LRSD DESEGREGATION AUDIT OCTOBER 25, 1993TABLE OF CONTENTS Page Introduction 1 LRSD Desegregation Plan Tab 1 Interdistrict Desegregation Plan Tab 2 Settlement Agreement Tab 3 ODM June 1992 Incentive School Monitoring Report . Tab 4 Transcripts Tab 5 Pleadings and Court Orders Tab 6 LRSD Organization Chart Tab 7 LRSD Desegregation Program List Tab 8INTRODUCTION This audit of LRSD's desegregation obligations is a first step in the process of assuring complete implementation of the LRSD Desegregation Plan, the Interdistrict Desegregation Plan, the Settlement Agreement, and related court orders. The purpose of this desegregation audit is to provide a complete inventory of LRSD's desegregation obligations. The first step in the process of creating an inventory of LRSD's desegregation obligations was to determine which documents might contain such obligations. School District Desegregation Plan dated April LRSD reviewed the Little Rock 29, 1992, the Interdistrict Desegregation Plan dated April 29, 1992, the Pulaski County School Desegregation Case Settlement Agreement dated March, 1989 (as revised September 28, Schools' Monitoring Report dated June 5, 1992. 1989) and the 1991-92 Incentive LRSD also reviewed the transcripts of hearings which were conducted on the following dates: January 25, 1991
March 20, 1991
December 18 and 19, 1991
January 21 through 23, 1992
January 27 and 28, 1992
February 6 and 7, 1992
March 9, 1992
May 29, 1992
June 30, 1992
July 1, 1992
August 3, 1992
February 1, 1993
March 19, 1993
April 19, 1993
June 8 and 9, 1993
June 24, 1993
July 7 and 8, 1993
and August 12, 1993. and orders which the docket desegregation obligations
Finally, LRSD reviewed the following pleadings showed to be potential sources of Date of Docket Entry Docket No. Document 1/4/91 1415 Eighth Circuit Opinion 1/18/91 1418 Order Approving Settlement Plans and Settlement Agreement 2/13/91 1434 Stipulation Regarding and Consent Washington, Rockefeller and McClellan Order Dunbar, 3/21/91 1451 Order Regarding School Construction 4/5/91 1459 Order Regarding ODM 7/1/91 1480 Order Regarding ODM 7/19/91 1488 LRSD Notice Regarding Site Selection and Construction Schedule 9/30/91 1512 LRSD Term Plan" "Four-Year-Old Program Long- 111/18/91 1520 Eighth Circuit Opinion 1/21/92 1542 Order Regarding LRSD 1991-92 Budget and Long Range Budget Planning 2/6/92 1548 LRSD Motion for Approval of Magnet Programs 2/11/92 1550 Order Approving Magnet Programs at Henderson and McClellan 2/13/92 1551 Joint Motion Regarding Interdistrict Schools 3/5/92 1561 Order Regarding Interdistrict Schools 3/12/92 1569 LRSD "McClellan High School Business/Communications Magnet Plan" and "Henderson Jr. Sciences Magnet Plan" High Health 3/16/92 1575 Order Regarding MRC Budget 3/17/92 1576 Order Regarding King and Stephens Interdistrict Schools 4/23/92 1583 LRSD Motion for Phased Implementation of McClellan Magnet Plan 4/23/92 1584 LRSD Motion to Reschedule Interdistrict School Construction 5/1/92 1587 Order Plans, Regarding Certain Revised LRSD Four-Year-Old Program Long-Term Plan, LRSD Budget and LRSD Replacement Plan for PAL 6/1/92 1604 Order Amending LRSD Desegregation Plan With Certain Minor Corrections 6/1/92 1608 Filing of ' and Expense 11 LRSD Projected Revenue 1992/93-1996/97" and Four-Year-Old Program Long-Term Plan 6/5/92 1612 1991-92 Incentive Schools Monitoring Report 26/5/92 1613 Order Regarding Interdistrict School Construction, Stephens and McClellan 7/10/92 1635 Order Adopting ODM Recommendations Contained in 1991-92 Incentive Schools Monitoring Report 7/31/92 1648 LRSD Revised Budget Projections 7/31/92 1649 LRSD Special Status Report Regarding 1992-93 Operating Budget 8/4/92 1653 Order Approving Certain LRSD Budget Reductions for the 1992-93 Academic Year 8/28/92 1667 Eighth Circuit Opinion 9/8/92 1675 LRSD II Stephens Elementary School Strategic Plan" 11/5/92 1707 Order Regarding LRSD Magnet School Staffing 12/30/92 1728 Order Regarding LRSD 1992-93 Budget Reductions 1/22/93 1733 LRSD Capacities "Custodial Formula" "Special Study Jr. Projections" Calculations High and Omaha & 2/23/93 1759 Order Regarding Preparation of LRSD Budget Document 2/24/93 1760 Order Appointment Regarding to Candidates Assist LRSD Implementing a Budget Process Preparing Budget Documents for in and 3/1/93 1766 Order Preparation Regarding LRSD Budget 3/1/93 1767 Order Directing LRSD Board Members to Be Present at Hearing 3/18/93 1779 LRSD Revised Four-Year-Old Program Long-Term Plan 33/24/93 1782 LRSD 1992-93" 6/30/92 "Academic Support Program to Replace Document Filed 3/31/93 1790 LRSD Motion for Approval of School Construction 4/2/93 1794 LRSD "Incentive School Needs Assessment" Staffing and 4/30/93 1815 5/12/93 1823 5/21/93 1833 6/11/93 1848 6/15/93 1851 "Organizational September 1992" Structure Order Regarding Certain LRSD Construction Projects LRSD Motion Regarding New Futures Program Order Regarding LRSD's Revised Four- Year-Old Program Long-Term Plan Order Regarding King Interdistrict School Attendance Zone Order Regarding LRSD Budget Process 6/17/93 1852 Order Regarding LRSD Board Members' Attendance at Hearings 6/21/93 1854 LRSD "Time Line for Implementing King/Ish Survey Process" Documents and Other 6/23/93 1860 LRSD Motion to Reschedule 6/23/93 1861 6/28/93 1869 6/29/93 1872 6/30/93 1873 6/30/93 1876 Construction at Stephens LRSD Motion to Designate King Magnet School LRSD Filing of Budget Documents LRSD Revised King/Ish Survey Process Documents Regarding Order Process Approving King/Ish Survey LRSD Response Budget Matters to Order Regarding a 7/9/93 1895 Order Provisionally Granting Magnet Status for King 47/9/93 1897 Order Regarding LRSD Budget 7/16/93 1903 LRSD Status Report Regarding Ish 7/29/93 1920 LRSD Long Range Planning and Budget Process to be Used for Developing the 1994-95 Budget 8/2/93 1926 Order Granting LRSD Motion to Close Ish Incentive School 8/2/93 1928 LRSD Revised Budget 8/20/93 1952 LRSD Motion Regarding King Student Assignments 8/26/93 1958 Order Regarding LRSD 1993-94 School Year Budget for 8/31/93 1964 LRSD Project Management Tool 9/8/93 1968 Order Regarding LRSD Desegregation Plan Audit 9/8/93 1969 Order Regarding LRSD Administrative Directive 9/10/93 1972 LRSD Desegregation Plan Audit Report 9/13/93 1974 Order Regarding J. A. Fair Construction, Stephens Interdistrict School and New Futures Program 9/20/93 1982 LRSD Motion Regarding Construction at Williams Magnet School 9/27/93 1985 Order Regarding Stephens School Site 9/30/93 1988 LRSD Project Management Tool 10/7/93 1993 Order Regarding Desegregation Audit 10/18/93 2000 Order Regarding Stephens 10/19/93 2002 Order Regarding Hearings: Racial Balance and Stephens ADE
of The review of the documents described above has yielded a list the desegregation related plans and contained in each source document. commitments, if any, Together, the lists comprise a complete inventory of desegregation obligations from all sources. 5The desegregation commitments are classified in this audit by the LRSD Desegregation Plan, Interdistrict Plan, following sources: Settlement Agreement, Pleadings and Court Orders. ODM Monitoring Report, Transcripts, and This audit will serve as a basis for the District's long-term program and budget planning. Two further steps must be taken in order for LRSD to put this audit to use as a program and budget planning tool. First, LRSD must categorize the commitments by program and eliminate items which are duplicated or superseded. A listing of the present LRSD desegregation program categories is included at Tab 8 of this audit. a Each commitment described in this audit will be placed in program category so that LRSD will unduplicated list by program category have a obligations. of complete and its desegregation LRSD has already identified the people primarily and secondarily responsible for each current desegregation program. Those people will have the responsibility of implementing the desegregation commitments described in this audit. audit. LRSD has included an Organizational Chart at Tab 7 of this desegregation The reader can determine who program by reference responsible person's position structure by reference to Tab 7. to within Once the complete. unduplicated is responsible for each Tab the list 8 and learn the LRSD of organizational LRSD's current desegregation responsibilities has been classified by program, LRSD will include those responsibilities in its program budget document. LRSD will then be able to use that document to plan for implementation of its desegregation commitments, to budget for implementation, and to determine compliance. LRSD understands that this audit represents only the first step toward planning and budgeting for implementation of all LRSD desegregation commitments. the The process of preparing this audit has helped LRSD to review its plans to comply with certain desegregation requirements as well as the concerns expressed and suggestions offered by the court, the monitors, While many of these items are not and the parties. legally binding desegregation obligations, they are included so that they may be considered by LRSD planners during the next step of the planning, budgeting and implementation process. 6DESEGREGATION PLAN Little Rock School District page 1 The Little Rock School District Board of Directors is committed to: The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments
participation in extracurricular activities
distribution of resources
etc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. LEADERSHIP page 2 School boards should represent the multicultural backgrounds of the population that they serve. The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. kalhyU.RSDl.PLNThe school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. page 3 The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment. The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/Administration Relations in Fiscal Management Board Relations to Instructional Programs The superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. The District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. kalhy\LRSDl.PLN 2page 4 EARLY CHILDHOOD EDUCATION page 5 The Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. The Districts preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) page 6 The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. FOUR-YEAR-OLD PROGRAM page 7 The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the Districts expectations for a quality Early Childhood Education Program. page 8 Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. ksihyXLRSOLPLN 3The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. By the 1991-92 school year, the program will be implemented in the schools listed below: Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM page 9 The citywide early childhood education program will address three objectives: (1) to provide parenting education for the parents of early childhood students
(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness
and (3) to provide a quality pre-school program for disadvantaged students. The purpose of the citywide early childhood education program is to combine the efforts of the Head Start Program, The City of Little Rock Day Care Program and the Little Rock School District, along with other entities that may emerge in the future, to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. kaihy\LRSDl.PLN 4In addressing the objectives of the citywide early childhood education program, the three entities have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. page 10 The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsors program, activities. The entities will share resources in publicizing these The entities will exchange calendars for staff development activities and, to the extent possible, the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each program will meet as needed to review vacancies and identify referrals. page 11 The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Head Start and the Little Rock School District will continue to share facilities for training programs, recreational activities, etc. kaihyXLRSDl .PLN 5ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL page 12 The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. The early childhood education program at Rockefeller School will: Capitalize upon the schools high quality early childhood education as a desegregation tool. Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. page 13 Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or "add-on" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. Re-evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The early childhood education curriculum and daily activities will be based upon young childrens interests and styles of learning, kaihy\LRSDl.PLN 6emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. Page 14 Area: Early Childhood Education The Little Rock School District has committed to the following: To promote the HIPPY program. To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. To select HIPPY aides. Interview and select fourteen (14) aides. To initial training of aides and staff. To arrange logistics with state for the initial training. To enroll families into program. Conduct home interview and enroll families into program. To recruit families. To compose and mail correspondence to community churches to recruit families and instructional aide trainees. To determine service of coordinators. Identify families to be served by each coordinator. To assign families to be serviced by aides. Identify families to be served by each aide. To organize instructional material. Print curriculum material. kilhyVLRSDl.PLN 7To familiarize aides of the HIPPY implementation in LRSD. To conduct three (3) day workshop. To obtain material for program. Order material. To orient enrolled families to the Hippy program. Conduct orientation meeting. Page 15 To identify meeting sites of group meetings. To secure meeting sites for group meeting. Mail out notification of meeting sites. To schedule implementation of HIPPY curriculum. To schedule aides weekly home visits and group. To schedule area group meeting - print flyers. To schedule weekly service for aides. To schedule aides first teaching with (own child). To provide parents with information that will assist them with their children. To schedule workshop for parents and aides, mail out and print materials. To evaluate aide trainees mid point (15th week). To evaluate each aide trainee. To determine program success. To conduct survey of parents - print materials. To begin second-part of programs implementation. To implement second part of HIPPY curriculum: kalhyVLRSDl.PLN a. print material 8Page 16 Page 17 b.ihy\LRSDl.PLN b. c. print flyers mass mail out To evaluate aides. To provide parents with information to be successful with their children. To obtain a site and speaker and schedule a lecture for parents. To build the aides children self esteem. To graduation of HIPPY children and aides reception. To organize staff To evaluate aides. To schedule final evaluation of trainees in the program. To put staff in place. To begin implementation of HIPPY program. To maintain regular staff. To have a secretary. To assist in traveling expense. To having aides make home visits. To identify and assign new four-year-old program participants in the incentive schools. To provide pre-registration inservices to elementary principals. To conduct media publicity for pre-registration. To assign four-year-old students. To recruit teachers and aides as needed. To interview interested teachers and aides as needed. 9To obtain curriculum materials, supplies, and furniture as needed. To complete and send orders to vendors. To train teachers and aides in the implementation of E.C.E. curriculum. To conduct orientation and inservices. To conduct monthly inservices. To familiarize parents with Four-Year-Old Program. To conduct parent orientation meeting and parent conference. To include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. Page 18 To ensure key experiences occurring in the classroom. To evaluate effectiveness of the Four-Year-Old Program. To administer appropriate evaluation to four-year-olds. To analyze Student Assessment test data and prepare report for LRSD Board of Directors. To utilize results for program improvement. Page 19 To receive a letter of support from each agency desiring to participate. To develop a plan for planning a city-wide early childhood program. To establish planning procedures and identify key committees and chairpersons needed for the planning process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. To initiate the planning for the implementation of a citywide early childhood program. kaihy\LRSDl.PLN 10To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). SPECIAL PROGRAMS page 20 The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan. New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. Little Rock School District/Arkansas Power and Light Company Summer Science Institute. This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. SUMMER LEARNING PROGRAM page 21 The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: btlhyU.RSDl.PLN 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 112. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with appropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two--one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. page 22 By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. Page 23 Area: Summer Learning Program The LRSDs goals and strategies with respect to the Summer Learning Program are: To identify students in need of remediation. To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. kaihy\LRSDLPLN 12page 24 1. 2. 3. 4. lothyVLRSDl .PLN To individualize instruction to meet the needs of students. To group students according to test scores, i.e., slow learners together. To provide a tutor to help students with greatest needs. To schedule class time so that teachers have time to work with each student on a one-to-one basis. To use classroom instruction, training, and the computer lab in the learning process to address remedial needs. To properly motivate the students to encourage them to want to learn. To give students faith in their ability to learn. To sponsor a luncheon where students can perform and express talents. To set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. ASSET PROGRAM During the 1988-89 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) will be implemented at four (4) junior high schools. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every "at risk" secondary student in the District, the program should be expanded to address the following needs: three existing junior high populations are not receiving remedial assistance
the location of the remediation sites prevents access by some students to the services
the "at risk" students need life-coping and life-planning skills essential for success
the "at risk" populations is not restricted to students only in grades seven, eight, and nine, but "at risk" students in grades ten, eleven, and twelve are not receiving the needed services
135. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all "at risk" junior high populations. The program will be offered at sites easily accessible for students needing the services. page 25 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase, in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to "at risk" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of "risk" - low academic achievement, high absenteeism, poor selfconcept, lack of goal orientation, and low motivation for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus, increase their opportunities for future employment. The activities of the JTPA/ASSET Program, will be monitored by the Districts Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified "at-risk" students grades 7-12, needing the services compared to the number participating
kalhyVLRSDl.PLN B. C. Standardized test results of the participating students
Academic performance in regular classrooms according to nine-weeks grade reports
14D. Absentee records from the home schools of participating students
E. Number of school drop-outs
F. Follow-up reports concerning employment and educational activities of participating students who exit the program
G. The number of parents involved in parental/home reinforcement activities. Programs and individual components will be continued if JTPA funding is available. Page 26 In support of the goal of expanding the JTPA/ASSET Program to all junior high schools except Mann Magnet, LRSD will: Continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselors by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials/supplies. ONGOING Schedule/Implement home transportation. To implement the above program through remaining non-magnet junior high schools. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselor by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials and supplies. Schedule/Implement home transportation. lathyXLRSOl .PLN 15Page 27 In support of the goal of expanding the JTPA/ASSET counseling components, LRSD will: Provide more in depth and group session counseling. Advertise and employ additional counselors by MAY 31, 1990 Revise existing counseling progress to include emphasis on life-coping and lifeplanning skills by SEPTEMBER 30, 1990 Implement above skills. SCHOOL OPERATIONS page 28 The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. kaihyVLRSDI.PLN 2. 3. 4. 5. 6. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 167. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 9. To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. 11. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. page 29 13. To ensure schoolwide planning and individual academic achievement
to address disparities, individual needs and student success
and to provide staff development on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. page 30 LRSD will take the steps described below in an effort to reach the goal of ensuring an organizational structure which provides equity of opportunity and access: Review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan. Appoint school based biracial committees to monitor implementation and data. A district-wide biracial committee will monitor district-wide desegregation efforts and data. kithy\LRSDl.PLN 17Establish a reporting system. Provide inservice to raise staff awareness/ expectations of equity concerns for students. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Provide programs which raise parental awareness of district structure, policy and programs and ways to access them. Mini-seminars at PTA meetings and in the community. Monitor school standards to ensure high quality education for all students. Review of data. School monitoring visits. Page 31 LRSD will take the steps describes below in an effort to reach the goal of providing a climate in each school which is based on the belief and expectation that all children can learn and providing resources necessary to support and effect that belief: Provide education to staff and patrons regarding school culture and positive school climate. PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students
and creating positive climate. Monitor school climate and resource allocation. Work with schools to help them design programs which meet the specific needs of their students. Monitor facility, staff morale, student achievement, status of media center books and materials. kalhyVLRSDl.PLN 18Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Page 32 Establish a program to familiarize parents with school expectations and to build a partnership with them. Share schools objectives, discipline policy, standards for testing, placing and promoting students. Involve parents as full partners in planning at schools for students growth and success. Page 33 LRSD will take the steps described below in an effort to reach the goal of developing an implementing policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles: Provide inservice training to district personnel on discipline in a desegregated setting. Conduct inservice training on discipline management in all local schools. Provide follow-up training for new staff on a regular basis. Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds. Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. fcalhyXLRSDl.PLN 19Require committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Appoint joint committee with PCSSD and NLRSD. Review attendance and disciplinary policies and consequences. Page 34 Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Develop school based discipline plans to be reviewed at district level and to include suspension alternates. Achieve effectiveness of these alternatives to be regularly assessed. Establish a school based student discipline and attendance incentive system at each school. Review research and develop rewards program such that recognition and incentives will be individual to the school. Provide counseling intervention for students with chronic disciplinary and/or attendance problems. Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. Involve parents in the team process regarding their children through meetings/conferences. Page 35 In support of the goal of providing guidance/counseling services which address individual student needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communications to families of students, LRSD will: Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. kaihy\LRSDI.PLN 20Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Make parents partners in education of their children by making information accessible to them and keeping them informed. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Make students aware of educational and post educational opportunities. Hold skills and employment fair to be held annually in conjunction with business community. Create community linkages to assist students in need of special services. Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Page 36 Create academic intervention strategies on a school basis. Require each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Page 37 In support of the goal of providing guidance/counseling which assist students to acquire habits and attitudes necessary for progress in school and in later life, LRSD will use the following means in an effort to reach the following objectives: Objective: Provide minicourses for students in study halls, testing skills, and pre-career skills in a sequenced program beginning in grade four and through high school. Develop minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Objective: Raise awareness of student or future career options. blhyVLRSDI.PLN 21Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Page 38 In support of the goal of monitoring class ratios, instructional and teaching practices to ensure equity for all students, LRSD will pursue the following objectives by the following means: Objective: Achieve equity in class structures by grade and by subject area. Review class ratios by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Remove barriers to equitable participation of students. Objective: To achieve equity in student instructional practices. Review grade distributions by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Objective: Achieve equity in teaching methods. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Page 39 In support of the goal of providing and ensuring opportunities and encouragement to all students to participate in extra curricular and co-curricular activities, LRSD will pursue the following objectives through the following means: Objective: Inform all students and patrons of co-curricular/extracurricular activities available for students and of participation requirements. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Objective: Staff recruitment of students to participate. Individual staff contacts with students encourage involvement. kalhyVLRSDl.PLN 22Staff shall specifically recruit from among students who do not typically participate in particular activities. Objective: Increase student participation, particularly minority student participation in co-curricular activities. Profile student involvement in each club or activity. Desegregate participation data. Develop school based recruitment plans. Objective: Remove all barriers to equitable participation of students who wish to participate in extracurricular activities. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Page 40 Objective: Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Desegregate data by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. lttihy\LRSDI .PLN 23Page 41 In support of the goal of reviewing and assessing testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students, LRSD will pursue the following objectives by the following means: Objective: Visits to school by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/improvements. Objective: Disaggregation of test results by grade, by race for review and assessment for intervention purposes. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention plans to address specific student needs. Page 42 In support of the goal of giving local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results, LRSD will pursue the following objectives by the following means: Objective: Develop/enhance site-based management at designated schools. Staff development for principals. Revise district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Provide support to revitalize school environments to make it conducive to student learning and to order. Plan district school renovation to meet programmatic and student population needs. kaihy\LRSDl.PLN 24Objective
Respond to principal requests for assistance in a timely manner. To set up format for technical assistance with assigned personnel to work with individual schools. Page 43 In support of the goal of reviewing staffing patterns and staff assignments on all schools and district divisions for equity, LRSD will pursue the following objectives by the following means: Objective: Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Projection of student population on two year basis to validate expected needs. Objective: Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. Develop and assess school and divisional staffing patterns. Recruit support and non-teaching staff to reflect equitable racial representation in all positions. Page 44 In support of the goal of establishing recruitment programs for representation of minorities in all positions in the district, LRSD will pursue the following objectives by the following means
Objective: Create pool of currently certified teacher applicants and of students pursuing certification. Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. laihyU-RSDI.PLN 25Page 45 In support of the goal of ensuring schoolwide planning for programmatic excellence and individual student achievement, LRSD will pursue the following objectives by the following means: Objective: Provide school based planning based on analysis of all available data
a specific format for addressing school racial, gender, SES disparities. Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Desegregate data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes Train staff to deal with data and implementation of strategies. Evaluate outcomes of interventions via milestone reports and final yearly reports. Reassess and modify objectives and strategies. Create final plan and strategies. Assess annually outcomes of yearly plan. Page 46 In support of the goal of providing ongoing staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Objective: Update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management kathyVLRSDl.PLN 26Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide district-wide program of staff development. Page 47 In support of the goal of collaboration with contiguous districts regarding aspects of the plan which will facilitate and enhance desegregative efforts LRSD will pursue the following objectives by the following means: Objective: Create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. Follow Interdistrict Desegregation Plan. page 48 PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS These programs will provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. Support programs will be available for all grade levels, K-12. These programs are transition programs designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading and math at the secondary level. These programs will be planned to be fast paced, high interest, high expectation and individualized. These programs will have a specified time frame by which students will meet performance criteria. These programs must have specific written approval of the parent or guardian before students may be placed in them. Pull-out programs will be a last resort and will be kept at a minimal level. kaihyXLRSDl.PLN 27page 49 kaihy\LRSDl.PLN Technology assisted instruction will be used to provide remediation and academic support (including computers, video discs, VCRs and appropriate software support). These programs will incorporate cooperative learning strategies. The goal is for targeted elementary students to attend a computer lab for at least seventy instructional minutes per week, which normally yields at least thirty-five minutes per week in both math and reading. PAL specialists at the elementary level in mathematics and reading will work closely with the computer component to monitor student data and investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide supervises and assists the students as they participate in individualized computer instruction. LRSDs goal is to add a computerized management component to provide annual pre- and post-criteria-referenced tests for most grades, computerized scoring of unit tests for mastery and automation of record keeping. These programs are cooperatively developed and planned by the staff for students. These programs should offer a stimulating, multicultural and interdisciplinary approach to learning with a language (oral and written) base for emphasis in each core area. Staff members will use a variety of instructional strategies and utilize both in district and community resources for motivating students. Each parent will sign a written agreement identifying the responsibilities of the parents, school staff and students. LRSD will seek collaboration among the three Pulaski County school districts in the following areas: A. B. C. Information/resource sharing, especially related to planning for "at risk" students. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.). Establishment of complimentary sites for summer school and other programs. 28D. Joint applications for funding by grants, foundations, etc. page 49 Elementary and Secondary Programs for Accelerated Learning (PAL) as well other elementary and secondary support programs have the following goals: as 1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/support teachers. a. The individual school will initiate plans to remediate skills not mastered. page 50 b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. 4. To provide a fast-paced. multicultural. technology assisted. language-based, individualized instruction program for educationally disadvantaged elementary students. 5. 6. To set academic performance/achievement timelines for each student in the program To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. l(thy\LRSDl .PLN 29kalhy\LRSDl.PLN 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. 2. 3. 4. 5. 6. 7. To provide transition/support, programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. To set performance/achievement timelines for each student in the program. To actively involve parents in the development and implementation of the skills improvement plans for the child. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. PAL/Academic Support Programs Grades 7-12 1. 2. 3. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. To provide learning and study skills as an integral program component. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 304. 5. 6. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. The Little Rock School District is committed to: Evaluation (formative and summative) of the student based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. Monitoring and evaluating the program based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 52 LRSD will take the following steps to refine the implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred qualities for teacher selection. Refine placement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. kaihy\LRSDi.PLN 31Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade "at-risk" students. Page 53 Implement Learning Lab curriculum guide and continue revision of program as needed. Develop list of suggested material and supplies that will address students specific skills deficiencies. Order needed materials and supplies. LRSD will take the following steps to design and implement effective staff development to ensure equity
Plan and conduct inservice for Central Office staff. Plan and activities
conduct inservice for teachers. Inservice should focus on the following Page 54 a. b. c. d. e. f. g- Ensure heterogeneous grouping in regular math and English classes Schedule math and English PAL teachers with simultaneous classes Review facilities criteria Review placement criteria for
(1) (2) (3) Learning Lab Special Education Math/English PAL Classroom Review personnel selection criteria Select and order supplies and materials Provide training on administering TABE (pre/post) Test. Plan and conduct building-level inservice for entire faculty. Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Implement preschool inservice (five days) for secondary PAL teachers and address the following activities
lcaihy\LRSDl.PLN 32a. b. c. d. Obtain class rosters Gather student profiles Identify skill needs for each student Cluster students within classrooms and among PAL teachers according to need Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. b. c. instruction on alternate days mini-class periods (25 minutes per period within each period) team teaching (by content area) Page 55 Plan individualized instruction based on each students assessed needs. A common plan may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. b. c. d. e. Identify appropriate materials/ resources Determine appropriate instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson plans that reflect the above procedures and information Identify strategies for simultaneous instruction Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. Page 56 LRSD will take the following steps to provide equity in program facilities: Develop criteria for facilities to address classroom: a. b. c. d. e. attractiveness lighting ventilation accessibility essential space klhy\LRSDl.PLN 33Provide facilities criteria to building principals (refer to 2.2). Monitor adherence to facilities criteria. LRSD will take the following steps to employ appropriate personnel to implement an equitable and effective program: Identify regular substitutes for computer labs. Train computer lab substitutes. LRSD will take the following steps to provide ongoing program evaluation to ensure educational equity: Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. Monitor PAL classrooms and evaluate PAL Program. page 57 To implement PAL Computer Program, LRSD will: Replace lab attendants as needed Redistribute computers based on enrollments Schedule initial update and review inservice and new staff training Conduct initial inservice Conduct new staff inservice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation kaihyVLRSDl.PLN 34Complete computer basic skills placement notify Math/Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed Input students "pre" data Input students "post" data Complete school "Gain" report Complete district "Gain" reports GIFTED EDUCATION From Desegregation Plan Pages 58-62 page 58 The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. kaihyVLRSDi.PLN 35In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (I) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. page 59 In order to establish collaborative efforts for research, administration and operation of gifted programs, LRSD will: Share research and/or findings in the operation and/or administration of gifted programs. Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. NOVEMBER, 1992 Investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). DECEMBER, 1992 page 60 In order to collaborate staff development efforts in gifted education, LRSD will: Share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. Require supervisors to meet with PCSSD and NLRSD counterparts to discuss individual program needs and to determine if consultants can be shared. Plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. Require supervisors to meet to plan tri-district inservices and tri-district inservices are held. kalhyXLRSDl.PLN 36page 61 Introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/sequence instrument. Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Refine and to complete the Scope and Sequence Instrument. Appoint a tri-district curriculum committee to refine and to complete the document. page 62 Implement all objectives relating to the LRSD refinement/restructuring implementation plan in terms of identification, curriculum and staff development. To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. FALL, 1992 I MULTICULTURAL CURRICULUM From Desegregation Plan Pages 63-80 page 63 1. The multicultural approach will be integrated into the subject areas and courses 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop better self-esteem. 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. kihy\LRSDl.PLN 37 The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following: instructional methodology appropriate for a diverse population teacher/student interaction behaviors quality multicultural materials and supplies seek textbooks free of race, ethnic and gender bias organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes page 64 inservice training staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting: the use of multicultural textbooks and instructional materials. role-playing and group projects, discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. kaihyXLRSDl.PLN 38II. Areas of Collaboration LRSD will work cooperatively with the other districts in examining, developing and implementing a multicultural curriculum, will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair. The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. cooperatively planned and implemented to meet this need. Annual Fairs will be B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. C. Access to Higher Education Training Opportunities: The three districts will cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. page 65 III. 1. Expected Outcomes By September 30, 1989, the curriculum for pre-school through grade 6 will 2. reflect a multicultural approach. By September 30, 1993, the curriculum for grades 7-12 will reflect multicultural approach. a 3. By September 30, 1991, a curriculum review/revision cycle will be established. IV. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. page 66 1. With the objective to provide teacher learning opportunities through formal course training, LRSD will: kaihy\LRSDI.PLN 39Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and fall courses. 2. With the objective to develop a district-wide multicultural audiovisual resource catalogue, LRSD will: Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. page 67 3. With the objective to plan and implement the Instructional Materials Fair (Multicultural), LRSD will: Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 preschool conference. Identify national and local vendors of multicultural instructional materials. Establish pre-school conference dates and extend invitation to vendors. Confirm Fair participants. Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Conduct media campaign for Fair to staff and parents. Host tri-district "Instructional Materials Fair". kaihyXLRSDI.PLN 40page 68 4. With the objective to develop criteria for textbook review and adoption, LRSD will: Revise Board policy for textbook adoption. Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. Submit revised policy and criteria to the Board of Directors for first reading. Adopt policy on textbooks. Utilize a local consultant to train staff on "Avoiding Sex and Race Stereotyping in Textbooks." Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. page 69 5. With the objective to develop and implement a multicultural curriculum for prekindergarten through grade 6, LRSD will: Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. Develop expectations for members participating on multicultural curriculum committee. Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Music kaihyVLRSDl.PLN 4114 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. page 70 Develop expectations for use of local resource consultant in multicultural curriculum development. Secure the services of six (6) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session on "Methods for Developing Multicultural Teaching Strategies" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. Conduct task completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). Review and edit the comprehensive guides in each content area at each grade level. Type and print all guides. page 71 Conduct inservice for all elementary principals and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: a. b. Make available materials catalogues to building level principals. Order and acquire materials based on curriculum to be taught. Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). kaihyXLRSDl.PLN 42Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. page 72 6. With the objective to develop and implement a multicultural curriculum for grades 7-12, LRSD will: Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Phase in Multicultural and learning (social studies, music, and art). page 73 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art lathy\LRSDl .PLN 431992: 11 teachers: 3 social studies 1993: 11 teachers: 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session or "Methods for Developing Multicultural Learning Strategies" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. page 74 Conduct last completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) (b) Make available materials catalogues to building level principals Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. page 75 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level). Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. kslhyXLRSDl.PLN 44page 76 The goal of LRSD is to cooperate with the other districts in efforts to promote multicultural activities and curriculum development by working towards the following objectives: 1. With the objective to provide staff development in the area of multicultural education, LRSD will
Jointly negotiate for consultants to provide inservice for the districts. 2. With the objective to provide access to and information about multicultural materials to teachers, parents, community, LRSD will: Share responsibility for Multicultural Materials Fair to be held annually. 3. With the objective to provide information to staff members on the availability of graduate coursework in multicultural education, LRSD will: Write letters to institutions of higher education in the area concerning the need for such courses. Promote such courses to the staffs of each school district 4. With the objective to investigate the possibility of cooperating on strategies to acquaint staff and communities with multicultural education, LRSD will: Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the districts. page 77 LRSDs goal is to ensure educational equity in the elementary and secondary curriculum/program areas by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will
Research and share effective instructional strategies at regularly scheduled council and program area meetings. Purchase science supplies for teachers to facilitate the hands-on science approach. toihyVLRSDl.PLN 45Purchase math manipulatives for teachers to facilitate hands-on math instruction. Purchase sets of trade books for teachers to facilitate the emphasis on literature and the wholeness of language approach. Provide inservice for using materials identified above. Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide). Submit the inservice needs to the Staff Development Department. page 78 Schedule teachers as identified for the appropriate inservice. Monitor the teachers use of effective instructional and classroom management strategies. 2. With the objective to incorporate multicultural materials into the instructional programs. LRSD will
Review and assess appropriate multicultural materials. Identify and suggest multicultural material to be purchased at local school level by content and grade. Schedule workshops on use of materials (where appropriate). Monitor the use of appropriate multicultural materials. 3. With the objective to implement organizational practices that will enhance educational equity, LRSD will: Provide teachers with training for effective in-class grouping. Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops. Review placement criteria for enriched/honors and advanced placement classes. Provide support to principals in monitoring the distribution of students in higher level courses to assess gender and race equity. kalhyVLRSDl.PLN 46page 79 4. With the objective to ensure increased educational equity through inservice training, LRSD will: Perform the activities outlined in objective 1 above. 5. With the objective to ensure equity in the selection and use of textbooks, LRSD will: Inventory and assess current textbooks for multicultural presence. Identify the deficiencies existing in current textbooks. Select and purchase resource materials to replace or supplement areas of deficiency. Provide training for use of supplemental materials. Monitor teacher implementation of the use of multicultural texts/materials in the curricula. Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes. 6. With the objective to achieve equity in the implementation of special activities, LRSD will: Ensure that student participation in special events is multicultural and that the quality of participation is equitable. page 80 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology. Monitor the use of the curriculum guide. 7. With the objective to ensure the maintenance of challenging and relevant course offerings, LRSD will: Review research and recommended practices for each content/program area. Assess the LRSD course content to identify needs for changes. lalhyXLRSDl .PLN 47Submit recommendation and rationale for any new courses to the Assoc Supt for Ed Prog. Develop curriculum guides for approved courses. Provide inservice for staff on implementation of courses. Conduct workshops to appropriate staff on new course offerings. Monitor implementation of the courses, including equity in assignment of students. Review placement criteria for enriched/honors and advanced placement courses. Monitor enrollment in courses to ensure equity in assignment/participation of students. FOCUSED ACTIVITY page 81 From Desegregation Plan Pages 81-85 Each area school shall have a fundamentally sound and strong basic education program. Each area school shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (1) to promote the school as a "community of learning" among parents, staff and students
(2) to provide enrichment opportunities at the building level
(3) to ensure equitable opportunities for participation in the elementary area schools. I. Areas of Collaboration The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSD) and specialty programs (PCSSD) in the districts elementary schools could be a collaborative effort (1) in enriching each districts elementary curriculum and (2) in achieving greater racial balance through voluntary interdistrict and intradistrict, transfers. LRSD plans to implement only focused activities kaihy\LRSDl.PLN 48in all of its elementary area schools. LRSD accepts that only magnet, incentive and interdistrict schools in Little Rock School District will have specialty themes and LRSD agrees to develop procedures in cooperation with PCSSD to prevent unnecessary duplication of specialty themes within the two districts. LRSD will, in collaboration with PCSSD, publicize the specialty programs and encourage majority to minority transfers between the two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored. LRSD agrees to address any possible areas of collaboration with NLRSD, should it decide to implement specialty programs. II. Overview The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. page 82 III. Expected Outcomes The following goals will be achieved by the Little Rock School District: Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues. Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. kaihyVLRSDl.PLN 49Academic Progress Incentive Grants In response to a request for proposals (RFP), the teachers, building administrators, and patrons of individual area schools will develop non-competitive proposals outlining specific plans for increasing achievement and decreasing disparity. A grant-writing inservice will be offered by the District. Each area school will be able to apply for a total of $75,000 over a three-year period. This amount will be issued to the schools in increments of $25,000 each year, and the carryover of funds will be permitted. The continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. page 83 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal kalhy\LRSDl.Pl.N 502. 3. 4. 5. 6. 7. 8. 9. 10. Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. IV. Evaluation and Monitoring A. Formative Evaluation Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff an activities coordinator and a school steering committee. This committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. From this action plan a checklist will be developed by the activities coordinator. This checklist will be used by the activities coordinator, the principal, and the school committee to monitor the program throughout the school year. The checklist will also be used to assist the activities coordinator in preparing a report each semester to be submitted to the assistant superintendent who will review the reports and identify areas that need to be addressed to expand or revise the activities at each school. page 84 B. Summative Assessment At the end of each school year, the activities coordinator will include focused activities in a district-wide report. This report will focus on the following items: 1. the degree to which each focused activities have been interrelated with the core curriculum
kalhy\LRS01.PLN 2. 3. the number of enrichment activities that broadened the students experience base
the amount of parental involvement
514. academic achievement as reflected on standardized tests and yearly grade reports
5. the racial and socio-economic composition of the student population in each elementary area school
6. the number of voluntary majority to minority transfers
7. the type and amount of enrichment materials/supplies/equipment purchased by each elementary area school through the focused activities budget
8. the type and number of staff-development activities at each elementary school. page 85 1. With the objective to provide means for local area schools to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups, LRSD will: Develop continuation proposal and progress report format. Distribute continuation proposal to schools. Conduct grant writing inservice. Area schools submit continuation grants to review committee. Make grant awards. Schools submit progress reports. page 86 PARKVIEW SCIENCE MAGNET SCHOOL From Desegregation Plan Pages 86-92 Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. To increase student understanding in the science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in science. kaihy\LRSDl.PLN 524. 5. To develop skills in information acquisition, processing, statistical analysis, and technical writing. To provide opportunities for students to interact with health-science professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. III. Program Design The Science Magnet Program will combine the Districts high tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate preprofessional or technical major in the area of medicine and health. The magnet program will serve to strengthen the students knowledge and skills in microbiology, organic chemistry and other critical areas. page 87 A. Organizational Structure/Operations time. Parkview Science Magnet School will be phased in over a three-year period of One grade level, starting with tenth grade will be added each year. The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. Additional staff requests will be based upon enrollment. The Parkview Science Magnet School will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. B. Curriculum Design/Course Offerings LRSD will employ the curriculum design that offer the courses as set out on pages 87-88 of the Desegregation Plan. bi(hyU.RSDI.PLN 53page 90 Staff Development The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. Throughout the school year, inservice programs will be conducted to provide the staff with subject specific content and skills and also general instructional strategies and skills that will facilitate the delivery of the science curriculum. Consultants from UALR and UAMS will be used to assist with staff development. Parent Involvement Parents and participating students will sign a contract assuring understanding of the rules of the school and participation in the program. Parents will be expected to attend a limited number of designated PTA meetings and other special events. IV. Evaluation The evaluation plan includes (1) regular site visits by a monitoring team from the Districts Planning, Research and Evaluation Department
(2) a teacher questionnaire
(3) a student questionnaire
(4) a parent questionnaire
(5) an administrator questionnaire
(6) a review of pertinent documents such as academic records, behavioral records, and records of field trips, guest speakers, science fairs, and "shadowing" experiences. Information is gathered, reviewed, analyzed and assessed throughout the school year. A summative evaluation report will be presented annually to the Board of Directors and district administration. Parkview Science/Mathematics Magnet School will offer the science curriculum Described at Pages 91-92 of the Desegregation Plan. biihyVLRSDl.PLN 54McClellan community school From Desegregation Plan Pages 93-94 page 93 LRSD will implement a "Community School" them at McClellan High School. page 94 The McClellan Community School Biracial Committee will carefully follow its planning model, allowing for community input throughout the entire process so that whatever changes are proposed for McClellan will fully reflect the communitys needs and wishes. The committee will regularly report their progress and recommendation to the Little Rock School District, the Office of Desegregation Monitoring, and the school community. page 95 RECRUITMENT OF PRIVATE SCHOOL STUDENTS From Desegregation Plan Page 95 Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. The Parent Recruiters will share and network recruitment strategies with each PTA. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. The Parent Recruiters will meet bimonthly with the PTA Council and/or various PTA representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. toihy\LRSDl.PLN 55The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area and to provide an explanation of LRSD programs in conjunction with building tours. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. page 96 FEDERAL PROGRAMS From Desegregation Plan Pages 96-97 1. Overview LRSD will work with State Department of Education to obtain additional federal funds by submitting joint proposals to the U.S. Department of Education and other funding sources. LRSD will identify and apply for federal funds that can be used to enhance desegregation. page 97 1. With the objective to submit applications to the U.S. Department of Education for the funding of: a. b. c. d. e. f. g- h. i. j. k. 1. Even Start Program School Dropouts and Secondary School Basic Skills Program Fund for the Improvement and Reforms of Schools and Teaching (First) Programs Math-Science Education Program Foreign Language Programs Gifted and Talented Programs Workplace Literacy Program English Literacy Program Magnet School Programs Drug Education Program Comprehensive Childcare Program Star Schools Program LRSD will
Be placed on mailing list in order to receive grant application. Form grant-development committee made up of staff from both the department and the district. kalhy\LRSDl.PLN 56Have an appropriate number of grant-writing sessions in order to develop the grant proposal. Conclude that the grant is ready for submission and is fundable. Provide to the School Board for its approval. Submit to the U.S. Department of Education. page 98 VOCATIONAL EDUCATION From Desegregation Plan Pages 98-105 1. Overview The LRSD shall provide a comprehensive, fully desegregated vocational program to all students. The staff shall be fully desegregated at all levels. Extensive publicity and counseling, where necessary, shall be provided to ensure the appropriate exercise of student vocational school choice. IL Areas of Collaboration Little Rock School District administrators of vocational and technical education will cooperate with the other districts to provide intensive public relations and recruiting activities to increase awareness of the vocational and technical training opportunities available to minority students, particularly at Metropolitan Area Vocational Center. LRSD vocational education administrators will meet with their counterparts at the other districts at least once monthly to review proposed and ongoing vocational and technical education programs in each district to identify areas in which interdistrict cooperation and collaboration will enhance equity, and to establish ways and means by which this may take place. The vocational education administrators will serve as ex-officio members of each others advisory councils. III. Expected Outcomes Outcomes expected by school year 1995-96 for the five goals listed are: a. All vocational teachers will have received training in Adapting Instructional Strategies to Dominant Styles, Teacher Expectations and Student Achievement (TESA), Program for Effective Teaching (PET) and Classroom Management. b. Minority representation among the vocational and technical education instructional staff will reflect equitable racial representation in all employee groups. kathy\LRSDl,PLN 57c. Recruiting activities and awareness sessions will be on-going with the goal of every professional staff member and student in the Little Rock School District, Pulaski County Special School District, and North Little Rock School District will know about the availability of vocational and technical course offerings at secondary schools and at Metropolitan Area Vocational Center. d. School-wide special activities to reinforce human relations will be planned and conducted on a regular basis at Metropolitan Area Vocational Center. e. Courses, equipment and instructional methodology will reflect current and projected technology to the greatest extent possible. page 100 The goal of LRSD is to improve instructional methodology to ensure educational equity in the vocational education curriculum, by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will: Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Identify and disseminate to teachers information on teaching trends and techniques which impact equity in the curriculum. Address opportunities for further enhancement of educational equity in vocational education. Monitor all the above strategies/ activities as well as daily performance in the classroom. page 101 LRSDs goal is to increase minority staff representation in Vocational Education by working towards the following objectives: 1. With the objective to identify potential sources help, LRSD will: Contact Department of Education for assistance. Meet with Advisory Council/Committees to make them aware of problem and enlist their help. Identify and contact other sources of help in identifying and recruiting minority vocational instructors. kaihy\LRSDI.PLN 58Maintain contact with teacher training institutions concerning minority instructors. 2. With the objective to develop and maintain a listing of potential sources and recruits for vocational education openings, LRSD will: Actively solicit names of potential recruits. Actively identify and develop potential sources for recruits. 3. With the objective to increase minority staff representation in Vocational Education, LRSD will: Give preference to minority applicants with equal qualifications. Actively recruit minority applicants. page 102 The goal of LRSD is to hold awareness sessions at Little Rocks high schools and at other appropriate locations to publicize training opportunities available to minority youth in area high school and at Metropolitan Area Vocation Center, by working towards the following objectives: 1. With the objective to plan presentations and materials needed, the LRSD will: Conduct surveys as needed to determine how students learned about vocational education offerings and about Metropolitan Vocational Center. Plan appropriate presentations. Obtain or produce needed audio/visual aids. 2. With the objective to arrange and conduct meetings, the LRSD will: Make arrangements and conduct meetings (counselors, students, staff). page 103 LRSDs goal is to have more schoolwide special activities to reinforce human relations at Metropolitan Area Vocational Center, by working towards the following objectives: 1. With the objective to plan and conduct more schoolwide human relations activities, LRSD will: Form a committee to plan schoolwide activities consisting of the Curriculum Specialist, Assistant Director of Vocational Education, one minority instructor, and one non-minority kaihyM.RSDI.PLN 59instructor. Two minority students should also be appointed, one from morning classes and one from the afternoon classes. The Assistant Director of Vocational Education will call the committee together by September 30 to gather ideas pertaining to proposed activities. Within two weeks, the committee will again be called together to finalize the activities planned for the year. Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. At least one such activity will be planned and conducted each semester. page 104 LRSDs goal is to upgrade courses, equipment and instructional methodology to reflect current and projected technology for job-market needs, by working towards the following objectives: 1. With the objective to increase awareness of current and projected job-market needs, LRSD will: Attend conferences, workshops and meetings where needs are made known. Research needs through professional journals, articles, and other means. Identify and enlist aid of consultants. Work with Advisory Council committees and other groups to glean ideas and enlist aid. Coordinate activities with other surrounding school districts. 2. With the objective to plan needed changes, the LRSD will: Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. Determine resources as needed for identified. Prioritized courses and plans. page 105 3. With the objective to apply for funding, the LRSD will: Identify sources of funding. Prepare and submit applications and/or proposals. lathy\LRSDl.PLN 604. With the objective to indicate programs/courses, the LRSD will: Prepare facilities. Hire staff. Obtain equipment, supplies and materials. page 106 LIBRARY MEDIA SERVICES From Desegregation Plan Pages 106-110 1. Overview Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian. The Districts plan is to offer a library/media program to serve learners with diverse needs, backgrounds and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning styles, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. II. Areas of Collaboration LRSD will continue cooperating with the other districts in areas such as the multicultural fair and the recruitment of minority staff members to library programs. The three districts also plan to expand their collaboration in the area of staff inservice training and tri-district communication. The Little Rock and Pulaski County School Districts will share in the utilization of the local cable educational access channel (#19) if funded by a federal Star Grant. III. Expected Outcomes The Little Rock School Districts library/media program will fulfill its potential as an essential contributor to the Districts successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the Districts diverse population. kalhyU-RSDi.PLN 61IV. Evaluation and Monitoring The summative evaluation will involve a pre- and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. The goals will be as follows: (1) Three-fifths instead of 1/4 of the teachers will consider themselves frequent users of the school library. page 107 (2) Students will have access at the point of need. (3) Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. (4) Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (5) Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Access to the Library Media Center 1. Increased student visits to the library media center on a daily and weekly basis will be evidenced through documentation. 2. Increase will be evidenced by the volume of books checked out by categories: fiction and Dewey categories. 3. The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the quality of research conducted by students will be improved. 4. The number of classes/groups scheduled and supervised by the classroom teacher will be documented. Planning With Teachers 1. Library media specialists will plan with classroom teachers for materials needed for classroom units. 2. Library media specialists will plan with building staff for at least one school-wide reading motivation activity each year. kaihyVLRSDi.PLN 623. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. Instruction by Library Media Specialist 1. 2. Library media specialists will instruct students in literary skills and reference/study skills. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. page 108 Achievement An increase in test scores for reference/study skills will be evident utilizing norm- and criterion-referenced tests. Materials 1. Library media specialists will annually evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be considered for purchase. 2. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. The 1991-92 school year will be used to establish baseline data for determining progress. page 109 LRSDs goal is to provide each student with library/media services in accordance with the essential role outline in the districts Desegregation Plan, by working toward the following objectives: 1. With the objective to implement the districts proposed new elementary library/media program, LRSD will: Hire consultant, coordinator and clerical help. Review recommendations/Outline new program. Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. Order equipment and materials necessary including AV software. kalhyVLRSDI.PLN 63Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. Develop procedures, guidelines, policy statements and curriculum guide. Conduct inservice and curriculum development classes for librarians, principals, teachers. Process new materials including cataloging. Receive requests for AV materials for fall semester 1989. Schedule films\videos as possible. page 110 Hire full-time librarians and full-time clerks for each elementary school as needed. Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. Notify teachers via librarians of the fall schedule (films/videos). Supply films/videos per schedule. Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. Order supplies and printing. Conduct inservice for librarians and library clerks. page 111 SPECIAL EDUCATION From Desegregation Plan Pages 111-123 1. Overview The Little Rock School District must employ strategies that will, over a five-year period, reduce the number of minority students enrolled in special education. LRSD will explore and/or expand areas of collaboration among the districts include: page 112 A. Programs for low-incidence handicapping conditions kaihyiLRSDI.PLN 641. 2. 3. 4. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed B. Staff Development 1. Central Office Staff 2. Principals/Other School Staff 3. Teachers C. Tri-district Assessment Committee 1. Establish consistent screening process 2. Establish evaluation instruments to be used 3. Establish consistent eligibility criteria for Mental Retardation (MR) and Specific Learning Disability (SLD) D. Establish process and coordination in area of recruitment of minority teachers and support staff. E. Establish tri-district system (forms and format) for documenting due process procedures. The directors will hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Expected Outcomes The proposed plan will require a minimum of five years to implement. Activities that were identified for implementation during the 1989-90 school year will be ongoing at least through the 1994-95 school year. The Little Rock School District will employ strategies to achieve the following goals by the end of the 1994-95 school year: 1. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Mentally Retarded will be reduced by 20 percent. 2. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Specific Learning Disabled will be reduced by 10 percent. 3. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Speech Impaired will be reduced by 20 percent. kaihyVLRSDl.PLN 65page 113 4. By the end of 1994-95 school year all staff members involved in the referral process will demonstrate understanding of all aspects of the referral/placement process as outlined in local, state, and federal legislation. 5. By the end of the 1994-95 school year a minimum of 90 percent of the staff will select appropriate assessment instruments/procedures, goals/objectives, methods, materials/supplies/equipment related to effective diagnosis and programming of handicapped students. 6. By the end of the 1991-92 school year monitoring systems will be in place to ensure the storage/retrieval of pertinent data needed to facilitate a longitudinal study to determine placement procedures practices and the effectiveness of special education programs provided to District students. 7. The District employment of minority special education staff will reflect, at a minimum, the ratio as allowed under applicable law. 8. A minimum of 80 percent of the Districts staff will utilize strategies derived from the Districts staff development program that will assist black males in improving academic and social skills. Evaluation will be an ongoing process and will be both formative and summative, and will assess the factors noted at page 113 of the Desegregation Plan. Central office staff, principals, and teaching staff will be involved in the process. The director of the Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. page 114 LRSDs goal is to ensure equity in representation of black males in special education through comprehensive staff development, by working towards the following objectives: 1. With the objective to provide inservice that focuses on teacher behavior toward a disproportion of minority students especially black males in special education, LRSD will: Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Identify teachers with high referral rates of black males to special education. Schedule inservice. Arrange substitutes for regular teachers. lathy \LRSDl.PLN 66Provide inservice that focuses on: a. Behavior modification for teacher behavior. b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Apply skills at center with students. Return to school. Monitor teacher effectiveness. page 115 2. With the objective to provide intensive interdisciplinary interventions for: a. Students whose social and emotional behavior make it difficult to advance academically. b. Students who show slow patterns of development which may produce erroneous test scores, LRSD will: Apply appropriate pre-referral interventions. Provide training: Curriculum based assessment: Linking assessment to classroom strategies. Identify regular teachers for training. Provide training that focuses on changes in instructional techniques to match students experiences. Evaluate how materials/instructions are presented to students. Provide activities to focus on current trends of new materials/supplies. Schedule sharing times for effective and innovative use of materials/ supplies. Make adaptations/modifications of materials/supplies/equipment. Check for miss/matches of student skills/deficits/teaching approaches. page 116 luihyU.KSDl .PLN 67Assess why students are not mastering materials. Monitor student activities over long intervals to identify breakdowns in the learning process. Monitor teacher effectiveness. Provide numerous methods of assessing what students have learned. Rule out exclusionary factors for students not learning
a. b. c. d. e. f. g- Lack of instruction Lack of prerequisites for acquisition for new skills Social factors Schools attended Attendance Support systems Pre-school instruction. page 117 3. With the objective to provide inservice that focuses on teacher behavior toward a disproportion of minority students, especially black males in special education, LRSD will
Provide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, b. c. d. e. especially black males Provide training Application of training by teachers Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis 4. With the objective to ensure that black males will be assisted in developing adaptive skills, LRSD will: Provide comprehensive assessments and diagnosis. Provide short-term interventions such as group activities to strengthen social interaction skills without changing students assignments. Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center ltalhy\LRSDI.PLN 68Identify and coordinate community resources. page 118 Maintain transitional services to regular classes through liaison support services. Develop/adapt materials and disseminate to local schools. 5. With the objective to ensure increased equity in instructional methodology through a comprehensive staff development program, LRSD will
Conduct inservices which may include the following: a. Learning Strategies (If new strategies developed.) b. Laubach Reading c. TESA d. Peer Tutoring 6. With the objective to ensure increased equity in instructional methodology through participation in regular classes, LRSD will: Make adaptations/modifications of curriculum for regular classes. Identify effective instructional techniques, learning styles, teaching styles. page 119 LRSDs goal is to refine and expand the monitoring system to gather data for conducting a longitudinal study of special education procedures, by working toward the following objectives: 1. With the objective to refine the monitoring and evaluation process in the district. Monitoring is completed on a bi-monthly basis. A summary report is provided to the building principals. Corrective action forms are provided to ensure continued compliance of due process by the district. 2. With the objective to engage in data collection for a longitudinal study of placement practices in the district, LRSD will: Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building principals and their staff must develop action plans to remediate deficiencies identified by Central Office. These plans are monitored by Central Office staff. Provide summary report to building principals. kalhyXLRSDI.PLN 69Provide corrective action forms to ensure continued due process compliance by the district. page 120 LRSDs goal is to ensure equity in Special Education by reducing overrepresentation of minority students enrolled in programs, by working towards the following objectives: 1. With the objective to provide assistance in reducing the overrepresentation of minority students in special education, LRSD will: Schedule staff development on the following: a. b. c. d. Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment e. Translation of test data into appropriate curriculum & instruction f. Adaptive Behavior Assessment g. Curriculum Based Assessment Apply appropriate pre-referral interventions. Review components of Little Rock School Districts delivery system: a. b. c. d. e. f. Policies & Procedures Appraisal Guide Organizational structure Curriculum Service delivery modes Parent involvement Parent Education Seminar - Special Education. 2. With the objective to reduce by ten percent over a five year period the number of minority students enrolled in specific learning disabled population, LRSD will: Conduct Research-Longitudinal Study. Pilot Program in targeted schools utilizing various strategies. page 121 Use effective strategies district wide. 3. Wit
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.