LRSD DESEGREGATION PLAN MAY 1, 1991CE-SD COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. commitment always requires a plan of action. Of course, real To that end. the Little Rock School District Board of Directors is committed to the following: A. The belief that all children can learn B. The elimination of achievement disparity between blackZ^j^^^^ and white students on atandardigcd, norm-referenced criterion-referenced and minimum pogfoggancetests / C. 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 D. Improving race relations among students and staff members E. 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.) F. Promoting positive public reaction to desegregation G. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation Re: 01517 Pag^l H. The development and infusion of multi-ethnic cultural education in all content areas of the curriculum. I. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools duringthe- 1090-0 0 ochool year and yeara -to-eeBte. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It will alao also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and ultimately achieve unitary status. Re: 01517, 01518 Page 2LEADERSHIP Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be achieved. It is insufficient to establish as a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education
in school achievement patterns
in interpersonal relationships
or in the variety of patterns of ethnic plurality, youngsters. No plan should settle for the mere mixing of The plan should have as its primaxry focus an educational environment encouraging academic and human growth for all students based upon their individual needs and talents. A vital factor in successful school desegregation is clear, coherent, and consistent leadership for change from the Ssuperintendent and Board of Directors. The <Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. .The Board of Directors and the Ssuperintendent will assert their leadership in the following: o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. o The school board and superintendent ire-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. o The school board and the superintendent will clearly delineate -artethe District's desegregation mission to the staff and to the community. o 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. o The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. Re: 01519o The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. o The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with dDistrict desegregation policies in terms of buildings, staff, materials and equipment. c The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o The school board and administration will conduct an annual, self evaluation of ita 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 -fFiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will -iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Further, the District will iensure 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. Re: 01519, 01520 Page 4EARLY CHILDHOOD EDUCATION When they enter school, children who are economically disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 Page 5Benjamin Bloom on the need for education for 3- and 4-year- olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later success in school. This research links student achievement in high school and beyond with the home and school as powerful influences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head Re: 01521, 01522 Page 6start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged-
and- at the present time,no-ptib-lic school funds are being used to implement'-early ohildhood programs. Poverty continues to be a problem for young children: Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe. especially for the poor, and the need for programs will continue to rise for all socioeconomic levels. Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) will focus initially on children in families who Re: 01522, 01523 Page 7live in the ahadow attendance zones of the eurront yaeially identifiable incentive schools in the Little Rock School District. This home-based program, which complements the school-based program operative in the schools, recognizes the mother as the first significant teacher of the child. eix. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM The to' ' High/Scope District's preschool curriculum model 1^ will be implemented in three of the lincontive all incentive schools and other selected Sschools in a, (h' lu'^ the Little Rock School District. Effective the 1900-00 1990-91 Sschool year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. 3-III. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Beginning the apring aoacater-of- the 1088-09 aehool year,the Little Rock School Diatrict will work cooperative-ly-with- other-federally -f-undcd oar-ly childhood programs to collaborativo-ly implementan-education program to bettor meet the neoda of inner city Little Rock atudenta-r These- three programs are described in greater detail- in-the f-el-low-ing - pages. Re: 01523, 01524 Page 8 (NOTE: This section was moved) HOME INSTRUCTION- PROGRAM FOR PRESCHOOL YOUNGSTERG (HIPPY) i-r Program/Agca Ovearview A. Summagy of Background-Information OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by Dr. Avima Lombard, this international program identified parents (primarily mothers) as the first teacher of their children. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. St Special Necda(Indiv-idual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9cX" Little Rock School District HIPPY Program depends on external funding sources. The HIPPY Program cannot be continued at present levels without the continued 0^ receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. iiiC. .Evaluation and Monitoring -(T-yoeeaa and Respens-i-b-i-l-ity) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the not rp-SF , 'tHtn HIPPY participants as they enter and exit kindergarten aooaion (Pro and Boot teat). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. Re: 01525, 01526 Page 10(NOTE
This section was moved. HIPPY timeline moved.) FOURYEAR-OLD INCEN-TIVE SCHOOL PROGRAM Ft PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1938. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the Hi-gh/Seopo curriculum is that children are active learners who learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their .V\CK' n, * development. Precepts of High/Scope-have been validated in a 20-yea-ff-longitudinal research project, as reported in the-High/Soopc moneeya-ph-.- Chang-inef a' Lives Tho-Sf foG-tS' f the Perry- Freoehool Program Yeuth Through Age 19-t The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Bt Speeiral' Needs Educationally-disadvantaged and lower socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their potential. Research and pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the self-concept of participants. AREAS OF COLLABORATION The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education Program. III. EXPECTED OUTCOMES The Higl^SGopG key expegiencos** provide^-ar-tiaeful fgaiBGwogk that curriculum provides a useful framework to guides teachers in conducting the classroom program. Theac key Kev experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Re: 01531 Page 122. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3. work with other children and adults in group planningr and cooperative efforts
- and with shared leadership. 4. express thoughts, ideas, and feelings
to speak about, dramatize, and graphically represent experiences in order to communicate them to others. 5. comprehend others' spoken, written, dramatic, and graphic representations. 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. 7. .expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. iVD. EVALUATION Ai. Information from inservice evaluations will be summarized. Si. Teat dat Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. Re
01532 Page 133. The iRG Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. 4 . The management information system developed by LRSD will have the capability to compare students VC. who did and did not participate in the four-vear- old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old Program was implemented in three iincentive Sschools. During By the 1080-00 1991-92 school year, the program will be implemented in the other Ineent-ive- choe-lo".' the schools listed below
Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine -Stephens Washington Woodruff ilZ J < All achoola in the District will iapleaent the Four oar-Old Program by the 100-3-04 achoel year
A long- range implementation plan will be developed for Re: 01532, 01533 Page 14additional four-vear-old classes. The long-range plan will address demographic, instructional, and structural needs. The acopo of-thia p-goggaa may be-altered, affected and/og enhanced by the--pgopoged-aaaignmont and conatguction pgopo3ala--aade in thia-plan. LRSD will continue to use the four-vear-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. ^otxl not" C?-f M (jCkV will 'L-ahd Ouz per OiCCota^h"^/1 . Re: 01533 Page 15CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM A-r Overview For-over twenty yeara,federally fundod-Headatart and compenoatory edueation prograno under Title I of tha Elementary- and Secondary -Education- Act and later under Chapter Iof the Education and Conaolidation Act have demonatratod-eonaiderable-auccocain narrowing the gap in reading and mathematica achievement between white and black elementary childreni But deapite these early gaino,the aehool dropout problem and-thoequa-l-ly difficult problem of undereducat-ion-pcgc-ict-7particularly among aociety-'-a moot 'disadvantaged young pcopPe-r Thi--p-Pan-preposed by LRSD for-the city-wide-early education program will havc-at-h-rec-f-eld-purpooet- Paront-ing education for-both-methora and fathers,family health care,and nutritional-gu-idance
(-2-)Qual-lty child-care arrangementa-f-or poor working parents- thatatreaa social development-andschool readiness
and(G-)A quality preschool program- for dieadvantaged three to five year olds, with-emphasis focused on the-four and five-year-old children.- Spoe-lal-Needs(Individual District) The National Association for the Education of Young Children(-1086)identified standards to ensure program quality -ln-preschool -programo
The major charactoriatiea Re: 01536 Page 16fog Q quality program include
ataffing pattogna, toaohog qualifioationa, {3 -eompgohonaivG aogv-ioea, curgioulum,andparent pagticipation. Thoao factora will bo addrcaaod in the development of the city-wide- plan. Staf-f-i oattorna-r Low- ataff-child gatioa and-amall group aigca-are key componenta of quality pgctachool programa-r -the-recommended atandagd is a ataff/eh-i-l-d- ration-of ItlO in a group-nolarger than-twenty children aa an-acceptable ataffing-pattegn. eacheg Qualificatione-r It ia recommended that tcachoro have^-eellege level apeeialiaed-preparation in nearly childhood education,aa well aa auper/iaed experience with youngchildren before they are placed in charge of a group-
- i>araprofeaaional-3--3hould have aufficient education . -ond/or-training in early childhood education-and-ahould be provided with ongoing inaervice training. Comprehonai Comprehenaive aervicea ahould be targeted te-all -children who are economically diaadvantagcd or academically at riak. Comprehona-i-ve^ aervicea include medical,aocial,and health aerviceat required parent participation
and a program-that- addreaaea all areaa(aocial,emotional,phyaioal and cognitive) ef a child^o development. Currieulumr A curriculum baaed on principlea-of child development ia crucial in-determining program quality-. Reaearchera indicatethat epenatructure curriculum Re: 01536, 01537 Page 17modelo-that- invoWtit-eaGhog and child-initia^-Gd activitica Q3 well Qo teachGg-atguGtugGd individualised -loagning Qctiv-itiea to achieve a' balance of cognitive, aocial, emotiona-jr
and phyoiea-l-develepacnt goalc. Pa- t Invelveaent . ragentinvolvement -in-pagent adviaogy boagda,' pagont-teaeheg eenfegencea,family aeg/ieec-
and the i-nolueien e-f-pagenta aa volunteega and employcca- ia an impogtant component eg an effective eagly childhood pgoggam. The pgoggam muat accommodate wogking pagenta if pagent involvement and ovegell pgoggam implementation age to be .-effective. In aummagy. the city-wide pgoggam-
whetheg aoheol eg < community baaed,will t- pgovide a comfogtable, aafer-and'-atableenvi-gennent-t enougeconaictent and nugtuging eage and education give the childgen the oppogtunity te be phyaical-l-y- active,* expand the oppogtunitiea fog childgen te exploge and- meaningfully integoct with the-wogld ageund--them#- pgovide oppogtunitiea fog-tho ehi-ldgen to integaet withy loagn fgom,and be appgociated by otheg childgen? pgovide atimulation and- auppogt neceaaagy fog the- children te develop cognitively
-aocially, omot-ionally. and phyaioally in theig own timo-and in appgopgiate waya Re: 01537, 01538 Page 18-
Sxpeeted OutGonoa(^eng-Rangc-CoqIa) 3. By September 30,1000,the initial phase for a I comprehonaive oity-wideearly childhood program will be implemented in Litt-1G--Rock. By October 1,H>0-3-,the-number of educafe-ionally disadvantaged atudontaen-rol-ledin early- childhood education programc in the city of Little Rock will be 80 percent-of the digiblc population-.- B-r By September-3-0-
1003 ,the Little Rock chool District and other- agenciea- in the city of Little- Rock will have implemented a comprehonaive and consistent program for .'minority - and economically disadvantaged children in the city of-Little Rock. 4-r By September 30,1004 ,pre-ocroening data at the beginning of the school year-w-i-Liindicate"a 75-percent reduction in the number of children identified as- moderate to high-risk. Re: 01539 Page 19CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three obiectiyes
fl) to proyjde parenting 560^0 h THi education for the parents of early childhood students
f2) to proyjde guality childcare arrangements for low-income parents which stress social deyelopment and school readiness
and f3) to proyjde a guality pre-school program for disadvantaged students. The Little Rock School District currently operates early childhood programs in seven buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in ^operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citvwide early childhood education program is to combine the efforts of these three entities. along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the citv of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re: 01536-9 Page 20 16 zpfW i c a CoofUAOtc a. fti' 5ob-iectives of the citwide early childhood education procram, the three entities cited in this section have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. The following is a brief summary of each of the three programs: Head Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have decrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School, Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used bv LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21In regard to the three objectives cited earlier, the three entities have agreed to the following: Parent Involvement - The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. Likewise, the Model Cities program has access to a cable television station. Staff Development - 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. Student Referrals - The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each Re: 01536-9 Page 22program will meet as needed to review vacancies and identify referrals. Student Assignment Process - The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these parents wait until mid-August or after the opening of school to register their children. 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. .In,addition to neglecting kindergarten registration, it , -is apparent that some disadvantaged parents are not taking advantage of magnet school opportunities in their neighborhoods, The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Long-Term Monitoring - the real success of any early childhood program depends on the long-term effects of pre- school intervention efforts. It is important that early childhood agencies have some means of following the progress of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early Re
01536-9 Page 23childhood oroorams. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each 'tai Id I yea for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a ilding owned by the Little Rock School District. The 'le Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL 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 reguirements. All students will be assigned bv the Little Rock School District Student Assignment Office. Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent earlv childhood education service to children and parents, models of early childhood education programs, and training opportunities. with a physical plant built to house the continuation of the Kramer Project begun in the late 1960's. Rockefeller contains the only early childhood education program in Pulaski County providing complete continuity of education and childcare ("educare") from earlv infancy through grade SIX. Parent devotion to the program is almost legendary with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the earlv childhood education program at Rockefeller School
1. Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, earlv childhood education can help to achieve racial balance bv attracting white children as well as bv helping any disadvantaged children achieve an eguitable education. Parents Page 25have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. 3 . Include the earlv childhood education program at Rockefeller as an integral mart of the whole school, and not a separate or II 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 ix. 4 . Allow the early childhood education three-year- old students to continue on into the school's four-vear-old program, kindergarten, and beyond. 5. 6. 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, j year-round program will promote continuity of services to children, alleviate the learning losses' often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26desegregation tool at Rockefeller, to remain competitive with private schools and daycares, and to hold both its private paving and Title XX students, early childhood education policies on private pay rates, lunch charges, vacation days, enrollment age, and sick days for long illnesses must be evaluated by the parent committee on early childhood education. The early childhood education curriculum and daily actiyities will be based upon young children's interests and styles of learning, emphasize deyelopmentally appropriate learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy 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 27AREA I Early Childhood Education OlUECriVES 1. To promote the HIPPY program 1.1 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Percentage-ef-eensul-tant- travel 4. To enrol I fami1ies into program 5. To recruit families 6. To determine service of coordinators 7.. To assign famiIies to be serviced by aides 8. To organize Instructional Material cn IJiSD DESFX'RBGATION PLAN IHPLEMBirATiai TTMEI.IIIE STRATECIES/Acnviri ES To compose and mall Public ServiceAnnouncement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen .. (14) aides 3.1 Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-for Initial training. 4.1 Conduct Home Interview and enroll families into program 5.1 6.1 7.1 8.1 UEGimiHG DATE IHOlllG DATE RESrOHSIDILriY LVAUIAriOU July 29,-1989 August 1,-1989 Annually August-!20, , 1989 Annually September 2, 1989 Annually July 29,-1989 Annually Marian-Shead Hailed letters appear on show August 14, 1989 August-20, 1989 September 2, 1989 Staff Supervisor liarian-Shead Supervisor and Coordina'tors By applicants response Pay the bill Compose and mail correspondence to coiiaiiunity churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 September 1989 Annually October 3, 1989 October 3 1989 I October 3, 1989 September 30, 1989 Harian-Shead Annette-Reper Hyra-Randelph Supervisor and Coordinators Coordinators Secretary of HIPPY I Certification of Aides Printing completed ( ) AREA U(SD DIlSEjGRBGATION PLAN INPlJEllENTAf timeline Early Childhood Education Early Childhood Education (continued) ODJBcrrvES STRATBGIES/ACTIvmES BEGINNING DATE ENDING DATE RESPONSIDItnY EVALUATiai 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program PTl3 rn IQ Q to IM o 9.1 lOil Conduct three (3) day workshop Order material frem-lsrael September 1989 Annually September 1989 Annually September 15, 1989 jeptember I65 1989 Annual 1y Supervisor and Coordinators Supervisor Agenda/Recelve Material Receive Materials ) U(SD DESEGREGATION PLAN I) (PUMENTATH TinrLiui: kREA Early Childhood Education uEcrrvES STRATBGIES/ACriVrriES BEGINNING DATE ENDING DATE RESTONS I Dn.nY EVALUATION I. To orientate enrolled families to the HIPPY program 11,1 Conduct Orientation meeting . Identify Meeting sites 12.1 Secure Meeting sites for of group meetings I. To schedule implementation of HIPPY curriculum Implementation (continue) 1. To provide parents with information that will assist them with their children w* o tn r\j 00 group meeting Mail out . 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-27-&-297 1989 Annually Sept. 297-1989 Supervisor & Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators & Supervisor Supervisor & Coordinators Supervisor/ Br7-BeverTy-Hhte- Coordinator Confirmation of site Receive materials Received materials I IJ(SD DESEGREGATION nj\N IMPl-in-nairA' ill timeline area Early Childliooil Education OBJECTIVES STRATBU lES/ACrrvm ES BEGINNING DATE ENDING DATE RESPONSIBELriY EVALUATION 15. To evaluate aide trainees Mid point (15ih week) 16. To determine program success 17. Began second-part of program's implementation 10. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers itiass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents Dec. t97-t989 Jan 237-1989 February, 1999 March 297-1990 March, 1990 Dec. 231-1989 Jan. 397-1990 May 267-1990 March 277-1991 March. 1990 Coordinators Supervisor and Coordinators Supervisor and Coordinators Coordinators Supervisor Completion of survey Participation of parents materials completed Completed Consultant fee paid 20. Build the Aides Children self esteem 20.1 Activity April, 1990 April, 1990 Staff Consultant fee paid 21. Graduation of HIPPY Children and Aides . reception 21.1 Staff will organize June, 1990- June 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program June, 1990 June, 1990- Coordinators 23. Staff in Place -o Ql iQ n> GO ro o UI ro 23.1 To begin implementation of. HIPPY Program July 1^-1989 June 307-1990 Staff began implementation of program 1 IJiSD niiSKREGATION PLAN IMPllT-Efl'ATIi TIlinJHE AREA Early Childhood Education lIDBCriVES srRATEEiES/AcrrvrriES DirrmiNG DA'PE endijk
DATE RESPONSIDELITY LVALUATIOU 4. Maintain regular staff 24.1 Secretary July 17-1989 June 3e
-t990 Supervisor To assist in the implementation of program 5. To assist in traveling expense 25.1 Aides make home visit July -W-,--14)39- June -3O-.-14)9O- Aides Pay stipend (U (O n> 50 UI Cj ro r\3 I USD desegregation flan IMFI.EMENTATION TIMBLDJE \REA Ioa1 T: E.C.E. - Four-Year-Old Programs_______ To implement the Four-Year-Old Program in selected schools lUECTIVES SPRATEGIES/ACTIVITIES BBGINNING DATE ENDING da'it: RESPONSIBILITY EVALUATION . Identify and assign'new four-Year-Old Program participants in the Major Enhancement- ' ' Schools 1.1 Provide pre-registration inser April-1989 c)uRe-l989 inservices PreseHt-implementatie i Second Seineste~ February - plans to elementary principals 1.2 Conduct media publicity for pre-registratiqn April-1989 Januar' Annually I Annually dune-1989 April - Annually 1.3 Assign four-year-old students April - Annually Recruit teachers and aides as needed Obtain curriculum materials, supplies, and furniture as needed 2tl Interview Survey-llst-ef interested teachers and aides as needed 3t1 Gemplete-and-send-erders-ta venders 3.1 37? Complete and send orders to vendors Train teachers and aidesl.l Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-icu 1 urn (S-days) inservices iT2-G6nduet-ffl6nthly-inserviee Q tn Hay-1989 Hay - Annually August-1989 Ongoin June-1989 August-1989 June-1989 lune-AnnuAlly August-1989- Ongoinq -Augu9t-1989 August - Annually August-1989 Ongoing September-1989 Qngeing Student Assignment Office IRG-Staff Communication Department/Principals IRG-Staff- Principals Student Assignment Office Conmunications IRC Staff Supervisors/Human Resources Director/Principals IRG-Staff PrinT/Supvs- IRC Staff Ferms-returned-frem-parents Applications returned to Stiideiit Assignment Participants identified A list of qualified applicants Materials-available Principals/Supervisor . Supervisor/Staff Development High-Seepe-Gensultant Supervisor/Staff Debelopnient IRG-Staff Higb-Seepe Gensultant Materials available Agenda Agenda LRSD DESEGRFjGATION FLAN n-fPIJEMENrATlON TIHELINE ___ _ E.C.E, Four-Year-Old Prngrams- Goai L: (Cont.) AREA OBJECTIVES STRATEjGIES/ACrrvrriES BEGINNING DATE ENDING DAT'E RESP0NSlBn.n7 EVALUATION 5. Begln-pregram-lmple-wentatlen Familiarize parents with Four-Year- OTd Program 5 .'1 Gentaet-parents-fer-Parent-- Teaeher-Genferenee-(preseheel) Conduct parent orientation meeting and parent conference SiS-lBelude-feur-year-eld-ehildren in-Haster-Sehedule-students reBeive-senvlees-ef-eeuHselersT fflusie-teachersj-seheel-nurses, librarlanST-physleal-edueatlen teaehersi-and-art-teaehers 5.3 Ensure-High/Seepe-key-experlenees ee^uring-ln-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program i.l Admlnlster-apprepriate-EPSP tests Evaluation te-feur-year elds 5.1 Analyze Student Assessment test data and-prepare-repert-fer tRSD-Beard-ef-Bireeters A. I 6.2 Utilize results for program improvement x i) a D m o Ln tn August-1989 August - Annuafly July-1989 August-1989 Hay-1990 JuHe-1990 June - Annually As needed but no~1ess frequent than annually Ongoing August-1989 June-I99Q June-1990 JMne-1990 July-1990 July - Annually Classroom teachers Prinelpals Principals Glassreem-Teaehers Supervisors IRG-Staff Glassreem-Teaehers Associate Stlperin-tendent/ Supervisor IRG-Staff Asseeiate-Supenldent-ant fer-Gurrieuluffl-and -Speeial-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedules Gurrieulum-eheekllst Test-results Evaluation Report *AMI Fla C I: 0- DELETE ALL No Replacement fZ' |P' O' i etpaiiHkly e?.~ie>erly UHie' o (aayeraliwely^welkp a >Tka (or| iNrt(HcarAii Tiwuw tM U>lw>UII. .f <Hy WI4, ,.rly ckllAMa CurrlculuB tiU a4 MMMaUally frttckMl (h(l4ra. uUrrilyy Cflt najja------- nscin OajfCTIVfS STMUCKS/ MTIVIIIIS mcimim AH comciioa Mt( coin MvtmioiiiiT fVMUAIlOa iniliNiMO a Ily-Mla* early 1.4 Ta reeeire a leller al tuyyarl Iraa eack ayeacy Oetlrlaf la parlUlyale /. IMO Nr M, |M Nmw (ay Rayrataalat l*i trt t*ttt o**(y Cll re<rA t l|((r( o CXI tn u> cn O m o I I.. Ill* lit 0.1 lair Ihr planning Ihr laylrsrnlal Ilin a I 11 raiOr tt I y ( hl III III.ml IM.MH 7.1 la eiUkllth ylaaalay yraccOaret aa4 lOealL fy key (aaallleet aaO (katryeriaa* aaeOaO If Ike ylaaalaf (ata I.t la I4eallly yrlale aMIllaaal reyretealallaei Ir^ eack pari Iclyai lay ayeacy lar eack caaalllee ?.) la tfallaaala Ike aal (o ke a44reitaa aaR (ke latkt la kc accoapliikea ky tack (Oaailirr, ladudlaf apprayritle llacllaai Io be Mel. 1.1 Io condu<I prio4lc <l lm)l Io f lew p.oqirit al tail, n. IMO Jir n. ijoo Raae (ay eyrataalallket Iraa rack afeaty llrMlarce ylaa for ylaa.u, aa file11. * Jair 10. lOM Jaly M. IM9 Naac (ay ayraiaalat l*ci Ir^ tuh aytacy *are (an.)lire > lapleaker I. 1000 4 ^plroiOer, WpiM^cr M, im Dcceoi^xr. |$W) Maae one ft- OeyratealalIret In ttlh ofoacy 1 r, lt<K Supi for ^fr. a4 \pe< lI ^10 Hlnulei o( arrlIn^ Of ria DELETE ALL lbM-89 IM9-a9 IWl(N(NrAIIM IIWLIIK 41: far (Tr) lor tht l^lfaUHoa al c loaruy aM eca,i<.
yrtictoal cfctlaraa*.*Jf~***^ fprfixat le eirly thllahn^ OivttiM MJfCIIVfS STMirciCS/ ACTIblllfS J.Z la lAcatlfy rtsaurcct by Idoallflod by each caMillca. locludioo aaaalary J.J la rcvirw Ih* flril brafi of Iha coapra* batla plan aod la Mka rocoomadallaat lor rallittt^at 1.4 la tubail Ihc flool draft lor ayaroval la *11 yarOcIpaat Boardi af Blrotiori (idiara pplltblt) MCINHIK BAK COMPlfTIOfl BAK (o$n atiranianin ^pla*r 1. I Mt ^plMBcr M. IMb -0- Sopl. for (urrlculioa aod Spacial Jtouorf. I*M fcbruary. I9M fbrury, I9M f<*rch, IMO -0- -0- Anat. Soyi. lar Currlculua and Spacial Aac. Sol. for CorrlculMB and Sycclol trofroat No Replacement (urrUulu. FfAgf lAwnifia. (VUIUIIM lAralIf Itai|o al ( SutmitiiOR al Itm OrtH OrtfI luOaliica OMilirc la board 4 I SPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. 'he Aooot Program, tThe JTPA/HIPPY Program, and the Summer Learning Opportu-nifcieoProgram are described elsewhere in this Plan. X iri Drcmo ittle Rock School Diatriot/Littlo Rock Job Cor
Alternative Program atudent-awho are -16yoaro o age or older and who arc exporioncing attendanc and/or diaciplinary problema(-long-term ouopenaiona)may apply- for acceptancc-into the alternativeprogram. Studcnta- electingto-cnro-1- in the regular education component muat-meet the courac credit reguiromenta while attending acho at the Job Corpa Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the ci \ and-wil-ieotab 1 iah a -Homework w1^ CiJWMwX tot tiitvit ViMl tele If Telephone Hotline in the areaa of English, mathematica, oeionce,and aooial atudioo-r To be funded-by the city of Little Rock buaincaa eommun-i-t-yT- thia program ia acheduled to beg-in during-tefee- 19-88-80 aehool year. Re: 01542 Page 37 Little Rock School District/Arkansas Power and Light Company Slimmer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivationa :ivation^ OiAMjc-fniwipnani experiences. LRSD and the Joshua Intervenors are now will 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. Re: 01542, 10143 Page 38SUMMER LEARNING PROGRAM I. Overview The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with atate-of-the cHTt-appropriate software in reading and mathematics skills. -'Ww. 5. Positive interactions between teachers and -fKthi * students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re: 01544 Page 39r^i increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted tcj any studen' in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant siots should be filled in both the morning and afternoon s sions wit
teeth JTPA I* certifigd'^aft^-nonj^cGrt^g^^ participan^ cuf" 4^4^ The counseling staff should be increased by two one Jfftl Wlu JKI 9W*v'!i0t male and one female. In addition, a psychologist would be ontracted 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. This program model has demonstrated its potential for increasing student performance level-a by four (4)o-3?-fiv^^ f53grade levcla ao aeaauged by the Teat of Adult Basic Mi Education(TABE). A significant factor has been the Id 1^7, - ^Av^lU at**! utilization of highly motivated, competent, and caring staff members. This program model has been effective because all 04'X components have been carefully blended. 04IX uihA(- Re: 01544, 01545 Page 40 I II. Goals 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. Hi-!Evaluation and' M&n-itog-ing(-Processand Responsibility) VWK ihe Pprex and post^test results from the Test of Adult Bao'io- Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. G .Programs and individual components will be continued only if JTPA funding is available. Re: 01545 Page 41 ASSET PROGRAM I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified students to participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every "at risk" secondary student in the District, the program should be expanded to address the following needs: Re: 01547, 01548 Page 43 1. three existing junior high populations are not receiving remedial assistance
2. the location of the remediation sites prevents access by some students to the services
3. the "at risk" students need life-coping and life- planning skills essential for success
4. the "at risk" populations is not restricted to students only in grades seven, eight, and nine. but "at risk" students in grades ten, eleven, and twelve are not receiving the needed services
5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following
The services of the program will be available to all "at risk" junior high populations. The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal orientation. Re: 01548, 01549 Page 44The services of the program will be available through easily accessible sites to "at risk" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of "risk" low academic achievement, high absenteeism, poor self-concept, lack of goal orientation. and low motivation for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus. increase their opportunities for future employment. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified "at-risk" students grades 7-12, needing the services compared to the number participating
B. Standardized test results of the participating students
C. Academic performance in regular classrooms according to nine-weeks grade reports
Re: 01549, 01550 Page 45D. 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 only if JTPA funding is available. 1 CrtOfTwiim' - ivri Page 46p Uiwtl FIm IM 1990 *tra Toalt y^*<*'^7*yOu^^CTrT7? h"9 pr " r><9 **< OtvIsiM JIfA . $l0f Froprev/Arob Stanwr laarninp OpporluntfTFC )* OBJCCTIVCS STRAnCICS/ ACTIVITKS USIMIM MTK (winiM Mra COSTS usMHiaiLin CVALIMTION 1. to lad all (Iu4atl batwaaa Iha atat of 14 - fl tkat are fartirie4 kr Ike CItr JIFA I. To froti* tho lto4^(i I 'T Io 4elerlae aaber duOeatt lltat accoraiay to latt Kpi^S, 1.0., (low Itaraan/to-fotMr. / 0CZ0l/a9 oa/)i/a9 t TS.OOO QlociaL ** ivortcc Itto ovcroliyrofrao. Mouia haao to aorol) la tho pro^raa (or raaAlal or aMth. Onpolnp evalw^tflM l( done trachert every two we<k( an dandard JIFA evaluation (o uhlch It kept by the Clly a Jmridit lM oiracto our ofdee. A^tolHrtUwo Atiln Little and hanol Outlot ao oTTiCO./ all oTTIco ana9o Iha t. Teachart would/Wrb with each ttwdao0ia a one to oao batl|< Taachart ulll kaaa 4ally uaahly avalualloa raportt Io ulo cltitreaa trilNlof *< Iha (oapuier lab la laarolaf proced. Io tat up Tlaia tri it cultural auaott. chll Tutor eld would be med U aid the teochert wbea available to help Ibe verj (low itudaots. Ceuatelort will (elup . (edlea( fbr ladlvl- ' dual couascllap with each dudent Io a pertonncl folder. thout, art caolar, oitIK la (Hat or Io yauay Kbpl*- lal lalerod ). Toackort HOttia alto have to properly aativato the du4eat( Io aacourapa hlat/ker Io waat to leara. SpoRtor loockoo* ihM Mhoro lo4oott taloRt ooia 4. CIvo it4**l Taltb par (ana i aaprott Lalaott. la hit/her abUity la leara. / S. To pott-tott at tho i > I I I I CJ atuOoat* that art . havlwf'problaan. . tact .H'aat* **<a Coo-needdry. clnely with leackert. Help (etup proup M
cooMtolloa tCttlOA*. Teecheri wort with dwdeatl to help tbcai laprove la raadlap ao< oath. Itetivate and encouropo thaa In the learalap proced. Student* mMi b pemltlrd by tcach0 to rcvitw Iheii cvaluatl I*. 4licwti. tlqn. ate aMMrIle any coaavnit that ley alyht have. aad af propraa (a tee Ike proHik dlfferaacei palaad by each dudaal. I Tutori will (did ilie teachert la (he cladroaa. help the (low Icaraeri. MM JB jr- Summer Learning Program tin------- Omt)- r=ywp- fclrlot 4>- nf -*th- ----- ------ -AtvlilM------ 4lWc = :ililfx=: ____
z^OMa*Uadawa* rCaggfg-, igBamarMw' 4l3?77n MCTIHS smnoirv OCTlIlfIfi kiimim Mil cavtCTiw on I >o-Oto tto llaOaato-j It * 21 that ar* |m mgrgg r tM Ciir JIM rM. u JaUralM ItelMr
Ldentify stu^ aCitnOMti UuK I 1 .-I--------------- i_______ to aarall la tto roaOiat or Mto. dents in need of i'iaAiW!307 re- NKt-MoMiMrt Ito ooc* itoOato M a .Ol MO to MM tosit. H-2,2 * address l-totor *10 IMWIO to to to rrtiOT too needs. avalIahla to tolo4to Um-ttoOaato. April A L .1 I June I MZlWIt 1 V ^cm5 -7 I. -IDI ------M-|oyi com -t-tJ.DM-BixroasiaiLin cvmuaiioh 2i{a'iLJSU!sa-ssiiL4 "nr >ato
-*ltoriaa <*.- ato .3 iMctort HMlo alM toM to totowrl, atolMto tto itMaau to aacaaraga bto/tor to aaat to laara. ctoea-toUto 4 - - l wr-tttoMrtr Ito , to-hla/tor-aOtllto-to- )*-totoata^l laara.- **> to J hpwViiL inaWidiAM o fD I o tn cn l/v^ -prcujuds toMaUto-attoe-AHi m^at-th*-Olract< -aaO-aaaal a-ati-etnc* -4^M.-mJ-th* -MIc*-. J IM-ewt ta*t-< o-fon' lch_U.ieAt-to-toa-tlty-a4 to JTPA. laachcrt Mill keep dill cialaitlaa r or U_4a M(t-to(t at tto M at to taa tto rMth 4ltiaraactt gilaaO to aach ttaOaat. 4 jj>Mataa<-Taa-|a4l^
j Oaal-caa*llaa-wth-( a<aaau-that-ara- ' . aata*-paalMa.--aa~ .-toal-aaraatt-Mhea aaaaaarT^^ - tortj- - claaaty-Mtth- tncharr. toto^-taaap-traap- i aaal tor tarttaar . -?*^.**n *** III* (toOaato to ailp tko I laotoia la raaPlaf ata. Aativata aaa j acattn^ ttiaa la tto I laaralaf ^ncnt, I ?*P toll aitlit I tto laacton la to* J clattraaau toJp_tto. I >Im l*ara<rk. I -Assoc. Supt.- Desegregation / -Assoc. Supt. I Educational Programs -Program .Director each stia*t la lolJar. r*prU ait < HrtoaMl .Uu4U-w4H--b-^efwltt4- ** nay- r DAMhi y -Mey lalfM-towr - iubmit pre-test and )ost-test comparison o JTPA. I 1itaWw Annuli FlIN 1989 M IltfKMNIAIION IlHdINf Person Besponsible "os* tmugles Io ttpand (he Jim "ASSII FrAgrea Io Include the progrea in ell junior high schools eacrpi Henn Hr one I Di11 Ion boil: MJfCIIVIS SIAAKbKS/ MIIVilKS (DIHNINC DAU COMPtrilON OAK COSI$ RCSFONSIIIIIK .11I A ASM I (fnii' IO Progna/Am rlrn3rd~T"uT6i irl ______________ Ffogna (VAIUAIIOM I Io continue JIFA-ASSfI hrogrea In eilsling faur nlor high schools Io ..rovlde rcaedlollon In reeding, aolheaellcs. end coapuler-esslsted Inslruc- I ion Identify tiudenit needing services * Septenber I. 1909 Septeabcr 30. 1909 r -0- locel school counselors tli$s roitcrt Advertise end eaploy counselors Advertise ond eaploy leechers Advertise end eaploy tutors Order Mlerlils/iuy^llet Schedule/laploaent hoae Irensporlellon Scpteedier I. 1909 Scpleaber I. 1909 Septeober I. 1909 Septeaber I. 1909 Sepleobor I. 1909 Niy 11, 1990 Niy 31. 1990 Miy II. 1990 Ongoing Ongoing 137.U (110.717 per counselor) tU.896 (17.117 per teicher) 336.019.70 <104370 per tutor I 16.000 (17.000 per site) 16.000 (17.000 per site) Director of Fmonncl Director of Ferionnel Director of Personnel Director JIPA/ ASSII Director of Irens-porlellon Sinned contrict^ Signed contric (1 Signed I oniric is Hiirriils rririvrd 7. Io Inplcaant the ohove progroa through reoulnlng iMM-aegnet Junior high schools I I I CJ Identify students needing services Advertise end eaploy counselor Septcahcr I. 1909 SepIrater I. 1909 Septeaber 30. 1909 Miy 31, 1990 -0- tlf.U* (116.n? per counselor locil school coudtelor Director of Personnel (liSS rosters Signed Conine Is o TO CD o CU n CD 3 n> 3, o m m m => Busing schedule ccMgilrlnl 3 O ut cn IO Annual Pita IM9 M rna Note PougUi Coal
la tipand otJicnvis 7. Coallaitad I I CJ IMPttMH7AlION lIMfLINI Igraa Io include Ike prograai in all junior high ichooli eacepl Kann Magnet STRAKClIS/ ACIIVITKS TCIHNIM DAU COHnCTION DAU COSTS RTSrONSIIIlITT Advert lit and aa*)ay Itackeri Advert lie and angloy tatari Order Nalerlalt and Suppllei Schedule/Inplcaent Mmo IraaiportatIan Sepleiiter I. Ml Septeahcr I. IM Scplcaker I. IM* Seplenber I, IM* Nay ]l, IMO Nay II. IMO Ongalag Ongoing OlVltlOA JIIA ASSfl Program Progran/AreaiTen^ed 1uToriaI~ fViigram (VAIUAIION tl9.(U (U.II7 per teacher) t7/.OI4.O (1141.70 per tutor) 11,000 (17000 per tile U.OOO (17000 per lite) Dlraclor al Ptriannal Olrcclor af Pmonncl Director of JIBA - ASST I Director of Irancporla- I Ion Signed conlracli Signed {i.nlracli Nalerlali received Bucing ichedule copleled I PUr 1989-90 in RetpontiMe Hot* uouglai Io eapand the counteltng conponentl 0J(C1IVC$ SIRAIICIfS/ ACIIVlIltS IMPUHNIAIIOH limiltK BfGINNINC 0A1E CONPKIION DAtC cosn RESPONSIIIIIH Divilinn .IIPA ASSt I Pri.qrj- Progran/Area 1ilendeJ luior iFI ' I'roqran (VAIUAI ICK 0 provide Mre Indepth ind growp leillon ouniclIng Advert lit r4 c*loy addItloMi dtiMielori Aevlte ealillng coiMiclInt progrgtt to Inclode c- photei an Ilfc-coping and life planning skill* loglcaenl tboc tkllli I I CO (Z Septeober I. 1989 lepleoiber I, 1989 lepteadicr M, 1990 Hty )l. 1990 tW.U4 (118,717 per couniclor) Director of Personnel Signed conlnct 5eptcat>cr 10, 1990 Ongoing -0- 11,500 M(- erleli (1500 per tile) Director of JIPA-ASSU Couniclori Ocvelopoent of progroa outline Sludenl Involveaenl in identified xllviliet SCHOOL OPERATIONS Tho Diviaion of Schools. The LRSD Office of Desegregation will be responsible for monitoring and the imp 1 ementii^ation of the fol-lowing aapccta of LRSD's desegregation plan with respect to the following goals: GgqQnigQtionQl atgucture Diaoipline GuidancG/counaGling Internal Integration Extracurricular activities Evaluation/tooting Sta-ff-ing Planning/iiaplGaontation Tho-Pivi-aion haa ootabl-iohod-the following goalsfr Al. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. fi2. To provide a climate in each school which is based on the belief and expectation that all children can-^earn and to provide resources necessary to suppo: 1,
nd--effect that belief. 3 . 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 Re: 01554 developing and monitoring plans to reduce the disparity of disciplinary actions. B4. To provide guidance and counseling service which address students' needs-^-j. are supportive of strategies and interventions to enhance student success and expectations-t-^ and provide communication to families of students. 5. To provide guidance and counseling which makes students aware of their options^ and assist students to acquire habits and attitudes necessary for success in school and in later life. 6. To monitor student class ratios-r and instructional and teaehi-ng practices to ensure equal opportunities for all students S7. To provide and ensure opportunities and encourage- ment to all students to participate in extracurricular and co-curricular activities and to aeessess the results of 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. ia. .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. Re: 01554, 01555 Page 51JiO. 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. KU. To review staffing patterns and staff assignments in all schools and district divisions offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13.- To ensure schoolwide planning, and individual tudent academic achievement^. to address disparities. individual needs and student success? and to provide staff development on an ongoing basis. if. To provide staff devolopaont on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. Re: 01555, 01556 Page 52SCHOOL OPERATIONS I. 1RSD DFSFCRIKATION njW- It-fn-Q-IENrATION TIMELINE To ensure an organizational structure which provides etmi ty of opportiinity and of access iriVES StBATOGIES/ACnVlTIES BEGINNING DATE ENDING DATE RKSlWSinilJTY tVAIJUATTON
view organizational ture in scliools and al office to ensure cient support for !nts and staff success 1.1 Appoint school based hiracial committees to monitor impleme-mentation and data dune7-1989 June-July Ongoing Annually Principals Associate Superintendent Survey of staff and patron
or implementation of lesegregation plan 1.2 Oistrict-wida bi racial coriwittce Appoint-a-distriet-wide-biracial to will monitor district-wide desegregation efforts and data 1.3 , ' Establish a reporting system dttneT-1989 Ongoing Annually Associate Superin- Lendent Schools Educational Programs Associate Superintendent - Desegregation Report of the bi-racial conmittees ovide inservice to I staff awareness/ tations of equity nns for students ovide programs which
parental awareness strict structure, y and programs and to access tliem nX>) tn tn 2J. Inservice cycles for existing and new staff regarding incluoing teacher expectations"' working with parents at risk youth learning styles 3.1 Mini-seminars at PIA meetings and in tile coiiuiiunity Aagbst7-1909 i' Ongoing Annually ddne-307-1989 Ongoing Annually Assistant Superintendents Appropriate Associat Superintendents and Staff of District ' State-Bepartment-of Education S District Staff PIA Council (local and area) Roster of teachers/participating staff la ta-based-improvement-in-targe ted itudent-sehools Calendar showing piograiiis held Rosters of attendees LRSD DESEGREGATION n AN-IlffT.IMENEATION TINELIME TIIOOL OPERAIIONS (Continued) VES STRAlTjCIES/ACTIVITlES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVAIMATION litor school stan-to ensure high
y education for udents in. Review of data Present Annually Ongoing V (D B o c Ln CD r Sehool-monitoring-vtsits UM* Assistant Associate Superintendent Principals Assistant Super!nten- Calendars of visits dents f'sting/Evaluation glanning, Resean and Evaluation cn, Monitoring reports Goa 11 ik FIVES LRSD DESFXnU-jGATION PLAM-'IMrLD-BiNTATION TIMELINE To nrovide a climate in each school which is based on the belief and expectation t' ha t a' ll c.h.i.ld. ren ran ,l earn anJd -tP-j_i_c_o_v.-idJ.p rpsniirrp s .pecS.sacyt-nL Qs--liSnbnPnBrtQ aHn_da nptLf fJecL-tbal_bellf- STRATBGlES/ACrrvni ES DEGINNIh'G DATE EHDHiG DATE RESPONSIBILITif EVALUAITON ide education to f and patrons regard school culture and tive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations Attgu3t7-1989 Annually Ongoing District personnel as designated by th( Associate Superintendent Agendas of meetings Measurable improvements on individual school climates tor school climate resource allocation 1.2 Use of ehannel-l9 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students
and crejjting positive climate 2.1 Monitor facility,. staff morale, student acheivement, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed fD o tn tn AHgust7-t389- Annually dune7-1989 Annually Annually Ongoing Ongoing H Assistant Superintendents Principals Media Supervisor II Identified district staff Reports of Supervisors, Assistant Superintendents Staff Development Rosters Quality of Education Survey Results I PSD l)ESI3GREGATI0N rLAN-'IMPliMENTAnON TIMH.INE 11, (Continued] CriVES STRATEGIES/ACTIVrr] ES UEGINNING DAIE ENDING DATE RESPONSIcaiTY EVALUATION work with scliools to p them design programs ch meet the specific ids of their students 3.1 Provide resource assistance to school staffs 3.2 Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures, for improvement Set goals tablish a program to iiiliarize parents with lool expectations and build a partnership til them n> )o dune-1989 Annually dane-1989 Annually dane-1989 Annually Ongoing Ongoing Ongoing Divlston-of-Sehool3 -and-urrteulam Educational Programs Bttsion-of-School3 Educational Programs School Principals and Staffs Completion of Procjram Designs School profiles and monitored building plans 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at scliool for student^ growth and success ddne-1989 Annually dane-1989 Annual ly Ongoing Ongoing Principals. Staff Principals, Staff. PTA Board, patrons Development of and sharing of school based objectives. discipline policies, etc. Statistical improvement in student beliavior and achievement 1: HI. TIVFS LRSD DFSETRBGATION FLAN-IMPIJiMENTATION TIMELHIE To develop and implement policies which enhance school climate and improve student discipline and attendance while also iiieUntL-insllYirfua.l--StudiU.-n^s_an(LIeaAjn9-Styl.es. STRATBGIES/ACrrviTI ES BEGINNING DATE ENDING DATE RESFONSIBTLITY EVALUATION ide Inservice train-to district person-on discipline in a gregated setting 1.1 Conduct inservice training on discipline management in all local schools Augujt-t909 Fall7-1909 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 "Provide follow'up training for new staff on a regular basis AugMst-t909 Annual 1y Ongoing Building Principal Director of Pupil Services ride inservice to rict personnel on vioral styles and ning styles of lents and divergent
grounds 2.1 Provide training for school based Spring-1990 improvement teams (to involve staff Annually and parents) who will train staff at the scliool site with annual maintenance Ongoing ide a comnittee to evi attendance and :ipline policies and on an ongoing s to ensure equity )olicy and policy nistration 3.1 "Convnittee and sub-commitlees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board memlier to review data and recommend modifications to meet students needs and district needs 19O9-90-Seh8ei ir'ear Annually O 30 QI LQ fl) 3.2 Revise student handbooks as needed (P o tn Spring-1990 Ongoing Ongoing Ongoing Ongoing Associate Superintendents Oensultants Tri-Bistriet Eeoperative Staff Development Staff Identified Staff Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superinten-tendents III. TIVES (Continued) int joint committee PCSSO and NLRSD in place alternative
uspension across the :rict with at least such intervention to ilaced at each school bl ish a school based lent discipl ine and jndance incentive tem at each school UiSn DESEGREGATION PLAN-'ItttL.tMEWTATXON TIMELINE STRATEGIES/ACT IVrri ES BEGINNING DATE ENDING DATE RESPONSIDlLm EVAITJATION Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as that recognition and tangible incentives and-awards wi11 be individual to the school XI'S. Implement-programs rii 1909-90 Sehool-Vear As needed Faii-1989 Ongoing Spring-1990 Fall 1901 Faii-1990 Bngoing Ongoing Faii-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoiiaBoration Tri - District component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-StaffJ Review and revision of tri-district attendance and disciplinary policies Existance of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior jOdl: HI. ECriVES (Continued) :)vide counseling inter ition for students th chronic disciplinar li/or attendance prob-ns -o cu m ft) in lO 30 (V in oi IJ^SD OEStjGREGA'lION PLAN-IMrUMENrATION TIMQ-INE V STRATTKIES/ACnVITIES 2.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING HATE Fan-1990 Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESrONSIDILm EVAWATIOtl Principals Guidance Departments Director of Gtiidanee Pupil Services Building Staffs School ileal th Services Coordinator Principal PIA Officer PTA Council Counselors School-interventfon Teams Pupil Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals al: IV. crivisS 1 jt.sn m\si-x:uiT:ATion i'iAiriiiii.i:MmrATioN i (uki.ink To provide guidance/cniinsel ing services which address individual student needs
are supportive of sIraI.ei)ies and interveiitiuiis to enhance sliid enL success and' .exp_e_ claIjonsk
. .-rrttiiinsLL uULLOOssddiillEELLXXQQiiiitEtiiiiiinniitcaaLions.. 1.0 faiaiTies-oL-Sl.iidenl.s... sn^Airz: I iss/Acr 1 vm I'.s IMSCf Ntll MG dait
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IWIK iiESinNSiRn-riY I-iVAlJlIATIOU iiriii students of all urtunilies available them and encourage ai to take advantage these opportuni ties ...LI Publish a document annually which lists financial aid , vocational and higher education opportunities for all students i^imnier- 199U' it In Elfecy- Oni|nini| Counselors II i rector of Pupi 1 Services Vocational Director -hi. Encourage students to lake_advan-tage of opportunities open to them e parents partners education of their Idren by making infor-inn accessible to then keeping them orraed 2., L Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 2.? Provide written information to parents regarding curriculum and student skills Annually Spring 1998, Currently th 5pring-l990 Annually Ongoing Annually Ongo i ng o cu <n (b cn o n Ln a Principals Counselors Director of Guidance Associate and Assistant Superintendents Oivisionj-of-Eurri-ciilnm- and-Schools Educational Programs UuThling Principals Cniniiun icat ions i.iepartmont Puhi icat ion of doLunh iU Statistical increase in ninuher of students, particularly minority students, receiving financial aid and proceeding into post se-'.ondary education Rosters of meetings al: IV. (Continued) ?1VES ake students aware ducational and post ational opportu-. es te community linkage ssist students in of special services te academic interion strategies on a lol basis UlSn DEStjGRBGATION PLAN-'RtPliMENrATION TIMELINE STRATffiLES/ACriVTn ES Skills and employment fair to be held annually in conjunction with business community 4^1 Through Ford Collaborative, New futures Initiation, city, courts, public and private service providers, provide school linkag with guidance staff for student special needs interventions es BEGINNING DATE Spr t ng-i 990 Annually Currently in Effect ENDING DATE Ongoing Ongoing For Life of the Collahora-tives RESPONSIBILTIY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Employment Fair Student Attendance 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors 1989-90 Sehool-Vear Annually Ongoing Counselors, Exeea- Bireetor-New-Future5 tRSB-Casey-eoordtna-tor LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Btvis ion-of-Schools -and-eurriculum . Educational Programs Associate/Assi stant Superintendents . Established community linkages Annual plan and annual evaluation report comparisions 1: V. IVltS IKSD DESEGREGATION PLAN^IMlLCMQnATION TIMELINE -To provide guidance/counseling which assists students to acquire habits and a11itudes necessary for progress in school and in later life.______ STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATC RESPONSIBILITY EVAIJJATTON ide mini-courses for
nts in study halls. ng skills, and pre- 1.1 Minicourses to be developed in sequence beginning with grade 4 1990-9) Sehool-Year Ongoing
r skills in a need program iiiing in grade ugh high school 4 and 1.2 Provide teacher* staff development in the use of curriculum of these / areas Annua!ly 1991-92 School Year! Ongoing Classroom teachers, VIPS, Guidance Counselors Development of raiiiicourses e awareness of ent or future career ns 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-90 (Phase-In) 0ngoing- As Needed tn cn Curriculum Staff leacher-Bevelopers of-the-mtnleourses Staff Development Director Teachers - grades 4 en through 12 Student participation in those (comparative numbers) Rosters of Volunteers Goal
VI. crivES ijisn i>i
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ui/:z\TiON iijurrMruMiwrATiai tiiih.iih'. Monitor student class ratios. Instructional and teaching practices to ensure egujty__for_All_llUticn-tS STRATEGIES/ACTIVIII ES IlF^INNlf.C DA'fE IWIHC DAIE nrsioNSiniuiY LVAUJATIO
: ieve cqui ty in class uctures by grade and subject area iieve equity in jdeiil instructional icLiccs Ilieve equity in aching methods 1.1 Review class, basis class ratios by subject, by by teacher on a semester .L2 Address disparlt,lcs with inler- 'vention activities 1.3 Remove barriers to equitable participation of students 2-L Review grade distributions by subject, by class, by teacher on a semester basis 2.2 Address vent ion 3.1 Provide (ftmfdiateW Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring of outcomes ratios and student I Ongoing Principals Assistant Superintendents Associate Superintendents HoniIori ng of niasler srht .iules disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90 t School jrcAr 1 y Xvai lai)le Ongoing As nceilei! Staff Devol opniciit Personnel Human Uesoiircos^ Princfpals Assistant Superin- Ak?Gl?St Superintendents Attendance at Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed. loal: VII. niVF5 irsn DI-ZilLKF/IATlOH IlAn'llIIllIKNrATlOM TiMEI.ltll-: Provide and ensure opportunities and encouragement to all students to |)articipjtt.cJn_e)i.traurxjji:ulA!l-an-CQ--XULiU.1dl--.actijfiIifiS.------------ STRATEGIKS/ACriVrill-^ IIBGIIINIIIG DATE HOT NG IIAIK RFSPONSinrLriY fVAUJATION irm al I students and ons of co-curricular/ acurricular actives available for tents and of parlici-on requirements ff recruitment of dents to participate 1.1 Use of media and press 1.2 Send printed information to parents LJ Hake clear public address system announcements to students .M Use conwunity agencies such as churches to assist with recruitment LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Annually Annually Annually Annually Ongoing Ongoing Conaiiun icat ions Department Principals Staff PTA Board Athletic-Director educational Programs School Based Directors of ExtracurTT-cular Activities Individual Staff Members Log of announcements, media usage, other community student contacts Comparative review of data regariling numbers of applicants and participants by race '041: VI1. rivf.s jContinucd)^ ease student partici on, particularly rity student partici on in co-curricular yi tics al of Remove al 1 i. ers , to_ _eq?u-irt
.a -ble icipaTion ot stlT-s kthu to participate in acurricular activi- "O .-o (U n> n> o Ok u> cnS 1K
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i'i7:/Vi lUi I'bur iiii'i iiiiHiATioii r STRAITCI ES/ACIIVTI'I fS IltEfniilfiC OAIT. INDTNC IIA'IT
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RI-.SIONSiniLVlY EvAIJJATIOti Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide Annual ly Ongoing Principal Staff Assistant Superintendent Directors of fxtra-curriciilar Activ- 71 fes Yearly analysis of participation data and comparative profiles school b'ased recruitment .a district transportation prograra f. or -s--t-u--d--e--n--t_s transportation when necessary to assure equitable participation for students participating in district sanctioned" extracurricular activities -I.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Annually FaTl~l9il9 Fall-19n9 Annually Ongoing Ongoing Manager of SupporrServices Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Same as above lal: VII. nTVES (Continued) ^lop school profiles h provide overview o lol success or its ct on students so , changes and/or :rventions can take :e as needed 1 USD DESratffiATIOM PlAN-'IhnIJMCNlATION TIMELTNE STRATEG lES/ACriVlT I ES BEGINNING DATE. ENDING DATE RESPONSinnjlY EVALUATION S.l Profile school by: * grade distribution * attendance * disciplinary outcomes * test scores, * student involvement in school related activities * course enrolIments/special program enrollments Immediately Annually Ongoing Associate and Assistant Superin-tendents Principals School Staffs Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation 5.2 Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement II oal: yilL mvES IJSD DESEGREGATION IWKlMPIfl-IEWrATlON TIMELTME Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. STRATBGirS/ACrrvmES nEGINNING DATE ENDING DATE REsroNSiBn.nv EVAIJUATION ts to school^^iy ing/evaluation 1.1 Meetings with principals, teachers Spring, J909 Ongoing toring team to asses
di ty and reliability esting procedures strategies employed irepare students for taking InTbrmal classroom visits by moni tors 1.3 Compilation of comparative data by school IlA Evaluation of data with recommendations for changes/improveiiiBiits ggrcgation of test lits by grade, by : for review and >ssment for interven- ) purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specific student needs Annually Annually Annually Sprtng7-1989 Annually Annually Annually Ongoing Testing/Evaluation Beparlment Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintcndents Monitoring visits and reports Data assessment Documented intervention^ as needed Report of outcomes Existence of plans Goal: IX. rrivES To give LRSD DESEGREGATION PLAN-'IMPLHl-lENrATION TIMELINE local schools sufficient authority to improve and to advocate for students, and to hold them accountable for.re^ylt STRATBGIES/ACriVITIES BEGINNING DATE ENDING DAIT. RESPONSinirnY EVAIUATION relop/enhance site-sed management at . 1.1 Staff Development for principals 1989-96 Annually Ongoing Associate/Assistant Superintendents Conduct of staff developihont signaled schools 1.2 Revision of district procedures to provide central office technical support rather than strict control 1x3 Enhance principal accountability for program at the building Ovide support to retalize scliool environ-nts to make it condu-ve to student learning d to order 2.1 Plan of district school rennovation to meet programmatic and student population needs Annually Annually Annually II II II Support Services Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of these Completton-of-tasks spond to principal guests for assistance a timely manner 3.1 Set up format for technical assistance with assigned personnel to work with individual schools Immediately As needed Bi vTston-of-Schools Currieulum-Bivision Associate/Assistant Superintendents Educational Programs Curriculum Directors. Supervisors, and Coordinators Completion of task Principal evaluation of plan un i I 'i Goal
X. BCTIVES Review s date review of re-uiting needs by age, ce, sex and seniority positions in the strict to ascertain ejected needs view of position signments related to cial equity such that 1J?SI) DESEGREGATION PLAN-IKPI-H-IENEATION TD-IELTNE taffing patterns and staff assignments on all schools and district division for equity STRATEGlES/AcrrvrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 1 races are representei every position and lb descript strict ion in the -o (U in n> tn tn VO CJ 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs 2.1 Development and assessment of school and divisional staffing patterns 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Gurrently-in Effect Annually Spring 1989 Current Annually Summer-iyau- Currently in Effect Ongoing Semiannual' Ongoing Sj ^ni iglnal Director of Perjonel Human Resources Office-of-Puptl Accounting Associate Superintendent - Desegregation Director of Personnel Human Resources Building Principals Division Heads Bivision/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Completion of tasks Completion of tasks Enhance racial balance in all pos i tions loals: XI LIVES lESI) DF.SBGRrjGATIOW PLAN^IFaLD-BFNl'ATIOH TIMQJUE E51ab 1 isli recruitment programs for representation of niinorities in all positions in the district STRATFGIS/ACri\TriES BEGINNING DATE IUD ING DA'IE RESPONSIBItm EVALUATION te pool of currently fied teaclier cants and of 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) Fall-1989 Currently in Effect Ongoing Annua I ly
nts pursuing certi-lion 1.2 Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession lA Provide internship programs at district schools for aspiring teachers and aspiring administrati J * IS o tn Spring-1909 Currently in Effect 5pring-I990 Annually Fall-1990 Springl992 Ongoing Annually Bngotng Ongoing Personnel-01rec tor3 Human Resources Directors 3 Dis-tricts Directors of Persenne Human Resources 3 OTstricts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel-Bf fiee Human Resources Office Teacher Sponsor of FTA Collaborative effort with local universities Prtncipals Personnel Office Human Resources Offic? Assistant-Supts Assoeiate-Supt-of Sch Educational Programs Completion of task Preparation of and implementation of sharing plan Implementation of procedures Increase in pool of teacher/ administrator applications for LRSD Goal: XII. IVES Ensure de school based ling based on (sis of all avail-data
a specific it for addressing )1 racial, gender, lisparities ZJ n> o tn tn LRSD DESFjGRDGATION PLAN-'IMPlfMEHTATION TIMELTNE school-wide planning for prograninatic excellence and individual student achievement STRATECI E5/ACrrvniES BECINNIHC DAl-E EHDII'IG DATE RFSrOMSIBILriY EVAUIATIOM 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student 1.2 Via disaggregation of data relative to: studeqt performance *discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies l.A Tvaluation of outcomes of interventions via milestone reports and final yearly reports Fall 1989 Sprtng-1990 annually 1989-90 annually Ongoing Ongoing Ongoing l.S Reassessment of and modification of objectives and strategies Creation of final plan and strategies 1989-90 Annually 1909-90 Annually Ongoing Ongoing Bi Vtsion-ef-School 3 Educational Projjrams Testing/Evaluatloti Sipartment Committee of Prin-cpals Planning,Research, A School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions ^valuation Disaggregated Outcome Based Data Bivision-of-Schools : Educational Programs Testing/Evaluatton Department Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I Outcomes evaluations conducted on a comparative basis Evaluation I Goal: XI Ij. IFjCTIVES "O m 0) (O fD UI (\> a> (Continued) IRSn DESEKRECATION IlAN-'IMlIJ'MI-NFA'11011 TIMELINE SntATBGIES/ACTIVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING IIAI'E 1989-90 Annually fNDING DAir Ongoing RESPONSiniLITY Peputy/Associate and Assirtant Supts Principals Staffs School Improvement Teams EVAl NATION Assessment process and remediation plans for areas in need of improvement IKSD DESEGREGATION PlAN-'D-R'ITMENrATlON TIMELINE Soa 1 .
XII1. Provide staff development on an ongoing basis to_slaLf_^ndJnarmatliin_tfl-P^eats_reLally&-tfl-S.tudeiiL success GTIVES STRATEGIES/ACrrvrriF^ BEGINNING DATE ENDING DATE RESPONSIDILnV EVALUATION update skills of all trict staff on a ular basis and to p all staff abreast developments in their Id of endeavor u Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1.2 "S^d selected staff to professional development sessions in order to increase the number of available trainers and in return for a convnitment to assist with collegial staff development 1.3 Provide district wide program of staff development OS fu (0 IQ (B o tn CaJ-J 1989 Annually 1989 Annually 1989 Annually Ongoing Ongoing Ongoing with maintenance Associate Superintendent - Gurriealuti Educational Programs Assistant Superinten-dents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II 1JSD DESBCRBGATION PLAN'IMPIfMEWTATIW TIMELINE Goal: XIV. Collaborate with contlguoas districts regarding aspects of the plan which will facilitate and enhance-aniLiks^gcfigative effocts. lECTIVES STRATBGIES/ACTIVm ES BEGINNING DATE ENDING DATE RESPONSIBILITV EVALUATION I create a collabo-tion whereby all udents in all schools 1 the 3 districts (LR, R and PCSSD) will
nef i t from a mutual !t of beliefs and pectations for success ir all students and |uity for all students id staff n tn co Contained in the following "Interdistrict Desegregation Plan" See attached plan (Vol. II) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed GIFTED EDUCATION Long-Tega- Deacggcgation Flan I, FROGRAM/AREA OVERVIEW At Smnmagy of Background Infognation The Little Rock School District Gifted Program offers subject-baaed inatruetion in grades K-12 services to its students through a design that consists of observation and enrichment for all II. students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It operatea under theatandarda-o^ the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1086. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in purouit- -of pursuing graduate credits -in gifted education. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 Page 87Education, gifted and talented children and youth are defined as ... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be superior 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. Woi-thoff No one criterion shall be used if the result ia has a disparate impact upon either racial group within the dDistrict. Moreover, special attention shall be denyoted to the identification and placement of minority pupils 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. Re: 01593, 01594 Page 88In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. Re: 01594 Page 89O 01 ro to . n> kl2 o I on (. S VRRIltfalOy Arniual -Ham -19e990-,haart- wwqtiBm4.-qOBsJttaOT Area Goal: I. f LRSD Desegregation Plan Inplonentation Timeline -ehrHhm: -etnrtcnhn-t-st^eem-rra^rMT , ------------------------- -------------- Rrogrea/Acaai -CLflad-idbtaaSLan To astebllsh collaboretlva efforts |n tarns of rasaarch end In the adelnlstretIon and/or OBJECIIVES STIAIECIESZ ACTIVITIES BECIMNIMG OAIE COMPLEIION OAIE EGSfS operation of Cl tied Pfoijunn RESPONSIBilllY EVAIUAIION A QD C I. To shara rasaarch and/or findings In tiw oparatlon and/or adalnlstratlon of giftad programs. 1.1 Establish a schadula of ragular aaatings of tha tri'distrlct gl f tad-caardtaatoFS supervisors. 1.2 Establish a proca-dura to Infora and/ or InvolMO other adelnlstrativa par-sonnal and/or staff ol rasaarch and/or tnnovattva proca^icas NovMliar 1988 Novenfcer 1988 Ongoing -- Noventier 1992 2. Io liwoitigato Uw faaslblllty of Initiating a tri-district effort to - ottablUh a aodal prograa to Identify and aducata toclo-aconoolcally dli- ' advantaged glfladz^ tfan K dependent-upon-fundj- pfoHded-t>r ttia Javits -and-Hfontod iC-ftHdren-^trt-of-Mt
> 2. 0 Aaak-lar4f4<aUaa-af- ra^lreaanti for tor eiBviIs -ftffidrfroa-tMGe-md Mi-.___________/ x ParHcipate in X Project Premise through the University of Arkansas at Little Rock (one \ junior high school i in initial group Novenfcer 1990 \ltovoa*af>-tt8- DecaiberX, 1992 LRSD Supervisor Kaa=McatBn-and PCSSO/ NLR Giftad and lalante'd Caordtnatofs- Supervisors LRSD, PCSSD and NLR Supervisors for Gifted Programs LRSD Supervisor Vaw-OtctiDn end PCSSO/ NLR Gifted Coordinators Agenda ondUlnutai ol aaatings Copies of reports and or data Program Records ot rnvactTgiCTen affui tr- participation I k.. LRSD Desegregation ^1an Iirpl ation Timeline I I --rnin (+rw1- h*n-ii-ri*i-tnnrmrrnn Ar^ Unatr J.^iiIIiIm,, dr Ud l lii >r!-j<MHl llli.if, ,i, tillril lU.ii *1 i.m OHJfdIvn SIlfCII$/ AllllllllS ICIMNIMC OAII (OVUIION DAK HFSTF RKPOinilli III I. Io thifr Ikr loll ul ihii tide raatullinlt in ikr fillrd prn^ria^ lettikir iml pnttiblr II laadt lie KiiUiilr i. Io pln Ong iRplfwal lrl-4Hlrl<| lairrolitl leadudtd kp iho Irl-dlt- Irlcl Hall oo Idanllfl. <11 Ion, corrlculuo. aod propria tiiilii
aa |f lundt ttt Killiblr. T3 01 ID IQ O IS tn to ay 1.1 CiidTo<l>- frl Io dltlKlt tadlddnll oredl and (e drieiaior tl con-ioIImIi lat k* tbirtd. rMralnalaoi ! la plaa Irl-dlilrlcl la-tarolcct aad Iri* ditirhl latrtaUet tt Mid. Se|ilrM>r>. linf Wpitafcrr. IM -I Oayoinf OayoUf I A| UAI lUII Uwdel rrwiwfd Wf-p-depanil- l"7-im-oo Tlrtiwil-tkiUdrioinrit- Jni| ri ili uninnnirHrr Supervisors HiiMilrS <J crl*n(| LRSD frnr-0tn-\Tm-*n4 fl SSU/ HIV Co>'* Supervisors Miniilrt III nrrt iAi|, Ui-> k .I, a^rnifi, p<rllrl|i4nt ffrqi\li I Ion, Ir I diMi II I drrtu|ir>l rxluillun loia. 0 1*1-* Im I. Io CollAborAl* M lb ^^wa LRSD Desegregation Plan Inplanentation Timeline hwtWiitMtoiniwMiie- 1.la_illL>itolllu at a Irl PlUrlll Cllltd *< lkUd Scow nd Sequentt Ol SMIIt, *^aye*a/ae*-*tn^i^t^ritenn- OIJKIIVIS In. ..In. ir.itsfeimfU III <lnrt la lb* itl-dltlrlci llllrd arofrant on Ike tr aa Iln^alleMwenlljjuilttBaaa a>l1 .I1k* * elTt'In, III/alUrirl *5 y.illa*a^ t__f_o_p_e_ _a_n_a_ _t_*_qTaTTn< intleinariil. la aallaa aad <a-aR|ltlr I** * * ktaaa aad M^atact ta^liaaral.- (Conpleted) -D XI cn lQ r I ID ' fD O T-f*2 I r\> cn . 00 h'S SIMIICHt/ MIIIIIIIS 1.1 foadM I Ci arrilayt I. 1___ Eitii h^ii-aea la Iba afH**** /.I Aaaala*-a-*k4H<trt TOTTltBlBB-nMBttt**- -rHa-aa4 la <aa Flrta^lha-aanamrt-. (Conpleted) BICtMIK BAIC ccmiuoii OAH tMt- RtsroHsianitii Ocioltd . 1W1 1990 omaw.-rtfir Ongoing H Aaa-Bkkvaa n<t MA-Cillea (Mr and Supenzisdr' aakakM (Conpleted) (Ccnpleted) tm-Btrlrtvr-wia-WSa^ tt'CtttMtwnOkitorr i aRrtrm'ireT'r<aq'Aiv. (Conpleted) mM 3 1 J^IVAIUAIION An%lrr U pAi I i< ip4i*i \. pjf t l( ipjlll *a tlMUli |< (* Roqlai ol-ffiT-<nTnpniiA~T>nT?- (Conpleted) LRSD Desegregation Plan Inplementation Timeline l*rr*jppr-( iap '-'V 'GirinTt^nn" ( tnn-.' 4. T (cIluc/lk^tiiiLliiii: Ux UUU (iillcil I'luuiaa lu IciPi.vl inj |l|ll('lll lu hinii ii u i iim^ i I* < ll( <<| ,1.11 !... 'J oiJiciivn I. la laalraral all al>jr(|lr triAllaf lu Ikr |A*4 r. I lararal/re^lrut (u> lay laalAwalAl loa plaa la Inal at IdtalifUAllaa. iMirlialua Aad lUII dr*rlapa*al fD o I go 00 CJ (JI (D co SIIAKCKV atiiiiiiis I.l ! laplfwal All tl>A ll*l/A<ltllltt 4r-llartleP la lAr rr-f laAwal/rrtlrai lur Im ^lAa la MtardAate la Iheir aPpdl**! ICIIWIHC PAH Auqull, IfIM CONPHIIOH . MH Fa11, 1992 -cavu tlSPOMSItllIII 11 Al UA 11(111 Snpr Inlrn.lrnl .EJucatiC 1 " ' A%%0( . SupI . fui I II nln lev ol_ $( husll. Su^rvisbr (Vui'uiniipri r. 111 rd Prufriai. Nil luart (oniullAnli, OllIrkI-aide CaaaAillm frIadpAlt And Sihool leant, -twaawrttal-fanT-Pd+i-e-,- ArlAntAl OrpAdarnl of IduCAllon. (allr)( Profettort * mI I "illtl If 4 I III *. !* I * < I III III* gull MULTICULTURAL MULTI-ETHNIC-CURRICULUM CONTENT AREA UROGRAMG I. OVERVIEW Summary of Background Information The use of ifmulticultur^ aulti-cthnic curricula is an Mo protle.'^ us/ l-lpusexc.r. aboosn4o important factor for effective school desegregation. Inlerpre-i 4ke. neon.- - Q. airlciu na-lti-ethnic curriculum LRSD's slricil^ e development will include the following areas of concentration
1. The multicultural au-l-teiethnic approach will be integrated into the subject areas and courses (Example: Historical and/or social events will be viewed from several othnio racial, cultural, and ethnic perspectives. The study of-- ethnicity These studies will be incorporated into rather than added on to the regular curriculum). Multi-ethnicity A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, assemblies, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop t better sense of self self-esteem. 4. Multicultural Multi-ethnic curriculum and a multicultural multi-ethnic 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. The Little Rock School District shall use its Division of-C-ufpiculuB and Special rroggamo Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following: Re: 01599, 01616 Page 94 2.instructional methodology appropriate for a diverse population teacher/student interaction behaviors supplies multicultural materials and 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-
or preannouncod-,- and non-discriminatory aub-jectivo-criteria for student placement in enriched/honors and advanced placement classes inservice training staffing The diviaion-Office shall integrate human relations activities for the individual classroom into the curriculum in. among othera-.the following wava
by promoting
the use of multi-Gthnio multicultural textbooks and instructional materialSj. role-playing and group projects^. discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speaker's bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. II. AREAS OF COLLABORATION The three districts in Pulaski County will work cooperatively in examining, developing and implementing a Re: 01616, 01599 Page 95multicultural aulti-othnic curriculum. Each district will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. B. C. Annual Multicultural Multi-Ethnic Materials During the summer-of 1088,Little Rock School vendopo. District hosted a Multi-ethnic Materials Fair witn-^ representation by approximately forty (40) / North Little Rock had a smaller exhibit.V Both projects were very well peeeived-by otaff and vendors .- Thia opportunity The need for the review and purchase of books, materials, posters and other multicultural multiethnie instructional ai^ aides will be an ongoing Rood. Annual Fairs will be cooperatively planned and implemented to meet this need. Inservice Training - Training for staff on the appropriate selection and use of multicultural multi-ethnic resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. Access to Higher Education Training Opportunities - The Tthree districts will cooperatively access information on courses/seminars related to multicultural multi-ethnic 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. III. LONG RANGE GOALS EXPECTED OUTCOMES LRSD expects to achieve the following goals through the processes set forth in the attached timelines: i By September 30-
1980,the curriculum for pre-aeheel J through grade 6 will reflect a multi-ethnic approach^y 1. By September 30, 1900,< 1993^ the curriculum forl grades 7-12 will rerflect a multi-ethnic multicultural approach. The io - ohci. ha.\ie been cLsinq unAj novO +hcjL Re: 01599, 01600 Page 96 .e> IV. By September 30, 1991, the ongoing multi-ethnic a curriculum review/revision cycle ^or- pre-achol through grade- -1^ will be established aoa-model in P all three School Districta. EVALUATION AND MONITORING Each building principal is responsible to -tensure that*' the multi-othnio multicultural curriculum permeates the school environment as required by this Plan. A aectionon multi-ethnio curriculum-w-ill bo added-to the-LRSD Bonitaring . checkliot. T =, 4^ere. GJ-e. S''l lI,. +ke. Cits .nR...o .F no+ -W, cLbeckl'34 Le le4-ion 7'__ J 2^ br b >0 ') Re: 01600 Page 97 AREA Multicultural Curriculum IHPUHIMUIION IlHfLiHi AnBo-n*ir-4MU'69 ^crtaa- i>tpoi>tibtr~Pn~Beyrtir)<hthr (iiminhfcr an.r fcnirHrhn iiftfin- -D |V11 tor - . t o.j t A - H..) I- >-1i.m, OBJfCIIVCS STRilfCIIS/ ACTIVIIKS KG I hill NG DAU (OHPKIIQN DAU tons RISPUIl$|
III (VAI UAIIUN 17^0 provide icACher IcArn-loy opporluolllci Ibrough iuriiAl tourte Iriioing I 1.1 AT ConlACi IocaI colleget And univertllIe* lo eblAln InloraAlloA on' propoicd (ourte oflcr-logt relAlcd lo cllinic tiudict for I he iuAUMr AAd IaII, 49a 1991 1.2 cneteiwe AAd Advcrilic courtc offcringi lo All (crlKicd iiAff, In-eluding opporluAlllei lor lull ion rciAdiurte- Axnl AAd/or lAlAry 1.j"* irldcnllly pArlKIpAAU In buAMcr And IaII (ourict ffl|-
-l)IIU Spring, annually Jjih^ISUB-Spring. annually -funnel" i nd annually 'IxbroAry" (9US Ongoing -Aprif-IVUtt- Ongoing Oeiulxr-IUSQ-Ongoing Huiiu m.iuiii lull 1011 hulM bur tcmtMil hune Avilii uil- ^|.i tnrrr Aulu*. -AAtf DlrAft"ii<- Grailonti^ tirhinrl Atadeali -DvAiit -- I ivl il KilliMir hllci for Educational Pro irams Ai^iU uU* SupI . uf f ill 11I III ihal lull ii I 11* I briiqraut for Ed. Pro). IIII il e ol -|*v* vinilirI Human Resoii IdliluyL'i.'l ces -^.-l-dvelop-A DitlM-- ->tdr-autl-i-elhAir-Audiu ~ V lu>( -moiLrco-CAtAlogut - (completMS (all - iyu'> A|imM9U*> hUHV- ^UpUB -* I $U| -ul- XaIII IU Service----- I 'I'r III Al ailimit liaii'.iii|i I mil IV I oay.lvl lii|i mi I i h i lnAnniii'l OffiCfi of Human Resources I nw-llll -i-u1>ln*pir-|-r~.i Tir(- This sho^cLn^r-s ha Q_ C,O'"'pl.+w._ ,_,ba oneio>'> o E.Mii'toTA , tr NcviCkA-And fAlaleyuc-- -prelent-Audio-vIlaAI-- owltpclbnu-cumcu^-- lu. li.~+orniie"Aiiilirninjr-lodiiPVi tutl -aulcr Tai'!' 4ru<k Iha -UDu-DS bud lair -|VU- A(irr|- I9U9- tllr.llilll-- Hilei n h.- tllin'l T*-Ki lit hrilin-- 5vrvir cr " if.prt-s < I T r.rl- C3 cn O re I AREA Amm Multicultural Ciirriciiluni IHniHlNUriON IIH(LIH( Fcrtdd -BtiPootU Ie -Dr.- Beverl r -Uhl tr - Goa 11---Dollt-t Ibni/^torrirtfliinrlliVil ai (nir) Ilir r md4n inirt~ ill rn7>ll-----Mdltl-Vjrvt 4rnpnnH- /reoraa/Arca-iuft-i-Et OIJICIIVCS STMHGIfS/ ACTIVIIKS KCINHIhG OAH court ri ION DAU (osn RlSrONSItll III IVAIUAIIUN th- Idcnl lip- And -cataIojua albcr-rAtaurai-lar- wti l-tihnlr -Audio vltutl -AAterlAiti-i-.c
ArkaniAr OcpArlMnt- ol (duCAl Ian,-Ulll Ie -Aott Fublle -librArir,- ArhAAtAt-1 thrAry- CoAMtltlun-tl^.- Ge*itc r-print-and-dtt-trlbule 'olthelhntc- Audio-vituAl -r-etour-tc- CAtelajuc- tariht- I- Il I I r -Rni A -Sitiua I- - Bittr trt-- iprinj-19119- - iuMBer-|9U9-- -Au9uSI-I909- IHreithool- -lonltmna-t- (I Hi00-A(r-proxoaivlp- - lor- print IA9 4a|in rnir-o|-Hcitia- Irrvitrt-mtf- ttf- HeUi4- icrv-|(ct----- t omirl C t c-a-1 a t J lu^nr^- OtriTilinl-nni-nl-1 atj-li.qn.-. 1^--1 -pl An-and -iaipltaienl--ibi -1 Ml r ueH anal-Ha ter I aH-- -lAtr-|Nullt-(thnk^- completed 5^ s x> fD o cn ro I nt It a I- -tupple- - oenitl -order -|or-Aul 11 clhnU-Audto-vituAl-- BAicrtAlv ieoa Ihr------ 1969- 9B -buduci----- all completed -A-.- tnvolvr icAia- al -|Mr- <nlt"i-f(aiunll7-r<----- AMuKeAr-Anil-ltaitier*- IA -del AI led-plann iny-tlull-lait- I9UU - loriht fairiptHi i - Aal47-I iaier-l>iAtr-,- *> loraiai lo-hi- hr I it- a a -runpuni-nt -ol- I960- 09 |>rrttliiiiil-tuiiirrrnt e- I I -Julr isu- -ApM 1-1909- ' 4 ? hoo I -jl0<4lr - M.ioo piitti Atsot T Lui r-.-i^ -> I- Tl UtJlSflkV^ I 1 Rriprt-11 nnn~ r n'<r -lM|r|t-ii<*nHr|-inn SUan na.-hrli AREA Multicultural Curriculum -AnnuabPlait------i9IHl-H9---------------------------lleirl- -hn ->potitiBTir^l'?-iiev*y~HFtiT-MiF>itr- 'tol1 r ~~Ho>~K nnt~cur>'ieutuwTjen oinen r - OIJCCIIVCS STRAHfiKS/ AcnmiKs KCINNING OAK lH-l<>enlif)r-n
M*l- ind - IckaI-vcadaFi-vf-ultl- - ethnic- instructional -- MtcrUlt" <-
-(vUbl-Bli-pre- teiioel - -eoft< erencc -dtt c A -nd - - -elnd-tnvit*ltaiv Aa-- -Rtndort* 4-. -font irn t < ir- ptrHtt - panli- -ts-Acqu* lol- print tp*lt-and'CcnlTat'o(( tcc-- ttl<-MllN-|>l*ot-*n<l- ^*tr-r^^l lonthtp^ Ao-acitgreyiltoo- c ffurl * - h - ( onda c b * 41*'( lyi* 19 o - tor- f It- Io -rti 11 And - -prt
iil-- ^-MoH-ln-0it(rtH--"to- -tlruf iiooal -Malerialt- -tair*-- INPL(H(NIAIION IIHILINI -tnil- at -Hayr- -1989- - -19119-- dalr9U-- -Au9uit-I9ll9- COMPirilON OAK A|>HI-I9H9 Init-af tUy- 909- I oil- -June - 909- Jwiw- 1909- Holy---Augatl- 1909- Auyutl -I9B9-- |lr-tthaul -- Cuiiliiftitctt- (osn --0-- --0-- --0-_ -Hda-pnnt'*- tm/- - RISrONSISIIIIi -0 W4 * KMV- --Sj-> It t-fVAlUAIIUH _____ 'Att-IIC
- -Supt-.-ot* -Curr-:-*- Apo-iit AAu-- - grant - - Inct attvc-Uall -A tt-o r-Sop K-t mi -1 -- --S|ie< fal-liroijratii-- * !iii|.cfi*iat'-o<- - Molt*-Str - h vtiH T -Sup I- - 4 uc. llrsri)rrvBt tinr-amt- -ithuulV -lS0U-tu|i|il u- -tunqilCt*nmo|- -ribt |-riit|-1 r. i -fciMrf rrcini- brin-ila tot - - ttHil -I CRKt-inn - ItttUA ---- ? dewflop criirri* (or leilbuut IC*lew and tflupf 1011 all completed R-. Ncvitv UuBril |>llll(y 7,1*' Icalbuut AlJO|l| lull -t*ll-tVIIII-Sept, 1991 Ik <.,|ivi--l9im- Dec. 1991 II cu 8 X) (B Precedes p. Content Are
105 8 I I I* a> o co Sn(irr t rtr -ol-Moti a - Srrvttct- 0 trvt IOO 01 -t UMMMIt - tal'iant-- At^iit T-Supl-- ut 4u-'u-t "SliT-r r<4 * tniqrBRr, MMI-ltHt -U-llll-tUblUttuti- - Pitlrl-ir rty- * T r b m p.TiTl \ii|l I vmf- Itpr-t-l* I- -I ~ -liiuAtiLu-i A|.|iii,.,| I,.),,, Tor Educational Programs AREA Multicultural Curriculum Ahihm) --- --------|er| FerttM -llepriETe^J?7jFw7TrnBi rh
GoaI < -- ^c^^ol -ticTfliqiiM-nt~ OBJCCTIVIS SIBAUCKS/ ACTIVlIKS i.i iHrUHlNUIlON l|H(( IIK BIGIIIIIIhG OAK (OHnniON OAK (OSI*J -Llirt--! -brv-l * hMr- -kz-o^ntt/Af i RlSrUHSIBIl III I 17AIUAIIUII 0 ic 7.^ b.- Identify An Ad hoc co- aiUte to review cri-lerlA preicnily being used in I title Oort School Oilirici And Ollier ditiricll for lelbooli Adopt iont (111 (leaibertf 7.3 - at bottom C~ SulMilt reviled policy And crileriA to the OoArd ol Oirecturi lor firit reddinij Noveiiliei hn Ober-1911b- Dec. 1991 Ooveailter 1909 1991 Mini I Uli per ilJr) -II-A^$ ih . tiipl n.T -na t ItrUii Ml (I Ifi Ik .. For Educational Projrains / i I 7.6 * I I It Adopl policy on leal* liuoK *7 HIHI in- -lor I -r^itiiel- -I*n -Io-1 f A Hl- mH -oiv --Avoiitiii^-Seii-And- Oaco- -OlAt-Aiiil-Sleiealyin)- -lir leilbooAi-, ^7 Si-letl Anil I ecoiiniciiil lu UuAid Im Ailupliuii ol leillniuLi leleAieii-lAi> Aiiil ti'CnnilArrI bdttil Illi r I I ler Id ini
Allui'l Illi
I 7.3 Conduct staFF dev' I hoveHiei tVbiA- lieieaAiei'-l'lUV 1991 -11- llel llll 1'11(11'111, A'.mx . Siipl. -lot -bort h-oliMtr-iiwL t|it( J d L J'l ui|rAiik _ For Ed. Prog. I I I I II lull I ul IlKIll In*. I lUdrii III liner lin t I I lllldl >1 11111'11,lu trll-lTGt- l*JM9 b?IMr hninn i " Iwir i.n* -wl n Ariiir r -^.opb -<r -luer- ILuhllX-OUl-'ulU 1 i*.l IriHir !.- I -i-iiriiiTh-nn.T Tiirrrnr-.r'nT.r:" Fai 1.annually iiiiiiiiiiiii -II- A^siii '.Hill 4IUk *|M >1 rt U -1'4 .. ll.ll.ll.l ^l>lll..,I I I I For Ed. Progs. elupment training
on avoiding sex and race bias and stereotyping in textbooks July 1991 Dec. 1991 I Assoc. Supt. For Ed. Schedule oF meeting Prog. and agenda AREA Multicultural Curriculum ter KA- ItlpaiK lUjH jy 7 "ii'yrrr/-1^ - jjftn e- OIJ(CIIV(S SIRAHGKS/ AtllVlIKS U-tHPKHtNMIION IIHCL lh( 4ii tvtuu tlCllitilHG DAIt (OUPKIlOH PAU (OSIS msroH^iiiuiii P< j w /A f ifu-JUl G-JTl II u M-I I VAI UAIIUII if1D Tli'31 loir- ntf- ii|> I ee* ft |- 3-Bull'l hft H- ur < u-- JuM 4a>. ^ArLlndeuiArleii. -thruwgh -qiANt-'lr-- completed & \? n-.-Pliir And lio*|-At-|cll I hrec - f ) J-pab 111 "* I r - InqA- l -rtctivt-luggtl-loni'lroh- pilronr un" -AfCAi-lo br-inilulled-n -A -nul I i-HkHlt- (uFf-l----- -CbluAi- * al l- 49IIU - -IK-Ii.l.n'- HHa l?(MI- l.i-- puMui rl-r- >1 nn--Siq.i TTif Ti.Tr" " I nd -trrriii I Is rtil -?rtf|i| r -|r -imr'" irvyel loir I I 7 rjir r r rpT i" r "lt. i i.Tir g 1^ I (D 13 o CT> O in Ir.- Idi-nl I ly- -end-fcle iir lh> leFwiiei- f>t-4 eielIonel (|>rrl-ln-e<ull-i-*lhnit ( urn ( n lunr deve I Bpoenl I Ued-contulienl-lur- (nir-l?) -ycer-cunirei-l | In -t-usiier-nl mir mi Ur -i.ir luuk III I (ilire -19UII IIII.IHIU jn
( yeez- -hn-hni-- | t-nirl-i nr hnri-A<p-iT inorl-ta'-- 4iiil -ti|*ul.|n I -lu-liym*L- IUIIIr-Hb-M<nHl--rri-- I I 1 Ihtr-lead -<ftn*ullent-.- Ihir Ol*iriftn-ul- Euff I-eultmr end i|it(-|3l I'lA-grtHi- Ml 11-1 viur-e de-leiltd- euftitulu*-de'- eli>|w>rnl- I In**! in- -Isr lhe -ye*r
- |n ludinif - <hei 111>|- Inr-tnll----- brn'bipnii'rcnilKnra- 1 thir nil -Muri t ml hn if 4 MI4-H MlifM-eiNiMil 11 cot all completed I ni l- lyilll^- -1311- I jii
- - I I -iicitibcr--l yuu Irrxil- tun-.iil rAKI" 1^^ tut-:-SupI 7 7 <orilT nhin" pAtf 4lplrt-|el-P-tA|-Mr^->'* * I liM-l-ini- TIT.trit I i-lirnitrr iyui ~-~ L I AREA Huiticultural Curriculum AnnI -M- (atli------- Hulrnl Ihitkf-t'ttinMrnriiiir --------(Ttarr tih I n - iiwh^ Inpianr* OaJ(CIIVS JIRAHCKS/ ACIIVIIKS O"Dl
o O CO o CTl O CTl ' e-.-(dtnl-i(ir<orrklu-- ( oaa 111 tir Maben -And-fsnlrACl -(r-Krvicet- B-Hilh/S(-<cn(c- -ll-licidinj/lenyuesr -Art^ J-Arl <-iix 1 h $! nd !- (-(-ibrerm- 4- (-.-0bl4in->ill l-elhnH-curricnluiranllt- lrmi- anels-ustd-in- aintr-- diilfifll-- 4.^ Imvelup -utpec-UI tunu -lur-u^b-ul -lbtl-<-- -tource-eentullenU-tir- -aiill -rlhHI(-<urn-- -fulua -atwel<i|iviil-- iHrUMHIAilOH null Illi H XCIliiilhC OATt UI (-I Salils H-Hitr- Ji.-Uuucu-J lie-secti u.ei-nl- -$lk- |(rl- Inrirl-reVtirtrCt- -dintal I ntr In-jei ee nnr 1H|-Oltmr rnnuc- -tWr fnilnafleer lii|'ier|-- I I Hixtrfil lee-al 1 completed I (OHridlON PAH hti fiber 49blt- -I inl- al -Oi-|t -19UII-I I I -litiubrr-llllib I -IR < bber-19(111- (osn RisroNSiiiiiii I- 4*- bf ayraaMree -li.r^fj^^l**12! ( Ml UAllUh il A,-4Pa ni'cr |irr flkf -|iir- IHmI-IiI--I(I- lr*-rrr-Tr- I iri|.n|- -nnir. iHt- Artiii - -Sij.T -n>T (MMf-A -t.|*rl-|l -Ife.-- yreiia"" AtJirtT -laqit -(ie -ivfr- 4iia i.|ir<-lal -l*t ((fawi V Hbl-I Mr Hrrl- A*tvei*N-fH - b.M-reeir t nmeii t ri <h4ii'1 II I I I I tin e(-Tie.rel-nbb-1 r. I f ri-ler.-|r^- t ninril tn <-.n>IT -A$-iee. -iMpI--liH-l-wii- pji 1 jU.i T "K hfiniiMii - I V A.illU H i I JMl i AvMit-- Aiiiitl-- Uh-I-ihh. hOf)tr^-1nir qiri| Miid-Sin-r tai-iw'r P4i 1 iripanrr l--9Hilr.nH-hn'nrr r nnm nw-m Knr- f- rh I I -1I I AREA Mu 11icultural Curricubini AnnuAl-Mon----- |ArJ- ferion-heipooH hlt-tir-hr^ji|~(A.~Alh -^1-
----- M(U 4 "-l-lhA <C -tfilt U4JTiMt* Dtf OIJ(CIIV(S SIRAKCKS/ ACTimiKS I ?-tonduc|- inrt r lc- -te i on-6it-*'H I hod *- -(or-6cvclopin9 HuHi -(thnie ItAchint -Slrtle- -5lle*^-|o-lnlinl(r4*)- tinoeMUoiiint-lhv- -r-Al tent Io r-Afoodu And -yoAlo -ol-Aiulll-elhnt- -turritulntir |b) -4letl- -opiny -A- ooii(pluAl- -Il'AA^wOl A -foi -AMI 11A-- -t I hole xorrii oluAr And - -J< i*ln9 pro- -Aodorti- lor- dAwelup-- -iny-A -Aiul I r-fAhntt-- -(UCA lluluAa- 11 -t oiidnt I- IA kA- A Oil' 1011 Uli ^AHiilur-iMj^Ak- lOtnl I - - -I itdMii- AlAdlmr-- lHn(H(HU
Oh IIMdIM XblNlilNC DAU (OHHdlOH DAU (osn msruiisiBii III -4 rjTon -lut(*4>vi -1 yub- hli*rA4<i-lJbll- 4IaA(-<u(a- wtOhA'l- $BIIII-4<lr- - - UMHlUlIMk- -h-- ^*4 - ( MtUAI lull Ai-lttt-.- II-** I KullMl*- Allll l'llll|l-AA>k- I' r-d4w.4-4UH-I I I hrvn nnrpl' < nn-rnf nr.r r-iTfli.ptrn 71" J " lf.l bH:- hi-1-idiTf .. . r jr I, Jnior Al ioaaI uv-llit.-- curr imliiAi unf lo|Aiient- 1-11*1 mt-InAinlhly- Atrol in<iA-Milli-A|iK 11 K-doltA -dr.r loprd -m- Ca<l|lt|-Al llllr Mlllr AOHi- A 11 n- AKAdll l 3 I - UIMVIU^- iuy->luuy- --h- I S 33 fD I T ^nl HmI 11- < hr O * cy a -i-liA^reluH*i ivr-tiiililr -lin - TwI h-Ciiiil rii|- ArvA- At" 'll* h-ip Aiii--I'*i-I----- bp-ii -lyiih TMuir IH *> all completed fmncr -jupi- - Im-liiri 7 -inii|-7|-Trri.-|-|-i-i |l-AA>k - I |inir-irt-ranri.rir.ri" -> -bH - - in -ur**^ I' AREA Mu 111cu1tural Curriculum IHPUMNIAIIOH IlHdllH An<Hul-rUN--4Ullll.Uli------ htarh -ll<>NnnKl-U.--l>i.yfr|p izr^tiue-fioA 11 Hu I PI-1 iiiiiip -C-orrlfvIuih-Oirveit(|<iirnl JllotVtuli- JUfl * i ITJLIiH------- OlJdliVtS SlRAKGirS/ ACTIVIIHS tlCIIIIIING DAK COIIPUIION DAK COSU i!sroNSiB
i III I I I I VAI UAI ion I X) a o I* cn o co r-|ype -tnd-prlnt -*l l- -]uld(P-Nr -Coa4u(<- lAPcrvicc- <or- -Nll-ci<enl4rp-prine pp Ip -pn4-|pp(hrrp r-lnvulvp-pMn( ippli-piid -leppntrp-iN- orUrr-inf - -*il|i-p|hni(-*iPieri|p- -Ir#* -lu< I- III. i Idin] - 4>ud]ul i- -J |-|-|K>lp-iv| IpI'Ip- -MltPUlp-CPl*-- -loqupp -lu-liu I Idiny- -IpwpI -|>r-ineipilp- -|Z|-lirili'p-4nd-4c<)ulpu - -aulpp uU-bAped-on -(umculuw-lo- bp- -lauiitoP - Sumner "i SBJ Vunnitr -1909 - i-ivili>i t - - PiiiP pPIiK IpPU-SuiHlali^- lilUI*- ilolr-ISI19- Anquil- ^9b9 ^r^nc-l|.*li-- -lutPtlulu^llll -lvi(nt'P-Pi p -if lll*l.|- t Olr-- Iprenip------ -ttiNtm**** 19U9- SvpItwIipp-l'JUV ^VOTOtrtr- -lyA>r.--tnp|--|(ii-tnrr- |-|nrl -Appvua ImK-|, u,- rrui|I J.Br~ I irr AT-niphlrn- I -SMIM -nni I rr n. , - -!.nrI- - hn - P.m - -{-/nn nrt.r <1*^ V|* *< t *^1 * nnfT in~* * I I Airra)|- - Air.nr r - ih -P..w ,
-Ih-. Pr .Uri r nn nm n.P - ~ mill-b|q-< 1 < I-I iinit nihv- |l'i-liit iimI-I I I I i I pT-IpIphiI -iiiipt'rkp -lliioauir prhpunlnP l.ir- _ll-|P P -IprpI -I pqulin -v-|plili|4Pp -i luMt'l- -rS'l l(i<i*.-|ri-mllnir, -Iuli>iu4*i>'-m l-.T -Pin 41. P -PIrid ii---p|-|i no-- nrp. -|r all completed - lltUIIII*r - ! Juuiuiinu )9U!Pj -9lr 1101.1- I "viTir I I -xU_ * BnAr L I txH-w# k- P.u-fqr tnn.i *- -.-.nT.r.m.-i" I I AREA Multicultural Curriculum I AnnuAlJlAn- PfHlitie:--BBy-- ___________ (teAr)- Ferten -AetponuFI^--Di-,-lliivt li- 4k,-Hiiiie-- Goi It rwh oaj(ciiv(s SIRAKGHS/ ACIIVIIKS 1 7 IHPKHINUIION IlHdIlir -,^^1 f e 4 2 iLj LHH'4r22^_"r: r qr diej A -three ) -cdufe- -fferewtt-et-eleaenUre - IIdreiv4tt- yrdetde-Av -oweriew-l- Ahe -roai" t>-r III ileveliip end laiiileMnl t wln-Fthniriumcu-luw hx-jredey-l-l^ multicultural I s O tf' I cn o iX> BIC I nil I NG OAK ( -tuehentive emlAt-elhitu . -eurcjiwtuai-all completed at -Vert l|r -lettind-yeAr- -cnnl rA( <-!-ti41 lOna t- -Vaperl- A n -eml 11 -el hn H- turrteuloai-bn - III- ( S(i|ie f 41 lUH-M11 h-1 III -Iv4ii-tuntull4nlr-1hv- -Oiet Hill- I-lurr kuImh -And-Spuc-i 4I-4'1 Bgreait- -wU-l-Htur 4etUca- -eurrieulu(i-<lr*tlo|Mni- -I iiiel Hie- lot:.^he 49^9- -9(Lt(hiol-y4lT-Hk-- -tludlnir e-thvt t Itit- -Ukr-letl-iotyiU AHin-rijii <iiii lint I .ii 11'411 thri-i- nj i^Hk ii.-el-lllllk III ItH'ln -^tui ibt lril 11 In: pa 11 iiti% IM. 411'jt l|. Ill Illi |,|,., Ill ii a... 11 I -1*1 Illi I, I III I M I* I hi: III.) I Si < IMKl.ii t ~~ ' -pcKloXiCL. evteAiO' COHPlIIION DAK ''4 Md -III-Av|il-, 49U'4- -Jonr H9b9 - -sitihe -|9U9- I 4m- 7: craa.?) cosi$ 4!illli-l<>a 14 11*1-14 I -4lli
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i| IVAl UAIIUII -<)Hl-S|4-t trl- t rmir ttttrr H-m t Tt-ri'nl" Hi< Htri* err - I I i Di
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.