Desegregation: ''Little Rock School District (LRSD) Desegregation Update Reports,'' Book 2

L R S D &7 DESEGREGATION UPDATE I REPORTS 1992 BOOK 2 53^TO: FROM: THROUGH: SUBJECT: Little Rock School District January 29, 1992 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Update on Desegregation - January Please find enclosed my update on desegregation for the month of January. It includes the first quarter monitoring report for the incentive schools. cc: LRSD Bi racial Advisory Committee 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 January 23, 1991 TO
LRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: Update on Desegregation - January Please find attached the update on desegregation for the month of January. The following areas will be addressed in this report: A. B. C. D. E. F. G. H. Area Schools Guidance and Counseling HIPPY Incentive Schools Monitoring Reports Summer School Vocational Education Volunteers in Public SchoolsUpdate on Desegregation January page two AREA SCHOOLS (See memos from Margaret Gremillion, Larry Robertson, and Dr. Angela Sewall.) GUIDANCE AND COUNSELING The directors of guidance from the three school districts meet * ' Three primary initiatives are bing monthly on the second Monday. collaboratively planned for implementation during the current school year to address areas of 1) the recruitment of minority counselors, 2) staff development, and 3) the collaborative development of a tri-district plan to implement the College Preparatory Enrichment Program (CPEP) for submission to the State CPEP is a remedial program for eleventh Department of Education. and twelfth grade students who scored below nineteen on the ACT. The program is funded by the State Department and held during the summer. The shortage of minority counselors is acute not only in Pulaski County but throughout the state. To address these needs, the three districts plan to invite certified teachers, who may have an interest in counseling, to a tri-district sponsored reception on Februairy 4, 1992, at the North Little Rock High School West Counselor educators from the universities that have campus. counselor certification programs will participate and provide information relating to their respective counseling programs. A committee of counselors from the three districts are meeting to discuss and plan an inservice training workshop for both secondary and elementary counselors. . - - Scheduling of the inservice for secondary counselors who work ten or eleven month contracts will be in late July. The inservice for elementary counselors will take place during the pre-school workshops in August. INCENTIVE SCHOOLS Master (See memos from Arma Hart, Paula Grier, Attachment A Teacher Committee, and Attachment B - Teacher Demonstration Committee) (For curriculum update, see memos from the Gifted and Talented Office, Dennis Glasgow, and Marie McNeal.) The next meeting of the Parent Council will be held on February 3, at 5:30 p.m.Update on Desegregation January page three Report from Catherine Gill: for the breakfast. Parent Involvement - all PTA presidents from the seven incentive schools were invited to breakfast at McDonald's on 7th and Broadway, Saturday, January 18. An incentive school partner paid for the breakfast. The purpose of the breakfast was to discuss the status of the different PTAs and strategies for improving memberships, attendance, and various other school projects. McDonald's will adopt Rockefeller School in the near future. The Methodist Men of Miles Chapel Christian Methodist Episcopal Church will adopt Mitchell School. Scouting Program - Scout directors meet with Gill monthly to give an update on the progress of scout activities in the Meetings and activities are ongoing in all One hundred fifty-five (155) girls incentive schools. incentive schools. girs are registered in either Girl Scouts or Brownies and 224 boys are registered in Boys Scouts. On February 12, there wpl be a kickoff for placing orders for the Girl Scouts Cookie Sale. Seawood and Pat Brower are the Girl Scout directors. '"y Tina Terry Sharp and Kelly Jenkins are directors for the Boy Scouts. Parent Recognition - Parent recognition is ongoing in each of our Each school has been asked to select a parent incentive schools. of the month to receive an award. Parent Center - Parent centers are in all incentive schools. Every effort is made to see that materials are kept current and attractive. MONITORING REPORT You have already received a copy of the incentive schools monitoring report under separate cover. The responses from the principals are in reference to the monitoring visit conducted by the LRSD Biracial Advisory Committee. It should be noted, however, that the incentive schools monitoring report also includes the monitoring visit conducted by the LRSD Planning, Research and Evaluation (PRE) Department. The principals' responses review. to the PRE monitoring visits are attached for your The first semester monitoring report for the remaining schools will be included in the February update on desegregation.Update on Desegregation January page four SUMMER SCHOOL Summer school sites for LRSD are under consideration by senior staff members. Contacts have been made with PCSSD and NLRSD staff in regard to their summer school programs and sites for 1992. We will be contacted when these decisions are made. VOCATIONAL EDUCATION (See memo from James Miller.) VOLUNTEERS IN PUBLIC SCHOOLS (See memo from Debbie Milam.)LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 January 17, 1992 TO: FROM: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Larry S. Robertson, Assistant Superintendent for Educational Programs and Staff Development SUBJECT: Area Schools Update The activities in this report are limited due to the number of days in session last month. However, it is designed to highlight those activities specifically identified in the "School Operations" section of the desegregation plan. Baseline - In an effort to increase student attendance, telephone calls are placed to parents of absent students daily apprising them of their child's absence. After the second failed attempt to reach a parent, a letter is mailed home apprising parents of their child's absences. In an effort to reduce discipline problems without excluding students from school, an after school detention program has been implemented in fourth, fifth and sixth grades. Communications to parents through the Monthly Newsletter featured notes from the counselor on how to open lines of communication between parents and students. Seventeen students received rewards for citizenship and academic improvement. Ribbons and laminated certificates signed by the classroom teachers and principal were presented at the monthly school-wide assembly. Peer tutoring is utilized to increase student academic success. Intermediate students tutor primary level students in all areas including discipline with specific emphasis on reading and math. Cloverdale - Communications to parents was through the monthly newsletter. The newsletter this month featured programs and activities in the school. Inservice training for discipline management involved sessions on Master Teachers, Handling Student Cliques, and When Professionalism Breaks Down.Mr. Dames Dennings, Associate, Superintendent Danuary 17, 1992 Page 2 On December 17, 1991, the "Good-Times Club" in its monthly assembly honored seventeen students for improved discipline and attendance. The students were entertained during the assembly by the "Cross Country Orchestra," a group of retired musicians and district patrons. Interventions to increase student academic success include: peer facilitators from Cloverdale Or. High School serving as tutors once a week for students K-6
cooperative learning grouping strategies
peer tutoring
teachers of tomorrow activities which include intermediate students teaching simple lessons, and, visiting the Instructional Resource Center (IRC) to make teaching materials. Geyer Springs - In an effort to improve discipline, students were taught the difference between classroom rules and classroom procedures. In an effort to increase attendance, approximately twenty students were honored with certificates in the monthly assembly for improved attendance. The primary method of communicating to parents this month was the Christmas Talent Show. The talents of parents, teachers and students were displayed. This program was a resounding success with many non-school patrons in attendance. Hopefully, we will see some of these non-school patrons enroll at Geyer Springs Elementary this spring. The classes awarded 'Cafeteria Stars' for exemplary classroom behavior in the cafeteria were Mrs. Stubblefield, Sth grade, and Mrs. Peterson, Sth grade. Each classroom was awarded a classroom game. The "Good Apple II Award which is given for outstanding behavior was awarded to thirteen students this month. Pictures of these thirteen students are displayed in the main hall on the bulletin board. Volunteer tutors are utilized in an effort to increase student academic success. Three (3) volunteers tutor at-risk primary students in reading and math. Staff development activities include the Program for Effective Teaching (PET) and Classroom Management.Mr. James Jennings, Associate'Superintendent January 17, 1992 Page 3 otter Creek - In an effort to improve discipline and attendance, twenty-four students were awarded the 'Superstar Award'. This award is given to students for exceptional behavior during the week. The students selected for this award receive a certificate, a treat, a star name tag for the week, and their name is placed on the bulletin board. In addition, the PTA and the school are contemplating the purchase of a signal light for the cafeteria in an effort to maintain positive discipline and to reduce the noise level in the cafeteria. The primary method of communicating to parents this month was the monthly school newsletter. This month's newsletter highlighted the kindergarten, writing to read program
First grade highlighted activities to increase student reading, advising parents to read to and listen to their children read
second grade the follow-up of a field trip
third grade article on multiplication
fourth grade science experiments and working in the Computer Lab. Finally, the newsletter recognized a student who won $250 in a Mall contest which was used to buy science equipment for the school. Inservice training for discipline management included cooperative team learning. Volunteer tutors were used as interventions to increase students achievement. Six volunteers tutored intermediate level students in the area of reading and math. The Encourager Program, a program affiliated with the University of Arkansas at Little Rock, awarded UALR T-Shirts to all encourager students as Christmas gifts, and students made Christmas cards and potpourri gifts for their encouragers. Grades K-6 are participating in a four month reading incentive program sponsored by KARK and Harvest Foods. Any classroom with 80% of its students reading two books a month will be eligible for a drawing for an Apple Computer. In an continuing effort to improve discipline, forty students who ride buses 20A and 20F were awarded monthly bus awards. These awards are presented to students with no bus referrals. The students' names are placed on a star poster in the cafeteria, and their drivers were given a certificate on the bus in the children's presence. twenty-one citizens of the week were selected by teachers. In addition. Teachers choose one student per week for good behavior. The student's name is announced over the intercom, written on a star poster which is placed on a bulletin board in the cafeteria, and allowed thirty minutes of special time with the counselor on Friday in which games are played as rewards.Mr. James Jennings, Associate'Super!ntendent January 17, 1992 Page 4 Jefferson - The primary method of communicating with parents this month was through the monthly PTA meeting. During this month's meeting, Mr. Doug Eaton, Plant Services Director for the Little Rock School District, spoke to the parents relative to timelines for upcoming renovations at the school. The human relations committee of the PTA organized a Food and Toy Gift distribution for Christmas. Ten Jefferson families were served. Each child of these families received a toy and a set of new clothes. Staff Development activities this month highlighted a presentation by Mrs. Alice Stovall, Reading Specialist with the Little Rock School District. The presentation and inservice was entitled, "Thinking, This activity was well received by the staff. Reading, and Writing. II Jefferson Elementary's Partner - Channel 7 announced the winners of the Christmas Card competition. Channel 7 presented the three winners with a framed matted picture of their card. The overall winner was David Chacon. His picture was made into a Christmas Card which was sent to Channel 7's business colleagues. The Channel 7 Mentoring Program is in progress. More details will be available next month. The self contained special education class presented their Christmas Program December 7, 1991. Attendance included first grade classes, district administrators and parents of students in the special education class. The winner of the school's geography bee is Evin Demirel, a fifth grader. He will participate in the state competition soon at UALR. We wish Evin success. Students at this school are being featured promoting use of the Arkansas Power and Light Homework Hotline. Mrs. Cheryl Crutcher's third grade class was the Computer Whiz Class for the month of December. Mrs. Crutcher's class was presented the trophy for the month of December.Little Rock School District M E M 0 R A N D U M TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Margaret Gremillion, A
ssistant Superintendent for Elementary DATE: January 17, 1992 SUBJECT: January 1992 Area School Report OVERVIEW Area Schools It was exciting to talk with principals and teachers returning from the Christmas holidays with a renewed determination and a full schedule to make positive things happen in their school for students. With computers in action, science and social studies being taught through teaming efforts, and math manipulatives in full use, teachers and students are intensely involved in teaching and learning. The 5th and 6th graders in most schools are havin this month. Other grade levels are involved in G/T projects, bees. Math Olympaid, sscciieennccee fairs, and writing contests for to be awarded in February. their DARE graduation iting geography various prizes I am pleased to see that teachers continue to be readily involved in staff development on a weekly basis in the district. Two upcoming staff development opportunities for teachers and principals are being co-sponsored by the Arkansas International Center and the State Department of Education on February 7, Cooperative Discipline, and February lA and 15, Conflict Resolution Symposium. These topics are timely and will give additional information to all of us who are working hard to broaden our school-based discipline plan. According to the desegregation plan, each school has been directed to review and revise their plan to include alternatives to out-of- plan school suspension, being made. To this goal, v
e have worked in roups and progress is Eight (3) of my nineteen schools h.ad n suspensions this gradin Congratulations to Eale, Badge 11, Chicot, Dcdd, Elementary, Romine, and Wakefield! Fu I bri rh t ,. Fu 1 quarter. ki lieights 8 oo 0 10 Wvsl M.iiKH.im Stivvl lilllc KotR. Aik.mh.is 72Jl)l 1 7 4 .^56 I .lames Jenni iif Page 2 -.January Area School Report January 17, 1992 I am listing five (5) .schools who have identified some unique .strategies that they are currently implementing: 1 . Woodruff a. b. c. Alternative classroom - child remains in school with assignments from his/her regular classroom teacher but supervised by another teacher at a different grade level
seated away from other students at a study carrel
no recess, etc. After-school detention - one hour after school for one or more days
two hours per day if necessary to achieve behavior change SATURJJAY DETENTION - five hours on Saturday supervised principal as needed to achieve behavior change 2. Watson a. Twelve students have been referred to the Fight Back Prograrn for assessment. b. set of rules and procedures STEP has been implemented which is a . step) throughout the school that includes emphasized each week (1 posters, intercom announcements, etc. c. After-school detention hall d. Students are kept in for recess. e. In-school suspension for one student at a time since there is only room for one student in the principal's office. f. A reward system was established which includes stars, items stu dents can earn such as pencils, and al _ graders with a game with other schools each nine weeks. basketball program for 6th This has been especially effective. 3. Badgett successful as an At Badgett, different strategies and activities were For the first quarter discipline alternative to school suspensions, report, there were no suspensions. -activities were implemented: The following strategies and ver e School-wide discipline plan (Student Rights and Responsibilitie^ Handbook) was taught to every student, and pre/post tests administered. The books and forms were sent heme to parents. The school's plans were discussed with parents at the first open house.Jo Illes Jenn i n)jS-Jooh
i r y Ar ('. 1 School Report p3 G 3 January 17, 1992 Student conferences
Other activities and strategies
parent (office, telephone)
rules posted in the classrooms
contracts with Jerry Peters-Webster University
had to use this conferences princi- good behavior pal's award
in-house suspension (rarely have classroom activities with students (stars, play procedures)
various money, points)
and, behavior documents. 4. Wakefield a. The entire staff understands and is committed to working together school's discipline management plan commonly to implement the t-------- - . "Wakefield School Rules." (A copy is on file in the called Assistant Superintendent's office.) 5. In b. c . d. The staff uses much effort in establishing contact for information and remedial assistance. Teachers help each other by removing a student for one classroom to another to reduce the possibility The principal supports with parents a period from of suspension. the staff in implementing the management plan and in maintaining discipline and a positive school climate. Mabelvale a. b. c. d . e . Monthly Good Citizen Luncheons - Tables are decorated and a favor each student who has not gotten a behavior document all given to month. Quarterly Good Citizen Rewards - Students who have not received a behavior document all quarter receives The first quarter students were treated to a movie. The second quarter will be a Sixth graders also participate in a basketball game quarterly if they have no more than one document. These are held High where Mabelvale plays Chicot, Cloverdale, Watson Elementaries. These are very successful. The school talent show. at Mabelvale Jr. and has not had an an award. second quarter 6th grade suspensions . ___ progressive discipline plan in combination with teaching appropriate behaviors gives our students the opportunity to change their behavior before it reaches the suspension stage. The Parent contact by phone and in conference is an alternative that has been used very successfully at Mabelvale Elementary. Pfeifer Camp and Elizabeth Mitchell Treatment Care Center have also been used successfully for students with special behavior needs. conclusion, Dodd listed sixteen excellent alt erna t ives to sn.^inension from which we as a team will develop strategies for implementation
James Jennings-Jannary Area Report Page A January 17, 1992 a. b. c . d . e. f. g- Home visits Parent conferences Conferences with children Recommendation for counseling Behavior modification in the classrooms Children are sent to a buddy teacher- Conferences with teachers to determine whether there are h. i . j- k. 1. m. n. unrealistic expectations or personality conflicts Outside referrals such as Fight Back Making sure children have things that they need Peer Group support groups Clubs that encourage good behavior Modification of classwork Cooperative learning Children are taught ways to behave
role modeling Announcing Two Exemplary Programs I. McDermott - POLICE ACADEMY CADETS COURSE x.i...u Prevention Club was to be organized in all schools as stated "No More Excuses." McDermott is leading the way with a model program. The McDermott PTA, counselor, teachers. Partner-in-Education Sheriff Carroll Gravett and the Pulaski County Jr. Deputy Program A Crime in joined forces to teach a condensed version of the Arkansas Law Enforcement Training Academy Curriculum to all 5th and^th grade The purpose of this course is to promote crime prevention through a better understanding of the criminal justice system. It will also assist in breaking down the barriers between the police and the students so that they can understand the fundamental purpose of students. It the police in society - to protect the rights of all citizens. Police Academy Cadets Curriculum is as follows: Rules, and Expectations 1st Week - Overview of Course, - SEPT (Self-Esteem and Positive Training) Program 2nd Week 3rd Week Communication A th Week - Drugs 5th Week - Juvenile Justice 6th Week 7th Week Crime Prevention First Aid Sth Week - Accident Investigation 9th Week Crime Scene 10th Week - Report Writing test will be administered Prior to the subsequent weeks training, a relating to the subject matter which will be presented.James Jennings-January Area School Report Page 5 January 17, 1992 A course test will be given at the end of each session, necessary to pass. If a student fails the course test, and 70% is then a retest will be given at the instructor's discretion. II. Pulaski Heights Elementary and Junior High Schools - PEER TUTORING Something wonderful has happened in Mrs. Blaylock's 2nd period Pulaski Heights Jr.) math class. The 7th graders are tutoring the at-risk 3rd graders who are coming from Pulaski Heights Elementary. Mrs. Blaylock and Ms. Arzu wanted to increase the self-esteem of both groups of students and decided to schedule the peer tutoring. Each Tuesday the 3rd graders arrive and spend one hour at Pulaski Heights Jr. High paired with their student tutor. The 3rd graders are given pre and post tests to determine the mastery of their assignments. They are currently working on subtraction with regrouping. Students are so excited about these class meetings that absenteeism on The junior high students who normally do not both sides has dropped. enjoy basic math drills have been on task and are working hard with The tutoring will continue until the MPT test their little students, in March. I am now scheduling my second formal visits to the schools and will be reviewing the results of the monitoring team reports with them as well as I am very pleased with the the revision of any discipline plans as needed, progress being made at this time. /la jLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas January 17, 1992 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Dr. Angela Maynard Sewall, Assistant Superintendent V for Secondary Schools SUBJECT: Secondary Schools - Monthly Update The attached information provides an update and programs on activities in individual secondary schools. Please note that a district level discipline plan to address disparity is under development. School based discipline plans are included in school improvement plans. These will be revised as necessary to comply with the district level plan when it is completed and the 1992-93 planning process begins. Summer school sites for LRSD are under consideration by senior staff. Contacts have been made with PCSSD and NLR staff in regard to their summer school programs and sites for 1992. We will be contacted when these decisions are made. AMS/sh Attachments:Hl "The Most Beautiful High School in America" Central High School 14th and Park Streets Phone 376-4751 Little Rock, Arkansas 72202 January 16, 1992 JAN 1 7 REra TO: Dr. Angela Sewall, Assistant Superintendent FROM: L. Hickman, Jr., Principal RE: Monthly Update Request Teacher inservice offered during the past month at our school: We had no teacher in-service at our school during the past month. In the past we have offered in-service on personality types and traits and working with each other. We have had in-service from the Desegregation Monitoring Office on at-risk teens. Discipline and attendance interventions being addressed: As part of our no-nonsense policy, parents are notified of discipline and attendance problems by teachers, counselors. and assistant principals. Parent conferences are scheduled and home visits are conducted when problems occur. Counselor intervention occurs when teacher and student are at an Impasse and the sensitivity of the issue as relates to the child can be conveyed by the counselor. We also have before and after-school detention and in-school suspension. Recognition and Incentive Programs currently in place at our school: A, B-h and B- and Honorable Mention ribbons are given. We also have Southwestern Bell awards for those students who have drastic turnarounds from F or D to C range and from B to A. sweatshirts (25 of those) each nine weeks. They are given We also give a principal's recognition award to those students who significantly Improve at any time during the academic quarter. Interventions to assist students in achieving academic success: We have a tutorial program on Tuesdays and Thursdays after school for Math, Science, English, Foreign Language and Social Studies. We offer Saturday School for tutorial work and any make-up work, tests, etc. that the students need. J. A, Fair High School 13420 David O. Dodd Road Little Rock, Arkansas 72210 Telephone (501) 228-3100 TO: Dr. Angela Sewall FROM: JANI 3m DATE: January 13, 1992 SUBJECT: Monthly Update INSERVICE The only inservice related activity offered to the faculty during December was a report and discussion of Arkansas Learner Outcomes
this was presented at a regularly scheduled faculty meeting. November, inservice activities and topics included: During Teaching Reading Across the Curriculum
Stress Management
Self-Esteem
and Unlocking Your Potential. DISCIPLINE AND ATTENDANCE Administrators work with counselors in the attempts to limit behavior problems. especially when that behavior is expected or known. Progressive discipline procedures are used in referrals when applicable and appropriate. Teachers are provided forms and requested to log parental contacts and these are monitored by logs turned in at end of each grading period. on understanding student behavior
Inservice has been offered this year that focuses Program, School Climate and At-Risk Students. Goals of Misbehavior, Fight Back Parental contacts are made by assistant principals as required by the attendance policies
in addition, many contacts and conferences are held that exceed the minimum requirement. INCENTIVE PROGRAMS In addition to recognition programs that are traditionally in place such as Honor Rolls, Scholarships, Class Recognition, School Newspaper reports, we also have programs unique to Fair: Student Salute, UALR Basketball Program, Gentlemen's Club and Ladies' Club. ACADEMIC SUCCESS We have two tutoring programs at Fair. Peer Tutors are available on a . weekly basis in the counselors' office. II Wings", and tutors wear T-Shirts with insignia. This program is called tutoring times is posted throughout the building. A schedule of peer Each department in the school has met and developed a schedule and plan for faculty tutoring. /nh A School of the Little Rock School Districthall high school _ 6700 "H" Street Little Rock, Arkansas 72205 661-9000 JAN 1 3 REDD TO: FROM: Dr. Angela M. Sewall, Assistant Superintendent Victor Anderson, Principal Hall High School SUBJECT: Monthly Update Report DATE: January 13, 1992 A Program for Effective Teaching Course began this month at Hall High School. Discipline and attendance matters are addressed through student-administrator conferences, parent conferences, and in extreme cases of non attendance, through court referrals. Detention hall continues to be used for the penalty for minor disciplinary infractions. Parent conferences and suspensions are used in cases of more serious disciplinary problems. The Hall High Incentive Card, a discount card issued to students who maintain outstanding citizenship, perfect attendance, or improve their grade point, is sponsored by the Little Rock Rotary Club 99. products and or services from seventeen area merchants. The card offers discounts on eight students qualified for the card during the first semester. Four hundred fortyCalculations will be made after the semester to determine who will receive the card for the second term. Several Hall High teachers volunteer their time before school and after school to provide extra help to students who need attention beyond what is available in the regular class period. Instructors in the various academic departments are reviewing the 1991 standardized test profiles with students so that students see their own strengths and weaknesses on the standardized tests. Students develop an individualized plan that addresses the areas where additional attention is required for preparation for the 1992 standardized testing program.F LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 TO
FROM: SUBJECT
January 15, 1992 Dr. Angela Sewall, Assistant Superintendent Mr. Jodie T. Carter, Principal Monthly Update During the month of December 1991, we did not offer teacher inservice at our school. Incentive programs aimed to improve, help, and promote attendance are in place and we make parental contact regarding absenteeism and tardies by phone calls and letters. I. our school to assist students in achieving academic success con^Kt of- Reading Programs, Homework Hotlines, and Tutoring Program.s just to name a few A detailed description of a couple of our incentive programs are attached for your review. our school. name a few. Below is a list of our December student salutes. 1. 3. 4. G. Brandon Marshall Kyle Thomas Becky Stoner Sylvia Loving Keith Harvey Shalonda Jordan Interventions in place at McClellan community high school STUDENT incentive PROGRAM 1991-92 ACADEMIC ELIGIBLE STUDENTS WILL RECEIVE PHOTO IDENTIFICATION CARDS. THESE CARDS WILL BE VALIDATED AT THE END OF EACH NINE WEEKS GRADING PERIOD BY SCHOOL PERSONNEL. RED CARD HOLDER * 3.5 and above grade point average * No more than three absences from any class during the nine weeks * Membership in at least one student organization * No suspensions for disciplinary reasons STUDENT ENTITLED TOi * Free admission to home athletic events * Special school pri vi1eges * Discounts -from area businesses * Discounts on tickets to school "functions BLUE CARD HOLDER * Grades o-f 2.0 or 3.4 in all academic work No more than three absences from nine weeks any class during the * Membership in a least * no suspensions -for discipl inary one student organization reasons STUDENT ENTITLED TO: * Discounted admission to home * Special school privileges area businesses
athletic events * Discounts -from LION'S CLUB * 5<JZ Improvement in attendance from to the next or 907. attendance * No grade below a D one nine weeks * No suspensions for discipl ina ry reasons STUDENT ENTITLED TO: * Lions Club * School cert i F icate privi1eges/sponsored trips * Discount couponsACT CLUB * Student who scores a 24+ on the ACT STUDENT ENTITLED TO: * T-shirt/sweatshirt STUDENT OF THE WEEK Each teacher o-f the week , 1 5 entitled to nominate one and the name pul 1ed out of student as citizen a hat every Friday. STUDENT ENTITLED TO: * Name and picture posted on bulletin board * School newspaper * Letter to parent * Free p i * At the a/uoke -for each student o-f the week end o-f the semester, held and the another drawing will be i J-inch winner oT this drawing will color television set . receive a Parkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD PHONE 228-3000 LITTLE ROCK, ARKANSAS 72204 TO: Dr. Angela Sewall January 13, 1992 FROM: Junious JANI SRECD RE: Monthly Update Request Teacher Inservice Our December faculty meeting included a presentation from Mrs. Margaret Hartley with The Psychological Corporation, on strategies/techniques that would prove helpful toward student success on the Stanford Eight Achievement test. She provided a general overview (35-45 min) and responded to questions from staff persons toward content and test format. Testing materials and resources have been ordered and distributed to staff and chairpersons that includes strategies for instruction within respective content areas, Test Overview and Objectives, Index of Instructional objectives and a Test Preview for Parents and Students. Discipline and Attendance Interventions Citizenship and attendance incentives are in place that results in free/reduced tickets to special school functions i.e., talent assembly and spring musical. This is addressed on a quarterly basis. Recognition and Incentive Programs 1. 2. 3. 4. 5. Honor Roll - free/reduced tickets to special school activities i.e., homecoming dance, basketball games, school stickers, ribbons and a free lunch. Disciple and Attendance Interventions - citizenship and attendance incentives are in place that result in free/reduced tickets to special school functions i.e., talent assembly and the spring musical. This is addressed on a quarterly basis. NJROTC Banquet - Spring Parkview Honors Assembly - May All Sports Banquet - May Interventions toward students academic success 1. 2. 3. 4. 5. 6. 7. 8. Peer Facilitators Science Fair Assistance - before school, designated weekend meeting Career Day - 2/11/92 Library/Computer Lab access - 8:00 a.m. - 4:30 P.M. Career Awareness - Explorer Post Parent contact from teachers and counselors Counselor conference with students who receive interim reports from teachers Counselors held individual conferences with students concerning standarized test interpretation and offered suggestions and test taking tips in order to improve their test scores. I LITTLE ROCK SCHOOL DISTRICT Cloverdale Junior High School 6300 Hinkson Road Phone 570-4085 Little Rock, Arkansas 72209 To: From: Re: Date: Dr. Angela Sewall, Assistant Superintendent Gayle B, Bradford, Principal Monthly Update January 15, 1992 'JAH 2 As you knowj through restructuring our teacher teams take on responsibility for interventions and recognitions/incentive programs for our students. To that end, the following list those interventions and recognition/ All core incentive programs currently in place at Cloverdale by team, teams meet daily with their grade level counselor regarding students and often for parent conferences. Navigators (9th grade) The Navigators team meets daily with the counselor who receives a list from the teachers of those students who are absent. The cormselor calls parents of those students who have been found to have attendance problems. The team meets daily to discuss student discipline using a team policy which often involves alternative consequences which are imposed prior to referral to administration. As incentive programs, special field trips are planned for both good behavior and academic improvement and achievement. Air Frosh (ninth grade) The Air Frosh team is currently working with the Case Management System Team (CMST) on attendance problems of identified students. Daily the team and counselor meet to conference with individual students and/or parents regarding discipline. The team sends out team notes on a regular basis to individual students who show improvement and achievement. They have the "Breakfast of Champions" every nine weeks for students who make the academic honor roll. Air Frosh also sponsors socials for academic and citizenship success. P.A.W.S. (eighth grade) The P.A.W.S. team, like others, daily meets often working with individual students and/or parents regarding learning and motivational problems. In addition to the intervention of counselor in cases of discipline problems, .the team utilizes the services of the CMST prior to referral to the administration. Incentive programs include:!) Halftime Heroes (Recognition of all students with A's at interim) 2) P.A.W. Perks (Candy bar with Happy-grams for improvement in behavior, attendance, or academic area, etc.) 3) p.A.W.S.itive Days (We have used many tech- for this flexible program such as movies, speakers, pizza rewards. niques etc. )Academic success at this time of the year has primarily focused on MPT skill development. We are currently initiating a remediation class for MPT basic skills. This will be a seven week course offered to target students. The criteria will be teacher recommendation based on 6th grade MPT scores or failure of the MPT at the Sth grade level. This course will be offered on a pull-out basis. Team teachers will be responsible for providing goals and materials to the certified teacher in charge. Super S.T.A.R.S. (eighth grade) The Super S.T.A.R.S. teachers often involve parents with disciplinary interventions. Parents come to conferences and working with teachers come up with consequences used at home such as losing phone priviledges, no Nintendo, and going hunting/ fishing or other activity found to be important to the student. In addition, some parents have asked for In-school Suspension as a consequence for their children's misbehavior. The team members personally contact parents with attendance problems. Recognition and incentive programs include: 1. 2. 3. 4. 5. 6. Top Ten list by core subject Birthday recognition "A" papers are posted Bulletin Boards outside with students* honors displayed Recognition dinners for outstanding students Field trips Intervention assistance for academic achievement includes the following: 1. 2. 3. 4. 5. After School Program Peer tutoring Group work (Cooperative learning) Teachers set time to see students separately Resource teacher supports students sent out after lesson for one on one with the resource teacher Untouchables (seventh grade) The Untouchables meet daily and work with individual students who are experiencing discipline problems. Parent conferences are scheduled prior to students being referred to the administration for action. The team presents an awards assembly at the end of each nine weeks for honoring students on the academic and citizenship honor roll and perfect attendance. The students on the team who are in need of extra assistance academically attend the Afterschool Program participating in tutoring, intramurals and special clubs. Seven Wonders (seventh grade) The 7 Wonders team meets daily to discuss students' problems problems in and out of school. are active participants. This team uses a disciplinary management program in which students The students were allowed to assist the team teachers in coming up with their team rules and consequences. The team has set up a noon detention program in an effort to keep students out of administrators' office. This team honors academic achievement with awards assemblies for those students receiving at least a 3.0 grade average for the nine week grading period. Friday Flings occur every two weeks. These parties honor those students who have con- sistently followed team and school rules for the previous two weeks, as an incentive to encourage appropriate behavior. It is used Creative Force and Star T.R.A.K. (related arts) The Creative Force and Star T.R.A.K. teams have the same students of the six core teams listed above. The core teams involve the related arts team teachers inconferences involving their conmon students when discipline, learning, and moti- vational problems arise. However, these two related arts teams also have team incentives to promote good behavior. For example. Creative Force teachers take their students who demonstrate good behavior to lunch at Wendy's each nine week period. Star T.R.A.K. awards weekly certificates for good attendance. Also, certificates are awarded for best art work both weekly and at the end of the nine period. School-wide A newly-formed club this year, sponsored by CJHS campus security, is called the This club meets weekly after school during the After School "Esquire Society. Program and targets male students who are at risk and have been found to be in need of positive male role model intervention. The group is similar to our Gentlemen's Club which was formed two years ago (a year before Central High formed its Gentlemen's Club.) The two sponsors deal with conflict resolution, drug/alcohol abuse, and academic problems. The "Ladies League" just this month has been organized by a counselor and two teachers which targets young ladies who are in need of positive female role model intervention. This group will deal with some of the same issues as the Esquire Society. Our seventh grade counselor has formed an intervention group for parents of identified seventh graders who meet once a month for breakfast on Saturday morning to deal with common problems in raising adolescents. The students attend with their parents. The After School Program is in operation three days a week offering tutoring, MPT skill development, and club activities to identified eighth grade students. However, at this time, some seventh grade at-risk students are being placed in the program with the assistance of the seventh grade teacher teams. The Truancy Review Committee fa component of the New Futures Initiative) is working This committee is an alternative to with students who have excessive absences, court referral for problem absenteeisiw.1-15-92 MONTHLY UPDATE DUNBAR MAGNET JR. HIGH JAN 1 6 RECD TEACHER INSERVICE: INFUSION CURRICULUM - DEPARTMENT OF DEC. 2, INTERNATIONAL STUDIES INTO AFTER SCHOOL
PRESENTED THE REGULAR BY SOCIAL STUDIES DISCIPLINE INTERVENTIONS: IN-SCHOOL SUSPENSION IS USED FOR NON-VIOLENT OFFENSES BEFORE THE SENT HOME SANCTION IS APPLIED. MOST CASES OF REPEATED TARDIES, CONTINUE TEACHER. STUDENT. ETC. ARE THEIR THIS SENT TO IN-SCHOOL CLASS ASSIGNMENTS INTERVENTION THIS IS INTERVENTION SUSPENSION, NHERE STUDENTS AND ARE NOT HAS A
BEEN ASSISTED BY SUSPENSION QUITE THE ISS AGAINST THE SUCCESSFUL IN PREVENTING FUTURE MISBEHAVIORS OF THE NON-VIOLENT NATURE. AND TEACHERS, COUNSELORS AND ADMINISTRATORS MEET WITH PARENTS DISCUSS DISCIPLINE CONCERNS ON AN ON-GOING BASIS. CLASSROOM MODIFICATIONS WITH STUDENTS. TEACHERS AND BEHAVIORAL COUNSELING ARE ROUTINELY DISCUSSED MONITOR BEHAVIOR IN THE HALLWAYS BETWEEN CLASSES AND ENFORCE THEIR CLASSROOM RULES DURING THE SCHOOL DAY. STUDENTS ARE CONTINUALLY REMINDED AS TO SCHOOL RULES AND REGULATIONS BY ALL ADULTS IN SUPERVISORY CAPACITIES. ATTENDANCE INTERVENTIONS: ATTENDANCE PROBLEMS ARE REPORTED TO THE PRINCIPAL AS SOON AS A PATTERN OF NON-ATTENDANCE IS ESTABLISHED. THE PRINCIPAL ARRANGES FOR CONFERENCES WITH THE PARENTS/STUDENTS TO DISCUSS THE ATTENDANCE PROBLEM, AND A WARNING IS ISSUED THAT FUTURE ABSENCES WILL LEAD REFERRALS TO . HAVE COURT BEEN J REFERRAL MADE ON FOR NON-ATTENDANCE. SEVERAL STUDENTS THIS COURT YEAR. A COUNSELOR INTERVENTION ALWAYS OCCUR WHEN ATTENDANCE IS A PROBLEM. ON FINS FREQUENT OCCASIONS THE OR OTHER AGENCIES, PRINCIPAL HAS REFERRED AT THE REQUEST OF THE THE FAMILY TO PARENT, FOR ASSISTANCE WITH THE STUDENT WHO REFUSED TO ATTEND SCHOOL. RECOGNITION AND INCENTIVE PROGRAMS
THE HONOR ROLL LISTS ARE POSTED IN THE MAIN OFFICE. HONOR LARGE OF THE STUDENT BODY AT DUNBAR MADE HALL BY THE THE A OR A/B ROLL FOR THE FIRST NINE WEEKS. THE PTA POSTS THE NAMES ON PIECES OF POSTER BOARD FOR ALL STUDENTS TO SEE. IT 42 S RECEIVES A GREAT DEAL OF ATTENTION FROM VISITORS IN THE BUILDING. THE HONOR ROLLS ARE ALSO PRINTED IN THE PARENT NEWSLETTER AND SENT TO ALL HOMES OF DUNBAR STUDENTS. AN AWARDS ASSEMBLY WILL BE HELD FOR EACH SEMESTER WHERE CERTIFICATES FROM THE PRINCIPAL AND ATTENDANCE AWARDS WILL BE PRESENTED. CITIZENSHIP AWARDS ARE ALSO PRESENTED
AS WELL AS AWARDS TO STUDENTS FROM TEACHERS, BASED ON CLASSROOM CRITERIA DETERMINED BY EACH INDIVIDUAL TEACHERS. IT IS THE TEACHER'S PREROGATIVE TO AWARD CERTIFICATES TO STUDENTS FOR VARIOUS APPROPRIATE PARTICIPATION. ACADEMIC INTERVENTIONS
SUPPORT GROUPS ARE ORGANIZED BY COUNSELORS AND TEACHERS. SEVERAL AFTER TEACHERS SCHOOL, ON DO INDIVIDUAL THEIR OWN AND TUTORING OCCURRING FOR STUDENTS FOR STUDENTS FOR TIME. MPT IN NEED OF GROUP TUTORING THE COUNSELORS FAILURES. ASSISTANCE. PEER BEFORE AND ARRANGE FOR TUTORING IS THE LIBRARY IS OPEN OWN WHO ALL DURING THE DAY FOR STUDENTS WHO WISH TO STUDY ON THEIR TIME. COUNSELORS ARE ALERTED BY TEACHERS AS TO THE STUDENTS ARE FALLING ACADEMICALLY. COUNSELORS AND TEACHERS NOTIFY PARENTS REPORTS AND ARRANGE FOR MEETINGS TO DISCUSS THE ISSUES. INTERIM ARE ISSUED TO PARENTS FOR ALL STUDENTS WHO ARE RECEIVING D/F OR . KEPT S, OR WHOSE GRADES HAVE FOR STUDENTS FALLEN SINCE LAST REPORTING PERIOD
WHOSE BEHAVIOR HAS DETERIORATED. PARENTS ARE INFORMED BY TEACHERS ON A ROUTINE BASIS
THEY EXPECT CLOSE COMMUNICATIONS AND TEACHERS DO AN OUTSTANDING JOB OF KEEPING PARENTS INFORMED.LITTLE ROCK SCHOOL DISTRICT Forest Heights Junior High School 5901 Evergreen Street * Phone 663-3391 * Little Rock, Arkansas 72205 ' January 16, 1992 TO: Dr. Angela Sewall, Assistant Superintendent JANI 7m FROM: Richard Mapl^ Principal SUBJECT: Monthly Update At Forest Heights we have a comprehensive approach to student problems with academic success, attendance and discipline being three (3) categories that must be addressed, risk students. This is due to the fact that we have many high Our interventions described in this update speaks to the three (3) categories mentioned above. Pupil Support Team: Our team meets every Wednesday at 7:30 a.m. 'T he members are three (3) administrators, three (3) coimselors, school nurse, ISSP teacher. Social worker and New Futures Manager. We staff students and decide on how to meet the needs of each student referred. The team then plans interventions/programs to meet the need of the student and insure implementation. Parent Meetings: We have conducted one parent meeting in the community and will conduct two (2) additional meetings. These meetings coincide with the distribution of report cards. We discuss all three (3) areas (academic success, attendance and discipline) and offer suggestions on how parents can truly become partners. Mentors: We have twenty (20) mentors from the community who make two (2) weekly contacts with the targeted students. The mentors visits the students once at school and then contact is made by phone. A weekly written report is required and is forwarded to the counselors for follow-up. PEER HELPERS - EAGLES' NEST: This consists of fifty-five (55) peer helpers who strive to change the climate of the school. They are involved in one-on-one peer counseling dealing with academics, discipline and attendance. Approximately forty (40) students are seen once a week by peer helpers. These students are trained by counselors who monitor the students to insure progress. Achieving Academic Success: There are many activities in place to assist students to achieve academic success: Grades) are for students who have one or more "F's". "B.U.G." Groups (Bring Up groups or one by one to contract for improvement. They are seen in small This occurs after each grading period
TRIPLE'- -E.E.E. (Exerted Extra Effort) - Monthly Update Cont. Page 2 Each teacher nominates students at the end of each grading period who have improved in academics, behavior, attitude and attendance. These students receive special recognitions
Assignment Pages and Friday Reports. Teachers and counselors encourage students to do assignment notebooks on daily assignments sheets that will be taken to each teacher and then home to parents to report weekly progress in all classes: Failure Letters To Parents - Failure letters are mailed to each parent. These letters contain the student's status and encourages parents to contact the Counselors and Grade Level Teams for conferences
After-School Tutoring - Information and applications have been provided to students and parents concerning After School Tutoral Programs. We have approximately thrity (30) of our students attend some kind of After School Programs
and Counselors have visited (by grade level) with students to discuss academic requirements and share tips for success. Recognition and incentives include Principal Recognition and Incentives: recognition of all A, B+, and B students, perfect attendance and outstanding behavior. Students receive a certificate and receive pizza and cokes. Each team (8 Teams) have recognition and incentive programs including student of the week pencils, monthly birthday pencils, attendance, citizenship, scholarship and leadership awards and most improved student. These incentives are designed to recognized every student at least once during the school year. Note: At a later date I will provide you with a more detailed explanation of these programs. Our inservice for staff at Forest Heights have included "What makes an Effective Teacher", Learning Styles, Modifications and Interventions. During the last month a second inservice for our School Emergency Plan was held and an inservice on cooperative learning and interdisciplinary units were conducted.HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road Little Rock, Arkansas 72205 JAN 1 3 RECn TO
Dr. Angela Sewall, FROM: Everett Hawks, RE
Monthly Update January 13, 1992 Assistant Superintendent for Secondary Schools Principal Teacher Inservice
Larry Rogers inserviced our faculty on the FIGHT BACK program - 1/7/92 Discipline and Attendance Interventions Addressed
1. Part of our January faculty meeting was spent evaluating the school atmosphere at Henderson Jr. High. Various definitions and procedures, reviewed and discussed. related to discipline. were Discipline issues were discussed with the student body via the school intercom 1/10/92 Recognition and Incentive Programs currently in place: 1. Student of the Month Award 2. Garfield's Good Guys (Citizenship Incentive) 3. Principal's Honor Rolls 4. Citizenship Honor Roll 2 Interventions: 1. Student/Student tutoring program - at lunch and before and after school 2. Teacher/Student tutoring 3. Small group work by counselors LITTLE ROCK SCHOOL DISTRICT Mabelvaie Junior High School P.O. Box 187 Phone 455-2413 Mabelvale, Arkansas 72103 TO: Dr, A. M. Sewall FROM: Clell Watts, Principal C DATE: January 13, 1992 SUBJECT: Monthly Update Request MEMO JAN 1 4RECTJ In response to your memo dated January 7, 1992. -Teacher inservice for the month- All faculty/staff attended Self-Esteem Workshop, December 4, 1991. 4:00 - 7:00 p.m. Facilitator Sue Walls. -Discipline and attendance interventions- Faculty/staff continually work one to one with habitually referred students. . Students are recognized for displaying exceptional behavior each nine weeks. Students are assigned to In School Suspension to maintain a continuous flow of learning. Faculty/staff review Little Rock School District handbook, classroom rules, school rules and consequences each nine weeks. Students new to the school review discipline video. Students receive Red Raider Rewards daily for good behavior. They are turned in at the end of each month, are awarded. Home room and individual prizes Students are awarded certificates for perfect attendance each nine weeks. Volunteer parents conduct attendance calls. HOME OF THE HEE HAIEEHO V Monthly Update Request Page 2 Faculty/staff continually work with students having non-attendance patterns. -Recognition and Incentive Programs currently in place- See attachment -Interventions in place to assist students in achieving Academic success- Students experiencing academic problems are encouraged to attend cornerstone. Teachers volunteer one hour each week and tutor students with academic problems. Science/Social Studies departments purchase and use supplementary materials to improve MPT and MAT6 skills. Faculty conduct programs outside the normal school day. Y.O.U., JTPA, Duke Talent, Model U.N., Math Counts, Stock Market.) hemci to : ftil Tsachsrr F:e : Raider Renards
UJe will begin using the Raider will n have Pi a p.ar ties
like Rewards immediately. Ha a drawing for each grade last year,bi.it will have-level at the end of the niorth. If we can get pi za parties. I enough money we wi11 reinstate 1-1 o m e r o o m Rules For Givi
g Raider Rewards 1. G i ve for c 1 any postive behavior i f? grades , being in 3S on time, having all materials, ha'.ing hnme'work c o nio 1 e t
making above a certain /. on a test C.' c
. 2. Keep them in th ami. safe place so students cannot take 3. Te^icner must sign dr stomp ecAch token given. ' P'.l base indicate grade level. 5. To ans will be collected by Homeroom te-aciier s. use the envelope ?jy5tem again. W j. 1 1 6. fi'aider Rciwards are to be turned month. C bi Please put them in Mrs. in at the and of the Todd ' s ma i 1 bon .. TO: Dr. Angela Sewall FROM: Mrs. M 'Lacey OBJECT: Monthly Update JAN 1 5 RECD Inservice In our December faculty meeting ten (10) staff members inserviced the entire staff on strategies for working effectively with at-risk students. During January, English teacheij, social studies teachers and keyboarding/ computer technology teachers are collaborating in a research project done by their students. Six dealing with problems of 10-11) . (6) staff members received additional training on adolescents (Student Assistance Training, January Disc ipline Saturday, detention hall. December 11, marked the fourth session of an alternative Exploratory in nature, the d-hall was especially designed for repeat offenders of minor disciplinary violations and/or for certain first time offenses, such as student disrespect of another student. Whi 1 e all sessions begin with a writing activity, some sessions have included clean-up projects and community resource speakers. Recognition and Incentive isplay in the hall. Students of the Month are selected by staff members
selected students rite short essays about themselves and their pictures are taken for teac hers. The names students are treated students who make an Students of the Week are turned in of these students are read over the to a pizza party at the end of each A or a B at the end of the semester by individual intercom daily and month. Al 1 prizes given by the PTA and Union National Bank. are eligible for on the "Birthday board in the cafeteria. Students are recognized Students on the honor roll and the citizenship roll receive incentives after each grading period. Interventions/Academic Success One of the greatest interventions in place at consisten t, daily instruction planned by teachers. varied student learning styles. trips, classroom projects, Through resource speakers. our school is the relating lessons to related field student achievement as our main goal. cooperative learning, etc., teachers target teachers. Additional 1y, there are special tutorial sessions by individuals One teacher has implemented a homework hotline. Counselors have targeted specific students for failure counseling sessions and community referra1s, such as Cornerstone, Promise (UALR) and Links, Inc. Future Builders in Wrightville, Project At Mann, early morning tutoring is provided each day by the National Junior Honor Society and their sponsors. January 14, 1992 TO: Dr. Angela Maynard Sewall, Assistant Superintendent for Secondary Schools FROM: Hoffman, Principal Pulaski Heights Junior High SUBJECT: Monthly Update INSERVICE Computer instruction available for students. DISCIPLINE AND ATTENDANCE Discipline: Team meetings with student and parent with behavior contracts developed. Attendance: Pulaski Heights has designated attendance intervention as a priority goal for this school year. The faculty, attend-ance secretary and the counselors have worked together to develop a plan that seems to be effective. Teachers are asked to wait until the last few minutes of first period to mark scan sheets and they are then picked up by office monitors. The attendance secretary scans the sheets and then runs copies of the absentees by grade level and these are given to the counselors. The counselors call each student who is absent (and whose parent/guardian has not called in) and tries to find the reason for the absence. There are several results from the phone calls. We tell parents who have not called in for sick children that we would appreciate a phone call before 10:00 each morning to help with our attendance, making these calls to us. We now have many more parents Secondly, if a child is absent without the parent's knowledge, it makes the parent aware of that unexcused absence. Another effect has been that students know that we make these phone calls and we believe that this discourages a student from being truant. We believe that we have developed a system which not only helps with attendance intervention but also lets parents know that we are concerned when a student is not in school. RECOGNITION AND INCENTIVE PROGRAMS Citizenship and honor roll recognition. Team recognition of academic or behavior Improvement. INTERVENTIONS AND ACADEMIC SUCCESS Morning tutoring from volunteer teachers, and after school assistance program.LITTLE ROCK SCHOOL DISTRICT Southwest Junior High School TO: 3301 So. Bryant Phone 570-4070 Little Rock, Arkansas 72204 January 17, 1992 Dr. Angela Maynard Sewall, Assistant Superintendent for Secondary Schools FROM: Charity Smith, Principal Southwest Junior High School SUBJECT: Monthly Update Inservice: The faculty inservice for faculty was held January 7, 1992. Each faculty meeting is arranged for staff development. Administrative duties are provided to teachers through the steering committee. The January staff development meeting was about testing and remediation plans for students who failed previous standardized tests. Discipline and Attendance: The following steps are being taken to address discipline and attendance. 1. 2. 3. To provide incentive for students who demonstrate exceptional behavior and good attendance. To establish, review and consistantly enforce behavioral expectations. To implement a team-based student behavior management system. Recognition and Incentive Programs: Each nine weeks, students who have earned a "B" average receive an honor ribbon. Students who have earned an "A" average receive an honor button. A brief assembly is held each quarter after the report cards are distributed in recognition of our honor students. Each month, each team has an awards assembly program for students who have achieved. excellence. Guest speakers are invited to encourage students and to move towards Interventions and Academic Success: We have two tutoring programs at Southwest. UALR, the p.m. tutoring program is sponsored by New Futures. The a.m. tutoring is sponsored by During the a.m. program basic tutoring is provided. During the extended day program (p.m.) tutoring activies and homework centers are provided. Inter-disciplinary planning is also provided on a weekly basis in order to insure student success. In addition we also have peeer tutoring available.HIPPY TO: THROUGH: FROM: DATE: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham - Little Rock, Ar. 72201 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS 1401 Scott - Little Rock, Ar. 72202 James Jennings, Associate Superintendent of Desegregation Estelle Matthis, Associate Superintendent of Education Marian Shead, HIPPY Supervisor January 14, 1992 Desegregation Update Concerning the update on desegregation timeline, the following is taking place: yk A Parent Survey is currently being conducted via telephone. Survey forms are being sent to families without a telephone. As of this date we have 361 families participating in the HIPPY program. Thus far, 224 families have been contacted by telephone. 90 % of our parents surveyed thus far have indicated that the HIPPY program has a positive impact on their family. In order for us to obtain more specific information, our survey will not be completed until the end of this month. * Printing of curriculum materials in bulk form is no 1 onger permitted due to a revision and copyright laws obtained by HIPPY USA. We are now required to purchase the curriculum for our program.INCENTIVE SCHOOLS Little Rock School District January 17, 1992 TO: FROM: James Jennings, Associate Superintendent for Desegregation Arma J. Hart, Desegregation Facilitator SUBJECT: JANUARY DESEGREGATION UPDATE Attached for your information is an update .of some of the programs/activities that were during the Month of January. implemented in the Settlement Plan Additionally, copies of Recruitment and Desegregation Meetings are provided for your perusal. AJH:csa 810 West Markham Street tittle Rock, Arkansas 72201 (501)374-3361 COUNSELORS INSERVICE Elementary counselors play a significant role as support personnel in assisting principals and staff in the schools. An inservice was conducted on January 15, 1992 at Woodruff Elementary School by Mrs. Elston for all counselors in the Incentive Schools to review and provide an awareness of the activities and program areas that relate directly or indirectly to the counselors in the Settlement Plan. Each counselor will assist in documenting the activities that exist in their Additional follow-up inservices and/or planning sessions provided as needed. schools. will be The following areas were reviewed: ACADEMIC PROGRAMS JDR 02230 Incentive Programs each school will establish an incentive program for recognizing academic excellence and academic improvement. PHYSICAL EDUCATION/HEALTH JDR 02242 -Emphasis on the development of an understanding of and respect for the handicapped
SOCIAL SKILLS JDR 02243 Positive Imaging Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills on problem-solving. Structured group sessions will focus decision-making, peer pressure, etc. Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. established for male and female students. Separate programs may be Role Models Programs Individuals (international, national. state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. African-American role models for males. Special emphasis will be placed on Mentoring Program Utilizing local resources in the community and the Partners Program, a mentoring program will be established for intermediate-age students (4-6) SPECIAL ACTIVITIES JDR 02244 Peer-Tutoring Program Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). January, 1992 Page 2 SUPPORT PROGRAMS JDR 0226S Peer Tutoring Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to students with outstanding academic averages but open to achieving students who work well with students and who can verbalize an understanding subject matter to be covered. those will also be other of Peer tutors will be compensated with coupons... Retired Teacher Mentors Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. Career Skills Development Program ... general "mapping" of how a student can progress from elementary school to the desired career goal. Year Round School JDR 02269 ...with prescription for attendance from teachers of students who are behind grade level in core areas. curriculum Extra Curricular Programs JDR 02273 ...future teachers programs, Just Say No Clubs, monitor "jobs" in the office*, library... intermurals, at recess or lunch time. not class time Attendance and Behavior Guidelines Time-out rooms staffed... Students and parents will sign agreement to be at school and on time each a contractual day. COUNSELING/SOCIAL WORK College/Post Graduation Awareness . . The program will also serve to heighten own abilities and student expectations with regard to their potential to attend college... Study Skills JDR 02274 Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills, test taking. Practice will be provided for students in i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. January, 1992 Page 3 Individual and Group Counseling Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place, also be taught conflict resolutions. Students will Incentive/Recognition Programs programs will be developed by students, each school. committee meeting included: Incentive/recognition staff and patrons at Ideas (suggestions) presented in the subawards programs, days, good citizen clubs. recognition free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. Camp Pfeifer Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. STUDENT EVALUATORS Source: Settlement Plan JDR 02276 Student evaluators will relative to the school. be asked to complete evaluations experience twice a year... its climate. and their educational Students in all the Incentive Schools were selected at random to participate in an evaluation of their school based on a 5% involvement from each grade level. The process was conducted by Mr. Sterling Ingram, and Hrs. Ethel Dunbar from the Office Planning, Research and Evaluation. timeline for completion is attached. A copy of the The administration of the survey was January 13, instead of January 15, 1992 . Indicators of student achievement. high expectations are the criteria used instructional leadership, and and climate. Attached is a copy of the to evaluate the programs indicators. WORKSHOP Attendance and Behavior Guidelines Source: Settlement Plan JDR 02273 Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school... January, 1992 Page 4 A schedule of training vzorkshops was sent to the principals of Dr. the Incentive Schools. The training will be conducted by Patty Kohler and her staff on the following dates: SCHOOLS SITE DATES Franklin, Ish Franklin 01-27-92 Stephens, Mitchell and Rightsell Stephens 02-10-92 Source: Rockefeller and Garland Rockefeller 02-17-92 The sessions will be held from 3:30 CAMP PFEIFER Settlement Plan JDR 02274 5: 00 "Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence in a program away from the school and the home which provides counseling. intensive academic support. and time management skills.".. Mr. Sanford Tollette, Director of Camp Pfeifer, and his assistant, Benki Martin, were invited to the January Desegregation Meeting to discuss the following procedures for the alternative classroom experiences: 1. 2 . 3. 4. Program design Parental component and involvement Transportation Student referral The Alternative Classroom Experience is designed for students between the ages of 9 and 13 or fourth, fifth and sixth graders in Little Rock, North Little Rock or Pulaski County School District. The four main goals of the program are: 1. 2. 4. to improve setting academics in an institutional classroom to to improve improve community classroom and home relationships attendance The program is designed for students who have the potential to learn and behave appropriately but may be falling between the cracks. As an incentive for good behavior and achievement. a free summer camp will be offered to each child participating in the program. Presently, one Incentive School is participating in the program. Others will be included in subsequent cycles. January, 1992 Page 5 PURPOSE OF THE INCENTIVE SCHOOL PROGRAM Source: Settlement Plan JDR 02233 "The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate."... Strategies for improving student achievement were discussed and shared with and among principals during the January Desegregation meeting. Allowing students in the first and second grades to have reading twice a day, exposing them to more concrete objects in math before doing abstract teaching. having daily creative writing, involving tutors during the day and after school to assist students on a one to one bases was discussed. Ms. Paula Grier, the IRC specialist, Mrs. Alice Stovall, the Reading Director, and other appropriate support persons will provide the necessary assistance. The Homework Center and Extended Day Programs will be monitored more closely, and regular tracking of student achievement by principals will occur, needed. Programmatic changes will be made as School Policies and Procedures Source: Settlement Plan JDR 02276 "It is recommended that each incentive school have uniforms for students (such as blue jeans and a white shirt"). Principals will discuss with their PTA president,.board, and parents the advantages of students wearing uniforms. A survey will be sent home to parents in a timely manner to allow them to provide feedback. The uniforms will be simple and affordable for all parents. The possibility of department stores. such as Sears, will be will be Penny's, Wards, K-Mart, and Wal Mart stocking the outfits investigated. Jumpers, skirts. T-shirts and sweatshirts Foreign part of the uniforms for girls. Languages Source: Settlement Plan JDR 02243 "Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations. " Some students at the classes. To provide Incentive Schools are experiences for these involved in Spanish students and motivate other children, Mrs. will present a play called "Cenicienta" Mary Hoey's Spanish class from Dunbar Magnet for all Incentive Schools during Extended Day (Cinderella).January, 1992 Page 6 RECRUITMENT EFFORTS Source: Settlement Plan JDR 02323 "Recruitment will be an ongoing process at the Incentive Schools. The purpose of the recruitment program is to encourage voluntary assignments that will enable the Incentive Schools to comply with the desegregation requirements." Some of the recent recruitment activities are cited below: PSA's Public service announcements for all Incentive Area, Magnet, Interdistrict Schools will be publicized before and during the registration period by the Communications Department. Open House -- Mass mailouts with registration and open house appointments for Incentive, Magnet, area, and interdistrict schools were mailed to parents of students in private schools in Little Rock, North Little Rock and Pulaski County School Districts by the Student Assignment Office. Ms. Julie Wiedower discussed with principals in the January Desegregation Meeting the purpose of Open House as a recruitment tool. SPEAKERS BUREAU Principals of each Incentive School will meet with parents and teachers from the Speakers Bureau to discuss registration procedures, open house format. when assisting with tours of the school. and provide other helpful tips Videos The District video produced by the Communications Department will feature special programs in the Incentive Schools. This video will be given to businesses. realtors and used in schools by the principals and the Speakers Bureau for recruitment purposes. MENTORING PROGRAM Mentors and students and each school's pupil will be matched by the planning committee services team. Mentors will meet students and their parents at school receptions. will be held January 22 January 29 at Stephens, Mitchell, February 7 at Individual matches will The receptions at Rightsell, January 23 at Rockefeller, January 31 at Ish, February 4 at volunteers are recruited for the program. Garland and February 12 at Franklin, be made as the year continues and more PRINCIPALS DESEGREGATION MEETING Attached is a copy of the agenda for the January Desegregation meeting with principals.INCENTIVE SCHOOL DESEGREGATION PRINCIPAL'S MEETING January 13, 1992 II. AGENDA WELCOME/OBJECTIVE SHARING LITERATURE ON EFFECTIVE SCHOOLS I. III. FIELD TRIPS A. B. C. Community Access/Field Trips Industrial Complexes and Manufacturing Corporations Lock and Dams IV. PURPOSE OF HOMEWORK CENTERS AND EXTENDED DAY PROGRAMS V. HIRING OF STAFF IN SATURDAY AND EXTENDED DAY VI. SPANISH PLAY Dunbar International Studies Jr. High School Students VII. SCHOOL THEMES: PARENT SURVEY INFORMATION A. B. C. D. Committee Members by Race Copy of Survey Instrument Date Returned 1st, 2nd, 3rd Choices of Themes Selected VIII. STRATEGIES FOR IMPROVING STUDENT ACHIEVEMENT A. B. C. D. E. Reading Math Language Art Science Social Studies IX. DOCUMENTATION OF DESEGREGATION EFFORTS DUE EACH MONTH X. RECRUITMENT STRATEGIES A. Recruitment Plan Meetings Arma Hart B. Purpose of Open House Julie Weidower Student Assignment C. Volunteer Management Training Tips Debbie Milan Director, VIPS D. Having an Active PTA Debbie Valez PTA Council President E. Special Media Coverage Principal's Meeting Page 2 F. Saturday Information Booth at University, McCain Mall, Mall Southwest G. PSA's Media Blitz XI. SCHOOL POLICIES AND PROCEDURES-JDR 02276 Recommendations: Uniforms for students, shirt) (Such as blue jeans and a white Community education classes should be investigated for presentation on a rotating basis for parents in those communities to enhance their skills. XII. LITERACY SKILLS PARTNERS XIII. PURPOSE OF CAMP PFEIFER Mr. Sanford Tolette XIV. STUDENT EVALUATOR XV. WORKSHOPS SCHEDULED A. B. C. D. Effective School Meeting Speakers Bureau Discipline (Time-out Rooms) Parent Council XVI. PARENT INVOLVEMENT/HOMEWORK HOTLINE Catherine Gill XVII. AFRICAN AMERICAN CHRONICLE XVIII. OTHER PLANNING, RESEARCH, AND EVALUATION DEPARTMENT INCENTIVE SCHOOL SURVEY TIMELINE FOR COMPLETION 1991-92 TASK DATE PERSON(S) RESPONSIBLE Select Survey Development Committee 10-1-91 Deseg. Administrators Asst. Superintendent Bldg. Principals Review Components of Desegregation Plan and Incentive School Monitoring Instrument 10-7-91 Deseg. Administrators Committee members PRE Specialist Asst. Superintendent Develop Survey Item Specification Item Writing 10>-14-91 PRE Specialist Committee members Technical Item Review Item Bias 10-23-91 Committee members Survey Construction 11-4-91 PRE Specialist Committee members Pilot Testing 11-18-91 Select students Final Survey Construction 11-26-91 PRE Specialist Committee members Administration of Survey 1-15-92 Building Survey Coordinator INSTRUCTIONAL LEADERSHIP , The school leadership effectively defines the school's mission, frames the goals and communicates these to the staff, parents, students, and the community. Effective leaders make it their business to ensure that the other effective school characteristics are present, promoted and improved upon as necessary. INDICATORS Principal is accessible for discussion of instructional matters Principal keeps open lines of communication and responds to teachers, staff, students, and parents Principal plans for/maintains ongoing staff development program for faculty * Teachers are encouraged to work together for effective coordination of the instructional program within and between the grades * School improvement priorities and plans are developed cooperatively by principal, teachers, parents and students Principal actively secures resources, communicates with community leaders, and arranges as well as promotes opportunities for faculty staff development activities * Regularly scheduled faculty meetings are held to discuss instructions and student achievement * Principal reviews and interprets test results with and for faculty * Principal discusses lesson plans with teachers * Individual teachers and principal meet to discuss focus of classroom observations * Principal makes frequent, formal classroom observations * Supervision is directed at instruction * Discussions with the principal result in improved teacher instructional practices * Principal encourages parent and community involvement through accountability and/or advisory groups2 . SCHCX3L CLIMATE There is an orderly, purposeful atrnosphcre which is f ree from the threat of physical harm. However, the atmosphere is not oppressive and is conducive to Physical facilities are kept teaching and learning. clean and made attractive with repairs made promptly. INDICATORS School is safe and secure place to work. Physical conditions of school are generally pleasant and well maintained School building is neat, bright, clean and comfortable Supplies and materials are adequate and appropriate to support teaching of knowledge and skills in curriculum Excessive noise is kept to a minimum Most students abide by school/classroom rules * Teachers, administrators and parents assume responsibility for school discipline Clearly written and accepted guidelines for conduct in the school, on buses and on school-sponsored events as well as field trips are provided School rules are understood, respected and enforced by administrators, teachers and students Teachers treat students fairly and with consistency Students are respected by school staff and peers regardless of their achievement level Relationships between and among principal, teachers and other school staff are cordial and based on mutual respect Positive feelings permeate the school Daily attendance rate of students and teachers is high
tardiness is low Students have opportunities for leadership and for assuming responsibility for themselves and their property * Teachers in this school are " way," of teaching and learning out in front, seeking better * * * * * * * * * * *3. high expectations Teachers behave as if they believe all Studer, t car. learn, teach them. enthusiastically accepting the hallenge to students and parents. These high expectations are conveyed to Grading scales and mastery standards are set to promote excellence. INDICATORS All teachers in school hold consistently high expectations for all students * Teachers believe all students in school can master basic skills as a result of the instructional program * Teachers believe they are responsible for all students mastering all basic skills at each grade level Teachers ensure that all children have equal opportunity to actively participate in classrooms * Teachers believe that students' home backgrounds are not the primary factor in determining their achievement in classrooms * All students in school are expected to complete graduation competencies or requirements * Teachers' expectations are expressed through clear goals for student achievement * Teachers treat students in ways which emphasize success and potential rather than those which focus on failure and shortcomings * Teachers encourage all students through rewards, praise and recognition * Student achievements are featured in school and community newspapers, newsletters and other news media Retained students in each grade are not predominantly from one ethnic or socio-economic group * Students' work is displayed on bulletin boards, in halls and in learning areas * Teachers use high levels of engaged time and studentteacher interactio.n as major instructional modes
rather than high levels of individual seatwork assignmentsCLEAR SCHOOL PURPOSE A clear school purpose represents the shared as well as understood by teachers, chool's purpose/goal and is students, and parents. The curriculum serves as a blueprint for teaching and learning and includes goals and objectives which present a clear picture of what students are expected to learn and how teachers can help them learn it. Instruction is the basis on which all major decisions made by the school administrator and staff are grounded. INDICATORS * Written statement of purpose (mission) exists as the driving force behind most important school decisions * School purpose or mission is understood and supported by all students, staff, school, parents and other community members * Goals are developed and endorsed by teachers, parents, administrators and students Curriculum is designed so that objectives (what should be taught), instruction (what is actually taught) and assessment (what is tested) aligned are Instructional strategies/materials are adapted to individual learning needs There are written objectives or skills that all students must master for each subj.ect and for each grade * Objectives are clearly stated, valid and sequential, and their attainment is monitored and assessed at all grade levels Pull-out programs do not dis: .pt or interfere with students' basic skills instruction Special instructional programs for individual students are integrated with regular classroom instruction and the school curriculum * Students' classroom assignments are monitored closely by teachers to ensure that they are related to daily lessons and follow a sequence of teacher presentation, student practice, specific feedback and the evaluation of student performance * Teachers plan and make assignments with the expectation students will be highly successful during activities which follow direct instruction Homework is regularly assigned and reviewed, so it enhances school learning Minimum classroom interruption policy exists Special events (e.g., assemblies, programs, fird trips, etc.) are plannedmonitoring and assessment of student achievement and evaluation Regular assessment of students, programs and staff schools whether they are meeting their goals and whether the informs The school believes evaluation of the school's goals need revision. effectiveness should be A wealth of information can be produced by multiple assessment methods, tests (e.g., norm-referenced, criterion-referenced and teacher-made), samples of student work, and mastery skills checklists, obtained and used according to a well planned schedule- used to improve individual student performance and to improve the based on student outcomes. such as Testing results can be instructional program. INDICATORS * The school has an evaluation program that monitors and reports student progress * cheduled well in advance to Assessment procedures are planned and allow for necessary arrangements at all levels * Staff follow specific routines for frequent scoring, storing, sorting, analyzing and reporting results for student achievement * Assessment methods and instruments are selected to measure learning objectives at each level
these include both criterion-influenced and norm-referenced tests * Curriculum and assessment are coordinated both horizontally (within grades) and vertically (between grade levels) Individual student records concerning achievement, discipline, attendance and tardiness are maintained * Teachers frequently monitor individual student learning, both f-rmally and informally * Teachers know and use test development techniques to design valid and reliable assessment instruments * Assessment is routine and students benefit quickly from the results * Results of assessment reports are tied to learrxing objectives Achievement data are used to change and improve curriculum and instruction on a regular basis * Re-teaching and specific skill remediation are important parts of the teaching process * Teachers and principal thoroughly review and analyze test results to plan instructional program modifications Test results are reported to students, parents, school board and the general public in appropriate waysu . PARENT AND COMMUNITY INVOLVEMENT Parents and other members f the larger community understand, ruppcrt and are involved in the basic mission of the school, and are provided ..it'.. ------
s or significant roles in achieving this mission. support with avenue INDICATORS More than half of the parents attend regularly scheduled parentteacher conferences Parent-teacher conferences focus on factors directly related to student achievement and basic skills mastery Parent-teacher conferences result in specific plans for home-school cooperation to improve student classroom achievement Teachers and parents are aware of the school or district homework policy Homework is monitored at home and in school Ninety-five to one hundred percent of the students complete their homework assignments Many parents visit the school to observe the instructional program Most parents understand and promote the school's instructional program There is an active parent/school group that involves many parents Home visits, phone calls, newsletters, regular notes, teachers frequently use to communicate with parents etc. are ways ie Local businesses and other organizations contribute money, time and other resources to the school Parents and community are involved as partners with school staff, not as adversaries Various involvement roles and activities are available for parents to select School staff receives training in parent/community involvement strategies Citizens participate in planning for and assisting in school improvement The school sends students into community settings to gain a variety of experiences * * * * * LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 January 15, 1992 TO: James Jennings, Associate Superintendent for FROM: THROUGH: SUBJECT: Attached Desegregation Monitoring and Community Services Paula Specialist Grier, M, Incentive School Staff Development Estelle Mathis, Associate Superintendent for Educational Programs Incentive School Latin Enrichment Program Update is the requested update on the Incentive School Latin Enrichment Program for the January Board Meeting. Please contact me at extension 2005, if you have any questions. AttachmentUPDATE ON THS INCENTIVE SCHOOL LATIN ENRICHMENT PROGRAM JANUARY 15, 1992 In the Little Rock School District's (LRSD) Desegregation Plan (Volume II - March 23, 1989), a Latin Enrichment Program was proposed for implementation in the Incentive Schools during the 1989-90 school year. The focus of the program was on using Latin words and myths as a means to improve English skills and not on teaching formal Latin grammar. It was to have become a part of the English language arts classes at the fifth and sixth grade levels in the Incentive Schools and had as its purpose that of: (1) increasing reading and vocabulary skills, (2) improving standardized test scores, and (3) enhancing the self-image of learners. Because of the delay in the court approval of the District's Desegregation Plan, the Latin Enrichment Program has not been implemented as.originally scheduled. The District has now targeted the 1992-93 school year In preparation for this. for the implementation of this program. original proposal has been and updated oy English/Foreign Language Supervisor, the Director of Reading, Incentive School Staff Development Specialist, the Director of reviewed the Staff involved Development, and an out-of-state consultant currently in a similar Philadelphia. program in the School District of As a result of this review, it is proposed that the Latin Enrichment Program targeted for 1992-93 following components. consist of the 1. Purpose: To incorporate Latin instruction into the language arts blocks of the Sth and 6th grade classes for approximately fifteento twenty minutes per day for the purpose of: (1) increasing reading and vocabulary skills, (2) improving standardized test scores, and (3) serving as a link between the English language arts and foreign language programs, and (4) enhancing the (Number 3 is an addition to the self-image of learners, original purpose.) 2 . Staff Development: a. Five days of summer workshops conducted by the out-of- This is a change from the original state consultant. proposal of six hours (one day) of inservice training because it is now believed that a longer period of inservice is critical to ensure effective the implementation of this program. The five-day training will consist of curriculum development. implementation of program demonstration lessons content. and assessment strategies.Incentive School Latin Page 2 Znrichnient Progran b. Four one-hour workshops throughout the school year (two each semester) to provide additional teacher training and to address any concerns/issues that may workshops as were originally proposed). arise (sane c. Teachers will have the opportunity to become more proficient in Latin by enrolling in a college cours designed especially proposed). for them (same as originally 3 . Budget: Because of the changes recommended component, a new budget has been developed. or the staff development increase of $800.00 and is based on 29 teachers. It reflects an 4 . The Classroom Instructional Materials Printing Inservice Materials Inservice Consultants Fees & Expenses College Course Materials College Course Instructor's Fee Inservice Stipends Total $ 870.00 1,740.00 870.00 3,400.00 580.00 1,200.00 1,450.00* $10,110.00 *If teachers are on an extended contract, this line item will be more. Evaluation: Throughout the year, the program will be monitored by the principal in each building. Supervisor, Specialist. and the Incentive the English/Foreign Language School Staff Development At the end of the 1992-93 school year, a formal district-wide assessment of the program will be made, assessment will be based on surveys and test data. This Implementation Plan included in the LRSD 1989 Desegregation Plan (pp. 47 changes. 49) has been revised to reflect these proposed An updated version is attached.IMPLEMENTATION PLAN COST OBJECTIVE ACTIVITIES PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION 1. To provide awareness of the Latin program to incentive school principals and staffs l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals Associate & . Incentive Assistant Supts.School Staff .January 15,1991 Plan Presentation -0- I Dev. Specialis (ISSDS) Assistant Superintendant March 2, 1992 Heeting on Calendar -0- 1 Asst. Supt. ISSDS March 2, 1992 Printed agenda -0- Principals of incentive schools English/FL Super. March 16, 1992 ISSDS Dir. of Reading Concerns/questions expressed by principals -0- 2. To provide inservice to participating teachers l.e. Schedule awareness meeting with current Sth & 6th grade teachers in incentive schools l.f. Conduct awareness meeting with current Sth & Sth grade teachers l.g. Identify Sth & Sth grade teachers who wish to remain at incentive scho l.h. Recruit and fill vacan-ci es Asst. Supt. March 16. 1992 Heeting on Calendar -0- 5th & 6th grade teachers at incentive schools Principals )1S 2.a. Requisition instructional materials ISSDS April 14, 1992 Meeting agenda -0- Principals Dir, of Human Resources Princi pals Dir. of Human Resources ISSDS May 1,1992 July 1, 1992 Hay 1, 1992 List of identified 5th & 6th grade teachers Identi fied 5th 5 6th teachers at incentive schools for 1992-93 Arrival of materials -0- -0- $580 (lid ter tils I OBJECTIVE ACTIVITIES 2.3. Duplicate copies of above materials 2.C. Schedule 5 inservice meetings of 6 hours eacf 2.d. Develop agenda for above 5 meetings 2.e. Conduct above 5 meeting' 2.f. Contact UALR about . offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.i. Schedule four one-hour inservice workshops in local bui1 dings/cluster district-wide 2.J-, Conduct above four inservice workshops IMPLxME'ITATIOM PLAN PARTICIPANTS Teachers and Principals PERSON RESPONSI3LE COMPLETION DATE I Incentive School Staff Dev. Spec. (ISSDS) July 1, 1992 June 1, 1992 EVALUATION One copy for each teacher Meetings on Calendar ISSDS ISSDS and Consultant July 15, 1992 Printed agendas Consultant and ISSDS August 17, 1992 Agendas and materials English/For. Lang. Supervi sor Incentive School Staff Dev. Spec. June 1, 1992 Course proposal UALR official Teachers t Teachers Principals Incentive School Staff Dev. Spec. Incentive School Staff Dev. Spec. ISSDS Principals Incentive Schoo! Staff Dev. Spec. pecember 1,1992 May, 1993 September 1,1992 May 1,1993 (2 per semester) PijS 2 I COST I $1,450 printing -0- -Q- $580 materials $3,200 consultant fee & expenses $1 ,450 stipends (if on extended contract, this I amount j/i I increase.) -0- Identified dates/timesz place Completed course Meetings on Calendar Meeting agendas -0- $580 inatei'ials I $1,200 i nt Tilt Lor i fee- -0- I $290 inateri.-ils $200 consul taut fee OBJECTIVE IMPLEMENTATION PLAN Page
I ACTIVITIES PARTICIPANTS [PERSON RESPONSIBLE COMPLETION .DATE EVALUATION COST 3. To Implement the elementary Latin program in Sth i 6th grades at incentive schools 3.a. Schedule time for classroom instruction Teachers Principals August 15, 1992 School's instructional schedule -0- 3.b. Purchase/duplicate/ create student material
Teachers Incentive School Staff Dev. Spec. ongoing Materials ready for classroom use $290 materials 4. To evaluate the elementary Latin program 3.C. Incorporate Latin program into district's language arts program 4,a. Monitor classroom acti vi ties 4.b. Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4,d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate and assistant superintendents Teachers Teachers Teachers Teachers Principals
English/FL super. j Dir. of Reading Princi pals ISSDS, Reading Di English/FL Super. Principals Incentive School Staff Dev. Spec. Principals Incentive School Staff Dev. Spec. Incentive School Staff Dev. Spec. ongoing May 3, 1993 May 28, 1993 April 15, 1993 May 3, 1993 May 28, 1993 June 15, 1993 Lesson plans Identified strengths and weaknesses Test data Printed forms -0- -0- -0- $290 printing Completed forms returned Survey data Submitted report -0- -0- -0- ATTACHMENT "A Master Teacher Committee February 5, 1992 9:30 a.m. - 12:00 p.m. Universities 1. Dr. Robert Hilliard, Director Professional Field Experiences University of Central Arkansas Conway, AR 72032 2. Mrs. Mary Smith, Supervisor Student Teachers Arkansas Baptist College 1600 Martin Luther King Drive Little Rock, AR 72202 3. Dr. Tom Teeter, Associate Dean College of Education University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 4. Dr. Alvin Futrell, Director of Teacher Education Services Henderson State University Arkadelphia, AR 71923 5. Dr. Loretta Davenport, Chair Division of Education Philander Simth College 812 West 13th Street Little Rock, AR 72202 Teachers 1. 2. 3. 4. 5. 6. 7. Beth Sanders - Mitchell Incentive School Marsha Calloway - Franklin Incentive School Marva Pearson - Ish Incentive School Marie Smith - Stephens Incentive School Oudy Mier - Rockefeller Incentive School Frenzella Dodson - Rightsell Incentive School P. Wilson-Robinson - Garland Incentive School Administration 1. Margaret GremiIlion 2. Larry Robertson 3. Paula Grier Principals 1. Ann Mangan 2. 3. Bobbie Goodwin Franklin DavisATTACHMENT "B Teacher Demonstration Committee February 6, 1992 9:30 a.m. - 12:00 p.m. Teachers Phil Davis - Garland Incentive School Barbara Banks - Mitchell Incentive School Brenda Hammonds - Franklin Incentive School Elaine Self - Ish Incentive School Kimberly Harness - Stephens Incentive School Beth Foti - Rockefeller Incentive School - Early Childhood Mel via Mathis - Rockefeller - Elementary Barbara Fincher - Rightsell Incentive School Principals Robert Brown Stan Strauss Donita Hudspeth Lonnie Dean Admi ni strati on Margaret Gremillion Larry S. Robertson Paula GrierTO: FROM: THROUGH: Little Rock School District January 7, 1992 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ^(^Irs. Diane Rynders, Coordinator, Gifted Program /y,jj^Mrs. Mable Donaldson, Supervisor, Gifted Program Patty Kohler, Director, Division of Exceptional Children Armrs. Estelle Matthis, Associate Superintendent, Educational Programs and Staff Development SUBJECT: Status Report on Incentive Schools The Gifted Office is working cooperatively with the Gifted Specialists and principals in each of the Incentive Schools. The Gifted Specialists are providing ALL students in the Incentive Schools with Enrichment. The Enrich-ment Curriculum is based on the skills contained in the GT Scope and Sequence. The Specialists have been asked to work closely with the regular classroom teachers in emphasizing writing and research with all students. Speciali sts have been instructed to teach critical thinking and reading skills in the content areas during the enrichment period and were given materials and instruction in this area during a meeting on December 2, 1991. Family folklore, literature appreciation, and hands-on science are a few of the different topics that some of the specialists are focusing on. of the Incentive Schools are participating in Odyssey of the Mind, The Stock Some Market Game, Quiz Bowl, The Invention Convention, and are hosting science fairs. The Gifted Office has worked with the Specialists, and when necessary has provided training and/or information for each of these events. The Gifted Office has developed a form for monitoring the Gifted Program in all the schools in the areas of: Identification, Scope and Sequence, Staff Development, K-2 Enrichment, and Curriculum, been or will be monitored is listed below: Information on schools that have School Monitoring Date 1. 2. 3. 4. 5. 6. 7. DR:MD:PK:mh Rockefeitl ler Stephens Garland Franklin Mi tchel1 Rightsei 1 Ish 3-21-91 12- 4-91 12-11-91 1-14-92 1-16-92 1-21-92 To be scheduled 8 I O West Markham Street Little Rock, Arkansas 72201 (5O1).574 ,5501 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 January 9, 1992 To: James Jennings, Associate Superintendent for Desegregat ion From: nnis Glasgow, Supervisor of Science Through Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development Subject: Monitoring/Supporting Incentive School Programs Sc i ence * Science lab equipment and staff been provided for grades 3-6 in development has each Incentive School. This will facilitate the use of a hands-on discovery and exploration approach to learning sc i ence . * Last year all incentive school teachers were given a 2 hour inservice on using hands-on science. * I have visited each Incentive School once or more this year to monitor the set-up of the science labs, grades 3-6. * I am providing the Incentive Schools with "Invent Amer i ca II student handbooks and two Coordinator's handbooks. II Invent America" is one avenue for emphasizing the scientific method and practical applications of science. A science fair is another way to meet this goal. * Incentive Schools have been provided science supply kits and refills have been sent when requested. These supplies are used by K-6 teachers to provide hands-on science. * Nothing specific has been done about the homework information packets, although Macmi11an/McGraw Hill has an excellent series of booklets for grades K-6, titled Helping Your Child at Home With Science. I will provide information about this program to Mrs. Gill so she can share it with the Incentive School Principals. TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 14, 1992 James Jennings, Associate Superintendent Desegregation Monitoring and Community Services FROM: fJ^jyTTrt^rie A. McNeal, Supervisor Social Studies THROUGH: 'V^bstelle Matthis, Associate Superintendent Educational Programs and Staff Development SUBJECT: Desegregation Update - Incentive Schools The following focus on desegregation activities for Incentive Schools: *Review of Building Environment - Visitations were conducted at Garland (January 10, 1992) and Rockefeller (January 13, 1992) - each school's visual displays depicting social studies themes, including multicultural and African/African American topics were evident. *Classroom/teacher visitation at Rightsell was conducted on January 8, 1992. present outcomes of visitation: observations - Classroom visitation The following re- 1. 2. 3. 4. 5. Learning environment attractive and motivating. Multicultural and African American visuals present. Social Studies history concepts and skills being implemented. Social Studies lessons promoted pride for students with teacher examples of African American leaders and history. Students attentive, on task, and involved in the learning. ^African/African American History Program and Rites of Passage Program - All Incentive School principals were inserviced about the above programs on December 9, 1991. Copies of resource materials were given to each principal to share with teachers and consider for purchase. Teachers received copies of both Inservice for teachers programs the week of December 9, 1991. on the implementation of each program was conducted on January 13, 1992 at two (2) cluster meetings, Franklin and Rockefeller. In addition, teachers were inserviced in how to infuse Social Ski 11s-Family Folklore into the core instructional program with implementation of the African/African American and the Rites of Passage Programs.I I I MONITORING REPORTS I "a* 4% 2* Garland 3615 W. 25th Little Rock, AR 72204 'Sunply Tnmtformational" Incentive Mr. Robert L. Brown, Jr., Principal Phone: (501)671-6275 1% !!' BL * JL-.JlM.P
TO: Mr. Janes Jennings, Assoc. Superintendent for Deseg. FROM:^l^jRobert L. Brown, Jr. SUB J: Response to Educational Equity Monitoring DATE: January 15, 1992 The following responses are being provided to address the noted concerns of the nonitorin team: 2.2 Staff members have been instructed to bring all area into compliance with the expectations set forth in the guidelines. 2.3 11.3 The IRC Reading Dept, has been providing assistance to several teachers. Additionally, requests have been made through Central Office Administration to assist staff in making adjustments in the instructional program to meet the students level of performance. 6.1 The decrease in academic performanc has been noted and shared with the staff and parents of Garland Incentive School. School Improvement plans have been developed and filed with the appropriate offices. o 12.10 Doors were open because of a mistake on the part of the school's administrator. The teachers have now received the appropriate instruction. cc: Larry Robertson Arma Hart LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 & Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 MEMORANDUM TO: Mr. James Jennings, Associate Superintendent for Desegregation FROM: ita Hudspeth, Principal DATE: January 15, 1992 SUBJECT: Response to Areas of Concern on Monitoring Visit December 16 AREA OF CONCERN: School needs to be remodeled, carpet and blinds should be changed to brighten colors. brighter colors. School walls should be printed Library and media center is not large enough. RESPONSE: The above concern has been forwarded to the appropriate departments and personnel. LI ROCK SCHOOL I '' DISTRICT Rightsell Elementary School 911 West 19^ Street Phone 324-2430 Little Rock, Arkansas 72206 January 8, 1992 TO: Mr. James Jennings, Associate Supeymtendent FROM: Mrs. Bobbie H. Goodwin, Principal RE: First Monitoring Report by the Department of PRE 2.2 Concerns were shared with staff. cleared up on or before January 24, 1992. We will strive to have the things cited Teachers with parents by telephone, written notices, and home visits. are making contact 6.1 Strategies for student achievement are listed in our School Improvement Plan. With the exception of Grade 4, all grades' Total Basic Battery increased between 1.1 and 1.9 on the 1991 MAT-6. 11.1 Contact is being made with parents by telephone, written notices and home visits. Timeline for compliance is January 24, 1992. 12.4 Written requests have been submitted to Maintenance regarding the hanging objects. The writing on the doors and walls inside restrooms on the 2nd floor has been removed. 12.10 Teachers have been instructed to keep classroom doors locked at all times. Periodic checks will be made throughout the day. cc: Mr. Larry Robertson, Assistant Superintendent Mrs. Arma Hart, Desegregation Facilitator TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Anne Mangan, Principal, Rockefeller Incentive School RE: Response to First Monitoring Report conducted by the Department of Planning, Research, and Evaluation DATE: December 27, 1991 AREAS OF CONCERN: 2.2 After concern was made known at the conclusion of the monitoring visit, a check of teacher records was made and it was determined that the records that were not up-to-date were those of either a long term substitute teacher (who should not have been held totally responsible for the completion of all classroom records until given full charge of the classroom) and a teacher who was teaching in a new teaching assignment and was still a little unsure of the required procedures at that new position. Corrections have been made to assure accurate record keeping. 6.1 The annual school plan and the school improvement plan (Chapter I) addresses the identified weaknesses and needs of the student body with specific plans made to make improvement on test scores and increased understanding of the curriculum areas. The goal is to increase knowledge and decrease disparity of achievement in various student sub-groups. 7.3 The number of students receiving resource services is a total of 10. The resource teacher is assigned to Rockefeller only half time. The resource teacher serves the identified students in the regular classroom most of the time and in very small groups in her assigned classroom space - no more than 4 students at a time. The space is certainly adequate for that small number of students. The teacher was offered several much larger spaces for resource and she refused. After it was determined that she did not want one of the spaces offered, the wiring for the computer was installed in the present location. 8.1 Students have been recommended in a proportionate number to match with the school population. However, the approval of students to be identified as gifted at Rockefeller rest in the hands of the Little Rock School District gifted and talented office. That office sends us the names of all students who are allowed to be placed in the program. 10.6 Several meetings with parents have been held in the homes. No meetings have been held in local churches or community centers. It has been discussed with the incentive school coordinator and it is my understanding that she will help by planning some meetings in just such community locations. I have spoken to Rev. Banks at the Metropolitan Church close to Rockefeller and he has been receptive to our having meetings at his church. 12.4 Needed improvements have been reported to the building engineer and to plant services for repair: rest room damages, burned out lights, and pot hole. 12.10 Classroom doors and all outside entrances are monitored regularly to insure that they are locked and all safety and security measures are being properly implemented. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 671-6350 Little Rock, Arkansas 72204 January 15, 1992 TO: James Jennings, Associate Superintendent for Desegreg^ion Monitoring and Community Services FROM: Lonnie S. Dean, Principal SUBJECT: FIRST MONITORING VISIT - EDUCATIONAL EQUITY MONITORING TEAM Listed below are the responses to the concerns of the Educational Equity Monitoring Team on November 14, 1991. 2.2 - I am monitoring all records and will make sure records are current and complete. 12.4 - The graffiti on the portable building has been reported to plant services, and will be removed ASAP. 12.10 - All staff is constantly reminded of this security policy. All doors will be locked from the outside except the front door. cc: Arma Hart, Desegregation Faciliator Larry Robertson, Assistant Superintendent VOCATIONAL EDUCATION TO: FROM: THROUGH: SUBJECT: 1. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 6, 1992 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ^rnes A. Miller, Director, Vocational Education . Estelle Matthis, Associate Superintendent for Educational Programs Update Report on Desegregation - January, 1992 Review Course Offerings: Course offerings are in the processing of being reviewed as a part of the Curriculum Revision process presently under way. committee of teachers has been identified which will assist in this review A process. One meeting of this committee was held in December, and other meetings are scheduled on January 13 and 14, 1992, and in February. 2. Offer Open House: An open house is planned for Metropolitan Vocational Center during American Vocational Education week, the second week in February, 1992. 3. Student Brochures: Brochures on course offerings at Metropolitan have been in place for several years, and no changes have been identified as being needed at this time. No further reproduction of brochures will take place until a thorough review and coordination with the L.R.S.D. Communications Department is completed. 4. Equipment Fair: "Employment Fair". This is a typographical error. This objective should read Ms. Martha Allen, Counselor at Metropolitan, is serving on the planning committee to plan the annual "Jobs Fair" chaired by Ms. Jo Evelyn Elston. Vocational Department staff have participated in planning and conducting this fair since its inception. 91/JAM/035 January 17, 1992 TO: James Jennings FRMl: Debbie Milam SUBJECT: Desegregation Update The following is an update on the areas you requested per your memo of January 2, 1992. The information on training is for November and December since a ccsiprehensive schedule was turned in October 15. Bstabli^ a Barents in Loaming Program, a ocnramity-sL^parted effort to involve parents in the learning process. See individual workshops below for training provided. Discussion and planning is going on to decide on a series of workshops to be offered for parents. The National PTA's "Common Sense" four-part workshcp series has been ordered and will be offered by VIPS to cosponsor with school FTAs. VIPS will then publicize IPSD's "Common Sense" parents by school in our newsletter. VIPS staff are also preparing the APPLE series of workshops for presentation. Provide workshops for parents cn such topics as discipline, learning aides, stu^ skills, academic tutoring. Tutoring workshops were provided for parents at Mabelvale and Badgett Elementary Schools during November. The following workshops will be offered for parents at Rockefeller and Ish on January 18: Recipes for Home Learning, Motivating Your Child to Succeed in School and Improving Your Child's Study Skills. Improving Your Child's Study Skills will be repeated at McClellan Community High School on March 24. Training workshops on being offered on an "as needed" basis for Incentive School mentors. An "Orientation to Volunteering in the Little Rock School District" is being prepared and will be offered on a regular basis and/or by request by the VIPS staff. Three workshops were provided for retired senior volunteers at the Shepherd Center during November and December. A workshop is planned January 21 for seniors at Parkway Village Retirement and January 22 for a tutoring workshop for parents at Fulbright. Four orientations will be held for mentors in the Junior League sponsored Wonders of Work program.Develop and expand the parent volunteer programs. Five hundred parent surveys were distributed -to parents of children at Surveys asked about incentive schools through COPE distritution centers. interests and obstacle to parent involvement. Tutoring workshops were provided for parents at Mabelvale and Badgett Elementary Schools during November. Meetings have been held with parents and stciff at Garland, principal and a teacher at Badgett, and the VIPS Chairperson at Forest Heights. Information has been requested on a family reading program that could be duplicated at any school. VIPS Coordinator met with incentive school principals on January 13 to discuss expanding their volunteer programs. Holiday learning activites for tutors were sent to Badgett, Fulbright, Mabelvale, McDermott and Pulaski Heists Elementary. Provide braining for school personnel on 'the use of volunteers in 'the school. Training has been provided to five staff people at Badgett and one teacher at Rockefeller. VIPS Coordinator met with incentive school principals on January 13 to discuss in their schools. pvpanding volunteer programs VIPS Incentive School Coordinator has also met with all principals as well as the staffs Rockefeller and Ish. Meetings to explain Partners in Education have been held at Western Hills, Terry, Bale, Mitchell, Forest Park and Garland. Increase the iimter of minority partners. The Council for African American Progress partnered with Garland. Women in Energy, which had a black president at the time, partnered with Cloverdale Elementary. Negotiations are currently going on with the following potential partners: Harold Flowers Law Society, Neuro-Psychiatric Diagnostic Clinic, Kappa Alpha Psi Alumni Chapter, J&M Products, The Willis Group, DIGNITZ, Watershed, Cradle Central Arkansas Chapter of the Black Data Processing Association, Care, Philander Smith College and Joe Anderson Contruction. RSVP Catering, a small business owned by a woman, partnered with Henderson. Our Neighborhood newspaper is expected to partner with a school in southwest Little Rock soon. Set I?) meeting with leaders in the city to explain our programs and danonstrate the quality of our schools. Presentations have been provided to Parkway Village Retirement Home residents.Jo Stewart with North Little Rock School District, Rosa Allen of Beebe who is starting a VIPS program there and an educational philanthropic organization. Monthly meetings are held with the Chamber of Commerce Partners in Education subccmmittee and Education Committee, an advisory committee for Incentive School Parent Involvement, VIPS Board of Directors and the Junior League Wonders of Work Committee. Visits have been made to two ministers of churches in neighborhoods close to incentive schools. Six ministers of downtown churches with predominantly black congregations agreed to distribute recruitment flyers for incentive school mentors. Two training workshops have been held for all business partners in all three districts. CEO Principal for Day was held during American Education Week. Approximately thirty business leaders shadowed IPSD principals for part of a day. A press conference was held at the Chamber of Commerce on November 22 to publicize the CEOs' experiences. Two articles ran in the Arkansas Democrat. a League of Women Voters ran an article on VIPS in their November newsletter to their members.f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street RECEIVED TO: Little Rock, Arkansas Har7h 26, 1992 LRSD Board of Directors 72201 MAR 2 6 1992 desegregation FROM: James Jennings, Associate Superintendent for 7^'3 Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools 3^ SUBJECT: Update on Desegregation - March The following areas will be addressed in this month's update on desegregation: A. B. C. D. E. F. G. H. Area Schools Communications Early Childhood Education Guidance and Counseling HIPPY Incentive Schools Multicultural Curriculum Summer School'1 Update on Desegregation March page two AREA SCHOOLS (See memos from Margaret Gremillion, Larry Robertson, and Dr. Angela Sewall - including addendum). COMMUNICATIONS (See memo from Dianne Woodruff). EARLY CHILDHOOD EDUCATION Timelines for ordering materials, supplies, and equipment: a. b. Equipment for new four-year-old classes will be ordered by May 1, 1992 Materials and supplies will be ordered by June 1, 1992 Timelines for hiring staff: a. b. Teaching and aide positions for new four-year-old classes will be announced in June on the known vacancy list. Positions will be filled through the normal procedure of screening, interviewing, and principal recommendations. Inservices will be provided for teachers of four-year-old programs during the beginning of school and throughout the school year. The inservices will include but not be limited to the following areas: - Licensing Requirements - Classroom Management - Child Development and Behavior - Portfolios - Developing Centers and Units - Transitional Activities GUIDANCE AND COUNSELING (See memo from Jo Evelyn Elston). HIPPY (See memo from Marian Shead).5 Update on Desegregation March page three INCENTIVE SCHOOLS (See memos from Arma Hart, Catherine Gill, and Larry Robertson). MULTICULTURAL CURRICULUM During the 1992-93 school term, two new magnet schools will be operative in the district and a variety of new courses will be offered to students. Workshops for appropriate staff members will be conducted beginning in mid-June and run through the week prior to pre-school, mid-August. Additional workshops and seminars will be conducted throughout the school term for staff members at these schools. SUMMER SCHOOL (See desegregation update addendum from Dr. Angela Sewall).LITITE ROCK SCHOOL DIST ' CCT 810 WEST MARKHAM SIRE I LITTLE ROCK, AR 72201 March 19, 1992 TO: Mr. James Jennings, Associate Superintendent - Desegregation Monitoring and Community Services FROM: \\'''^^^'Iargaret Gremillion, Assistant Superintendent - Elementary SUBJECT: March 1992 Board Report Part X - Response to Desegregation Item, "Provide Training for School-Based Improvement Teams (to Involve Staff and Parents) Uho Will Train Staff at the School Site with Annual Maintenance' Tvzelve of my nineteen area schools have gone through the COE (Comprehensive Outcome Evaluation) training. They are engaged in the study of data about their schools and are measuring them against the standard established by the research on xdiat makes schools effective. From this comparison, the schools will develop goals for the next five (5) years and will write strategies to accomplish their goals. The modification of these goals xcill be made as test data and surveys are examined each year. The school staff is divided into teams to study targeted areas i.e. parent and conmunity involvement, teacher effectiveness, school climate, monitoring and assessment, student achievement, and i\CA standards, tach school may choose different targeted areas to study according to their needs, but all schools must target student achievement. Update and training are provided by our State Department contact and school principals. o A visiting team assigned by the State Department visits the COE schools and examines the educational setting of the school, including courses of study, learning materials as xvell as student needs and interests. The team tries to assess the effectiveness of the total school plan in meeting the educational The team interviews the objectives the school has established for itself. steering coninittee members and interacts with each other in order to best val idate the proper COE actions. At the conclusion of the COE visits, written reports with positive recommen- dations and strategies for the schools to consider for implementation are sent to the principals and their respective assistant superintendent. reviews these reports with the school's staff and parent committees. cycle then repeats itself for the nexj school year: ( __ _ students, and parent surveys
review the discipline The principal The disaggregate test data
analyze the teachers, reviex* reports
evaluate teacher and student attendance
and then, inservice cormit- tees to begin work on any areas needing remediation. Part II - Overview My February report gave you a detailed description of the programs that were scheduled for Black History Month in each school and the names of the guestsMarch 1992 Board Report- Margaret Gremillion March 19, 1992 Page 2 who came to the classrooms. It was a busy month with so many of these excellent programs scheduled in addition to all the award assemblies and the RIF (Reading is Fun) distribution for 4th graders across the District with no expense to the schools. As of March 16, sixteen (16) of my nineteen area schools have received approval on their Academic Incentive Grants. Due to the freeze on the grant money during the first semester and the late timeline, many of the schools will use only part of their money to implement those programs that can successfully serve their students at this time of the school year. Hopefully, the remainder of the funds can be added to the 1992-93 grants. This will enable the principals to start their tutoring program as soon as school starts. This month I am reviewing the Educational Equity Monitorng Reports with the principals to discuss the strengths and areas of concern that have been identified. The principals are now turning in their MPT tests and will be getting inserviced on the new Stanford 8 materials by Sterling Ingram's staff on Friday, March 27. Part III - School Highlights Badgett Seventy-three students in grades 2-6 are in the afternoon tutoring classes from 3:05 - 5:00 p.m. Eight certified teachers are on duty. Fourteen studemts are in the Tuesday evening classes at the First Methodist Church at Eighth and Center Streets. The students are picked up at home by the volunteers and and are taught one-on-one in the class at church. Fun activities are also planned for the students, the children. This program will continue through the 6th grade for Bale A parent involvement make-and-take workshop, a hands-on science inservice, and an orientation session for mentors, mentorees, parents, and teachers are three excellent projects that have been on-going at Bale. Brady The principal is teaching a microscope study class in the intermediate grades. Chicot Eighty-six students are in the afternoon tutoring classes. Forest Park An exemplary project on display was the annual Science Fair.j'arch 1992 L.-.port-Margaret Gremillion !
. 19, 1992 Page 3 Fulbright An International Fair and Spell' '.g Bee the last we
projects. of February were excellent Mabelvale All students will be attending "Rumplestiltskin" at the UALR Children's Theatre this month, ment trip. Many writing activities will result from this enrich- McDernott A Student Recognition Program and Grandparents Day were two of the many successful events held this nine weeks at the school. Meadowcliff Using the AP&L Grant contribution from the school's Partner-in-Education, the counselor is holding parent workshops (
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.