O o 00 o Iflll 1990 (flll 1989 m 00 Ongolnq Onyoiiu) M Io be deternined -0- o o Principals Guidance Oeparlnent Director nf Guidance Pupil Servites BuiIdinq Sial Is School lledtih Servites Print I pa I PIA Oil i< er PIA Count 11 Counselors Sthool Intervention leans Sthool Health Servites I 00 fternrds of toonsei iicj iiitervenl ion UtM ords ol pdrcnl/Ic.im inwol veaunit Sidl I si K dl ih i I I'.lir 1(1 sluileiil d(IHitiidii* dl st ipl litdi y I cl u I .11 . i
I,^UUUb AtUttMft, kivnw, iHslilh, ^isiiuU. fl MhiUXf, .UiiUit tUllM- J UUSi.., s .MiJUVUi AHUUAi llUaUtaj a 2. o UI Ol lKniKk"Ai:OK
:r.t:i
riw i9ej-y< ,:r FtsporsioVe ^Diyuiua (urSthpuls ' _1. I
OBJiCIIVCS InPom students n^all opportunities available to then and encourage then to take advantage or these opportunities (take parents partners In education ol their children by naking Inlomation accessible to than and keeping Ilian Inforned I I I i
^ co (Yor > ------J____________!"4!fy!de guiilance/counsel needs
are supportive olstrategies and JOa lefvms >diu.luddress_j(i^i.lual stu.lent inlervent ions to enhance student su----- Cl, Sion ?ruiri/A nd prov.de cou...cat.on to (..l.,s"^? SIRAItCIfS/ ACTiVlIHS aeciMiiNG OAIE CO,Pl f 1 ION DAU COSIS KSPOKs:B!ii
r (VAlUAIiON Publish ilotuatnt Annually which lists Iinncil aide, vocational Md higher education opportunities (or all students Encourage students to take advantage ol opportunities open to then Hold a coaeunlty educational neeting each year during the spring to inion parents of currlculun and student opportunities (to Include co- currlcular opportuntlesi Provide written infornaliun to parents regarding curriculun and student skills Staaer 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing M o <A 00 OS UI > CO M-S.ooo per yeer -0- Appro*inalely tlB-PU.OOO per year o (O Counselurs Director ol Pupil Services Vocational Director Principals Counselors Oirectur ol Guidance Assoclale Superintendents Divisions (if Cure iculiin an.l SclUMIIs Bui I,Il ng Pr iin ipa I s 00 Pulll IC4I lull ul iliH IMh'iil St4lI stir4l iiM rrjse -nunlr uf stwlenls. particularly aiiuiriii sludrnls. reieivin., I IllitluHl did 4,1,1 prucerding mtn ,>usl Setundary educaliun Hosters l m et II,.,-. (
.li rliH 1999 94 (Vt*r) ^fltr. ftsporiibia Associate Sunerintendents
: 11
IV. (conttnuedl_________________________ OIJiCTIVfS STRAIrCICS/ ACTiVIlKS 4. S. o Ut o> u> iKPLiHiK'fcHOK
r I ' i t
I ion Pro^ran/Arca Individual Sch.iiil*. ________________ GuuUdac______ B-CIMIINC OAK COfiPlETION DATE COSIS KiS?0KS:8!l i
< (VAIUAIION Io make stinlents aware of ettucatlonal and post educational opportuntles Create coanunity linkages to assist students In need of special services Create <ca<lelc Intervention strategies on a school basis I I ocn Shills and caiploynent fair to be held annually In conjunction with business coaunlty through ford Collaborative, Mew futures Initiation, city, courts, publIc and private service providers. provide school linkages with guidance staff (or student special needs interventions (ach school to put Into Its annual plan a designated set of interventions Io help increase student academe success e<: Peer tutor Ing Vulunleer lulors Spring 1990 1909 90 School Vear Ongoing Ongoing Ongoing K> o u> 00 O) Ul 8k w ro Rental ol space to hold this If necessary Vac a 11 luia I I ear her s Counselors Volunteeis in Sduiuls PIA (pluyaent f^lr Student AtteikjAih e -0- Naler lais/ Suppor t Supplles o (O Counselors, (aeculive Director Nev futures, IRSD Casey Courdinatur Associate/Assislant Superintendents Director of Pupil Services Principals, Slalls of Buildings Ass I st ante Iron Divisions ol Schools and turriculiin 00 ( cl.Ih I I Sheil (IMMUIIIIy I iiikaijes Auoual pl.ui .111*1 .iiiiiii.il ew.iliiat loo repiii I < u|Mr I s loos I I i I mb, .k^kuu> O o> Ol Ol J tuuiu kUUit UMUi, < I i rfU4ti44 iitnni: -ftiTOUa
] Ji 1 Fb 1989-94 (V.r) i'jcr. F.tjporiibit Atiocute Suatrmtendents 08 JtClIVtS I. 2. lKl-KirAT
9K TIE I' 1 ? t ion Si III 111 I s ______ !_pf9!!j_uuidance/counsel inq which asiii 1 i.sIudenLs_lo_?rguire habits and altitudes necessary (or progress in sctioul anil in later Trie. I SIRAHCIES/ ACIiVlIKS 3-cii:hins CATC C0P.Pl CHON OATC CCSIS KiSPOKSIBil17 (VALUAliON Provide alnl-courses lor students in study halls, letting skills, and precareer skills In a sequenced prograa beginning in grade 4 and through high school Reis* euereness of student or future career options I cn M Nlnicourscs to be developed In sequence beginning ulth grde 4 Provide teacher stall developaent in the use ol currlculua ol these areas (Ise of resource volunteers in disses ind issenblles beginniihi in eleaentiry schools Io address career options NJ o ID 00 <D 1990-91 School tear 1989-90 (Pbese In) Ul w Ongoing Ongoing ro tl-2.000 per yetr printing costs t4 S,000 per rear stall developaent costs and stipends -0- o <o Classnxin lecihers, VIPS, Guldance Counselurs Currlculua Sul I lejcher Developers ol (he ainituurses Icichers - grjilei 4 on 00 D(ve lofiaent ol aiiiicuurses Sliiili'iit part i( ipji lull III these (i iia|iara( I ve luvu.i i . Hosiers ul Vuluiilvi-i I 1*^ 1 4 lUUUh. *auu*, iUWUti lUUUtA, HUUtU mniicirKTzOK tikeu.e "-Il ill" 1989-94 (V4r) i'icr. Etsporsibie Associate Sunerintendents ir*l: VI. __________________________________ Nonltor student class ratios, instructional and teaching practices to ensure equity for all students. Division _iLhuulS_________ ?ro^r t 4 Indi w it|u4l St ImhaI , I. 2. OBJiCIIvn STRAHCKS/ ACTiVUHS SECIfiUlHC OKIE CQKPIETION OAU CCSIS res?oks:b!i I
EVAL UKIiON o u Oi Achieve equity In clss structures by gride end by subject erea Achieve egully In student instructlonel prectlces Achleva rgulty In lexhlng mIImmIi I I i (71 NJ Review class ratios by subject, by class, by teacher on a seaester basis Address disparities with Intervention activities Review grade distributions by subject, by class, by teacher on a seaaster basis Address disparities with Intervention activities Provlite Inservice assistance to principals and teacher( In refereme to variant learning styles and effective aelliods O (O 00 o> (edulcly ImediAtely 1989 90 School Year cn co Ongoing Ongoing Ongoing ro -0- -0- ts 6,000 per year for trainers o <D PrincI pa Is Assistant Superintendenl Associate Superintendenl (Sc huu I s) Hunilurinq ol r^ltus And student ouUue$ PrintipiIs AiiisLinL Superliilenileiil . Associate Superintemleni (Schools) sulf OeveliiiMiriil. Personnel, Prim ipiIs Assisliiil Siiperinleiiileiii s Assixeile Siipi'i lillnlileiil s 00 Non I luring ul wjMvi SI heilules AlldiuUfiie 4l Imeiwii,- I liSM DIM Vl SI I .11 ItillS 1I. 2. o cn o 00 I** 1 I iOUlUi, J bVUUUa, 1 IMUk, J ^lULtUl .i'l FUn I9S9-94 (V.tr) i
r. Fesporsibie Associate SuperTntendents I
VII.____________________ Provide ^nil OaJiCTIV'S STRAHGItS/ ACTIVITIES IKniKiKTfcT-aK K ri ------------. ------- rnsure uoportunit ies and enrourageaent to all students to participate in eatracurricular and co-curricular -* ------------ eclivities tjn i ion S< tllMlI $ Pro^raa/Arra J^i^idual Stiiuul . _____01 ret lor u? Alhli1 I. 3iG KlUINC OATt CaPiPlfTION DATE CCSIS K[sfoks
b!ii
y (valuation Infora all students and patrons of co-currIcular/ Use of aedl* ind press {tracurrlculer Activities Send printed Infonu- vtliable for students and of participation requlreaents staff recrullaent of students to participate I I I cn CJ K> tion to parents Hake clear publIc address systen announcenents to students Use coeaeunily agencies such as churches to assist ulth recrultnent Individual staff contacts uith students encourage involvenent Staff shall specifically recruit fron anong students HtM do not typically participate in particular activities o <o 00 OS UI Onpoinq -0- -0 hd o (O Coamnicit Ions Ue|urt*eii| t ny- > A * I < Principels Staff PIA Board Athletic Uirectur Individual StafI Neabers 00 lug ul , awdia usage, nthei cuavaunity student cuntacts tiw|iai al ive review oi <1414 iJ4f <11 liij litifiili (l( .ipplMjols .Hid Ik i pjr ( n >p4iil s by I Ji e d I i J V,aiU L 4. O u> at <o J in 1989^4 mutiA, J kVUUU ir J ! 1 porsio'ie Assiicijie iupei Intenilents *! 11 ._.(cun( inued) 03J:Ci:VS >iRAi-C:
S/ ACTailliS : X G . lilJ! Ku CAT-Jtillniit I J i h. >1 I >1111 II I il 2t ca.Pii
ioH DAi Jis?oi
s:r :i
:v VAit
>i ,011 Increase student parliripalinn, particularly ainnrity student participation in co-curricular activities PrnII Ie student involveaent in eech club or ectivitf * 0iS4qqreq4le pert ICip4tion d4l4 Bevel01 sciiool based recrullaenl plens 0 Prini ip.il Still I Assisliiul 'tupii iiilemlenl *'*.N i k Mi l I . -. I . >1 p.ii I II ip.ii I.Ill III , llicl * |i I v<* Rraovel ol 4II berriers lor stuilents ubo Hish to P4rticip4te in eilrecurnculer activities I M Provide 4 district Ir4nsporl4lion pro9r4 lur student tr4nspurt4tion Proviile 4 proqr4a lor student 4ccest to equipaenl/uniforas etc. needed for p4rlicip4lion 4l ainiM4l cost lu o (O 00 O> f^ll 1989 (411. 1989 I Ul Onyuiny Unquiiiq t9 per bus run plus $ I.SU per I Ie 111 lie delerained neppiiilent HI |irih|f 4 invdlvhU o (O Suppurl Sei V lies Assisl4nl Super ml endeiii s I secunildri I Assoc Ute Super ml endeiil lA'seqreqal mu 00 ( I I* kUUM, MUh, ^iUIHiH sUsi>iiU| 71 in 1989-94 s'jrr. F.eiportioic (Vtir) I. o Oi o I: Will. OBJiCTIVCS J J ir.iiici
'fc
:OK
KiL:i: Asiociite Superintendtnti Develop school profiles <<4ilch provlite overview of chool success or Ils lapect on stuitents so Ihet chenpes ehd/or Interventions can take place at necilcst I I I tn tn IO STKAIiCliSZ ACIiVITKS Profile school by: JBJ 1 nrinr' **** results ol school practices, paying special atteniion to their lapact on ainority and disadvantaged sluJenTs ~ * grade distribution attendance disciplinary outcoaes * test scores * student Involvenent In school related activities course enrolInenlsZ special prograa enrollaenls Data to be dlsapgrepated by race Provlite lor <leelo|iaenl ol iml lplnwnt4tlan ol interventioti striteqics Io iddresi ilisp4rte siluAtioiis Milh specific steps lur le^truveaenl ro o o 00 o> C11
sion 7rocrca/ArfI 3:G|imlN6 CATE COKPIETION DATE CCSIS KiSPOKS'.Bil i
t (VAIUAII ON laBediilelr On90ing -0- Assistant Superinleiideiil Princ ipals School Stalls Use ol data based siliuul prof I les Veirly coapirilive slii.iii- Priiilui I ion u( iMfii uvi-ni*iii pt JUS III Jililiss ill spji Ilies OuUuaes evjiiijl lull I I I Ul co IO o o 00 I 1 I iUUtik, kUAUeb .muUUb, aUikUUk utitsU* 1 J dliilill^. t I iiuiii.. llKi*^, O cn
PItn 4 1 I. 2. IKPLzneKTATjOK riKSirr: I: Kesporsloie It. 1989-94 Atto<t4te SuperinIendenI oriJer lo belter jildress Ihe It :$lun Si liiMt I S __****** A"*! assess test ing pract _- -................... needs ol all students uhi Ie proviJHig spec laTn^TirvTidToTiV'ToF'aisairvaKrigeJ Vrudenl , icet, foriMU end resulK in ?r act tm/krt t LMlh?'* * >*>>1 _IUiU'!!lZL4!uj| 1.... 09JICTIVES STPJIItCitS/ ACTiVlIKS SiCIMfiNC CATC COKPKTION DAU COSTS K s?OKS:B! 11

VAIUAIiON Visits lo schools by tesllngZevaluatlon onI torIng teas to assess validity and reliability of testing procedures and strategies coployed to prepare students lor test taking Meetings uith principals, teachers Infomal classrooa visits by nonltors Cowpllatlonof coaparative data by school (valuation of data ulth recnundat tons for changes/laprovcaents Spring, 1989 Ongoing -fl- lesting/fvaluation Departaenl Mun11or Ing visits and reports Ass I Slant Superintendent Prineipals/SlalI Division of Curriculun and ScImmiIs and OesegregatIon Principals Disaggregation of test results by grade, by race for review and assessawnt for Intervention purposes School analysis ol test results by grade, teachers, race and subject area Oevelopaent al cooQtroHvt data to assess disparity areas, if any Preparation fo intervention plans lo address specific student needs Spring, 1989 Ongoing -0- Principals Assistnat Superintendent lesting/tvalualI ion Prim ipal s/Stal ( Uata assessoent Dim iwenled ................................. as needed Pi'pin I III null Inui ', I I i tn no O co 00 o> Ul w o (O 00dllktll nUlllli I r lin 1989-94 (V4f) Ikhi:-:k*
9K ::r i: I I ::sl: j:r. Fttpor.sibit _As>Qcme Superintendent CI> 'sion Siliool i I. 2. 3. O Ol IQ OSJcCTIVfS Oevelop/enhAnce slte-hASed AnApeacnt At schools Provide support to rcviiAllic school cnvironncntt to aAke It conducive to student leernlnti am to order Respond to prIncipAl reijuesls lor AsslstAnce In A llaely BAnncr I 1 I cn ro 92** lo<4l schools suflici*nt Authority to i Apr rive and to ---- r A I*- Inr <1 n ----------------- ---I-- -A-l*U L kIlH Jp iIlLlV e <11(1- lu c _ --------- AdvocAle lor students, am id hold Ihca accountaEFc lor re^TI{~ ?ro^rt*./kitt Indiwiilu^l SiIhmiI-. STItAT:CISZ ACTIVITKS 3iGIIIUill6 d
,1[ COKPLETION DATE COSTS KrSPOKS
b
iI7 CVAlUATiON StAff Developaent for principels Revision of district procedures to provide centre! office technicel support rAther tfien strict control fnhence principAl AccountAbi 11ty (or progrAa At the buiIding PlAn of district school rcnnovAtion to aeet progreaaAtic aM student populAtion needs Set up (oraAt for technicAl AsslstAnce Hith Assigned personnel to Hork Ulth indIviduAl schools ho O to 00 OS 1989 90 lcdlAlely UI I* w Onqoinq 0n9Oinq hJ StAft Develop ent (consul - lent I Approi. $700 per principAl $35,000 SigniricAnt - involves rennnvAtion, custodiAl And AinteiiAiice o to Assoc lAte/Assi siAiit Superintendents Support Services Ol VIsIon III S( hiHil s turriculim llivisiun 00 Ciindiii t of stjfl de ve I upneiil PriiicipAl leedtiAi.l( AssislAni Supei lilti'iidi*iiI evAluAlions 111 siluKil (l,iMle And priigi <av And pc Illi Ip.ll (iii.ii|c*en( III lln-'.i- CiMiplel Ilin III ijsk . Inaplcl HUI III (j .c Pl UM ip.ll v.|lt|.|( I.Ill ol pi.Ht I I I* iUHlUk JiikklMi -lllkill J J I J J I J J nr-r si r'tn 1969-94 (V<4r> 8'i:r. >t?or>ioi Atsocute SuperliitenJeiH Ii I: II. OSJ:CTIV$ SIRAI-CI'S/ AcnviiHS I. Update review of recruiting needs by age. race, sea and seniority in positions In the District to ascertain projected needs 2. Review of position asslgnaenls related to racial equity such that all races are represented In every postion and job description In the district o I I m I u cn QD ro JK* cm
r. Iz n $ 1 on Si IhmH $ *tia_llAnjniLlullfini_A01LlUll_Aiilflneenli.Bn 4ll_Sfhoul s anil alknjae xvna t _____ n . . " ?rocre,/Art4 Per sunny I ncp4il.i, di str IC I div I son for equity SECmuiKC CATE C-.FLTIOM DATE CCS7S KiSPOKSISH ITf tVAl UATiON Review of all current staffing with Identification of staff by sea, race and subject area wtM will be retiring to project needs Projection of student population on 2 year basis to validate eapected needs Developaent and assessaent of school and divisional staffing patterrs Recrultaenl ol support and non-teaching staff Io reflect equitable racial representation in all positions N> o <A 00 Currently In effect Spring 1989 Current SuMer 1989 Ul W Ongoing Ongoing Ongoing Ongong o to Director ol Persoiuiel Oli ice ol Piipi I Account lug Director ol Personnel Building Principals Division lleails Oivision/Oeparlneiit Heads Director of Personnel 00 Cuaplel iiMi ul lasts Cunpleiion ol tasks inliani y r ji t .i I ................... In all pus 11 iiMis 1n I** \ IMkUUl IKPLir.ili uubUa Trot
kikii^wa kUlliliii, UIHWU itttlltUi J J J 1 J J J F.:spor.sioie XII. 1989-94 (Vttr) Associate Superintendent L
v: s ion Schools OSJiCTlV-S STPJ.T-GIES/ ACTIVITIES Establish recruitment programs for representation of minorities in all positions in tfie district sG]hT
jN3 CATE COf-'.PLETIOK DATE COSTS KiSPOKSlBlLITY ?rocrtiT./Area Personnel Department tVALUATjON I. Create pool of currently certified teacher appiicants and of students pursuing certification Share applicant pools with PCSSD/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion of task o Ol 1 I I CT CO Share with NLRSD/PCSSO recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Provide internship programs at district schools for aspiring teachers and aspiring administrators ro O <o 00 Spring 1989 Spring 1990 Fall, 1990 o Ul Ongoing Ongoing Ongoing CO N) Shared among districts (travel etc. To be determined Approximate!! $4-5.000 per year ) y Stipend for mentoring teachers/ administrator > o Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel Office Teacher sponsor of FTA Collaborative effort with local universities Principals Personnel Office Assistant Supts Associate Supt of Sch <o 00 Preparation of and implementation of sharing plan Implementation of procudures Increase in pool of teacher/adnini strator applications for LRSD I I J I 1*^ .W I .uuUil* .VUUVk iUittUb jUiUUU Siltaktt J tUltUHl .si rltn IW-94 (tsrj i-i:r. F.ispor.sibie Associate Superintendents
JdlE____________________________________ OIJCTIVS Si9Ai-6i-SZ ACfivnifS O Ol Ol I- ''Sion S( hiMl I V (n$ure sthopl wiite nUnnina for Dfn<ifMHUC ttcllencf 4n<i iimIivkIuaI sliMlent ochicvcacnl 3-Cli:illNS CUE CfKPlETIOM OAiE CCSiS k:s?o*
s
s!i liv ?rojrc.//,ri* ln<lii<)m I St thH11-. fVAlUATiON Provide school based planning based on analysis of all available data
a'specific foraat for addressing school racial, gender, S(S disparities I 1 I (7) O N> ForauUte guiitellnes lor scImmI iaprovaaent plans Mhich will InaO to specific achlenaaenl increases and interventions to assist students Via disaggregation of data relative to student perfornanca * discipline attendance participation In school activities * placcncnt In classes Irain staff lo deal uith data and Inplcnenlalfon ol strategies {valuation of outcoaas ol Interventions via alieslone reports and final rcarl)i reports Reassessnent of and nodi I leal ion ol ob|eclives and strategies Creation of final plan and strategies ho o <o 00 0> fall 1989 Spring 1990 1989 90 1989 90 1989 90 Ul co Ongoing Ongoing Ongoing Ongoing Ongoiiiy ro -0- -0- o <o Divisions of Schools lest ing/fvaluation Departnent Coeniltee of Principals School Stalf/Principals School Inprovenent leans Division of Schools lesting/tvaluation Departnent Principals/Schuol Staff School Inprovenent leans Assistant Super tn teiuteot s PrIOCipals/SlalI Pr loi ipa I s/Si hiiol Sial I 00 forauia11 im of guidelines, plans and inlerveiit luiis Disaggregated (lulime Based Data Dulrones evaluatlnos coiului led on a t (Mgiai alive lias i s I (iMOlWl :aK
r I- >-.ii rian jaaa aj = i-i
r. P.tipor.doi* A>>o Mill__ llflflUfiSIttli : t ion S( hool $ ?ro
rtaZArci |ih)iiilml $<ii.),ils MJ-CTIV-S SIKAIiCKS/ ACTiVlIKS SIGIIWIKC CAU COPIPKIION DAK CCS'S i:S?OKS:B!LI7t (VAlUAIiON o Ul Ol I I 1 <Ti Annual assassaant of outcoaat at fortf plan 1969-90 Ongoing Aisistanl Supcrinlendenls Principals Stalls ScluNil laproveaent leans Asiessnent proten aiiil reaeilialiun plani lor areas in need u( inpruveaenl lU O ID 00 O> Ul W o <o 00 'Baal glillMIU. J -I .11 ritn 1969-94 (Vir) I'lir. P.tiporno'n Associefe Suoerintenitents JtUL___________________Z___________________ OBJ-CTlr$ STP.AI-CJtS/ ACTivnitS O Ol H^tiK-KTAT'OK T:r I ion Provtite stiff deyjlopment on m ongoino bisis to stiff ind inforailion to pirents relitive to student Pro, rt./Art< Si huo I s ln<1inl>i I S< luMi'l success SiCIIWlNS CAU CaKPltllOd DATE COSTS Kis?OKs:B:ii
tVAlUATiON Io ufxUte skills of ill district stiff on i regulir bislj ind to keep ill stiff liireist of deeilopncnts In tiielr field of endeivor 1 1 I C: fC I (U Provide selections of stiff developaent opportuntles for Individuil stiff ind entire ficultles to Include but not Halt to IC SA Pf I Clissrooa Ninigeoent School Ninigcaent Send selected stiff to professlonil developaent sessions In order to incrcise the nuatier of iviilible triiners ind In return for 1 coeaitaent to isslst with collepiil itilf developaent Provide dist'ict wide proqrie rl stiff development lU o (O 00 t9S9 1989 1989 Ul > OnQoinq Onfoinq Onqoinq with auinlenence W M tSO-60.000 per jftir 16 a.DOO per yeir o (O Assoc Ilie Superinleodeoi Curriculua Ass I slim Superintendenis Director Stif I Development Slite Depirtmeiit of tducilion Provision of sUI I LievelupflMiiit (viitence ol enhem e classriHia iiistriii I 11(11 mlh iniiruveil siodriu per f ormdiu es I. 00J I MiUM .iMUiufe .MUM inkitill ^asiiiU ttihliiii .lUttU. -,ii rltn 1989-94 (Ytirl t.-! I: j
r. r.npor.tioi* Altociite SuperinKixlont 11 O8J-CnViS STRATtCIES/ ACTiVUItS |K?t-KKTA::9K : s ion o in >d 00 Colliborite with contiguous districts regirding ispects of the plin which will liciiitite ind enhince desegre^TVF (lions------------- ?roi rtn/Af * S< liitul $ 1 ndivi(Ju41 St hotil SiCliaiiNS CATt COKnniON DATE COSTS RS?ons
b!lity iVALUATiON I Io creil* colliboritIon uhereby ill students In ill schools in th* J districts (18, Ht8 ind KSSO) Mill benefit fro* aituil set of beliefs end enpectill on i lor success for ill students ind e<)ulty lor ill students ind stiff I I I hO Contiined In the foilouing 'colliboritIve plin* See ittiched plin See ittiched pl in See ittiched plin lU o <o m CT Ul W o (O Supennleotlents 4nd Stiff of 3 districts Successful lple*lll41 iixi uf col I4t>ur4l IC pl4>l Positive, aeisiirilile uulciiaes lor students. Stiff iisd the 3 distent. Ill ireis iddressed I 7 00 LONG-TERM DESEGREGATION PLAN PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- forcement for the student in need of this kind of support whiue enabling the student to experience success within the 9 regular classroom setting. PAL is 10 transition program that assists students in a learning the requisite skills necessary for instruction in reading and mathematics at the elementary level and with 11 12 H emphasis on the core areas of English, reading, science. 13 social studies, and math at the secondary level.PAL is to be a fast-paced, high-interest, high-expectations. 14 indivi- dualized program that will have specified time frames by which students will meet performance criteria. 15 16 Technology assisted instruction is used to provide reme17 diation and intervention learning/teachlng strategies for targeted students. 18 Computers, video discs. and appropriate software support 19 the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- 20 21 VCR's, PROG 64 01579In the PAL computer component. the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3 5+- minutes a week in both math and reading. PAL 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 instruc- tional aide (lab attendant) supervises the students as they participate in the individualized state-of-the-art instruc- tional program administered by the computer. The eventual goal is to add a computerized management component to pro10 vide (1) annual pre and post criterion referenced tests for 11 most grades Including grading and reporting. (2) com- 12 I 9 I puterized scoring of unit tests for mastery and (3) the 13 j. I automation of record keeping (trlfolds) teacher with more time to provide the J to work with students and better 14 H data with which to approach that task. 15 PAL IS cooperatively planned and developed by the staff for 16 1 students. The staff offers stimulating, multi-cultural. and inter-disciplinary 17 approach to learning. with language (oral and written) base for emphasis in eac.h 18 central core area. Staff members use a variety of instruc- 19 Ml tional strategies and utilize both in-distrlct and com20 K a a munity resources for motivating students. 21 fl PROG 65 01580I .1 S a 2 II. III. Parents are actively involved in vidual assessment, mative assessments, each phase of PAL
individual improvement planning. workshops, and summative indiforevaluations. Each parent signs a written agreement, along with school representatives, identifying the responsibilities of the parents, school staff, and students. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County School Districts are as follows: 1. Information/Resource Sharing, Especially Related to Planning For "At-Risk" Students 2. Cooperative Development of Programs and Assistance (based on results of MPT and student needs, etc.) 3 . Establishment Schools and other 4 . Joint of Complementary Sites for programs Applications Foundations, Etc. Summer for Funding by Grants, EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program for Accelerated Learning (PAL) The Program for Accelerated Learning (PAL) has the 9 10 11 12 13 14 15 16 following goals for the elementary level: 1. To identify educationally-disadvantaged students 17 18 through appropriate assessment procedures. 19 2. To develop a profile on each eduatlonally disadvan20 taged student that identifies his/her strengths and 21 weaknesses. The profile may include information from PROG 66 01581the 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 Skills Improvement Plan based on the assessed I need(s). The Plan must be cooperatively developed and implemented by the regular and PAL teachers. jS 3 4. To provide a fast-paced, multi-cultural, technology .S assisted, language-based, individualized instruction i, program for educationally disadvantaged elementary students . 9 5. To set academic performance/achievement timelines 10 for each student in the program. 11 6. To actively Involve parents In.the development and 12 ! Implementation of the Academic Skills Improvement Plan for the student. 13 I I 7. To provide ongoing assessments (formative and sum- 14 matlve) to ensure student progress in meeting the expec- 15 tations of the academic improvement plan. B. Secondary Program for Acelerated Learning (PAL) 16 17 The Program for Accelerated Learning (PAL) has the I following goals for the secondary level
18 1. To provide a transition program for students who 19 1 I need assistance in developing the competencies needed for functioning effectively in the regular classroom. 20 21 I. PROG 67 01582 I2. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting, will include the following
A profile of students former placement level. Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide fast-paced, multi-cultural, inter- etc. 3 . 4 . a 9 disciplinary, language-based, individualized instruction S s ! program for students placed in the program. 10 To set academic performance/achievement timelines 11 for each student in the program. 12 6. To actively involve parents in the development and implementation of the skills improvement plans for the child. 13 14 To provide ongoing assessments to ensure movement of 15 student in meeting the -expectations of the skills 16 5 . 7 , improvement plan. C. Learning Laboratory--Grades 7-12 17 I To include a wide range of strategies and programs 18 to assist students with basic communication skills reading, writing, speaking, and listening. of 19 20 2. To provide learning and study skills as an integral 21 1. I program component. t -5- PROG GS O15S33 . To include a diagnostic/prescriptive approach which will include direct instruction in the areas of wordattack, vocabulary, comprehension. and application of reading and study skills. 4 . To involve the Learning Lab teachers in developing, implementing. and evaluating the Academic Skills Improvement Plan for all students assigned to their program. 5. To cooperate with core area teachers to provide reinforcement and support for students. 6 . 9 IV. To adhere. as appropriate, to the goals and proce- dures outlined for PAL 10 EVALUATION AND MONITORING 11 A. Student 12 Evaluation (formative and summatlve) of the student is based on the Academic Skills Improvement Plan. 13 are provided Parents written Information during each grading 14 I period on the student's progress in meeting the performance goals in the Academic Skills Achievement Plan. 15 16 ! B. Program The program is monitored and evaluated based on student 17 I improvement/achievement outcomes in accordance with 18 District and other regulatory standards. An Evaluation 19 I Design and Checklist have been developed program evaluation data. to provide 20 21 ( 1 PROG 69 01584WUwii iri-r:kfittXKtn 1 V. SIRAKClfS IKK EM ATA 11 OR I IM LI RE Akou*I Pl4 1909-90 FirtOR RtipontibU Qr, Hj,. ij ttosKy (UmI
Io reniM (he owtrAll iy1eR<nti Oiw11lun Curriculua end Speclel Prugreat t ion af the Little RocE School Oistritt Progrea (ar Kcceittnleii leirning (P| ) Progrea/Aree Coeepensetory/Heae.li a I fduceTlon' ORJECTIVES STRAKOIESZ ACTIVITIES ICGIMMlMG DATE CONPtniON OAU COSTS IESPOMSIBILIK E'/ALUATIOM I. ReTine the progrea inpleaentetIon ol the Progrea Tor Accelereted Lcerniog (PAL) O I I (A 00 (n II c to lA. Reconvene Um a8 hoc coaaitttes: Junior High High School end e steering coaalttee ulth representetIves Troa eech canal tine b. Review progrea goels objectives, guidelines, end Tlndlngs oT Boerd Coaalttee. c. Reconaend aodlTIce-tlons (ar eTTectIve progrea iigilencnte-tion during 1988-89 with responses to needs oT Individuel schools end progrea levels. d. ReTine criterie/ preTerred guelIlies Tor teecher selection. e. he(tnt pleceaent criterie (seconder/ level). (. ReTine eell criterie (seconder/ level). hO o to 00 Fill. 1908 fell, 1908 Fell, 1908 fell. 1908 Fnll, 1900 Fell, 1908 O) Ul p* Ongoing Ongoing Ongoing Ongoing Ongoing Oihjoin^ w hO o to Superintendent Assoc. Superintendenl Tor Curriculua end Spcciel Progreas AitlK. Superintendent (or Curriculua end Spccul Prograas Aitoc. Superintendent For Currrculua end Spec lei Progreat Assoc. Superintendent (or Curriculua end Spec lei Prugreas Assoc. Superintendent (ar Curriculua end Specie I Prugreas Litt ol Coanittee Heahei Cunnilttetf Meeting Agenda RecnnendAt lun Criterie Tur Teecher Selection Pleceaent Criterie f* t Cf I ler14 I'/ I' li Ij KWUH innn kiiuiun iUHIItn V. SIRAKGlfS (Continued) iNKCMMrATtON TIHCLINE Annual Plan 1989-90 PrioA Dr. lUry U Mo?T I Ihc overall (<.r) 01 V 111 on Corr I (. u I UM end 'pel 14 I PrUiJI 41 I. O Ol 0) O) OaJCCTIVES (Continued) I I I inplenentitian af the tittle go<k Sthuol OiUnct Proqran tor Accelerated teorniog (PAI ) STRATEGIES/ ACrfvlTfES lEClNMlM DATE coHPtnioN DATE COSTS BESPONSiaitlTT Pro^r4a/Arc4 Ckwmtfn^A(ory/Bemc>U it ____________________ fdu< 4(Ion EVAtUATION g. Obteln retiemlitloos for student pleceacnt in PAC end coaplete ecedeaic skills needs esscssncnt. h. Develop laproveewnt plens tor students Uio did not echleve estery on the Arken- ses Hlniaia ftrtor- aence Test (gredes three end tie) end for elghth-grede et-risk* students. I. laplcacnt teeming Let curriculum guide end continue revision of progrea es needed. J. Develop Iist of suggested aeteriel end supplies thet Mill eddress students' specific skills deficiencies. k. Order needed meteriels end Supplles. lU o to (O Fell. 1980 Spring-fell, 1980 fell, 1980 fell. 1988 August. 1988 OS Ul Ri Onqoinq Ongoing Ongoing Ongoing Ongoing PrincipeU PrincipeU Supcrviior of Reeding Supervisors of Meth, Reeding, end English Supervisors of Heth, Reeding, end tnglish Student Registretion Completed legiruveeient PI CUurtMa Honituring OocuAcAtat io(k Suggetted tlit Purchese of HeterieU end Suppl les I O to Iiu li MH * .i.iUtw UllllStM muiiits IlttIV iistiisi V. SINAUGUS (Continued) iHntMNTATION TIHCLINC Anruj4l Pl4fi 196*1-40 (*r) Person Melponsibie Dr. Kjry II Hosley Oeerell^Taptenentet ion of the t.Htle Aoclj S.hngl pistrtrt Pronrso for Accelerated le-min., (Pil Division Cul l II 111 UM end SpeLlal Pru.paMS Progrea/Ares riwiiii-nsatiire/HeMcl 111 -----------------------------[JusHtao________ oajccTivEs sraATECKsz Acrivirics EGINNINC DAie coNPiniOM DATE COSTS (CSPONSItILirY C'/ALUATION 2. Design end iapleaent tfliCllDie sleff developaent to ensure equity 2e. Plen end conduct inservice for Contrel Office steff. b. Plen end conduct inservice for teechers. Inservice should focu on the following ectivitles: Fll. 1968 fell, 1988 Ongoing Ongoing Aiioc, Superintendents Assoc. Superintendents Agende Ayendi o 1 I tn on I Its -Ensure heterogeneous grouping In requler aeth end English desses. -Schedule aeth end English PAC teechers with siaulteneous desses. -Review fecillties criterie. -Review pleceaent criterie for: leerning leb Spec lei Cducetion Neth/Engllsh PAL Clessrooa -Review personnel selection criterie -Select end order suppl les end aeteriels. -Provide treininq on eiSeinistering TABE (pre/pust) lest. I ru o to 00 OS Ul (At o to lU lUMi > UWMM 'itUHM tuiituu V. SFRAKCltS (Continued) IHnOKNUTIOM TIMLINE Anau4l Plan 1989-90 Perton HetponiioG Ur Hery II. HotTey Go4 I: (<4r) OlV11 ion Cui r IIuIun and Special Piugiaws Io reFine the overall inplenentation oF the tittle Ruck School Oistnct Progran For Accelerated learning (PAI) Progran/Arca Ci>ii>|iensalory7Reaw.li 11 t'ducal ion OBJECTIVES STAATEBIES/ ACTIViriES BEGINNIM DATE COMPiniOM OAIE COSIS BESPONSIBILin evaluauon 2. (Continued) O I I Ul a> ea I CJ PO c. Plan and conduct building-level inservice For entire Faculty d. Continue nonthly Inservice nectings (6 per year) at IRC lor clencntary reading and asatb PAL teackers and clcaen- tary principals, include conputer personnel Uten appropriate. Alti c. InplceMnt preschool Inservice (S days) lor secondary PAL teachers and address the Following activities: -Obtain clast rosters -Gather student proFiles -Identity skill needs For each student -Clutter studentt within clastroont and anong PAL teachers according to need. (CunIinued) ro o to 00 faII. i9aa Fall. l9Sa August, Sept. I9a O> Ul On^olA) Ongoing Ongoing o to Prineipali - Supervisors ol Hath and Heading Assoc. Superintendent tor Curriculun and Sprcial Prograns Agenda Agenda Agenda ( ilV. STRAreCteS (continued) INFtUtENTAriOM MHfLINC Annuel Plen 1989-90 Person AasponsibTe Or, M Ooe I: Io refine the overe Oeer) OiK Ion Cui I u ulua and 'pcilal Priujreau oiJEcnyEs 2. (Continued) O tn OS u> I I 1 4 pl ceenlelloa at the little Ao<k School District Proqrea for Accelereled learning (PAl ) STAATEfiTtS/ ACTIITIES lEtlNNIHfi DATE COMPLETION DATE COSTS lESPODSiaiLin Prograa/Area f uaiiensatory/Weae.l i 11 ________________f due a I ion ___ EVALUATION I M e. (Continued) -Paired teecbers uill develop Instruction scheduics (English/ aath) according to student needs end dess periods. Al ternet Ive* ewy include: Instruct Ion on elternele dey* nini-cless periods (2S ala. per period Hithia each period teea teeching content eree) (by -Finn Individuellied Intcruel Ion be*ed on eeth student** estested need*. A coanon plen be used for students uho heve slaiI er dcTiciti. Inttruc- tionel Streteyie* should be outlined on Profile Sheet end/or etteehed on sheet* es needed. Ihis profile then becivees (he plen o to 00 I O> Ul Cd O to If ftItUHl I ItiWHiR QAntw lUUkUW mtmwi iimMtN V. SI(UICIS (Continued) IMPieNeNUTIM riNCLlHE Annu^ 1 PI in inA<l-<m Ptria Ictponsible (r4r) (mmI: . - ir-uJkczJLJliuky fa .hs overall inpleaewtat inn qf the I i tt l< ftocE School Qislrict Prottna (or Acceler. Olv I i ion Cufi'ituluM 4nd OaJCCTIVES SnUTHKS/ Acrivififs ECINNIMG DATE CQNPtniON DATE COSTS 2. (Continued) O I I jied lernin.| (PAi ) acspoNSiaiLin Ul IO o I . (Continued) -IdentiTv impropriate aa terlait/retource*. -Octeraine appropriate instructional strategies. -Octeraine oetliod/ aeans Tor student mastery <valuatlon(t) -Begin to develop daily lesson plans that rcTlect the above procedures and InToroation. -Ident ITy strategies Tor siaultaneous Instruction. T. Assist Junior high PAL teachers with incorporating ooti- vatlenal strategies Into the instructional prograa. g. Assist secondary reading teachers to bccoac aort Involved in the PAL prograa by scheduling one day oT inservice with the English and Math ALP teachers. fell. 1988 August. 1988 Ongoing Ongoing tn Special Pruguvi^ Progran/Area Co^ensatory/llrah
.| i i i fducaiion Junior High PnncipoU Supervisor of Nevding evaluation Classroom observation and documentation Agendo ii I NJ NJ O to 00 OJ Ul 1^ tAj NJ o to"m WMU I ttVHWM mmtwH AltlllllM V. SIDAIfCUS (Conlinued) IHPLENtNUnOM TIMELINE An(uj4l Pl4n I989-9A PersoA Ntipawtlfcit Or. Mtry II. Mi)?l7y 0 IK Islan CtAi r I ku I Ai* and ^pcL lol Gail: To r<in the owerill l^pl^t^<|^ Iqa gt jH{ I ijdt Hoell Sthoal Pntrict ProgrMi for AcctIrrittJ leirninq (P>ii ) Pragrt/Kr*t CuapentitorY/Beie.i 1. I fduCit ion OBJECTIVES STBATcMES/ ACTIVITIES lEGlNMINO DATE C(WLni0N OAK COSTS BESHMSIIILITT evaluation ). Provide eipiity'ln proyrea fecllIties. )A. Develop criterie For Fecillties to eddress clessrooa: -ittrictivenest -liyhtiny -ventllitlon -iccessibility -essentiil spice b. Provide Fecillties criterie to buildiny principels (reFer to Zb). c. Monitor edherence to Fecillties criterie. Till. 1900 Till, I90B OA90IN9 Onfolng Onyoiny Astociite Superintendents Astociite Superintendent for Schouls Astociite Superintendent tur Schooli CritcriA Ayendi I tea Visitetiun Oocuaenlel lull A. Eaploy ippropriite personnel to iapleaent in c<)uitible ind cFfective proyria S. Prowidc on^oin^ progrtf vAluAtion (o en&uro *(SuC4tiOA4l qyity o I I tn ID I i. Identify reyulir substitutes For coaputer libs. b. Trein coaputer lib substitutes. e. Develop e PAL evelu-etion Ocsiyn efter consideriny rccoaacn-detions froa the coeal ttee. b. Oetiyn eve IUition Instruaentt. c. Monitor PAL cliss-riioat end eviluile PAL Piu.)iia. I Til). 1900 Fill. 1900 Fill. 1900 Fill, 1988 Fill, 1988 Ongolny Onqoiny Onyoiny Onijo 1 ny Oiiyoiny Astociite Superintendent fur Schouls Litt of IdentIfled Subs 11 tu tet Supervisor-of Instructlonil fechno-luyy Eviluitiun A fettiny Ayendi for Triininy Sessions Coapleted Eviluitiun Ueslyn Oiredur uf Ivaludfiun i T$(iny niretfur uf (w4lu4(iufi LKiluitiuii Ilu ti uau
iii Annuel Huard Hepui( I 1 I IQ IQ O to 00 a> Ul bd IQ o to HU < auouw auitniw J V. Slidtcyies iNPlSNENmiON TIHEIINE Aaiuia) FIar _ ftnoa attpoatiol* Caa1: _________ j^auapaeLrawi*U_O__f_ _ot, trisuMC (i wwl UtlMMihiyy Division _l ^ la uf I lon/l t**i|K.->p. a Fro9r<sPAt CufMiiea fs4 OSJCCTHCS iiuiiifti/ Acnaiins aEGIHNING DATE COHnETION OAiE COSTS BSSPONSIBlLtTY C7ALUAT10M Il >1 *iSSa MS I rw. ! VACAMie^y I1 iX e*2S tMnu A. 1 :? a 3 4 M Uk* fit* r* 1^ Jr & C^l* SM^tSC BMI* HaMMt !
/ u -a o mCSv lfMlli(U rrwis* ^ans. si. I 1^ w* SI. I s tf. L** AliMbSA*. fl K ( I ) t S' *^*r sKMSMfta* >* MS *s !* *>**** SI. I u** aui 9^ BaaSiM O J 9T9^9 |r*S* <( Ikfamo !<** **> <> I J I } 01592 I I M O 10 00 o> Ul 4:* CJ ro o to GIFTED EDUCATION Long-Term Desegregation Plan I. PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12. It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. 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 who have 10 completed or who are in pursuit of graduate credits in gifted education. 11 12 II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Education, gifted 13 14 15 and talented children and youth are defined as It 16 those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or ser- 17 18 vices. The criteria for pupil placement into gifted and 19 talented programs shall be superior intellectual and 20 creative ability. To the extent that task commitment and/or motivation may be objectively determined, they 21 GIFT ... - 01593too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. while the program models and the special needs and strengths of the gifted and talented program in each district differ. all three districts are committed to following the best practices in the field of gifted education in identification, curriculum. and program eva- luatlon. 10 In order to strengthen the programs in all three 11 districts and to further desegregation, all three 12 districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research 13 and administration whenever possible and/or feasible. 14 15 16 17 18 19 20 21 GIFT ___79 01594.w IHNHWt 8UtWM MlUttUg STRAItCItS IMPICMENIAIION IIMELINE Annual Plan: 1969-90 (Year) Division: Parson Rasponslbla: Kan Dickson Goal: I. Prograa/Araa: Curriculua A Special Prograas lo astatollsh col laboral Iva allorls In tarns of rasaarch and In Iha attalnlstrallon and/or Gifted ducat Ion operation of Gifted Progr ans o Ul IO Ol I I I on c OBJECnvES SIRATEGIES/ ACIIVIflES BEGINNING OAIE COMPIEIION DAIE COSIS RESPONSIBIIIIY VAIUAI ion 1. To share research and/or findings In tha operation and/or adilnistratlon of gifted prograas. 1.1 Establish a schedule of regular beatings of the tri-district gifted coordinators 1.2 Establish a procedure to Infora and/ or Involve other aiAilnlttrattve personnel and/or staff of research and/or Innovative procedures Novaabar 1908 Ongoing -0- Kan Dickson and PCSSD/ NIR GIftad and talented Coordinators Agendas and nlnutes of Beatings I 2. To Investigate tha feasibility of Initiating a trl- dlstrict effort to establish a nodal prograa to Identify and educate soclo- econoalcally disadvantaged gifted 2.1 Saab clarification of raqulraaants for applying for Javits funds froa NAGC and ADE. Nova^sar 1989 Kan Dickson and PCSSD/ MLR GIftad Coordinators Hacords of Investigation efforts I chlldran. This Is dapandant upon funds providad by tha Javits Gifted and lalanled Children Act of 1988. hi hi O (D 00 o Ul hi o ( IMM iNMR J KRUMHI w h I Illi O Ol <> Ol I I I QD Aia4 I r 14** rr<$w ih)^ ITIM HI i..ii U<*iv** OAJfCIlVfS I. lo tbofr Ibe ro\l il <l ti*le fOR^wllanls lo ll*e ^(tr4 pro^tHU wbrttever frO^lblO ORtl poMlltlR K foR^i A<e ov4(l4lilr Irl-4lilrl<l lAtervIcei <oa4u<I4 br Ibe lrl>4K Irlcl tlaff M IAtrIHI-evalMAllGA If Im4i Aie AvAilable. ) SldAUCHS/ AIIIVIIIIS I. I ((>>4lR4lnrt OISIMtt tn^lvIdtlAl Ree4t or4 lo 4rlriA* K < oa- ^mIIaaU <*a be |lre4. /.I (oor^laAlort wel lo plAO Irl-dlllrlcl lo tervicet 004 Irl-dlitrlrI lotevvlcet bl4. hiw . < I I * I l.f (CIMNIMC OAK SepI r4rf , 1^9 f>K. IMf (UHeU HON OAK Oo^lay (osn Ur4<I rrwinrd <<oM ill 4r|r HeprRd Ir^ or I OR tulloRlI UMcIrraiRrd unroMsiaii iiv *rR |>i n<i PI \*4IZ M a ( >u d M4l It* \ Ken OulMiR ri SM)/ Ml (OO dlRAlo* (VAI UAIIOM ill atrrl i(*| ) Minulrv ttf *rrl*R4. u*>ib-o>>| A^rOa, pAvlIrlpAol triiiM* lioR, Ici di%(ri<( 4lrrlop'ii evAluAlloR lor*. i' n ( I O o 00 01 Ul o im I BMUHW lUMHU* INniMNIAIIOM IIMI IM IMS 90 r to ><1^0*1 iH kfA Ul(li$o4i <i4 I: 1 l CBlIkUrilc oA lle IltAlll> >1 i Irl Pltlfltl Hlr4 UleH< S<<i ml Sfwce ol Ulllt.____ DIvltlon ............... il . I\ Fro^rMi/AirA biltrl I il,*< ji * I O Ol oaj(ciiv(s in lnlrodu4, eiplAin And l4n all lexOeit/<A< Ui lAlort la lOe (rl-di%lrl<* 9lled prn^Aat aa I He w%e AAI im^IxBenl Al loa itt lOe el\ttA^ Irk OKIrirl 9lled A0 i*9i*en<c inslfwaenl. I I I CD SIBAHGKS/ ACIIVIIIIS 1. I (rMwItM I Gill Orel iMft tn exO dlt- If < I ex 0 I ill Inr i/l lIllAlnet 9^01 Io iGe pro9rB. I.I Appalnl Irk dliirkd w*r UwImb 4 AMAkllee Io refine and Io <oa- fine IH doMMaral. MGIMMIIIG OAIC Oclokei. im (kloGM. 1909 COMRdlOM OAK Otlo^r. IM9 ncittOer. 1909 I COSIS Un4rleraiMe4 aiSMMSIBh III ken OhkVMt And ^CSSUZ MO Cilled fnordinAltti \ OUktM KSW/ MO GUleO (VAIUAIIOM An\lrr / px I *< p4(t| s . P I u o qui AnMer of pn* I \ ai<: 4oi*le<eO I ro o o 00 a> Ul (a) oAnhiul PI JU t,n^ I: IJU |y.j Mr\|i<A\ iLl** 'V I.I li bu fc '.Mil ( I I. O Ul <x> CD 1 < I I QO CO MU I I IM lll.i I lull I MH I HH I ' itHM.M |r id ' |ii I I I i til I >1 I'l b I I it I > . . Jt ti:| lut:/HL^li uulwu: Ux LJGU LlHcil Ti ugufl lU lM***lr m.l I a< Unu - mi hlrnl il m jI i OJ(CIIV(S MIAKCKI/ ACIIIIIKl (CINNING OAK (OnPKIION DAU cosn RISPON51B1IIIV .Ih/Ai I , I.i i I * I I I .. I. I II I lOJ I VAI UAI KWI elAllo^ III Iko I A*jl fe- I loeorol/retliMi lui in^ Iv^leeeolAl loo plAo In leiat ol I4elifl<Al loo. iwrriroliM aoA tlAff Aevelofaeol leyi\/A< I tvU lei 4e lleAle4 l^e re- f Moeoeol/mlrui lwrA<, ^lAO Io MfOf^AMe Io IKir oAjec Ilves Au|w\l, IWIA StMrr IMI.SIM) (Ml iMirniIrni , Attoi . Stipl I wf t M i I *od S^eiiAl Piojrifs. A1SO4 . SupI . |i ol SiteuoK, i(*n MatloAal (untullMvIV. Prlurl^ali Stkool ComurIc Al loot Ofllte. ArkAotAt Depjf lawol oi (4o< Al loo. (Meye Professor! I ii|i l*l Mill 111 Ihr |ii 11 I M O (O 00 a> Ul Il M oOVERVIEW MULTI-ETHNIC CURRICULUM Summary of Background Information The use of multi-ethnic curricula is an important factor for effective school desegregation. LRSD's approach to multi-ethnic curriculum development will include the following areas of concentration : 1 The multi-ethnic approach will be integrated into the and courses (Example: Historical and/or social events will be viewed from several ethnic The study of ethnicity will be incor- rather than added on to the regular perspectives, porated into curriculum). 2. Multi-ethnicity environment: will permeate the total K 11 4.4 "aterials, libraries, assemblies, books, bulletin boards and other displays holiday observances and extracurricular ' permeate school text- assemblies, activities. 11 3. Students will be provided opportuniti better sense of self. es to develop a 12 4. Multi-ethnic curriculum and u ...^1 uI-kuuhj education will be In place in each school. a multi-et.hnic approach to 13 5. Students artistic, will have opportunities aau*! 1 musical, scientific, literary, political accomplishments of 14 scientific. to examine social many ethnic groups. the and 15 AREAS OF COLLABORATION 16 The three districts in Pulaski in examining, developing and Implementing County will work cooperatively i 17 lum. Each district will retain its approach, but a multi-ethnic curricuown general curriculum la will join the other districts 19 in the following areas of collaboration: 20 A Annual Multi-Ethnic Materials Fair - 1999, Little Rock School Multi-ethnic Materials Fair with approximately forty (40) vendors, smaller 1988 , Materials During the summer District hosted a representation by - ----- North Little Rock had a exhibit. Both projects were very well received by staff and vendo were rs. 84 01599 21B. C. This opportunity for the review and purchase materials, posters and other multi-ethnic aides will be an ongoing need. Annual Fairs will be cooperatively planned and implemented. an ongoing need. of books, instructional Inservice Training - Training for staff on the appro- priste selection and use of multi-ethnic be an integral part __ resources will of the tri-district staff develop- ill be provided through a strategies/activities. ment model and w variety of Access to Higher Education Training Opoortuniti Three districts will cooperatively access information courses-seminars development related and ethnic to institutions in Arkansas. studies multi-ethnic in higher The , on curriculum education This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. LONG RANGE GOALS LRSD expects to achieve the following goals through the cesses set forth in the attached timelines: pro- 11 By September 30, 1989, the curriculum for pre-school 12 through grade 6 will reflect a multi-ethnic approach. By ^September 30, 1990, the curriculum for grades 7-12 will reflect a multi-ethnic approach. By September 30, 1991, the ongoing multi-ethnic curricu- 13 14 15 lum revlew/revlslon cycle for pre-school through grade 16 12 will be established as a model in all three School Districts. 17 evaluation and MONITORING 18 Each building principal Is responsible to Insure that the 19 multi-ethnic curriculum permeates the school environment as 20 required by this Plan. A section on multi-ethnic curriculum will be added to the LRSD monitoring checklist. 21 01600 S5O Ol O Aaau4I Plan I9UH-U9 PertoA ibit Pr Bevefly yriTF Kilt I-1 ihnir turriruV u> 6eweTu|rnl OSJtCTIVES PHASf I 1. To profi Ide leACber leArn- ing upportuiiilles through fureul course trAining 2. Io develop a Ditlricl- Mide aulli-clhni< udiu- visuaI rciourcc (aIaIo9u 00 Ci iMPLCHlNUnOM IIMCLINf I UIV I s ion Pru-jr tm/Krct 11 III Illi, diiii I II I I'l iii|i ddi. M.ii I I i lliiiii STRAUCIES/ ACTIVITIES IECINNIM DATE CQMPIETION DAJi COSIS RISPOMSiaillH (VAlUAI (UN I M A. ContACt IocaI colleges And universities Io obtAin inforsAtion on proposed course offerings relAted to ctlinic studies lor the suAMer And IaII. 1909 0. Receive And Advertise course oiler mgs to All cert It led siAtf. in- tluding opportunities lor tuition reinOurse- ent And/or SAlAry credit c. Identify pArlicipAnIs In Quarter And IaII courses A. Review And CAUlogue present Audio-visudl luteriAls relAtcd to nilti-cthnic curricu- lua b. Purihdse ddililiundl dudiu-visuAl AUleridls IruM the 1900-69 bud- gel lU O to 00 Ol Fall. I*UU1 Jn. I9U9 SuAMer Aiid Ull, 1990 Uli 1909 Ull 1909 iebruAry 19119 April I9U9 Oc tuber 1990 April 1909 April 1909 Nune US.(MM) lull ion Reiai- Ourseeient Nune Nune SIS.(MIU Hdler Id I s Assui Idle *iui<l ( Ut I I - luluA, And Spec Idl I'l u iirdns OeAii ol trdiludle S, huul Ac Aden IC llediis Assiii Idle SupI C ur r II u I udi diiil Spei idl 01 Ilie ul I'ei siiiiiii'I iMiiluree^ Supri'visui III Hell Id Sci V iii'^ ju|,|*l V I jIll Sei IIII I S III Hi.liu I I i:>l III 11.1 Ifijr III II I ii..| tlipy l.l i II I til IltJ I I tilt (I 1 up I 111 Al dill'll, 11 luiiise 1 idiipli I Ull, I'l'i Sunil, I (iiiii'iil ijidlii.|i I I I hf.|i. t . 11 lot, I, , I I 11 JI. Il III,. 1., I I I I I ut 4:* (a) I f, 'i]O tn o AaauaI FIaa l9Htia9 IWLtWKTATION llHtLINt I l< I I h II I 4l*<i Pers Resinstbie Pr Beverly UliTT, Goal: Itul 11 - (thn It lurritulura Developnt e bl wIion Ullll .pl- IU 1 Il H.J l t ( Hmu OIJCCIIVES STMUeUSZ ACTIVITIES (GINNING DATE COMPKTION DATE COSTS (KSPONSIBUIII iVALUAIlUN t. Identify and tnlnloguc other resources for aulti-cthnic Audiovisual nalerlAls. I.e. Arkansas Dcpartaent of idutalion, I title Rock Puhiic I ibrary. Arkansas 1ibrary Cu iss ion d. Revise, print and dis- trihule nulll-elhnic audio-visual resource catalogue lor the I III Ie Rutk School Disiritl e. Plate initial supple- nlal Older lor aajlti eihnit audiu-visual terials Iron the 1989-90 budget 3. Io plan 4nd laplm^nl (he 4 InilruiI lonal MelcruU lair |HuH I -1 Ihn It) I Spring I9tiy Suaarr 1989 July 1989 Nny 1989 AuguSI 1989 I Pre - SthooI Conterence) July 1989 -0- iS.(HH) Ap pro> iiMiely lor pr ml ing S?,O(NI sthuul llotal SIUZ.OUU $2,SOO print on M SuficrvlSUl ul Media Servites Supei'vlsui ul Media Sei V It es He (J 14 ^|iL'i lai II *. llwil.lelvd t alu lu.|ut''. I l> I I I I hij I I Illi Ni -lu I . I I 1,11, . Ill > .Il .1 I.. I,., .uIllM I 1 I I .1 . Involve a lean ol parents, tn inity re- suurtes, and leathers In detailed planning for (he (41* spec If K Oates. Iiaw, plate, an> luraul lu be held a*. t (uaii.uuenl uf 1988 89 pie-stliutil luiilereiite Ull 1900 April 1909 -0- I I A^^tn Sup I SpeiMl CiutjidWt^ & I iHlpitilM-lllul II,fl Pluf. , ( I O (O 00 O) Ul .(A (a)Annual Flan Person Respoi Hull Goal: ____I9HH 09____ (TearI msible Or oevmyTi mnir i-( ihnirTnrrrrirrtNrTirwFiopanni OBJeCTIVU STAATCGKS/ ACTIVITIIS h. Identify national and local vendors of anilti ethnic Instructional aulerials c. (stabllsh pre-school conference dales and ealend invitation lo vendors d. (onlirti fair participants e. Acquaint principals and central office staff with plans and fair relationship to desryicgalion eflorls f. (onduci aedia-ca^aign lor fair lu staff and parents g. Husl IriDisiricl "In- slruciioiial Materials fair" IMRLCMNTATIOM 1IMLIN( (GINNING OAT( COMFKTION OAK COSTS NCSPONSIBIlin Division Proyraai/Area til I S II t lalit tlllal t I ,1 I 1*1 IHJI Jilt eUlUi-LUAUU- - ( VAIUAI IUN Spring 1909 Spring 1909 (nd of Hay, 1909 Spring 1909 July 1909 August 1909 April 1909 Ind of Hay 1909 Ind ol June 1909 June I909 July - AuguSI 1909 Auqu&i 1969 (Hre*^(.houl I unlerente) -0- -0- -b- -0 t)UU fir ml - ing ISOU Suppl Ie- o t. lu drvriup criteria lor lealbuuS rev leu and Ol O (a> ion a. Arvisr Huard pul iiy lur Iralbuuk adupi luii I talli HlUi Iklubei 19Hi: -u- I I I on ro O to 00 OS Ul (a) hj Assoc. SupI ul Curr. X Spri la I Piu grans Iaeiulivr Sial I Assuc SupI. lull X Special I'lugiaais Supei'vi^Uf ul Media Seiwiie^ As SUI . SupI hif lleseip rqai luu and Sc huuIs Supervisui ul Hrdia Sei V II rs Direilur uf luamuiii I al ions Assoi SupI ul I III I X Spri lul I'liupHiH*. f k I ft>) M I I h L>N>I I I 1 fl A^'atn an I (Uaiplcliui, ul MOlIlIMl II Luiili i rm ,
.ilirJulr.l I uii I 11 HU 1 I m, bl J I I a>|t hilsi . I I .J I tilld bpA'X l.t I II HUI util , ul. Ill H Vul i.luir I pUI I I. I, .,,.1 I ^PP I , .1.., IlOMhH'J Annual Plan l9Mb-H** ____ (Vear) Person Responsible Dr beve>ly~h Uhiie G4mI : tVjl I I I ihftK Curr i( uliiHi beveloiMiH'iii OBJlCIIVtS STRAIEGKS/ ACTIVITIES b. Identify an ad hoc co- Bittee to review criteria presently being used in t itile Rock School Oistrici and other districts for leattMioS adoptions (Id Bembers) <. SulMiii revised policy and cr Her la to the board ol Directors lor first reading d. AdtJpl policy Of) lei- e. Utilize a local consul lani IO Irani stall on ''Avoidnui tie* and Hace bias and Sleieolying in lealtMioliS ** inpicmntatiom iiMCLita I . I i 11 >*I l> I W I S t lift Proijra*/Arej H..1 i T "Ti t. o 1 I Gt O 1 QD C! bCGUmiMC OATt COHPLfTlON OATt cosn RiSPOnsiBiiin (VAIUAI I Uh ScpIeMtrr lyui: HoveMbri buveMbei fall lulutiei I9(U: NoveiMbvi bet ea4>e Uei emA>e( I9U^ Vd<M> (V4U per day) 4ii(J tul i iiujitiH.:. i U I * I I Ft. . -II- -U- ^?()O luiiHMa- I UM. I.CI I I I '<upt*i mlI'liUt'hl , A - Mil SupI - loi ( Ul I II u I Illi, iid *,j|ie(iiil I'ltii|i diu'i I 11 I It I<oe 1 *j< lull* I h I 1 Lluai d ul li II <-( I u ' ',,1*1'1 l*ti vl^ll HuluH. anil >pi < ul h rom ail'. I h(d I i A<)( 'll.1.1 l*ud i <1 Ik iiImi, I < >1 < I. Srletl and lecuMMend lu boAid lui adoptluh ut let^ltMAuk^ (eleniro- tai> and secondary/ based on c * Ivi adopl lot. IlH I i iNhlliHlti I I (I A, Mil '.ul'l I and '^pvi >! rM"ii4Hi I I *..!! >1 l.l'l-l (.> I I M N) O (O 00 O) Ol (a>Annual Plin Hlll.nS IMPL(M(NTAT1OM TiNCtlHf I _ (Tear) While Person WesponsibTe (ir |M ve> . J Mu 11 I f I hn 11 CuViIfuiiiii Df v^O|(Ma-n I Goa I
o (h O Ol I (<</!* loo J Protjr am/Are J H.I I * ~ri im t OBJtCTlveS STRATfaifS/ ACTIVIIKS BtGlhhlhC DATc COMPlCTION OATC COSTS RtSPOHSlblNTv I I (VALUAII Uh U Io drvrlop 4nd ixiileiHenl a iujII i-r(*ini( (urruu- BU I C I*. l.UVW- i lull loi pre-t Ktdviyarleii through yiade t I I co c N> I a. Plan and host at least three (3) public oeet* inqs to receive suggestions frocb patrons on areas to be included ir a oulti-ethnic cum* Culuat |b lOenliTy And retain Iht I services of a national eapert in tail 11-ethn ic CurriculuM developaent I lead consultanl for Imo (?) yt:^i contract) ,1. In Looperaliun with the lead consultant. I I the Division of Curri* culuw and Spec lal Pro* gias will issue a detailed Curriculum de- velo|Muenl tiMcJine foi (he year, including a chec 11 IS 1 for last COM* 1*^1 (On tM*vel<*p '*p(*A I al lona fill ML-waiei pai 1 IC Ipa
I lull (III HUI I I I I I Illi H Cull H U I OH ro o (O 00 Ull l9Ut IaII HUI fall Wbb fall Imh: I ikiobri I van Lxiobei I9tib Utuber l9Ut iHlotei iMbl I I I G> Ul c* w ro l?(Ml 11,1 pubI K I Iy SllI.LMMJ per year -U- SiSOl Sup I I jlld Itl I II iii|i aiii*. ^li^ul . SupI |i eya I loii lot b*'at- 1 H^SUL . Supl flu ( itt t and Special liogiaMi'. I |1 t*Hd ( uri'.u 11 HUI , |Ata^Ul I Ull I M>|i a I IIM <11 Itill. Il*( ................. I Sup 1 . < III I 11 II I (lit |and Spei lul r<upaHi-.
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