Desegregation: ''Little Rock School District (LRSD) Desegregation Plan Status Report for Second Semester 1989-90 School Year,'' Exhibits 6-17

FILED IN THE UNITED STATES DISTRICT COURT U.S. DISTRI"coUFIT --------- - - ------------- cASTPPN DISTRICT ARKANSAS EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. JUL 1 0 1990 CARLn.^^^^ 9LERK By:------------------------------ DEP. CLERK DEFENDANTS INTERVENORS INTERVENORS LRSD DESEGREGATION PLAN STATUS REPORT FOR SECOND SEMESTER 1989-90 SCHOOL YEAR INTRODUCTION Attached hereto as Exhibits are memoranda detailing the status of steps taken to implement the Court-approved Desegregation Plan in the LRSD for the second semester of the 1989-90 school year. This report continues from the LRSD Desegregation plan Status Report for First Semester 1989-90 School Year filed on March 1, 1990 and the LRSD Major Enhancement Schools First Year Report, 1988-89, filed on March 5, 1990. The Exhibits submitted are as follows: 1. Exhibit 6 is a Desegregation Plan Status Report cover- ing Early Childhood Education. In particular, the Exhibit provides updated information on the Four-Year-Old Incentive School Program, the City-Wide Early Childhood Education Program, and the HIPPY program. -1-2. Exhibit 7 contains the status report for the Summer Learning Program. m X X 2 o 3. Exhibit 8 provides an update on School Operations, referred to as Division of Schools. 4. Exhibit 9 is the Desegregation Plan Status > I Report from Pupil Services. 5. Exhibit 10 contains the status reports for the various D3 content areas of the desegregation plan. The areas covered include: English/Communications/Journalism, Multi-Curriculum Development, Program for Accelerated Learning (PAL), Music/Art, m X X 2 Mathematics, Science, Social Studies/Foreign Language and Reading. 6. Exhibit 11 constitutes the Desegregation Plan update regarding staff Development activities in the LRSD. m X X 2 7. Exhibit 12 constitutes the Gifted and Talented Program UI update. 8. Exhibit 13 constitutes the 1989-90 status update regarding Federal Programs. m X X 2 at 9. Exhibit 14 constitutes the Desegregation Plan Status Report for the 1989-90 school year covering Vocational Education. 10. Exhibit 15 constitutes the m X X ro Desegregation Plan Status fl Report on Library Media Services. 11. Exhibit 16 constitutes the Desegregation Plan Status Report for Special Education. m X X 2 00 pi 12. Exhibit 17 constitutes the Desegregation Plan Status Report concerning Parent Involvement/Community Linkages LRSD. in the T1 X X 2 ( caR>lyo(\lnd.ar -2-Respectfully submitted, FRIDAY, ELDREDGE & CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 Attorneys for the Little Rock School District i BY
z, JERRY L. MALONE Bar I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a true and correct copy of the foregoing has been sent to the following 1990^^^ U'S. Mail, postage prepaid, on this " list of day of July, L. MALONE J John V. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, AR 72206 Paul L. Cherry, Esquire Attorney General's Office Heritage West Building 201 West Markham Street Little Rock, AR 72201 m X X E o tD m X X 3 m X X E in m X X 03 o, m X I ro Norman Chachkin, Esquire Legal Defense Fund 99 Hudson St., 16th Floor Steve Fedo, Esquire Neal, Gerber & Eisenberg New York, New York 10013 208 South LaSalle Chicago, Illinois 60604 Richard W. Roachell, Esquire Mitchell & Roachell 1014 West Third Street Little Rock, AR 72201 H. William Allen, Esquire Attorney at Law 200 West Capitol, Suite 1200 Little Rock, AR 72201 cBTolynf kind. sr -3- I i I m X X 5 00 X X E <o J I* I Ifl F fl Stephen W. Jones, Esquire Jack, Lyon & Jones, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, AR 72201 Sharon Street, Esquire Arkansas Dept, of Education Education Building #4 Capitol Mall Little Rock, Arkansas 72201 caiolyngUnd.af M. Samuel Jones, Esquire Wright, Lindsey & Jennings 200 West Capitol, Suite 2200 Little Rock, Arkansas 72201 I -4- m X X CD o > W m X I cs m X X o UI m X X ra m X X CD m X X 00 I (O t 1 I c H m X z E o I fl > co m X X co 4k m X z E tfi m X z E o> m X I 2 m X I o 00 r m X z E (O 1 b' aJm X X 2 o M > w EARLY CHILDHOOD EDUCATION m X X E m X X 2 cn m X X 2 9> m X X 00 m X X 2 00 m X X E (O 38UCITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will focus on three obj ect ives
early childhood students
(1) to provide parenting education for the parents of (2) to provide quality child-care arrangements for low income parents which stress social development and school readiness
disadvantaged students. Arkansas have addressed and (3^ to provide a quality pre-school program for At least three programs in Pulaski County, one or more last decade. of these objectives during the The Little Rock School District currently operates early childhood programs in five buildings. Plans are underway to open three additional sites in 1900-91 and three additional sites 1991-92. In Several Head Start centers are presently in operation within the boundaries of the Little Rock School District. The Head Start program ters are is administered by COPE of Pulaski County and additional cen- expected to open during the next two years. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citywide early childhood education program is to combine the efforts of these three entities, that may emerge in the future. along with other entitles to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the objectives of the citywide early childhood education program. the three entities cited in this report have attempted to avoid the duplication of services, every opportunity possible to share to the extent possible, resources. and use The following is a brief summary of each of the three programs
Head Start Program A. B. C. D. E. F. G. H. I. Uses the High/Scope curriculum Children must meet funding guidelines Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Council) Visited Ypsilanti, Michigan for High/Scope training Teachers are not required to be certified or have degrees Serves 3 and 4 year old students Three centers in boundaries of LRSD - old King School, Highland Court, m X I 2 o > CD m X I 2 m X I 2 -I oi m X I m at m X z OD m X I E 00 J . K. L. M. and Hollingsworth Court m X I m Total of 246 students served in three centers Staff development throughout the year Plans for expansion in 1990-91 Uses aides to 382H fl m X X 2 Model Cities Program o N A. B. C. D. E. F. G. H. J . Teachers are required to have degrees Teachers have participated Does not use Hlgh/Scope in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not required to have parent involvement - parent involvement programs twice a year. Site used by LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. I. J . Teachers must be certified Five sites in 198990 school year Total of 300 students in fouiyear old program Must comply with desegregation requirements Rockefeller is the only school with pre-four year old students Hlgh/Scope curriculum Parent involvement program Ongoing staff development Plans for expansion in 1990-91 and 1991-92 Uses aides In regard the to three objectives cited earlier, have agreed to the following
the three parties Parent Involvement involvement activities. - The parties will exchange calendars for parent To the extent possible, these activities will be available to parents outside of the sponsors program, also will share resources in publicizing these activities. The parties For Instance, the Little Rock School District has a cable channel that can be used to announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. Likewise, the Model Cities program has access to the cable channel that serves the black community. The parties should also be able to derive some benefit from the resources of the Chapter 1 parent Involvement program. Chapter 1 funds can be used for early childhood education if the strategies focus on early intervention activities for at-risk students. Staff Development - The parties will exchange calendars for staff development activities and. to the extent possible, the sponsor of the staff development activity will allow representatives from the other parties to participate. This process will begin in August 1990. Considerable colloboratlon should occur between the Little Rock School occur District and Head Start since both programs use the High/Scope curri- The staff development activities will be geared to the needs culum. of aides as well as teachers. 383 co m X X co 4^ m X X n cn m X X w <n m X X 00 m X X m 00 m X X 5 (0student Referrals - By October 1, 1993, it is expected that the num- ber of educationally disadvantaged students enrolled in early childhood education programs in the city of Little Rock will be SO percent of the eligible population. In oi'der to achieve this goal, it is extremely important that the parties use a student referral system. This system will allow parent tan a waiting list for one know about vacancies in another early childhood program. program to The parties v/ill meet on a quarterly basis to review vacancies and Identify referrals. This system will begin in August 1990. Student Assignment Process - The three parties recognize the need for disadvantaged parents to understand the assignment process for klnder- garten in the Little Rock School District. In the past, disadvantaged parents have not taken advantage of the kindergarten pre-reglstrat ion opportunities that are available In February and March. Traditionally, these parents wait until mid-August or after the opening of school to register their children. Parents who wait until August or Septem- ber to register have an obvious disadvantage if vacancies are limited. The Little Rock School District met with Head Start parents during the 1990 spring registration to review the kindergarten assignment pro- cess. In the future, the Little Rock School District will each spring with parents from both programs to review the kindergarten assignment process. In addition to neglecting kindergarten registration. that some disadvantaged parents it is apparent school opportunities in their neighborhoods. are not taking advantage of magnet The annual spring sessions on kindergarten registration also will be used to provide information on magnet school opportunities. Lon.g-term Monitoring - The real success of any early childhood program depends on the long-term effects of pre-school intervention efforts. It is Important that early childhood agencies have some means of following the progress of their clients during the early years of regular schooling. Beginning in the 1989-90 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, on the basis of standardized tests. these students will be monitored criterion-referenced tests. EPSF screening. or applicable. any other academic measures that are available and The parties will review these results on an annual basis, prior to the beginning of the following school year, and make pro- grammatic changes. individually and collectively, as needed. These students will be compared to a control group in order to Isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located In a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of additional school buildings in 1991-1992. If this occurs. Start will be explored, for training programs. additional lease arrangements with Head The parties will continue to share facilities recreational activities. etc. 384 m X X 2 o > S3 I S3 tD m X X 2 m X X 2 cn m X X 2 at m X X o rn II X II 3: It 2 11 09 m X X E (OFrom: LITTLE ROCK SCHOOL DISTRICT 810 West Markham - Little Rock, Ar. 72201 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS 1401 Scott - Little Rock, Ar. 72202 m X I E o I June 7, 1990 To: 9? James Jennings Associate Superintendent of Desegregation M Marian Shead, Supervisor HIPPY Subject: Program Up Date m X I E Enclosed is an update of the program for the months of January through May, 1990 for your review and endorsement. 4^ m X I E AA A A W1 m X I 2 a> m X I n <o I E - 385 II HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS m X X ro PROGRAM UPDATE JANUARY THROUGH MAY 1990 o JANUARY: A parent survey was conducted by the program supervisor and coordinators to determine the effects and impact of the program. 5? I FEBRUARY: The second phase of the implementation of the week fifteen (15) . gram were printed. program began at The materials for the remainder of the pro- Flyers were also printed and the monthly Newsletter continued to be mailed to parents and staff members. m X X 2 MARCH: An evaluation of the aides was conducted by the coordinators and supervisor to establish and calculate the aides' comprehension of the materials and performance with the families. A speaker from the State Department of Education was provided to speak to the parents on the subject of With Children," II How to Be Successful m X X oa UI o> X X S APRIL: Inservice Training on self-esteem was provided each Tuesday and in group meetings throughout the month of April, A series of lectures was given by the program supervisor entitled "I Believe In Me Strategies," m X X n MAY: Graduation exercises were held for the HIPPY children. (5) year old participants diplomas, - wore cates . The five caps and gowns and received The four (4) year old participants received certifim X X 00 -I 00 r A reception in honor of the aides was held with the goal of further building self esteem, imparting confidence in the work they had done throughout the year, and determination to _____ __ J year, continue to improve their way of life. m X X 5 At the close of the program an evaluation of the aides was conducted by the coordinators and supervisor to determine their accomplishment in job performance and their ability to work with parents, (O 38Gm X X TO o > !>? co m X X TO m X X TO cn m X X S 9> m X X TO I Z ? o ' 03 p .V m I i: m X z E o SUMMER LEARNING PROGRAM 387 > CD m X X E m X X E cn m X X E a> m X X E m I OD =' 00 m X X E .V toSUMMER LEARNING PROGRAM I IB 1990 m X X 2 o NARRATIVE This isa cost-reimbursement subcontract between the City of Little Rock, administrative entity for the City of Little Roc'x Service Delivery Area, and the Little Rock School District. Job Training Partnership Act (JTPA) Title IIB funds under this subcontract are provided for the purpose of com60 plying with 20 CFR Part 630.2 and with the expressed policies of the Private Industry Council of Little Rock. Activities and services to be provided under this Summer Learning Program m X X 2 subcontract include: 1) The scheduling and administering of pre-testing in the areas of reading and math of all eligible participants (up to 300) for Little Rock's SYETP. using Levels E, M, D and A will be used. The Test of Adult Basic Education (TABE) m X X CD 2) Provision of up to 90 hours of remediation of 144 participants cn 3) 4) whose pre-test score is below 7.0. Remediation will be in either reading or math, based on greatest area of deficiency as determined by pre-assessment test results. The scheduling and administering of post-testing in the areas of reading and math of all SYETP remediation participants. This will be done at the time of exit from this training component. Coordination with summer worksites and the provision of transportation of JTPA participants to and from their assigned worksites during the six-week period of remediation. m X X 2 a> m X . X ' CD Il 5) The submission of a final report to the City's JTPA Department which contains a list of each JTPA participant's Social Security Number, total number of hours of attendance, pre-test scores, post-test scores, points of gain/loss in the area trained, and percentage of growth attained by each, as well as school of each participant and his/her grade level. 00
00 m 0 X X 2 (O 388Pre-testing of up to 300 eligible participants and alternates will be conducted at the Adult Education Center, 1401 Scott Street, Room 101 and 102 on the following dates: m X I DO o May 5, May 12, May 19, and May 26, 1990 Using pre-test score, the District, OTPA staff and worksite program operators will develop work/remediation schedules for OTPA participants who are identi- > H fied as needing remediation. Youth scoring below 7.0 on the pre-test will be tn defined as "needing remediation". Remedial instruction will be provided on 12:1 student/teacher ratio. The City reserves the option to make a pro rata adjustment for each 12 OTPA participants added to or subtracted from the 144 participants to be provided remediation m X I 5 under this initial subcontract. This amount will be mutually agreed to by the contractor and subcontractor. The 90 hours of instruction will be provided during a 6-week period, beginning tn 1 week after SYETP inception, 5 days per week, 3 hours per day. A minimum m X I o of 30 minutes during each 3-hour session will be spent by each participant in individualized computer-aided instruction. m X I o> m X Remedial instruction will be provided at a site to be provided by the Little Rock School District. One week of inservice training for all remedia- tion instructors will be conducted prior to program start date by Little Rock School District supervisors of reading, mathematics, staff development and the director of the SLP. I m X I E Participants in remediation will be enrolled into and exited from the City's JTPA management information system. This will be done in accordance with X V IX procedures and time frame instructions to be provided to subcontractor by o (O 389I the JTPA management information system prior to program implementation. Time and attendance of participants will be recorded by subcontractor on a daily basis. Time sheets will be submitted to the OTPA Finance Department and provided to subcontractor prior to the beginning of remediation. These records will be used by Finance to prepare payroll for participants and will provide assurance that participants not attending as required will not be paid. To further coordinate and to monitor the activities of participants scheduled for remediation, subcontractor shall inform worksites daily of absentee participants. weekly basis. A written report will be sent to respective worksites on a 390 m X XE o > I m X X OT m X X OD m X XS O) m X X w m X X 5 00 X n III 1 I II Please note: 1 m X z E JTPA SUMMER LEARNING OPPORTIINITIES PROGRAM Staff Development Schedule June 18-22, 1990 Forest Heights Junior High School Media Center, Assigned Classrooms, and Computer Lab 1. o > 3 . 2. 3. 4. James Wise, program coordinator, will au development activities identified below. will supervise all staff Monday, June 18, 1990 Teachers (6) and aides (2) will partici pate. the entire week. The computer aide (1) will participate on Friday only. The Reading and Math Supervisors will be available throughout the week if requested. tn 8:30 a.m. - 9:00 a.m. Overview of Staff Development Activities Program Expectatipiis Marvin Zimmerman y< z 00 James Wise n 9:00 a.m. 11:30 a.m. Reading Strategies and Materials Mary Mosley fli Math Strategies and Materials Dianne Wood m X z 00 n 11:30 a.m. - 12:30 p.m. 12:30 p.m. - 3:30 p.m. tn Lunch I Cooperative/I earn Learning V Tuesday. June 19, 1990 Marcel line Carr Bettye McBride Mary Mosley m X z E H 8:30 a.m. - 3:30 p.m. I I Development of Specific Lessons to Include Application of above Cooperative/Team Learning and other Strategies Teachers and aides work independently and/or in groups-m X z 2 - Wednesday, June 20. 1990 8:30 a.m. - 3:30 p.m. Analysis of Student Data James Wise m X z Determination of Group Ass ignments Planning for Individual Needs At appropriate times teachers and aides w work independently and/or in groups- 00 m X z 00 Establishment of Performance Oh jf.'cti VC. 391 <o M Thursday, June 21, 1990 0:30 a.m, 11:30 a . ni. Learning Styles Janice Butcher 11:30 a.m. - 12:30 p.m. Lunch 12:30 p.m. - 3:30 p.m. Application of Learning Styles to Math and Reading Strategies and Materials Teachers and aides w1 work Independently and/or 1n groups. Friday, June 22, 1990 8:30 a.m. 11:30 a.m. ri Development of Computer Schedule James Wise, teachers, aides, and computer aide 11:30 a.m. - 12:30 p.m. Lunch 12:30 p.m. - 3:30 p.m. Preparation of Classroom and Finalize Plans for Beginning of Classes Teachers, aides, and computer aides will work 1n Individual rooms, ri I ri ri ri ri 39? m X X E o w m X X E .u m X X DO UI m X X E m m X I E 00 XIn m X X E o 3 tn I XE m X X E cn m X X E a> m X X5 m X X E 00 m I X U I 09 i H 1., (O J iB n J m X X E i o IH fI-Ii g SCHOOL OPERATIONS w X m X X E Id cn m X I E o> m X X E s c E* 393 m X X DO I 5 J ! (O V I ! 5 '<!w DIVISION OF SCHOOLS m X X E 1. Objective: o To review organizational ottice to ensure sufficient M r 1 ------------OUUUUL L lur SLUae for implementation of the desegregation plan. structure in schools and central support for students and staff success and Status: annoinfoH^ districtwide committee and school-based appointea. committees V J . wiiwx uaocvi kxUuiiiiLtees were once each qu^ reported to districtwide conmittee schoolprovided feedback school-based committees. (See 10-11-89 memo to principals) to 2. Objective: - . To provide inservice to raise of equity concerns for students. staff awareness/expectations a Status: (See status report on staff development) 3. Objective: district str^ctHJ7^Sv'''T parental awareness of istrict structure, policy and programs, and ways to access them. Status: n . addition to mini-seminars at PTA meetinss ChantPK 1 h'l'i throughou
the school year at various locations in the district, such topics as the new report card, the piine, self-esteem and motivation, etc. attachment) The workshops covered new reading series, disci- (See Chapter 1 calendar 4. Objective: - . To monitor school standards education for all students. to ensure high quality Status: Schools vere monitored on a regular basis by appropriate reports from^^ evaluation specialists. Monitoring as??^^Anf e'^aluation specialists were review by associate and assistant superintendents in order to identify and address concerns 5. Objective: Provide education to staff and culture and positive school climate. patrons regarding school Status: exDectati^n<,^S:^^"i general meetings on climate and diss schml^f^i beginning and end of year to held Srh and expectations. Small group meetings were dent tn assistant superintendents, and the superintendent to discuss climate and expectations. permten 6. Objective: Monitor school climate and resource allocation. s X OD m X I E m X X E m X X E c * Ml Status: (See #4) m X I E CO k 394m X X Division of Schools Desegregation Status Report page two o 5? 7. Objective: To work with schools to help them design programs which meet the specific needs of their students. 8. 9. 10. 11. 12. 13. 14. Status: School improvement plan developed by each school. Schools assisted by appropriate assistant superintendent. Each school improvement plan included detailed school profile and goals for improvement . Objective: Establish a program to familiarize parents with school expectations and to build a partnership with them. Status: School objectives, discipline policy, etc., shared with parents through school newsletters, district calendar, etc. Objective: Provide inservice to district personnel on behavioral styles and learning styles of students of divergent backgrounds. Status: (See status report on staff development) Objective: Achieve equity in class structures by grade and by subject area. Status: Class ratios by subject, by class, and by teacher reviewed at beginning of year and at semester by assistant superintendents and principals. Adjustments were made as needed. Objective: Achieve equity in student instructional practices. Status: (See #10) Objective: Achieve equity in teaching methods. Status: (See status report on staff development) I I tr 5 X 5 m X X 3 w, m X X S a> m X X m Objective: Inform all students and patrons of co-curricular/extra- curricular activities available for students and of participation requirements. Status: Extracurricular activities publicized in each building. Local biracial conmittees focused on strategies to inform and recruit students. Principals required to show evidence of broadbased participation, absence of disparity, and a plan for recruitment. i m X X 00 (O Objective: Staff recruitment of students to participate in extracurricular activities. Status: (See #13) t 395Division of Schools Desegregation Status Report page three 15. Objective: Increase student participation, particularly minority student participation in co-curricular activities. m X X E o J*? 16. Status: (See #13) 17. 18. Objective: Removal of all barriers for students who wish to participate in extracurricular activities. Status: Transportation program used for student transportation. Objective: Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Status: School profiles developed at the beginning of the school ro 00 4k 19. 20. year as part of the school improvement process. Principal evaluations will be based on progress in school profile areas. Objective: Visits to schools by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. Status: Meeting held with building principals to review testing procedures. Test-taking preparation provided by individual schools. Schools monitored during testing by Planning, Research and Evaluation Department. Objective: Disaggregation of test results by grade, by race for review and assessment for intervention purposes. (See #'s 7 and 17 - School profiles include disaggregated test data.) Status: Objective: Develop/enhance site-based management at schools. Status: Staff development provided for principals during pre-school inservice training sessions (two days). m X I E UI m X XE a> m X XE b b b 21. Objective: Provide support to revitalize school environments to make it conducive to student learning. Status: Ibis project is ongoing. The district is giving priority to removing portable buildings and addressing building needs identified during the millage campaign. A five-year plan has been developed for the removal of portable buildings. m HE X Hr X 5 i to L 39G s Division of Schools Desegregation Status Report page four m X XE o UI 22. ID Objective: Respond to principal requests for assistance in a timely manner. Status: An assistant superintendent is assigned to each for the purposes of supervision and technical assistance. In addition, instructional supervisors are available for instructional assistance as needed. 5?
co UI 23. Objective: Provide school-based planning based on analysis of all available data
a specific format for addressing school, racial, gender, and SES disparities. u IB IB 24. Status: (See #'s 7, 17, and 19 - Each school developed a school improvement plan based on disaggregated data in various areas, cipal's evaluation based on successful implementation of school improvement plan. Prin-cI5 Objective: To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor . m X X n Status: (See status report on staff development) ai bl bl m X XE O) m X Xw bl in b b b bI I t co 39V r if 'I < m X I: m 1 il c . n -
i(S\ rir jl| I t_- I o Js! I B X 2 m X X 2 UI m X X 2 Oi m X X o ni II X U I ' 2 (O L.If m X X E o nI m X Xw IO w m X X E ATTACHMENT m X X E A UI m X X E Oi m X Xs . ijr.T '1 I I hiive S', M m X _ I E (O r.. *ot irWllTTT f A4OL (SO11J74-3W1 I I VI I KtBB0i -1 1 m X X III I ' Little Rock School District I - 'l o J October 11, 1989 ( I I n TO: FROM: THROUGH: All Building Principals James Jennings, Associate Superintendent for Desegregation "S' Monitoring and Program Development Estelle Matthis, Associate Superintendent for Educationali??^ Programs and Staff Development SUBJECT: Bi-racial Advisory Conmittee m X X o Each school should have a bi-racial conmittee made up of parents, teachers. The students and one or more representatives of the school administration, conmittee should be balanced by race and gender. The school-based bi-racial committee is expected to monitor activities related to desegregation and develop strategies to rectify any areas of concern. It is very important that conmittee recommendations receive the attention and support needed from m X X 2 all staff members to ensure success. In regard to specific duties, each school-based bi-racial advisory conmittee is expected to do the following: m X X 2 a. Meet on a monthly basis to review and develop strategies related to effective school desegregation. The Diagnostic Categories for Effective School Desegregation form should be used to identify areas of compliance and non- compliance. Please be specific about areas of concern and ronediation plans. a> m X X ro I 1 w '5 I I : 1 I I 1! u< I 11 b. Also, slnare minutes of each meeting with all custodians, etc.
. .A Keep minutes of each meeting, t staff members (i.e. teachers, custodians, cafeteria workers, etc.), copy of the minutes should be sent to the Office of Desegregation. c. 7 II Submit a quarterly status report to the district-wide bi-racial advisory committee (c/o LRSD Office of Desegregation, Attention: James Jennings). The report should identify areas of compliance
special activities that have proven to be successful
areas of conceim
and reconmendations to rectify areas of concern. The principal should also snare this report with the Assistant Superintendent for his/her building. m X X 2 co -J b b 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 3 <3 8 9V 111 Bi-racial Committee Page two m X X2 o 111 d. Deadlines: First Report Second Report Third Report Friday, December 1 (for first quarter) Friday, February 23 (for second quarter) Tuesday, May 1 (for third quarter) m X X 2 e. f. (NOTE: You are not required to submit a fourth quarter report.) Address any concerns identified by the district-wide bi-racial advisory committee, Board of Directors, Associate or Assistant Superintendents. On-site monitoring by the school-based committee is optional. Please share this memo with all staff and bi-racial advisory committee members. rjg: cc: Senior Management Team to CD m X X 3 m X I 2 tn b b b bI m X X 2 O) m X X 2 ti b 399 m I. Racial Isolation m X Xn A. B. C. D. Playground Cl assrooms Cafeteria Modeling by staff o m X X 00 I Z! II. Faculty Assignments IQ A. B. C. D. E. F. Bl III. 13 IV. K Bl V. Bl VI. VII. Dept. Chairs AP/Honors Special Education Regular classes Sponsors Faculty leaders Building reps. Mai ntenance A. B. C. D. PAL A. B. C. D. c tn m X X2 Bathrooms Hallways Cleanliness, etc. of grounds Repairs Periodic monitoring of progress Monitoring of exits Effectiveness of instruction Interaction between classroom teacher and PAL teacher Review and refinement of lEP Equitable Participation in Extracurricular Activities A. B. C. D. E. F. Assemblies Honor clubs Band Athletics Non-academic clubs Ongoing strategies to increase participation Equity in Suspensions, Expulsions, G/T. etc. A. B. Quarterly monitoring practices that exacerbate problems Counseling Parental Involvement A. B. C. D. E. F. Participation in PTA (interracial and multiclass) Volunteers (interracial and multiclass) Parent visits (non-disciplinary matters) Home support Strategies to increase participation (ongoing) Recruitment 400 m X X 5 (71 m X X E Oi m X Xn m X X2 (O m X I n VIII. Achievement Disparity o A. B. C. Plan of action Frequent monitoring D. E. F. Delivery of prophecy) Emphasis by Emphasis on Remediation instruction (high expectations vs self-fulfilling building leadership mastery efforts m XI E ro to m X z: E m X I E UI m X I E m X X E J.?* X I 5 4 0 j MEQCLIST LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT m X I E SCHOOL: PRINCIPAL: EVALUATOR: KEY: major enhancement/quality control MONITORING CHECKLIST 1989-90 DATE: NUMBER OF CLASSROOMS VISITED: GRADE LEVEL(S): o u1 A = Observed B = Not Observed C = Needs Attention Questions SC 1 through SC 4 need be answered only once for each school .cit. Questions SC 5 through DSG 50 should be answered for each classroom observed. visit. CHECKLIST ______ITEMS I REVIEW :_B C I COMMENTS SCHOOL CLIMATE (30 SC 1 The building and grounds are clean and in good condition. dumpster (trash pick-up) area ... playground areas (sufficient, well-maintained) ... parking lot/courtyard ... hallways (free from obstructions) ... classrooms (comfortable, attractive, functional) ... restrooms (functional, properly supplied) ... cafeteria ... office area (neat, orderly) SC 2 A schedule is established and followed for custodial staff to maintain the school grounds, including proper trimming of grass and shrubs. SC 3 Recpiests for maintenance/repairs to building and grounds are completed within a reasonable period of time. (___ days) SC 4 Office staff exhibits a positive attitude and is courteous and efficient when dealing with the following: ... students ... teachers ... patrons . .. others SC 5 School climate is safe and orderly- 402 5 m X I n o> m X X n Bl nl MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST 1989-90 Page 2 KEY: A Observed B Not Observed C Needs Attention m X X2 II CHECKLIST ITEMS I R E V I E W_ A___:___ a___ c I o COMMENTS I 111 SC 6 III Positive interaction is occurring within the building. ... teacher/teacher ... teacher/students ... teacher/principal ... student/student . . . other m X X ro to sc 1 Teacher/student ratio does not 111 exceed specified limits. INSTRUCTIONAL LEADERSHIP IILI (1/20) W III I IL 8 Teacher is aware of monitoring activities and has seen a copy of the checklist. X2 J] IL 9 ai l al IL 10 til IL 11 til e'i! IL 12 [11 I IL 13 Bl The principal is an effective instructional leader and a viable resource to staff. ... school profile folder available ... supplies, materials provided ... Collaborative planning and decision-making exists as related to the School Improvement Plan. Each employee is evaluated at least once during the school year through the use of an approved evaluation instrument. The teacher evaluation, is based on the accomplishment of the following: ... specific goals (IIP) ... individual's overall performance Each teacher has the opportunity to participate throughout the school year in appropriate staff development which enables the staff to fulfill the school mission and purpose. The school has strategies to increase parental involvement in school and in home supported educational activities. IL 14 Principal supplies information about the school to community and patrons. 103 m X I 2 UI m X X 5 m X X 2 Il Ir MAJOR ENHANCEMENT/QOALITY CONTROL MONITORING CHECKLIST 1989-90 Page 3 KEY: A Observed B = Not Observed C = Needs Attention m X I CD CHECKLIST ITEMS I R E V I E W_ A B C I o IL 15 COMMENTS I Teachers are provided adequate information regarding the instructional program. m X I 2 HIGH EXPECTATIONS (HE) 1 HE 16 M] I HE 17 Ml HE 18 Ml Ml til til til hl HE 19 HE 20 HE 21 1 HE 22 1n HE 23 n The principal and school staff are actively involved in implementing the school plan to address the needs of at-risk students. (School profile folder) The major enhancement programs are well defined and evident throughout the building. Teacher demonstrates a commitment to and understands the purpose of the major enhancement program. . . . student work displayed . . . field trips related to the school theme ... special projects and activities ... bulletin boards Teachers clearly exhibit through their interactions with students the belief that all students can learn. Students with outstanding success in academics and/or citizenship are recognized. Students have homework assignments, teacher check-in, and immediate feedback. (Homework assignment posted, responses from randomly selected students.) The total school atmosphere reflects high expectation for intellectual development and responsible citizenship. ... visible focus ... quality/quantity of student work displayed ... by providing for individual student differences. Positive reinforcement of desired student behavior is practiced (Praise successful experiences.) 404 tD m X I m m X I 2 UI m X I 2 O> m X I2 MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST 1989-90 Page 4 KEY: A Observed B Not Observed tn X I CD HE 24 HE 25 HE 26 C = Needs Attention CHECKLIST ITEMS Students are goal oriented and remain on task. School programs are designed to ensure involvement of all students. Student attendance is monitored by principal and staff. grrecTivE imstroctiow (ed EI 27 Teachers have sufficient materials and equipment for implementation of the total instructional program. EI 28 Sufficient time on task is provided for students to master the basic curriculum. EI 29 School staff members have the opportunity to suggest materials to be purchased for the media center. I o review A___ B C I COMMENTS m X X2 hj W I ) ^5 X m m X z CD EI 30 Books, materials, resources, and media reflect racial and ethnic diversity. UI m X IE EI 31 EI 32 EI 3 3 EI 34 Positive racial and ethnic images and concepts are reflected in all instructional materials. Teachers carefully preview, review, and update instructional media to guarantee the elimination of cultural bias. The media center staff members provide broadening and enriching experiences for the students. Remedial programs are carefully monitored by principal and staff, including a review of the identification process, academic progress, and exit procedures. EI 35 Special programs (e.g. telephone hotlines, homework centers, extended day, extended year, summer programs, and special tutoring) are provided for remediation and enrichment. <io
> 3 a> m X X 2 I * mir XI -li m to f MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST 1989-90 Page 5 KEY: A Observed CHECKLIST ______ITEMS EI 36 EI 37 EI 38 EI 39 EI 40 EI 41 EI 42 B Not Observed I C Needs Attention R E V I E W_ A B C I COMMENTS Students receive instruction in the computer laboratory at least once each week. Extensive services in guidance and counseling are provided to identify and address the needs of all students. ... analyze student test data ... plan and prescribe appropriate programs ... identify at-risk students ... lower drop-out rate ... decrease student academic failure Heterogeneous grouping is the primary practice of organizing students for instruction. There is an emphasis on the basic skills of reading, writing, and mathematics. There is a performance-based student promotion policy which discourages social promotions. Parents, students, and teachers understand the student promotion policy. 01 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner. (Including ASDP's [grades 3 and 6] for students who failed any subject area of the MPT.) m X X 2 o m X X5 to W 5? I 2 m X X n UI m X X 2 o> m X I 5 J I EI 43 The gifted program has been structured to avoid segregative effects, i.e. race, gender, or grade level. tJ! EI 44 There is evidence that the Multiethnic Curriculum has been followed. .'ll m EI 45 In Student progress is monitored by principal/teachers/parents. X I2 <0 to ni mi MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST 1989-90 Page 6 KEY: A Observed CHECKLIST ____ items B Not Observed A C = Needs Attention REVIEW A I COMMENTS m X X co o PAREWT/COMMPMITY 8DPPORT (PCS) PCS 4 6 School participates in Partners in Education program. m X I 2 r>j PCS 47 Parents actively participate through the following: ... the School Improvement Team ... the Biracial Committee ... a parent advisory group ... Parent Teacher Association (PTA) I PCS 48 tn [U Parents are directly involved in their child's education. ... furnish supplies/materials ... attend scheduled conferences ... attend school activities ... serve as VIPS/resource person cz 00 PCS 49 VIPS are effective in assisting the staff members in each school. m X I E DI8TRICT/SCHOOL GOALS (D8Q) DSG 50 School staff members understand goals of the LRSD and the school. VI bl DSG 51 School staff members were involved in the development of school goals and building plan. I m X z w O bl DSG 52 bl Goals and strategies have been developed to decrease the achievement disparity between black and white students on the following measures of student achievement. ... MAT-6 ... MPT ... grade distribution m X IW bl DSG 53 There is evidence of a strong emphasis to ensure that students will master the basic skills. bl I ba I i n ba co ba b! 10 V i a m X X S fl I fl z o m X XE a 5 X 5 - il m X X o (n m X X E o> m X X w m Z * E co In m X X E o m X X m ro m X X E Cd m X X E ATTACHMENT B m X X E b b b b b b b czi m Xz o o> ni X XS -s' r- Ti ! ni , X 5 5 !.
,O I. I 0 MflBi ce H0n 0 0 DONT FORGET CHAPTER 1 SCHOOLS CALENDAR FOR 1989-90 SCHOOL YEAR THEME: IGNORANCE IS EXPENSIVE-CAN WE AFFORD IT NO, CHAPTER 1 CHILDREN MUST LEARN. August 22, 1989
September 7, 1989 September 14, 1989 September 21, 1989 September 27, 1989 thru October 1, 1989 October 10, 1989 October 17, 1989 November 14, 1989 November 21, 1989 December 12, 1989 December 19, 1989 January 16, 1990 IT?* M. fi I. District PAC Organizational Meeting, IRC, 5- 3805 West 12th Street Little Rock, AR~72204 5:30 p.ra. SEPTEMBER DISTRICT-WIDE MANDATED MEETING BY LAW -^ttle Rock) Washington Elementary. 7:00 pm Bobby Goodwin, Principal -------------------------------------- 115 West 27th Street Little Rock, AR 72206 Mandated Meeting (Southwest Little Rock) Baseline El Robert Brown, Principal --------------------- 3623 Baseline Road Little Rock, AR 72209 ementary, 7:00 p.m. Ashley, Principal 1600 North Tyler Street Little Rock, AR 72204 16th Annual National Conference, Long Beach, CA Theme-Responding To The Future Sheraton Hotel, Long Beach, CA Reg1strat1on--$85.00 Hotel Rates$80.00 plus 101 tax OCTOBER 9-13 NATIONAL SCHOOL LUNCH WEEK Tuesday Night Parents Workshop (New Report Card), IRC, 6-30 o m 3805 West 12th Street Little Rock, AR 72204 ------ District PAC Meeting (Parent Involvement and Achievements) Cloverdale Elementary, 11:00 - - Saddle Mitchell, Prine 1 pa1 6500 Hinkson Road Little Rock, AR 72209 a.m. NOVEMBER 3 DISTRICT-WIDE PARENT CONFERENCE DAY Tuesday Night Parents Workshop (New Reading Series), IRC. 6-30 o m 3805 West 12th Street Little Rock, AR 72204 ------ ' District PAC Meeting (T.V. and your Child) Chicot Elementary, 3:30 p.m. Otis Preslar, Prine 1pa1 11100 Chicot Road Little Rock, AR 72209 DECEMBER INVEST IN YOUR CHILD'S EDUCATION THRU GIFTS Tuesday Night Parents Workshop (Living Math), IRC, 6:30 p m 3805 West 12th Street Little Rock, AR 72204 ------ District PAC Meeting (Nutrition and your Child) ytchell Elementary , 1:30 p.m. Donita Hudspeth, Princ1 pa1 2410 Battery Street Little Rock, AR 72206 JANUARY 15 MARTIN LUTHER KING HOLIDAY-HUMAN RELATIONS District PAC Meeting (PET, TESSA and your Child) Wakefield Elementary, 12:00 Noon Lloyd Black, Principal 75 Westminster Street Little Rock, AR 72209 OVER m X X 2 o m X I 00 m XX 2 Ca> m X X 2 m X X 2 cn m X X 2 O) m X X2 408 (O ' February 20, 1990 FEBRUARY 13-' PTA FOUNDER'S DAY LUNCHEON District PAC Meeting (Discipline and your Child) Ish Elementary, 6:30 p.m. Lonnie Dean, Prineipal H March 13, 1990 3001 Pulaski Street Little Rock, AR 72206 MARCH-30 DISTRICT-WIDE PARENT CONFERENCE DAY Tuesday Night Parents Workshop (Self-Esteem and 3805 West 12th Street Little Rock, AR 72204 Motivation), IRC, 6:30 p.m. March 20, 1990 B District PAC Meeting (Talented and Giftedness and your Child) Western Hills Elementary, 7:30 * - Margie Puckett, Principal 4901 Western Hills Little Rock, AR 72204 a.m. B April 10, 1990 B April 17, 1990 B APRIL-MAT-6 TESTING (MEASURING SUCCESS) Tuesday Night Parents Workshop (Decision Making Skills). IRC, 6-30 3805 West 12th Street Little Rock, AR 72204 ------ District PAC Meeting (Parent Involvement and Achievement) Watson Elementary, 12:00 Noon Dr. Diane Glaze, Principa1 7000 Valley Drive Little Rock, AR 72209 MAY-EVALUATION AND PLANNING FOR THE FUTURE p.m. May 15, 1990 B District PAC Meeting (Retention, Advancement and your Child) Romine Elementary. 5:30 p ~ ' Lionel Ward, Prineipal 3400 Romine Road Little Rock, AR 72204 m. June 1, 1990 m X X 2 o m X X E ro m X X 2 CO m X X E B June 18, 1990 B JUNE-ACKNOWLEDGING ACHIEVEMENT IN 1989-90 Annual Awards Program Mann Junior High, 8:00 p.m. Marian Lacey, Principa1 1000 Roosevelt Road Little Rock, AR 72206 Meeting (Maintaining Success During Sumner Vacation) IRC, 7:00 p.m. ' 35775 West 12th Street Little Rock, AR 72204 m X X 2 cn m X X2 Oi B m X X 2 B I m X X2 <o lUH m X X 09 o n m X X E ro m X X 09 Cd Bl m X X E U m X X E cn 1 1111 m X X E o> u m X XE 11 'I J I
m X Xm 1i 1 (O I m X X E u o l] m X X E ho u m X X E w Cd u m X I E DESEGREGATION STATUS REPORT m X X 5 u tn m X X E u m X X E 4IU l] LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS m X I E o 11 Oune 11, 1990 m X IE ro To: James Jennings, Associate Superintendent m X I E u From: Jo Evelyn Elston, Director, Pupil Services to u Subject: Desegregation Status Report Object!ve: Provide inservice training on discipline in desegregation school setting. m X X E Status: u u Inservice on discipline management conducted August 1-2, 1989, February 26, 1990, and May 21, 1990, to all building principals and administrative staff personnel. Content dealt with review of discipline statistical data at the district and local school level and how to involve total staff in developing, implementing and evaluating schoolbased discipline plan. m X I E tn Objecti ve: Provide committee to review attendance and discipline policies and datum on ongoing basis to ensure equity of policy and policy administration. m X I E n Status: Bl A committee of parents, teachers, administrators and students was formed and met in May, 1989, to review the district Student Rights and Responsibilities Handbook. This ha ndbook contains a TPBoard-adopted poli cies and procedures relating to discipline, attendance, student services and other areas relating to student governance. The committee submitted a report to the administrators and Board of Directors, containing recommendations for modifying student governance policies and procedures. m X I E Bl A committee is being established to review discipline policy implementation and school climate. This committee will also report back to the superintendent and Board its findings and recommendations before the end of June. 41J Object!ve: m X X 2 Raise student awareness of future career options. n Status: o All Little Rock School District counselors have developed written plans for systematically implementing career devel- rnent curriculum activities. Career development activities include structured classroom presentations, resource speakers, career seminars, and career exploratory experiences. resource m X X 00 Bl H Objective: Implemented activities/experiences are grade and age appropriate and provided to all students K-12. To make students aware of educational and post educational opportuni ties. m X X 2 d Status: A task force composed of representatives from the LRSD counseling department, the business community, vocational education and the Employment Security Division has been formed to plan and implement a Job Fair in either the fall of 1990 or the spring of 1991. The fair will target eleventh and twelfth grade students and will aim to raise student awareness of the job market in the greater Little Rock and surrounding areas and identify potential employment opportunities for graduating seniors. The representatives from the business community totally support this venture and have pledged their support in its planning and implementation. The task force will continue to meet on a regularly scheduled basis throughout the planning phases of the project. m X X 2 m X X 2 m X X E Objective: Create community linkages to assist students in need of special services. o> Status: Through the collaborative efforts of the Municipal Court, New Futures, the director of Pupil Services and city/state service providers, a new Truancy Review Board was approved by the LRSD Board of Directors for implementation during 1989-90 school year. Parents and students with chronic truancy problems will be referred to the Board for review of the problematic attendance. Appropriate interventions which may include agency referral, fami1y/individual counseling, tutoring and incentives will be provided as needed. fami1y/individual coun- Board members will include representatives from the court system, child advocates, agency providers and school district personnel. This intervention is intended to break the cycle of truancy, school failure, and to provide needed supports to the student and family to ensure regular school attendance. Objective: Inform students of all opportunities open to them and encourage them to take advantage of these opportunities. m X X o 412.u bl Status: A newsletter to senior high school (grades 10, students and their parents titled, TI.c " ' ' was prepared and mailed out to parents in MayTour issues of the newsletter will be published and mailed yearly newsletter mntflinc 4... i__ n ___/ 7 ' 11 and 12) The Guidance Clipsheet, '5 May. Hl Hl w. NcjicuBi Will ue puD n snea ano mai led yearl v The contains announcements of local, regional and national scholarships, pre-college test dates, information relative to enrichment opportunities available through colleges and universities, financial aid information and employment opportunities both paid and volunteer. issue was mailed in April, 1990, and subsequent issues to be mailed in October, December, February and April of each school year. The first Objecti ve: m X X TO o m X X IQ m X X TO Hl bl Status: Make parents partners in education of their children by making information accessible to them and by keeping them informed. m X X TO uJ I Objecti ve: Status
Area community meetings are held in the spring of each school year to review with parents curricula, co-curricular and extracurricula activities offered in the district. Counselors and subject-area supervisory staff are available to answer questions relative to program offerings and educational opportunities provided LRSD students. An Early College Planning seminar was piloted at two junior high schools, Southwest and Forest Heights Junior High Schools, this year. This program is designed to encourage parents and students to begin planning early for a college education and to see college as an option open to their children. A financial aid officer from a local university a banker who deals with student loans, a high school counselor and a Counselor from the University of Arkansas at Little Rock participated in the program. Next year, all junior high schools will implement this program. Provide counseling intervention for students with chronic disciplinary and/or attendance problems. Structured intervention teams called Pupil Services Teams are operational at each school site. The teams, composed of teachers, counselors, an administrator and other support staff, meet on a regularly scheduled basis to review presenting behaviors, and to plan and implement strategies to address the needs of students with attendance and disciplinary problems. Parents are invited to meet with the Pupil Services team to participate in the fashioning of remedies to address problematic behaviors. m X X TO tn m X X TO Oi m X X TO 413 B m X I n I Interventions include individual and small group counseling, positive incentives for improved attendance and/or behavior or referral to a range of community resources. o u Individual building administrators entered into collaborative relationships with community businesses and civic organizations to provide an array of incentives to students for improved academics, behavior and attendance. m X XE hJ Object!ve: Create academic intervention strategies on a school basis. m X Xo Il Status: Students at both the elementary and secondary levels have been recruited, selected and trained to serve as peer CO II helpers at their respective buildings. Each peer helper 11 has received a minimum of twelve hours of training during special retreats planned and implemented for this purpose. Over 200 students have participated in these training retreats and are actively involved in peer tutoring and peer leadership projects in both the school and communi ty. m X X 3 m X X ra 11 (JI II m X X m n m X X w m X X E I O H u m X X E IQ u m X X E c*> BE m X X E U BE m X X 5 UI BE m X X m o> m X X E1 m X X E m X XE m X X m PROGRAM FOR ACCELERATED LEARNING (PAL) CONTENT AREA PROGRAMS u MULTI-ETHNIC CURRICULUM m X X5 u PARKVIEW SCIENCE Bl n in bl 115 m X X E tn m X X E m X X E LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 m X X 00 April 30, 1990 u TO: FROM: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development 7>'^lary Runshang, Acting Supervisor of English m X X2 to 0 SUBJECT: Desegregation Plan Update Through June 1, 1990 The following desegregation activities have been completed or are currently in process: m X Xo u u o 0 0 English, Communications, and Journalism Research and share effective instructional strategies at regularly-scheduled English council meetings (monthly) m X X 00 Identify teachers who could benefit from PET, TESA, and/or Classroom Management I Schedule those teachers identified above into appropriate district inservice m X X m >1 Monitor above teachers' use of PET, TESA, and/or Classroom Management tn Monitor teachers' use of different approaches to assess the same concept/ ski 11 Develop and disseminate to 6th grade language arts teachers and 8th grade English teachers supplementary materials to prepare students for AMPT m X X m HI Identify and suggest appropriate multicultural literature materials for grades 7-12 to be purchased at local school level for 1990-91 school year Correlate above multicultural materials to district's curriculum m X X w Offered six (6) hour inservice on cooperative learning in the English classroom Monitor local schools' adherence to placement criteria (this is being reviewed in relation to G/T placement procedures) Allocate funds for a co-curricula journalism program at the junior high level including sponsor stipend and printing costs Monitor junior high journalism program Select and purchase resource materials to replace or supplement textbooks 41G 0 0I 0 0 ] Desegregation Plan Update (4/30/90) - Page 2 I] Multicultural Curriculum Development m X X TO Extend inservice for elementary schools through school-based inservice meetings and district-wide meetings d Purchase supplementary multicultural materials to be used in assisting schools in implementing the elementary multicultural curriculum guide Schedule meetings of the secondary multicultural curriculum committees d m X X 00 Revise secondary English multicultural curriculum guides to reflect multicultural infusion in the literature component d Review secondary multicultural literature and research on the teaching of multicultural literature m X X DO co d Revise indepth reading requirements to reflect higher expectations and multicultural infusion Develop instructional packets for targeted multicultural literature m X X TO Develop rationales for the approved indepth literature w Prepare preliminary order of multicultural books to be purchased out of 1990-91 desegregation funds m X X o Contact book distributors and negotiate purchase cost of above books d (JI Program for Accelerated Learning (Secondary PAL English) Gather input concerning success/problems of the secondary PAL program from principals, supervisors, teachers, English council Modify the secondary PAL program for 1990-91 to be called Reading/English Assistance Program to address above concerns and problems Obtain recommendations for 1990-91 student placement in Reading/English Assistance Program and complete academic skills needs assessment Develop improvement plans for students who did not achieve mastery on the AMPT (grades 3 and 6) and for eighth grade "at-risk" students Identify and order needed supplementary materials to be used in 1990-91 Conduct one inservice meeting per semester for secondary PAL English teachers including computer personnel Work cooperatively with the writing specialist in the Computer Central Department to improve the computer writing program Monitor PAL classrooms and evaluate PAL program (ongoing) Work with Data Processing to collect data and modify the annual report process rather than utilizing a district PAL Review Committee as specified in the Desegregation Implementation Time Line m X X o o> m X X CD 417I m X X E 1 TO: id w LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 23, 1990 m X I E Estelle Matthis, Associate Superintendent Educational Programs and Staff Development FROM: A Leon Adams, Supervisor, Music/Art SUBJECT: Desegregation Update for Music and Art The following desegregation activities have been completed or currently in process from January 17 through June 26, 1990. MUSIC Inservice on Learning Styles (through monthly meetings) ......... Mini-courses on Multicultural Instruction (through monthly meetings) .............. Research and share literature on Effective Teaching Strategies ................................ Correlate resource materials with textbook Identify appropriate multicultural materials VISOAL ARTS Art Education Teaching Trends .... Enhancement of Educational Equity (through monthly meetings) .... Identify and select textbooks and multicultural materials/posters reproductions-slides/AV units . . Correlate resource materials with basic instructional textbooks and content (in progress) ...................................... Identify and maintain list of minority Artists in Residence ............... Art Instructional Materials Fair (not accomplished) .................... Provide six hours of inservice on Cooperative Learning to all secondary art teachers (not accomplished - unable to schedule) ..................... Utilize community resources such as the Arkansas Art Mobile and accomplished regional clinician/consultants (not accomplished - must be developed in comprehensive planning early in the school year) ................................................................ are May May May June June May May May August May April May May 418 m X X E M m X X E m X X E UI m X I E o> m X X E I m X X 2 IT I LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 m X X CD hj TO
FROM: SUBJECT: May 2, 1990 Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development Dianne Wood, Supervisor of Mathematics 1989-90 Desegregation Plan Implementation Update The following mathematics desegregation activities have been completed since January 19, 1990
-Provided workshops to develop activity-based m X X OS co m X X m n lessons. (See attached staff development activities.) -Provided workshops on use of manlpulatlves in teaching mathematics and provided materials for use in teachers' classrooms. development activities.) (See attached staff m X X 2 cn -Provided Cooperative learning workshops for math teachers, staff development activities.) (team learning) (See attached m X X 2 at -Attended the annual convocation of "Making Mathematics Work for Minorities" in Washington, D.C. --sponsored by the Mathematical Sciences Education Board. m X X w 419 11 m X X E Team Learning 2-2-90 Setty 'IcBride 17 Marcelline ' a r r k-12 Reduction of Racial Disparity in Academic \ch i evement m X X 00 to trades 1-2 Teaching 3rd Nine Week Skill? 2-5-90 Trish R i 11ingsvorth 13 Lsing Manipula- ti\es (Multi ?u 11 lira 1 C-uides ) m X 1 5 ' =5 1 M Grades 1-2 leaching 3rd Nine Week Skills 2-12-90 Trish Ri 111 ngsvort h 18 1-2 lsing Manipulative s (Multicultural Guides) m X I 2 Grades 5-6 reaching 3rd Nine Week Skills 2-13-90 Judy Trove 11 8 a Using Manipula- tives (Multicultural Guides) m X X 2 UI MPT Poster Pract ice Grades 2-3 2-14-90 Paula Smith 9 2-3 Provide Methods and Materials for MPT Skills m X X 2 o> MPT Poster Practice Grades 4-6 2-19-90 Paula'Smith 11 4-6 Provide Methods and Materials for MPT Skills m X I E Grade R Teaching 3rd Nine Week Skills 2-20-90 Dianne Wood k Using Manipula- tives (Multicultural Guides) Grade R Teaching 3rd Nine Week Skills 2-22-90 Dianne Wood k Using Manipula- tives (Multicultural Guides) Grades 5-6 Teaching 4th Nine Week Skills 3-5-90 Paula Smith 11 5-6 Using Manipula- tives (Multicultural Guides) Grade R Teaching 4th 3-7-90 Trish Rillingsworth 23 R Using Manipula- tives (Multi4 20m X X 2 Grades 1-2 Teaching 4th Nine Week Skills Grades 5-6 Teaching 3rd Nine Week Skills Grades 1-2 Teaching 4th Nine Week Skills Nine Week Skills 3-8-90 3-13-90 3-15-90 Judy Trowel1 6 4-6 Dianne Wood Dianne Wood 1-2 cultural Guides) m X X2 Grades 3-4 Teaching 4th Nine Week Skills 3-20-90 Judy Trowell 3-4 Using Calculators In the Classroom 3-20-90 Paula Smith 28 2-6 Using Manipuia-ti\- es (Multicultural Guides) Using Manipulative s (Multicultural Guides) Using Manipula-tives (Multicultural Guides) Using Maniputative s (Multicultural Guides) Reduction of Racial Disparity In Academic Achievement m X X DD m X X2 m XX 2 UI m X X 2 o> m X Iw Ml in Team Learning 3-21-90 Betty McBride 18 Marcel line Carr k-12 Reduction of Racial Disparity In Academic Achievement Using Calculators in the Classroom Grades 3-4 Teaching 4th Nine Week Skills Cuisenai re Rods 3-22-90 3-24-90 3-26-90 Judy Trowel1 Trish Killingsworth Judy Trowell 19 9 11 3-4 Using Manipula-tives (Multicultural Guides) 2-6 Reduction of Racial Disparity in Academic Achievement 4-9 Mult icultural Infusion 121 I'l M m X X ra M C uisenaire Rods 3-27-90 Judy Trowel1 5 4-8 Multicultural Infusion m X XE nl 'lath PAL Inservice 4-26-90 I BS Paula Smith Judy Trowel1 Dianne Wood 1 7 1-6 Reduction of Racial Disparity in Academic Achievement m X X m -I t)) 'lath PAL 1nservice 4-27-90 Paula Smith Judy Trowell Dianne Wood 23 1-6 Reduction of Racial Disparity in Academic Achievement m XX2 4k Cuisenaire and Base Ten 5-1-90 Paula Smith 20 k-6 Implementation of Multicultural Guides m XX E UI UI m X XE VS m X X o m X I E n LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 15 May 22, 1990 m X X 2 ho u TO: w FROM: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development lennis Glasgow, Supervisor of Science SUBJECT: Desegregation Plan Implementation Update m X X2 w m X X2 w The following desegregation activities completed since January 17, 1990: in science have been - Provided inservice training for on the elementary multicultural (see attached schedule). grade level teachers curriculum guides m X X 2 - Held secondary science multicultural curriculum development committee meetings (see attached schedu1e). tn - Held secondary science textbook adoption committee meetings (see attached schedule). m X X 2 - Held meetings to expand the Parkview Science Magnet Program (see attached schedule). m X X 2 bl 423 I 1 File: Deseg Update Report: Science Activity Minicourse Minicourse Minicourse Minicourse Minicourse Secondary Multicultural Committee Secondary Multicultural Committee Secondary Multicultural Committee Secondary Multicultural Committee SecDTidary Multicultural Committee Secondary Multicultural Committee Secondary Multicultural Committee Secondary Multicultural Committee Secondary Multicultural Committee Textbook Adoption Textbook Adoption Textbook Adoption Textbook Adoption Parkview Planning Parkview Planning Parkview Planning Page 1 Date Jan 23 90 Jan 30 90 Jan 30 90 Feb 13 90 Feb 26 90 Jan 31 90 Feb 3 90 Feb 22 90 Mar 8 90 Mar 21 90 Apr 12 90 Apr 24 90 May 10 90 May 1 90 Feb 13 90 Feb 27 90 Mar 7 90 Mar 27 90 Jan 25 90 Mar 22 90 May 8 90 Grade Responsible Relation to Deseg. m X X E I K 3 4 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 Dennis Glasgow elementary multicultural guide Rene Carson Dennis Glasgow Rene Carson elementary multicultural guide elementary multicultural guide elementary multicultural guide Dennis Glasgow elementary multicultural guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural Curriculum Guide Dennis Glasgow Multicultural content Dennis Glasgow Multicultural content Dennis Glasgow Multicultural content Dennis Glasgow Multicultural content 10-12 Dennis Glasgow Expand Parkview Magnet 10-12 Dennis Glasgow Expand Park view Magnet 10-12 Dennis Glasgow Expand Park view Magnet 424 m X X E to m X X o ba m X XE m X X B tn DO m X X m X XE 1 J I nI LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 m X X 2 I April 23, 1990 dI TO: d Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development m X X 2 I FROM?h^f)^Marie A. McNeal, Supervisor of Social Studies and Foreign Languages hO SUBJECT: Desegregation Update for Social Studies and Foreign Languages m X X OD d The following desegregation activities have been completed or are currently in process from January 17 through June 22, 1990: Cd d Soc i a1 Studies m X X 2 d 1. 2. 3. id d 4. 5. 6. 7. Conducted a PET cycle for junior high school teachers Monitored above teachers Ensured that all students had the opportunity to participate in the state's History Day Contest (held March 24th) Multicultural curriculum guides (Grades 7 & 8)(May 18th) Multicultural curriculum guides typed and ready for printing (June 8) Obtain bids for printing multicultural guides (June 15th) Arrange for printing of multicultural guides (June 22nd) m X X 2 tn Foreign Languages m X X2 1. Conducted one (1) of two (2) sessions of Cooperative Learning Workshop 2. (April 1188tthh))
second session scheduled May 2nd. Arranged for student attendance to Foreign Language Festival (held April 7th) m X X2 IP I ia 425 o> n READING DEPARTMENT - DESEGREGATION ACTIVITIES UPDATE (Since Last Update on January 26, 1990) d In addition to desegregation activities previously updated through January 26, 1990, the following activities have been or will be completed' during the 1989-90 school year by Reading Department Supervisor and staff. m X X DO Reading Programs I m X X5 January 30 and 31, 1990 - Shared strategies for at-risk students at Hall High School with content area teachers. N> Si si January 31, 1990 - Attended Central Arkansas Library and Junior League Renaissance meeting. February 1, 1990 - Attended State Literacy Awards. February 1, 1990 - Scheduled meeting for LRSD librarians"Reading Aloud to Students." February 2, 1990 - Participated in meeting with Elaine Ferguson from Kingston, Jamaica. Shared multicultural ideas. February 8 and 9, 1990 - Held elementary reading teacher inservice at IRC regarding Computerized Program Management information. February 11, 1990 (Sunday) Participated in sectioning for State Speech Tournament. m X X DO m X X E m X X 00 cn m X Xm m X X TO u February 13, 1990 - Presented evening mini-course at Hall High School. Subject was "Storytelling. Il February 15, 1990 - Held Secondary Reading Multiethnic Curriculum Committee Meeting at IRC. February 19, 1990 - Discussed pilot project for reading program with Mary Guinn at Carver Magnet. February 19, 1990 - Attended Early Childhood Task Force Meeting. 42B II READING DEPARTMENT - DESEGREGATION ACTIVITIES UPDATE Page 2 11 February 20 and 21, 1990 - Held Secondary Reading Teacher Inservice at IRC. m X X 2 February 20, 1990 - Attended Washington School Planning Committee Meeting. m X I E February 20, 1990 - Presented evening mini-course at Hall High School. "Flexible Grouping. II Subject was m X X OD February 24, 1990 (Saturday) - Served as Storytelling Chairman for Arkansas State Speech Association. co February 26, 1990 - Attended Whole Language and Reading Recovery Conference at UALR in the evening. m X X 2 February 27, 1990 - Presented evening mini-course at Hall High School. "Whole Language." Subject was m X X 5 C7I d d d d d d d d d March 1, 1990 - Held "Teachers of Tomorrow" Workshop at IRC. d m X X w March 1, 1990 - Attended Early Childhood Task Force Meeting. d March 6, 1990 - Honored volunteer readers at a reception at the IRC. d m X X 5 March 15, 1990 - Held Secondary Reading Multiethnic Curriculum Committee Meeting at IRC in evening to complete final draft of revised curriculum guide. d d March 17, 1990 (Saturday) - Attended Central Arkansas Reading Council Storytelling Workshop with Ashley Bryan as guest speaker. March 19, 1990 - Attended Literacy Day Awards Reception. March 23, 1990 - Held "Teachers of Tomorrow" Workshop at IRC for Chicot and Washington Elementary Schools.READING DEPARTMENT - DESEGREGATION ACTIVITIES UPDATE Page 3 m X X2 March 27, 1990 - Held "Teachers of Tomorrow" Workshop at IRC for Watson Elementary School. March 27, 1990 - Presented inservice for Four-Year-Old Teachers at IRC. March 27, 1990 - Presented Test-Taking Skills Workshop for parents at Wakefield Elementary School in evening. March 28, 1990 - Met regarding revision of kindergarten promotion regulations. April 3, 1990 - Assisted reading teachers with research project on students regarding reading/1earning styles. April 5 and 6, 1990 - Attended National Speech Association Meeting with emphasis on African American Literature and Community Strategies. m X X 2 m X IE m X X 2 m X X 2 tn nu April 10, 1990 - Held "Teachers of Tomorrow" Workshop at IRC for Hall and Central High Schools. m X Xw p April 12, 1990 - Held "Teachers of Tomorrow" Workshop at IRC for Parkview and McClellan High Schools. m X X 2 April 18, 1990 - Presented Whole Language Workshop for faculty at Pulaski Heights Elementary School. April 23, 1990 - Assisted teacher at Cloverdale Junior High School. April 24, 1990 - Assisted teacher at Booker Magnet Elementary. April 24, 1990 - Participated in Fulbright Elementary School's "Storytelling for Children" Festival. April, 1990 - Completed EPSF post-test and materials preparation. 428 h READING DEPARTfiENT - DESEGREGATION ACTIVITIES UPDATE Page 4 il m X X 03 KI April 24, 1990 - Participated in Parkview High School Storytelling Festival. April 25, 1990 - Assisted teachers at Booker and Franklin Elementary Schools. m X X 2 fQ kq April 26, 1990 - Attended Compensatory Educational Program Hearing at Arkansas Department of Education. m X X a co KQ IS ID April 30, 1990 - Assisted teacher at Franklin Elementary School. May 1 - May 11, 1990 - Administered TABE Post-Tests for Reading/Learning Labs and compiled pre and post-test data. May 1, 1990 - Assisted teacher at Booker Magnet Elementary School. May 2 - May 4, 1990 - Monitoring of Chapter I Program by State Department of Education. m X Xn m X X m in m X I o bh May 4, 1990 - Participated in Second Annual Storytelling Festival held at Watson Elementary School for seven LRSD schools. m X X2 May 14, 1990 - Presented Learning Styles Inservice for Ish Elementary School. May 15 - May 17, 1990 - Attended team meetings at Cloverdale Junior High School to plan restructured reading program. May 17, 1990 - Presented inservice for Four-Year-Old Teachers at IRC. May 25, 1990 - Held last Elementary Reading Teacher Meeting to finalize pre and post-test MAT-6 forms. May 31, 1990 - Completed evaluation of PAL Learning Lab program by analysis of test scores and use of evaluation design. 429 READING DEPARTMENT - DESEGREGATION ACTIVITIES UPDATE Page 5 Specialists and supervisors visited classrooms to assess activities, materials, strategies, resources, etc. in January through May, 1990. m X I Special assistance by reading specialists was provided for teachers, principals, students, and parents as follows: m X X I III - Teacher Assistance Plans (TAPS) - Faculty Inservices - Writing to Read Inservice (Washington School) - Parent Inservice for At-Risk Students - Principal/Teacher Conferences - Parent/Teacher/Principal Conferences - Parent Conferences - Individual Reading Inventories (special request) - Camp Pfeifer Inservices m X X E Cd m X X E m X X ro cn *I m X Xw at K m X Xo in 430 h bd bd 10 t HU li__ m X X w m X X m to m X X 2 co m X I E m X X E UI m X X E 9> m X X 2w m X X E to m X X OD M GO II m X X E .u STAFF DEVELOPMENT m X X 2 (J) m X X OD o> m X X2 43 J n LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 II April 20, 1990 R I TO
FROM
Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development Wmarvin Zimmerman, Director of Staff Development m X X co I SUBJECT
1989-90 Desegregation Plan Update (September, 1989 - May, 1990) M I The following staff development activities coordinated by the Staff Development Department will have been completed or will be in process by the end of the 1989- 90 school year. Please note that additional staff development activities will I probably be included in content supervisors' updates. I -- Organized the Staff Development Department consisting of a Director and four (4) Specialists. -- Reviewed possible II prejudice reduction" models and participated in training sessions sponsored by NCCJ. -- Conducted eight (8) district-wide classes for elementary teachers on cooperative/team learning. I -- Conducted seven (7) workshops on learning styles. -- Conducted twelve (12) cycles of TESA. I I -- Conducted ten (10) district-wide classes on classroom management. -- Conducted four (4) cycles of PET. -- Offered inschool workshops on Building Team Consensus. I -- Conducted inschool workshops on High Order Thinking Skill s. -- Coordinated Increasing Human Effectiveness training with AT&T. I -- Participated in Violence Prevention Training. I -- Conducted inschool workshops on Preventive Discipline. -- Conducted inschool workshops on Human Relations Skills and Parental Involvement. I -- Conducted inschool workshops on Building Self-Esteem and Motivation. I -- Coordinated approximately forty (40) minicourses. I -- Provided principals and teachers with technical assistance concerning individual school/teacher needs. I 432 m X : co w m X X co m X X E UI m X I E O) m X I E -- Participated in the establishment of a Tri-district Resource Bank. -- Formed and participated in a Tri-district Staff Development Committee. II -- Organized a broad-based LRSD Staff Development Advisory Committee. -- Developed a research-based, district-wide staff development plan for the 1990-91 school year, consisting of a more effective and efficient management system, specific guidelines/regulations, methods of delivery of services, and record-keeping procedures. m X I E hO Purchased a computer system, TV and VCR, and several staff development video programs. m X I cn w II m X X cn m X I E cn II II m X I E O) II m X z: II II II fl 433 II m X X ro m X X n -I co II m X z DO tl X i X : UI II n n m X I E m X z n n I m X I CD GIFTED EDUCATION w I m X X ro m X z CD tn m X X E o> I I ! a - 434 m X IM I Gifted and Talented Programs Desegregation Update M I. Conduct Staff Development with Gifted Specialists/ Facilitators (see attachment) 5/22/90 m X I E II. Enrich and observe all K-2 students. CO H Workshop conducted on May 11, 1990, by Judy Huie, G/T Specialist for Pulaski County. materials and units for K-2. Workshop. Workshop included use, of curriculum All G/T specialists included in m X I CD Curriculum units for K-2 copied and organized for all 36 schools. M Specialists checking out Units to prepare materials for 1990-91 school year. I Materials purchased for K-2 and distributed to all G/T Specialists. III. Research appropriate identification instruments/methods. I G/T office staff attended Agate Conference on February 28,- March 2, 1990. Gained information regarding minority identifi- I cation, learning styles and G/T programming. IV. Conduct Staff Development with Gifted Specialists/Facilitators I Productive Thinking Workshop Don Treffinger, CPS consultant, conducted Trainer to Trainers Workshop on April 26, 1990. from Tri-District participated. G/T Specialists and Facilitators staff participated. (12 Specialists and G/T office Each district allotted 15 participants.) m X I ro -I tn m X T CD G) m X I E I I V. Tri-District Coordinators Tri-Distrtict Coordinators met to coordinate Tri-District projects on the following dates: January 8, 1990 February 12, 1990 March 5, 1990 April 17, 1990 May 7, 1990 435.If Tl I. I HSIl St .1 f I Hc'Vf'biprnciit Ar t i v 11.1 nr Gi fted/Tal enter! Di rector/Superv i sr^r Mabel Donaldson H 'll xkshijii/Activity Topi c Date Instructor's Name and Organization Participants: Total // State G/T Supervi sors' Meeting Enrichment Activities for K-2 5/18/90 5/11/90 Fair Park G/T Overview anc 5/10/90 School/ Grade Level/ Content Relationship to LRSD Mi ssi on/ Deseg Plan Mable Donaldson G/T Supervisor LRSD Judy Huie, G/T Teacher, PCSSD 15 NA Program Implementation 36 Elementary G/T Specialists Curriculum Development 1 11 co I. II Identification Info Jr. High Quiz Bowl 5/9/90 Diane Rynders G/T Coordinator LRSD LRSD G/T Office All Staff Members 70+ !tudent K-6 7-9 Program m X X ro Implementation ir Racial Disparity in Identification I, n Tri-District G/T Meeting 5/7/90 Differenti al Opportunities for G/T Students m X X ai I ). H Elementary Quiz Bowl 5/3/90 J I Tri-District Wkshop - II Productive Thinking II 4/26/90 I State G/T Supervisors' Meeting 4/20/90 Tri-District G/T Meeting Counselors' Meeting 4/13/90 Bale Elementary meet with parents of G/T students 3/29/90 Mable Donaldson G/T Supervisor LRSD LRSD G/T Office Dr. Don Treffinger- Center for Creative Learning Diane Rynders G/T Coordinator LRSD Mable Donaldson G/T Supervisor LRSD Mable Donaldson G/T Supervisor LRSD Mable Donaldson Diane Rynders LRSD 3 NA * Program Implenentation and Coordination m X I CD 110+ ! tudent: 4-6 Differential Opportunities for G/T Students at C( 45 15 3 All unselois app. 12 15- LRSD 15 - NLRSD 15 - PCSSD NA NA K-T2 K-6 Program 1 I m X X 00 I Implementation *Program Implementation Different Instruc- t^onal Needs of thcG/ * Program Implementa tion Racial^Disparity' in Identification * Program Implementation * Racial Disparity in Identification * Program Implementation 43BI I p'jl) SI,.I f f IlfV'' I upiiiciil. Ar, I, i V i 11 f'", H |).n' l.iiiont. Gi fted/Talented Di rcctor/Sijpervi sor Mabel Donaldson I nWorkshop/Acti vi ty Topic I 1. Carver Magnet - Identification and Characteristics of G/T Students Date 3/27/9C Instructor's Name and Organization Diane Rynders G/T Coordinator LRSD Participants: Total // all staf nembers I Annaul Review of G/T Program for Elem. G/T Speciali sts Western Hills District PAC Il Meeting to state G/T
Supervisors' Meeting 3/23/90 3/20/90 3/16/90 K-2 Inservice at Pul. Hts. Elementary 3/13/90 I Annual Review of G/T Program for Elem. G/T Specialists 3/9/90 Mable Donaldson Diane Rynderrs LRSD Mable Donaldson G/T Supervisor LRSD Diane Rynders Coordinator LRSD Diane Rynders Coordinator LRSD Mable Donaldson Diane Rynders LRSD 18 15 15 7 7 School / Grade Level/ Content Relationship to LRSD Mi ssion/ Deseg Plan K-6 Elementary G/T Specialists NA NA K-2 Teachers Elementary G/T Specialists Racial Dispari in Identification Racial Dispari- in Identification * Program Implem* * Curr. Develop. * Program Implementation Racial Di sparil in Identification Program Implementation * Differential Instruction for G/T Students in -TP/jular r1a
crnnm * Racial Disparity if m X I E co m X I 2 m X I ro UI m X I E a Tri-District G/T Meeting 3/5/90 Mable Donaldson G/T Supervisor LRSD * 3 NA i. AGATE a Conference 3/1-2/90 State G/T Conference Various presenters 12 G/T K-12 Identification Program Impleme Curr. Develop. Racial Disparit in Identification Program Impleme Racial Disparit in Identification m X I 00 a Torrance Test of Creative Thinking 2/28/90 Dr. John Kaufman Scholastic Testing Services 3 NA a State G/T Supervisors' Meeting 2/16/90 Mable Donaldson Diane Rynders LRSD 15 NA L Tri-District I G/T Meeting 2/12/20 Mable Donaldson G/T Supervisor LRSD 3 NA 43- Program Impleme Currie. Develop Racial Disparity in Identification * Program Implementation Racial Disparit in Identification * Currie. Develop *Prnnram Tmnlpml.tiicnt I.PSI) si.iff I>evf?I Ac t, ivi tics Gi fted/TalGnted Di rcctor/Supervi sor Mabel Donaldson Workshop/Activity Topic I Elementary Counselors' Meeting -> H Tri-Di strict G/T Meeting Date 1/8/90 Instructor's Name and Organization Mable Donaldson Diane Rynders LRSD Mable Donaldson GT Supervisor LRSD Participants: TotalI School/ H Grade Level/ Content all I elem. I counselors K-6 3 NA 1 Relationship to LRSD Mission/ Deseg Plan Racial Disparit in Identification Program Implementation * Racdal Disparit, in Identification m X I ro to M * Currie. Develop. Program Implem. m X X DO I n II 438 m X X CD <71 m X X E O) m X X EII I I II m X z tn I I m X I 5 H m X X ro n UI I o H H M H m X X m X XR . FEDERAL PROGRAMS I m X X E 45b I H n I H m X X E O1 m X I E o> m X X E n n 431)I LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 13, 1990 MEMORANDUM TO: James Jennings, Associate Superintendent for Desegregation FROM:' J. J. Lacey, Jr., Director of Federal Programs SUBJECT: 1989-90 DESEGREGATION PLAN/THE FEDERAL PROGRAMS UPDATE m X : co Please find attached the Federal Programs Update for the 1989-90 Desegregation Plan, as requested by your office. regarding this update, please feel free to contact me. If you have questions m X I ro JJLjr:let Attachments tn m X I O) m X X CD I 440 e o TJ o O O V CT O U 3 8-Z o a. <0 TJ C V, o o Q. 2 9 CT 8- o 2 2 O o o a tn 3 o o 3 U = 3 o 03 3 a o u 41 a o o e o e o 3 = & o - o 8- c o Q 0.0 3 M V) u c O Q. w V*) O <- -o c a o 8- tu o u 3 8-3 O Q UJ o 3 u o c 3 c o a > 3 o X o i 3 tn CT Q o o. OJ c +-> O fO O XJ CL CD 3 +-> tn tn I nj tn H UI X o tn a m c e &1 5 C O X CT IQ o CT 5 o 5 c c tu UJ ? X s VI l! Q o CT 3 3 o X ?: i -Q U C c n n c X UJ X H- O Q UJ o 3 e o I Xi 3 o. u 7 X i 3 I O o c o e > O 8- 3 I c e 3 n o u c 3 CT X CT X H- >- <-) VI < 3 ? 3 J e & ea a 3 OI H . 8-3 9! ' I < - O w e n CT s ja v3 UJ h I S i c c o c u. o (J UJ = 1 o e 9 g .. 3 c o 3 1 3 3 1'5 o o I W ll X h S Oi u e 9 fM V9 e c o 3 1^3 o a T3 3 3 e ? 3 o. 3 e o i 31 II o *- oa 3 VJ 3 S 9 c U 9 * 11 tn o O) I- c fO --J T- <O o (J 0) OJ -I E O CLI fO Q- O fO C O fO X -r- CU +J 0) tn fc CD O +J tn ex c O (D CD s- e tn Q. <D fO I O) CD X -c E X -O tI LxJ o v- o 3 3 o * ** o X 3 o Q. V3 V) o o S: o c e 9 a o I 8-3 V> O UJ >O lHgLh 1 I
85J8^3 02 2 225 UrfOXXUJX^ X UJ uu Q OXH-tn < XUJXXX^XUJ xxo S^22Q25y^8tzaS"a3S8i=: QMP*^35i^^apx^<5"r**r5gggg Hh 3 3 UI U. A. OH- ^5* o o UI o X 5 UJ X VJ tn X UJ 5^1 o X 5 X 8 tn X 128 441 m X I m X z QD ai m X I E Oi m X X EI I 1989-90 STATUS UPDATE I APPLICATIONS STATUS A. Even Start Program Application submitted to USDOE I D. Math-Science Education Program State Department provides funding in a pass-through process I E. Foreign Language Programs State Department provides funding in a pass-through process F. Gifted and Talented Program State Department provides funding in a pass-through process I. Magnet Schools Application submitted to USDOE by the three school districts in Pulaski County. m X I J. Drug Education Program State Department provides funding in a pass-through process -pi L. star Schools Program Application submitted, including Arkansas, to USDOE m X I I UI Please note, if there is no status update on an application, this reflects that we have not been involved in a funding effort through the SEA nor a direct submission. I will continue to watch for these funding opportunities for Federal assistance, as well as other funding possibilities. m X I n O) I I m X I n I I 44?II II m X X 00 n m X X DO n Ol M m X X E O) n H m X X DO I nI I I VOCATIONAL EDUCATION I I m X I 00 UI 1 m X I E a> m X I I 1 I I 4-13II LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN UPDATE REPORT FOR SCHOOL YEAR 1989-90 VOCATIONAL EDUCATION DEPARTMENT JAMES A. MILLER, DIRECTOR GOAL 1: IMPROVE INSTRUCTIONAL METHODOLOGY TO ENSURE EDUCATIONAL EQUITY IN THE VOCATIONAL EDUCATION CURRICULUM. II Supervisors have been regularly visiting and monitoring programs for educational equity and instructional excellence. Schools and teachers monitored are reflected in weekly reports to the Director of Vocational Education and forwarded to Associate Superintendent for Educational Programs and Staff Development. II Instruction in Learning Strategies was conducted for all LRSD Vocational and Technical staff. (August 11, 89) Instruction in Classroom Management Techniques was conducted for Metropolitan II Area Center staff members. (October 12-13, 89) Vocational Special Needs Evaluators received training in evaluation procedures and equipment. (September 15 and October 11, 89) m X I 5 Tri-District meeting of support services (LRSD, NLR, PCSSD) was attended by Special Needs Evaluators, Counselors, and basic skills instructor. 89) (November 3, UI Business Education Supervisor attended LRSD bi-racial committee meeting on evaluation design and monitoring for major enhancement schools. (November 2, 89) m X I E Business Education Supervisor served on monitoring team for Rightsell School and wrote report for the team. (November 21, 89) o> * Business Education Supervisor served on monitoring team for Rockefeller School and wrote report for the team. (January 16, 90) m X I E if Met with Committee of State Advisory Council for Vocational Education to plan needed legislative actions for upcoming legislative session. (Feb. 8, 90) Attended Board Meeting of Vocational Industrial Clubs of America (VICA) (February 22, 90) Attended Local Directors of Vocational Education Meeting. (February 14-15, 90) Conducted City Future Business Leaders of America Conference for Business Education Students. (February 16, 90) Attended Distributive Education Clubs of Arkansas (DECA) State Conference. (March 3,4,5, 90) Business Education Supervisor attended the American Vocational Association Policy Commission meeting, Washington, D.C. (March 9,10, 90) 444 i I I I n n H * * * * * * * * * * * I * Attended VICA State Skills Olympics as contest coordinator. (March 19 - 24, I 90) * Business Education Supervisor served as a member of monitoring team for Major Enhancement School, Stephens Elementary School. (March 27, 90) 11 * Attended Advisory Committee Meeting, McClellan Business Education Department. (March 29, 90) I * Attended JTPA Private Industry Council (PIC) meetings as PIC member. (March 1, I April 20, May 3, 90) * Attended employer appreciation functions sponsored by vocational cooperative education programs. (March 8, March 15, 20, April 11, 16, 25, May 2, 3, 10, 1990) * Trade and Industrial Supervisor worked with LRSD Special Education personnel on revising interview forms for the Cosmetology program at Metropolitan Area Center. * Business Education Supervisor was speaker at Health Occupations Employer Appreciation Luncheon at Baptist Medical Center. (April 16, 1990) * Attended Coordinated Career Education Clubs of Arkansas (CCECA) State Conference as contest coordinator. (April 27, 90) m X I ro * Director chaired meeting of Business/Communications Magnet School Planning Committee. (April 12, 90) tn I * Attended State Future Business Leaders of America Conference, Chaired contest. Little Rock. (April 20,21, 90) m X I ro * Attended State conference of Phi Beta Lambda (post-secondary branch of Future I Business Leaders of America) as contest judge. (April 26, 90) I I * Met with co-chair of Business/Communications Magnet School Planning Committee to plan further activities and responsibilities of committee. (May 3, 90) * Attended Junior High School Future Business Leaders of America State Conference, Conway. (May 4, 90) m X I E I GOAL 2: AWARENESS SESSIONS LITTLE ROCK'S HIGH SCHOOLS OTHER APPROPRIATE LOCATIONS TO PUBLICIZE TRAINING OPPORTUNITIES AVAILABLE. * Attended Rotary Club meeting with four Metropolitan students, Sept. 25, 89 * All LRSD Junior High School Career Orientation classes have been scheduled for a field trip to Metropolitan by the Vocational Counselor, information about programs offered and tour the facility, will tour Metropolitan each year under this on-going arrangement. Students are given All LRSD Sth graders 445I * Hosted meeting of Little Rock Professional Business Women's Association at Metropolitan Area Center. (August 24, 89) I * The Metropolitan Area Center newspaper mailed to all sending schools, Advisory Council members, and other selected individuals. (Sept. 29, 89 and December, 89) I * Metropolitan staff members have made numerous appearances at local high schools and junior high schools for the purpose of publicizing the training opportunities available to all students at Metropolitan. (March-Apri1-May, 1990) * Pulaski County Principals toured Metropolitan, (1/17/90) H Violence Prevention Curriculum was completed by Metropolitan staff, (1/29 - 2/2/90) * * Aids Presentation given to Metropolitan students. (2/21/90) Assembly presentations made on Metro to students in all LRSD Jr. High and Sr. High schools except Central. (4/1 through 5/4/90) Mr. Reville toured Metropolitan (2/1/90) H * Metro hosted the city wide FBLA competitions (2/16/90) m X I 2 * Metro Associate Director attended Treadway Electric open house. (3/28/90) II O1 * Director and Associate Director visited England administration about sending students to Metro. (3/12/90) II * Director and Associate Director visited Lonoke administration about sending students to Metro. (3/26/90) II * Mailed brochures about Metro to Pulaski County and Little Rock School District 10th and 11th grade students. (4/10/90) II * Developed posters on Metro to be distributed throughout service area. (4/15/90) * [fl Associate Director and Counselor attended Chamber of Commerce Industrial Appreciation fish fry. (5/3/90) * Mailed brochures on Metro to Bryant 10th and 11th graders. (5/7/90) [fl GOAL 3: MORE SCHOOL-WIDE SPECIAL ACTIVITIES TO REINFORCE HUMAN RELATIONS AT METROPOLITAN AREA VOCATIONAL CENTER. * A school-wide picnic was held for morning, afternoon and extended day sessions at Metropolitan to promote cohesiveness and human relations. All staff members and students participated. October 11, 89. * Red Ribbon day proclaiming Metropolitan's commitment to a drug free campus. Students participated in rally at State Capitol. October 25, 1989 m X I 2 a> m X I 2 4 4 BII n * "Beastley Beauty" contest - fun day activity involving approximately 60 students with entire student body attending function. October 31, 1989 * Assistant Director attended the Bi-Racial Advisory Committee meeting. (December 18, 1989) * Staff luncheon including custodial and support staff. (Jan. 5, 90) Continental breakfast for Metropolitan staff members, sponsored by the Special Needs evaluator, counselor and basic skills instructor. (December 15, 89) * * staff luncheon including custodial and support staff. (5/6/90) Picnic for new students coming to Metro, 90-91. (6/7/90) GOAL 4: UPGRADE COURSES, EQUIPMENT AND INSTRUCTIONAL METHODOLOGY TO REFLECT CURRENT AND PROJECTED TECHNOLOGY FOR JOB-MARKET NEEDS. * Bromberg and Associates, Inc., has offered to worked with all Cooperative Programs in an effort to show a need to young people for more education. Employees of this company provide time to students for a learning exchange. * Regular meetings have been set for all programs to meet with supervisors to discuss curriculum, classroom, equipment and renovations needs. * New high-tech junior high school programs called "Exploring Industrial Technology Education II were instituted with the beginning of school year 89-90, at Mabelvale, Cloverdale and Dunbar Junior High Schools, replacing Industrial Arts. This program was installed at Henderson Junior High School for school year 88-89. The program will be installed at all other junior high schools in the next three years. m X X 00 UI m X X n I * The Tri-District Directors of Vocational Education (Little Rock, Pulaski County Special and North Little Rock) are meeting together on a monthly basis to discuss problems, plans, areas of possible cooperation, and a general exchange of ideas. Meetings held on September 19, 1989
October 17, 1989
November 2, 1989
and January 12, February 14, April 12, 1990. O) m X I * Tri-District Special Needs Personnel (LRSD, PCSSD, NLRSD) first semi-annual I meeting to discuss areas of cooperation, articulation, and coordination of services to special needs students in vocational programs. (November 3, 89) * Workshops, conferences and/or inservice training have been arranged or provided n for Vocational Department staff and LRSD Vocational teachers as follows: Exploring Industrial Technology Education courses June 12-30, 89 Marketing Education Workshop, UCA, June 12-13, 89 VICA National Conference, Tulsa, OK, June 26-30, 89 E.I.T.E. Classes June 17 - August 4, 89 LRSD Career Orientation Workshop August 1, 89 E.I.T.E. Workshop (VTED) August 2-4, 89 AVA Conference, Pine Bluff, AR, August 14, 89 LRSD Cooperative Program Teacher/Coordinators Inservice August 7, 89 AEA Conference October 12-13, 89 447I I I I I I I I Vocational Department Inservice for all LRSD Vocational Teachers August 22, 89 Career Orientation Inservice Workshop (VTED), Hot Springs, Aug 1-2, 89 Desktop Publishing Workshop, VTED, August 7-9, 89 Home Economics Inservice Workshop, VTED, Little Rock, August 8-10, 89 LRSD Trade and Industrial Inservice Meeting, August 9, 89 Microsoft Works software workshop, LRSD Business Teachers, August 16, 89 New LRSD E.I.T.E. teachers inservice workshop. August 17-18, 89 Tri-District meeting, NLR Northeast H.S., August 18, 89 Multicultural Fair, Parkview, August 22, 89 Principals Institute, July 31-August 2, 89 Inservice Training for Special Needs Personnel, VTED, August 15-17, 89 CNC CAD-CAM Inservice, VTED (Foothills V.T.), September 27-29 Arkansas Electrification Council appliance workshop, Jacksonville, Aug. 16, 89 Business Ed. teacher committee meeting on "Superwrite" software, Sept. 12, 89 Special Needs Evaluation Inservice, Oct 18, 89 Arkansas Business Education Association meeting, Oct. 8-9, 89 Networking Workshop, Nov. 6, 89 COE Application Blank revision meeting, Nov. 16, 89 Competency Test result discussion and implications. Business Ed., Dec. 12, 89 American Vocational Association National Conference, Dec. 1-5, 89 Marketing Education teachers (LRSD) inservice meeting, January 11, 90 Industrial Coop. Training teachers (LRSD) inservice meeting, January 12, 89 Coordinated Career Education teachers (LRSD) inservice meeting, January 16, 89 Exploring Industrial Technology Education II, course, June 11-29, 90, Metro Exploring Industrial Technology Education I, course, July 30 - Aug 17, 90 m X X E tn I 1 I I d METROPOLITAN INSTRUCTORS ATTENDED THE FOLLOWING INSERVICE DURING THIS PERIOD: Lauback Training (Belford) August 14-15, 89 Special Needs Inservice (Thessing) August 15-17, 89 CNC CAD-CAM (Thacker) Sept. 27-29, 89 AASCD Sponsored Training, 4MAT (Allen) Oct. 4-6, 89 AVA Board meeting (Jones, Blacknall) Oct. 5, 89 Vision/Hearing Screening (Matthews) Oct 5-6, 89 Microcomputer Repair (Harris, Purdy) Oct. 10-11, 89 HOE/HOSA Advisory (Jones) Oct. 13, 89 Vocational Evaluation as a Resource (Spl. Needs Personnel) Oct 18, 89 Automotive Technician workshop, Memphis, Tenn., (Roberts) Oct. 23, 89 Violence Prevention workshop (Vinsant) Nov. 16-17, 89 NAABAVE National Conference, Little Rock (Blacknall, Perry), Oct 25-29, 89 VICA Industry Council, (Jones, Noor), Jan. 17, 90 I * m X I E O) m X I E Specifications were prepared, disseminated, and bids have been taken on new typewriters for 3 schools. * Met with LRSD Vocational Education Advisory Council, September 13, December 13, 89, and March 14, May 8, and June 13, 1990. * Worked with LRSD Vocational Education Advisory Council in planning and hosted a breakfast function for local business and industrial leaders at Metropolitan Area Center, to orient them to Metropolitan and its purposes, and tour the facility. A survey of employer needs was conducted as part of this function. 89) (December 6, 448* Met with Parkview Business Education Advisory Committee Sept. 27, 89 * Prepared and delivered to VTED Applications for Program Approval for all Vocational and Technical programs in LRSD and at Metropolitan. Oct 1, 89. * Met with Hall Business Education Advisory Committee September 26, 89 * Prepared and submitted to Purchasing Department specifications for bid on new I specialized computer equipment for a pilot Desktop Publishing program at Parkview, obtained and installed equipment. (Oct. 89) * Met with Metropolitan Electronics Advisory Committee August 24, 89. * Met with Metropolitan Health Occupations Advisory Committee September 12, 89, and March 1, 90) * Attended Partners in Education meeting September 21, 89 * Met with Metropolitan Automotive Advisory Committee September 14, 89 II Automotive program at Metropolitan evaluated by representatives of the National Automotive Technicians Education Foundation, Inc. (ASE/NATEF) for the purpose of national recognition and certification of the Automotive Technician training m X z 00 program. Program fully certified as a result. (October 4-5, 89) UI Preparations are under way for national certification by the American Association of General Contractors (AGC) for the Building Trades program at Metropolitan Area Center. Evaluation by AGC for this certification will be accomplished before the end of school year 89-90. All forms and documentation m X I E submitted. Awaiting on-site team visit to complete certification. (May, 1990) O) I * * * Vocational Department staff members participated in the American Vocational Association annual convention at Orlando, Fla., to update knowledge, learn of upcoming legislation and increase technical knowledge. (December 1-5, 89) I ilf Hosted computer-aided-manufacturing vendors software evaluation for local m X I E industrial and business interests. (3/7/90) 1 * Business Education Supervisor taught an adult class at the Ark. Highway Dept. building in Superwrite, a course to be added to the LRSD Curriculum next year. (10 class sessions, concluded April 30, 1990) I * Kirkpatrick Associates and Chamber of Commerce representatives met to discuss plans for 1990/91 to inform parents of opportunities at Metropolitan. I GOAL 5: INCREASE MINORITY STAFF REPRESENTATION IN VOCATIONAL EDUCATION. On-going list of minority potential applicants is maintained in the Vocational Director's office. * All minority applications or inquiries are forwarded to the Human Resources Department for further action. 449I * A new staff opening at Metropolitan in Auto Body and Paint Technology program was filled by a minority applicant. * No vacancies occurred for which applications were taken for vocational teachers in LRSD high schools or junior high schools. I I m X I tn m X I m a> I m X I n I I 450 m X I CD cn m X I O) m X z E IJl I .Jj Bl 9k99 EH0 B LIBRARY MEDIA SERVICES m X X 03 o> I 45 I H m X XE LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas June 11, 1990 72201 TO: James Jennings, Associate Superintendent - Desegregation FROM: Jim Hardwick, Supervisor Instructional Technology Lucy Lyon, Library Coordinator THROUGH: Estelle Matthis, Associate Superintendent for Educational Programs & Staff Development SUBJECT: Desegregation Update This report is a second semester update of activities related to the Technology Department's responsibilities in the 89-90 Desegregation Plan. I. TASKS COMPLETED - Conducted inservice for library media specialists on these dates: January 7, February 13, March 13, April 10, May 8, and June 13. Coordinated computer inservices for the library staff on January 30 and 31st and March 29th as some library tasks start to be automated on computers (eg. audio-visual requests, monthly and annual reports. m X I m overdue lists, etc.) as part of the new library program. Proposed 90-91 o> year inservice opportunities for principals, new teachers, and current school staff on the elements of and changes in, the new library program. Revised Board Policy and guidelines on selection and review of library materials as part of the new library program. m X I E s - Drafted a comprehensive long-range audio-visual purchase/maintenance plan designed to assure that all students have reasonable access to the A-V equipment needed to support various learning styles. This plan included recommendations for funding, items to be purchased, purchase cycle, repairs including preventive measures, replacement in case of loss (theft), etc. and extensive property accounting procedures. il Implemented an interim A-V maintenance program which initially included a school by school review of equipment, restoring over 300 A-V equipment items equipment to service which needed only minor repairs. As part of . as the review, several thousand dollars in parts were identified necessary to bring many more pieces of equipment back into service. These items have been ordered so that repair work can proceed over the summer. Delivered film/video/kits per the District's schedule during the 2nd semester. Completed District film/video/kit ordering and booking process for the fall of 1990. 45? ni I - Ordered core library materials centrally in a manner which allowed for equity across the District and which drastically reduced the number of man-hours District-wide, committed to requisitioning and clearing orders. - Compiled recommendations on procedures to reduce the number of man hours required to assure that the new elementary library program at each school meets applicable standards on per pupil expenditures, allowing more time to be spent on instructional opportunities with students at each school site. - Negotiated contracts with a number of instructional video companies in order not only to return audio-visual resources to the pre-annexation level, but to exceed that level in both offerings and effectiveness. m X I E Oi m X I E II 453m X I m O) m X I 00fl SPECIAL EDUCATION m X X E Ji 4 54 SPECIAL EDUCATION DESEGREGATION UPDATE Goal 1: To ensure equity in representation of black males in special education through a comprehensive staff development program and the Learning Center. Obiective 1
Provide inservice that focuses on teacher behavior toward a disproportion of minority students especially black 8/89 males in special education. Provided inservice to bus drivers and aides on managing students' behavior. 8/89 Interviewed and selected Learning Center teacher. 8/89 Provided inservice to paraprofessionals in self-contained classes on Crisis Prevention. 8/89 Began identification of students for Learning Center. 9/89 Interviewed and hired Learning Center Supervisor. 1/90 Provided inservice to speech therapists on modifications and implementing the lEP in the regular classroom. 3/90 Scheduled meetings with all speech therapists to review strategies for meeting needs of diverse population. 5/90 Continued efforts to identify Learning Center students for 1990-91. Obiective 2: Provide intensive inter-disciplinary interventions for students whose social and emotional behavior make it difficult to advance academically
students who show slow patterns of development which may produce erroneous test scores. 9/89 Reviewed scripts for social skills tape and began filming tape. 9/89 Began working in regular classrooms to apply pre-referral interventions. 11/89 Reviewed social skills tape and made plans for refinement. 1/90 Continued working with individual teachers of Learning Center students. 2/90 Continued implementation of comprehensive behavior management/ social skills plan for Learning Center. 3/90 Continued working with individual teachers of Learning Center students. 3/90 Ordered social skills materials for training. 455 m X I E-? Special Education Desegregation Update Page 2 4/90 Conducted training for secondary resource teachers, self- contained SED teachers, and Learning Center staff on social skills. I. t. 4/90 Ordered materials for coming school year. 4/90 Restructured social skills materials for use in regular classrooms. 5/90 Ordered and received materials for 1990-91. Objective 3: Provide inservice that focuses on teacher behavior toward a disproportion of minority students, especially black males in special education. I I 10/89 Conducted inservice for all counselors on the Learning Center concept and criteria for referral. I 10/89 Provided inservice for all principals on Learning Center concept and criteria for referral. 10/89 Began working with individual teachers of Learning Center students. 12/89 Planned TESA inservice for junior high special education resource teachers. 12/89 Special education teachers participated in TESA training at local schools. 1/90-5/90 Special education supervisors were trained in TESA. I Objective 4: Ensure the following: Assist black males in developing adaptive skills. 9/89 Continued process to identify students to be served in Learning Center. m X I n 9/89 Ordered and disseminated materials/supplies for Learning Center. 9/89 Began developing behavior management programming for Learning Center students. 10/89 Scheduled Parent Meeting and invited parents from all three districts. 10/89 Met with Junior League and Arkansas Children's Hospital representatives to discuss community involvement in providing services for students through volunteer efforts. 12/89 Met with Junior League and Arkansas Children's Hospital to further refine plans for volunteer efforts. 12/89 Met with parents at Pulaski Heights Junior High to discuss issues of placement and due process in open forum. 4 SBSpecial Education Desegregation Update Page 3 12/89 1/90 Worked with individual teachers and parents of Learning Center students. Developed plans for expansion of parent component of Learning Center. w 1/90 Continued to identify population for Learning Center and to begin transition process for some students. 1 2/90 3/90 3/90 4/90 4/90 5/90 5/90 Scheduled parent meeting and invited parents from all three school districts. Held meeting with parents of Learning Center students to identify training needs. Scheduled parent meeting with parents of all three districts. Held parent meeting for Learning Center parents. Scheduled parent meeting and invited parents from all three districts. Conducted additional parent meetings at Learning Center. Adapted social skills materials for use in regular classrooms. Objective 5
Ensure increased equity in instructional methodology through a comprehensive staff development program and through participation in regular classes. 9/89 9/89 9/89 11/89 11/89 12/89 12/89 1/90 Continued installation of computers in all elementary and junior high schools. Consulted with Library and Media supervisor concerning inservice on computers. Provided inservice to elementary teachers on new textbooks for reading. Conducted inservice with all special education teachers on documentation of least restrictive environment. Completed inservice with all junior high resource teachers on use of computers and documentation of least restrictive environment. Planned TESA for junior high special education teachers. Special education teachers participated in TESA through local schools. Identified additional students eligible for indirect services. R. I 9 m X I TO 4 5 / I Special Education Desegregation Update Page 4 1/90 Disseminated information about indirect services to all schools. 1/90 2/90 3/90 4/90 4/90 GOAL 2: Reassigned staff to provide indirect services. Attended State conference on provision of indirect services. Increased number of students served through indirect services. Learning Strategies teachers were trained in social skills. Adapted social skills materials to be used in regular and Learning Center. Refine and expand the monitoring system to gather data for conducting a longitudinal study of special education procedures. ft. Objective 1
Refine the monitoring and evaluation process in the District. 9/89 9/89 9/89 9/89 10/89 11/89 Balanced self-contained classes by race, gender, and needs. Reviewed Corrective Action form in order to provide improved assistance in monitoring visits. Scheduled pre-monitoring visits with priority schools. Identify monitoring schedule for current school. Began monitoring process in priority schools. Continued monitoring process in schools. 12/89 1/90 Continued monitoring process. Continued monitoring process of priority schools. 2/90 3/90 5/90 Continued monitoring process. Completed on-site monitoring visits of due process records. Had on-site monitoring visit by Arkansas Department of Education. m X I E Objective 2
To engage in data collection for a longitudinal study of placement practices in the District. 9/89 10/89 12/89 Began identifying schools with disproportionality in representation within special education programs. Provided inservice for all principals on Action Plan development to address overrepresentation issues. Communicated with priority schools regarding overrepresentation of minority students to began developing and implementing action plans. 458Special Education Desegregation Update Page 5 12/90 Met with assistant superintendent and special education supervisors to discuss priority schools for action plans. 1/90 Continued development of action plans with individual schools. 2/90 Reviewed action plans submitted by schools. 4/90 Conducted follow-up monitoring of priority schools vdiere corrective action was urgent and/or critical. 5/90 Identified schools for additional special education classes for 1990-91 school year. 5/90 Completed classrolls and assignments for 1990-91 school year. GOAL 3: Ensure equity in special education by reducing overrepresentation of minority students enrolled in programs. Objective 1
Provide assistance in reducing the overrepresentation of minority students in special education. 9/89 Provided inseirvice to local schools on referral and placement procedures. 9/89 Attended conference on Adaptive Behavior with Psychological Examiners and Special Education Supervisors. 10/89 Established a monthly meeting time with psychological examiners to review and discuss practices in assessment, criteria for placement, overrepresentation, adaptive behavior, etc. 11/89 Met with HIPPY Program Coordinators on due process procedures. 11/89 Scheduled and conducted monthly meeting with examiners. 12/89 Conducted inservice on Extended Year Services and data gathering. m X I ro 12/89 Scheduled and attended monthly meeting with examiners to discuss overrepresentation issues. 1/90 Developed plans for scheduling meetings with Special Education Committee to review Appraisal Guide, documentation and departmental needs. 1/90 Scheduled meetings with all junior high teachers and principals to review concerns about students' needs. 1/90 Reassigned staff to provide indirect services for students more appropriately. 1/90 Provided inservice to speech therapists on modifications and implementing lEP in the regular classroom. 1/90 Identified additional students eligible for indirect services. 459Special Education Desegregation Update Page 6 1/90 Disseminated information about indirect services to all schools. 2/90 Met with psychological examiners to discuss placement issues. 2/90 Attended State conference on provision of indirect services. 3/90 Reviewed disciplinary procedures for handicapped students with all principals. 3/90 Increased number of students served through indirect services. 4/90 Met with junior high principals to discuss restructuring of special education programs. 4/90 Met with examiners in regular monthly meeting. 4/90 Met with examiners to review disciplinary procedures for handicapped students. I.A. 4/90 Met with special education staff in four junior highs to begin process for restructuring and scheduled weekly meetings. 5/90 Refined plans for Extended Year Services. 5/90 Met with examiners to discuss LRE issues. 5/90 Continued meetings with junior high special education teachers to discuss restructuring. 5/90 Identified students for Extended Year Services. 5/90 Met with principals in schools with self-contained classes to discuss better delivery of services for high risk population. 5/90 Refined plans to make on-site visits of restructured schools. m X I Objective 2
To reduce by ten percent over a five year period the number of minority students enrolled in SLD population. 9/89 Began identifying schools with disproportionality in representation within special education programs. 10/89 Provided inservice for all principals on Action Plan development to address overrepresentation issues. 10/89 Establidied a monthly meeting time with psychological examiners to review and discuss practices in assessment, criteria for placement, overrepresentation, adaptive behavior, etc. 11/89 Scheduled and conducted monthly meeting with examiners. 12/90 Communicated with priority schools regarding overrepresentation of minority students to begin developing and implementing action plans. 4 GOSpecial Education Desegregation Update Page 7 12/89 Met with assistant superintendent and special education supervisors to discuss priority schools for action plans. 12/89 Scheduled and attended monthly meeting with examiners to discuss oveirrepresentation issues. 1/90 Continued development of action plans with individual schools. 1/90 Scheduled meetings with all junior high teachers and principals to review concerns about students' needs. 1/90 Reassigned staff to provide indirect services for students more appropriately. 2/90 Reviewed action plans submitted by schools. 2/90 Met with psychological examiners to discuss placement issues. 4/90 Conducted follow-up monitoring of priority schools where corrective action was urgent and/or critical. 5/90 Identified schools for additional special education classes for 1990-91 school year. 5/90 Completed classrolls and assignments for 1990-91 school year. 5/90 Met with examiners to discuss LRE issues. 5/90 Continued meetings with junior high special education teachers to discuss restructuring. 5/90 Met with principals in schools with self-contained classes to discuss better delivery of services for high risk population. 6/90 Compiled end of year statistics on SLD. Objective 3
To reduce over a five year period by twenty percent the ntmber of students enrolled in mentally retarded and speech impaired population. 9/89 Began identifying schools with disproportionality in representation within special education programs. 10/89 Provided inservice for all principals on Action Plan development to address overrepresentation isssues. 10/89 11/89 Established a monthly meeting time with psychological examiners to review and discuss practices in assessment, criteria for placement, overrepresentation, adaptive behavior, etc. Scheduled and conducted monthly meeting with examiners. 12/89 Met with assistant superintendent and special education supervisors to discuss priority acdiools for action plans. m X I E 4 G1Special Education Desegregation Update Page 8 12/89 Scheduled and attended monthly meeting with examiners to discuss overrepresentation issues. 1/90 Continued development of action plans with individual schools. 1/90 Scheduled meetings with all junior high teachers and principals to review concerns about students' needs. 1/90 Reassigned staff to provide indirect services for students more appropriately. 2/90 Reviewed action plans submitted by schools. 2/90 Met with psychological examiners to discuss placement issues. 4/90 Conducted follow-up monitoring of priority schools vhere corrective action was urgent and/or critical. 5/90 Identified schools for additional special education classes for 1990-91 school year. 5/90 Completed classrolls and assignments for 1990-91 school year. 5/90 Met with examiners to discuss LRE issues. 5/90 Continued meetings with junior high special education teachers to discuss restructuring. 5/90 Met with principals in schools with self-contained classes to discuss better delivery of services for high risk population. 6/90 Compiled end of year statistics on MR/SI. GOAL 4: To ensure equity in staff for special education programs. Objective 1
Ensure proportionate representation of well qualified minority special education teachers. 9/89-5/90 Worked with PCSSD/NLR and colleges to locate minority applicants. 9/89 Made reassignments of teachers to provide equitable access to services in schools. 9/89-5/90 Made referrals to UALR for Consulting Teacher Training. 12/89 Reassigned staff to more effectively meet needs of students in least restrictive environment. 12/89 Met with president of Advisory Council to recruit new members representative of district in race, gender, and handicap. 4/90 Scheduled meeting with UALR to discuss/implement plans for minority recruitment. m X I E 4GPH Special Education Desegregation Update Page 9 0 5/90 Met with representatives of UALR to plan teacher training activities for 1990-91. H GOAL 5: To ensure improved quality and equity in materials and supplies provided to handicapped students. n Objective 1: Special education teachers will demonstrate systematically that high quality effective special instruction is being provided through the use of varied, innovative, and appropriate materials and supplies. 8/89 Identified members of Special Education Committee. ia 8/89 H 9/89 H 10/89 Began installation of computers in all junior high and elementary schools. Contacted venders and scheduled meeting to review materials with Special Education Committee. Conducted meeting with Special Education Committee in order to review new materials and make recommendations. I I 2/90 n 3/90 Met with Special Education Conmittees (elementary, junior, and senior high) to discuss needs for 1990-91. Disseminated Special Education Newsletter with innovative ideas for teaching. Held cluster meetings with speech therapists to share materials. 4/90 Ordered materials selected by Special Education Committee. II 5/90 5/90 Received materials ordered by Committee. II 5/90 Identified special education teachers for district comnittee to identify materials for new programs. Social skills materials were adapted. m X X DO II GOAL: 3/90 II 4/90 5/90 5/90 Vocational programs for handicapped students will be expanded. Met with Central Office supervisors to discuss needs in vocational programming. Made plans to pilot a program at SWJH and add vocational component to self-contained class. Teacher at SWJH made on-site visits to vocational programs. Met with Director of Vocational Education, non-profit agency, and PCSSD to develop grant proposal for handicapped students to receive vocational training. Sutmitted proposal. 4B3 p 1 Special Education Desegregation Update Page 10 GOAL: 9/89 12/89 1/90 1/90-5/90 The Consulting Teacher Model will be expanded to provide indirect services to mildly handicapped students. Indirect students were identified. Teacher was recommended to provide indirect services. Services were provided by consulting teacher. Classroll for indirect services was expanded to serve thirty-five (35) students. Over sixty (60) are identified for 1990-91. 4{> 4 IR.
e 1 m X X E n H TRI-DISTRICT PLAN 9/89 Developed a needs assessment instrument to be used by all three districts. n 9/89 Attended Pulaski County Cooperative Meeting. II 10/89 Attended Pulaski County Cooperative Meeting. 10/89 II Established Tri-Dist
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.