'Desegregation Plan, Little Rock School District''

I I r' I DESEGREGATION PLAN >! 9 Little Rock School District April 29, 1992Bl Little Rock School District Desegregation Plan Table of Contents 'I* 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Commitment to Desegregation Leadership Early Childhood Education Special Programs Summer Learning Program Asset Program School Operations Program for Accelerated Learning/ Academic Support Programs Gifted Education Multicultural Curriculum 13. 14. 15. 16. 17. 1 18. Focused Activities Parkview Science Magnet School McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Page Page Page Page Page Page Page Page Page Page Page Page Page Page Page Page 1 2 4 20 21 24 28 48 58 63 81 86 93 95 96 98 i 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Library Media Services Special Education Staff Development Support Services Parent Involvement/ Community Linkages Student Assignments Facilities Incentive School Program Educational Equity Monitoring Computerized Transportation System Tentative Timeline 1989 Data Processing Page 106 Page 111 Page 124 Page 129 Page 131 Page 139 Page 146 Page 149 Page 224 Page 227 Page 229 Page 230 A 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. Of course, real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: 1 A. B. The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. C. D. E. F. G. H. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/ incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments
participation in extracurricular activities
distribution of resources
etc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. 1. 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.. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It 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. Page 1 XLEADERSHIP 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. r 1 4 n 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. No plan should settle for the mere mixing of youngsters. The plan should have as its primary 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 superintendent and Board of Directors. The superintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the superintendent will assert their leadership in the following: School boards should represent the multicultural backgrounds of the population that they serve. The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. p The school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. i The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. Page 2 Ji The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment. The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/ Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/ Administration Relations in Fiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Further, the District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. Page 3EARLY CHILDHOOD EDUCATION ai-i 1 I 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 Governors 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 Benjamin Bloom on the need for education for 3- and 4-year-olds, additional studies have continued to document the academic and social success of 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 childrens 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 199Os. According to Department of Education estimates, nearly 65 million children are enrolled in pre-primary programs today, with an estimated 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 Childrens Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 25 million children who need early childhood education services. This lack of affordable Page 4 programming leaves over two million children of the nations most disadvantaged children unserved. In Pulaski County (Arkansas), the Head Start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged. Poverty continues to be a problem for young children: Twenty-five percent of all 4- and 5-year-olds today are poor (Childrens Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Childrens Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Childrens Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that todays 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: I. HIPPY - The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. 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. n. Four-Year-Old Program - The Districts preschool curriculum model, which is developmentally appropriate and fosters the active and independent learning of each child, will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HI. City-wide Early Childhood Education Program Page 5Rj A. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) Overview During the fall of 1986, the Little Rock School District implemented the Home I Instruction Program for Preschool Youngsters 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. Although enrollment has increased in early childhood programs, the needs of many children of low-income and minority families are not being met. The Little Rock School District HIPPY Program depends on external funding sources. The HIPPY Program cannot be continued at present levels without the continued receipt of JTPA and Chapter 2 funds. I B. 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. C. Evaluation and Monitoring Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. Page 6 FOUR-YEAR-OLD PROGRAM A- Overview A four-year-old school-based program was implemented during the fall of 1988. The High/ Scope Program curriculum, or a comparable developmentally appropriate and validated curriculum, forms the core of the four-year-old program. A fundamental premise of the 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 development. The curriculum complements the home-based curriculum of the Home Instruction program. 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 motivated, 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. 1 B. 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 Districts expectations for a quality Early Childhood Education Program. The curriculum provides a useful framework to guide teachers in conducting the classroom program. Key experiences help the teacher encourage and extend childrens selfchosen activities by providing developmentally appropriate learning experiences to develop each childs ability to: 1. 2. 3. 4. 5. Make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. Work with other children and adults in group planning and cooperative efforts with shared leadership. i s Express thoughts, ideas, and feelings
to speak about, dramatize, and graphically represent experiences in order to communicate them to others. Comprehend others spoken, written, dramatic, and graphic representations. Page 79 C. D. 6. 7. 8. Apply his or her reasoning abilities to a wide range of situations using a variety of malcrials. Expand knowledge of objects, skill in the arts, and comfort with physical movement. Expand creativity, initiative, spirit of inquiry, and openness to knowledge and other peoples viewpoints. Evaluation 1. 2. 3. 4. Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. Expected Outcomes I During the 1988-89 school year, the Four-Year-Old Program was implemented in three incentive schools. By the 1991-92 school year, the program will be implemented in the schools listed below: .1 ''i Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. Page 8 Il CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three objectives
(1) to provide parenting education for the parents of early childhood students
(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness
and (3) to provide a quality pre-school program for disadvantaged students. The 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 Day Care Center program has two early childhood centers. The purpose of the citywide 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 quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the objectives of the citywide early childhood education program, the three entities cited in this 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 requirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not required to be certified or have degrees Serves three- and four-year-old students Three centers in boundaries of LRSD - old King School, Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides City of Little Rock Day Care Program A. Teachers are required to have degrees B. Teachers have participated in PET and EPSF training Page 9 J 1 c. D. E. F. G. H. Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not required to have parent involvement - parent involvement program held twice a year Site used by LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation requirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 and beyond Uses aides In 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 sponsors 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 program will meet as needed to review vacancies and identify referrals. Page 10 I -Il I I 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 preregistration 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 childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of I 1 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. Page 111 ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL "J' The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. All students will be assigned by the Little Rock School District Student Assignment Office. Little Rock School Districts Rockefeller Elementary School is considered separately because it provides a unique opportunity to explore and develop excellent early 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 196Os, Rockefeller contains the only early childhood education program in Pulaski County providing complete continuity of education and childcare ("educare") from early 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 early childhood education program at Rockefeller School: 1. Capitalize upon the schools high quality early childhood education as a I 1 K desegregation tool. Coupled with the schools other excellent programs, early childhood education can help to achieve racial balance by attracting white children as well as by helping any disadvantaged children achieve an equitable education. Parents have noted that the early childhood education program at Rockefeller is presently more racially integrated than the schools 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 countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. Page 12 J3. 4. 5. 6. 1 7. Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or "add-on" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. A 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. Re-evaluate Rockefellers 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 desegregation tool at Rockefeller, to remain competitive with private schools and daycares, and to hold both its private paying 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 activities will be b2ised upon young childrens interests and styles of learning, emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. i i I f Page 13 J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To promote the HIPPY program. 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July Annually July Annually Mailed letters Appear on show 2. To select HIPPY aides. 2.1 Interview and select fourteen (14) aides. August Annually August Staff By applicants response 3. Initial training of aides and staff. 3.1 Arrange logistics with state for the initial training. Annually Annually Supervisor Pay the bill 4. To enroll families into program. 4.1 5. To recruit families. 5.1 Conduct home interview and enroll families into program. Compose and mail correspondence to community churches to recruit families and instructional aide trainees. September Annually September Annually Supervisor Coordinators 6. To determine service of coordinators. 6.1 Identify families to be served by each coordinator. 7. To assign families to be serviced by aides. 7.1 Identify families to be served by each aide. 8. To organize instructional material. 8.1 Print curriculum material. 9. To familiarize aides of the HIPPY implementation in LRSD. 9.1 Conduct three (3) day workshop. (B 00 o 10. 11. Obtain material for program. To orientate enrolled families to the Hippy program. 10.1 11.1 Order material. Conduct orientation meeting. August Annually September Annually September Annually September Annually September Annually September Annually September Annually October Annually October Annually October Annually September Annually September Annually September Annually September Annually Certification of aides Supervisor Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Supervisor Supervisor Coordinators Printing completed Agenda/ Receive material Receive materials Families enrolled in program fl LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education (continued) Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 12. Identify meeting sites of group meetings. 12.1 Secure meeting sites for group meeting. October Annually November Annually Coordinators Confirmation of site 13. To schedule implementation of HIPPY curriculum. 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trainees mid point (15th week). 16. To determine program success. 17. 122 13.1 132 13J 13.4 14.1 15.1 16.1 Mail out notification of meeting sites. Schedule aides weekly home visits and group. Schedule area group meeting - print flyers. Schedule weekly service for aides. Schedule aides first teaching with (own child). Schedule workshop for parents and aides, mail out and print materials. To evaluate each aide trainee. Conduct survey of parents - print materials. ca OQ fl) 18. Oct-Nov Annually October Annually October Aimually October Annually November Aimually December Annually January Annually November Annually November Annually November Aimually October Annually November Annually December Annually January Annually Supervisor Coordinators Coordinators Coordinators Supervisor Supervisor Coordinators Supervisor Coordinator Coordinators Supervisor Coordinators Receive materials Received materials Completion of survey Began second-part of programs implementation. Evaluation of aides. 17.1 18.1 Implement second part of HIPPY curriculum: a. print material b. print flyers c. mass mail out Evaluate aides. February Annually March Annually May Annually March Annually Supervisor Coordinators Coordinators Participation of parents Materials completed Completed 1' ^,1 maI LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education (continued) Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 19. Provide parents with information to be successful with their children. 19.1 Obtain a site and speaker and schedule a lecture for parents. March Annually March Annually Supervisor Consultant fee paid 20. Build the aides children self esteem. 20.1 Activity. April Annually April Annually Staff Consultant fee paid 21. Graduation of HIPPY children and aides reception. 21.1 Staff will organize. June Annually June Annually Staff Completion of program 22. Evaluate aides. 22.1 Schedule final evaluation of trainees in the program. June Annually June Annually Coordinators 23. Staff in place. 23.1 To begin implementation of HIPPY program. July Annually June Annually Staff began implementation of program 24. Maintain regular staff. 24.1 Secretary. July Annually June Annually Supervisor To assist in the implementation of program 25. To assist in traveling eiqiense. 25.1 Aides made home visit. July Annually June Annually Aides Pay stipend P3 no o oiWleeb WMiiW LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education - Four-Year-Old Programs Goal I: To implement the Four-Year-Old Program in selected schools. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Identify and assign new four-year- old program participants in the incentive schools. 1.1 Provide pre-registration inservices to elementary principals. Second Semester February Annually Student Assgn Office Communications Dept Principals Applications returned to Student Assignment 2. Recruit teachers and aides as needed. 3. Obtain curriculum materials, suppUes, and furniture as needed. 4. Train teachers and aides in the implementation of E.CJE. curriculum. 5. Familiarize parents with Four- Year-Old Program. 12 1.3 2.1 3.1 4.1 42 5.1 tu no n> 52 Conduct media publicity for preregistration. Assign four-year-old students. Interview interested teachers and aides as needed. Complete and send orders to vendors. Conduct orientation and inservices. Conduct monthly inservices. Conduct parent orientation meeting and parent conference. Include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. January Annually April Annually May Annually June Annually August Annually September Annually August Annually July Annually April Annually Ongoing Ongoing Ongoing Ongoing Ongoing June Annually Principals Student Assgn Office Communications Dept Supervisors Human Resources Dir Principals Principals Supervisors Supv/ Staff Dev Supv/Staff Dev Classroom teachers Principals Participants identified A list of qualified applicants Materials available Agenda Agenda Number of parents attending Parent/ Teacher Conference Master schedules s LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education - Four-Year-Old Program Goal I: (continued) Objectives Strategies/ Activities Rt^nning Ending Date Date 5. (continued) 5.3 Ensure key experiences occurring in the classroom. August Annually June Annually 6. Evaluate effectiveness of the Four-Year-Old Program. 6.1 Administer appropriate evaluation to four-year-olds. Annually 62 Analyze Student Assessment test data and prepare report for LRSD Board of Directors. June Annually July Annually 6.3 Utilize results for program improvement. As needed but no less frequent than annually Responsibility Principals Classroom teachers Supervisors Classroom teachers Assoc Supt Supervisor Evaluation Curriculum checklist Evaluation results Evaluation report TS ta 00 I 00 i pj TO ft VO 17 . .* mmhc Ml LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Early Childhood Education Goal: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program. Objectives * 2. 3. Strategies/ Activities Rr^inning Date Ending Date Responsibility Evaluation 1.4 To receive a letter of support from each agency desiring to participate. May 1989 May 30,1989 Key representatives from each agency File record of letters To develop a pbn for planning a city-wide early childhood program. To initiate the planning for the implementation of a citywide early childhood program. 2.1 22 2.3 3.1 32 3.3 3.4 To establish pbnning procedures and identify key committees and chairpersons needed for the pbiming process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tacks to be accomplished by each committee, including approprbte timelines to be met. To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). June 15, 1989 July 15, 1989 Sept 1, 1989 Sept 1989 Sept 1, 1989 January 1989 Feb 1990 June 15, 1989 July 30, 1989 Sept 30, 1989 Dec 1990 Sept 30, 1989 Feb 1990 March 1990 Objective 1 and Strategies 1.1 - 13 were not filed as part of the original document submitted to the Court. Key representatives from each agency Key representatives from each agency Key representatives from each agency Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Structured plan for plaiming on file Record of committee members Record of committee members Minutes of meeting Identification of committee Submission of first draft Draft submitted to Board 1 A II 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. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan. New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. I 1 Little Rock School District/Arkansas Power and Light Company Summer Science Institute: This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. 1 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 motivational experiences. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. I II t I I I c Page 20 J SUMMER 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. 2. 3. 4. 5. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. Counseling services provided through two (2) JTPA counselors. Motivational and enrichment sessions conducted on a weekly basis. Computer-assisted instruction with appropriate software in reading and mathematics skills. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two-one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. This program model has demonstrated its potential for increasing student performance. A significant factor has been the utilization of highly motivated, competent, and caring staff members. This program model has been effective because all of the components have been carefully blended. I Page 21 JIL 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. III. 1 Evaluation Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. I d'
- I 1 : V I i i 1 lit I I ') 1 I. 'll I .'J' Page 22 J 1I1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Summer Learning Program Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 1. To identify students in need of remedbtion. 1.1 To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/ or math. 2. To individualize instruction to meet the needs of students. 2.1 Group students according to test scores, i.e., slow learners together. 3. 22 2.3 2.4 2.5 Date April Date June Director will oversee the overall program. Administrative Assistant will assist the Director and handle all office duties and manage the office. Submit pre-test results. Ongoing evaluation is done to teachers every two weeks on standard JTPA evaluation form which is kept by the City of Little Rock and our office to JTPA. Ca OQ n Give students faith in his/her ability to learn. 3.1 32 Provide a tutor to help students with greatest needs. Schedule cbss time so that teachers have time to work with each student on a one-to-one basis. Use classroom instruction, training, and the computer bb in the learning process to address remedbl needs. Properly motivate the students to encourage him/her to want to learn. Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. Counselors will setup sessions for individual counseling with students that are having problems. Contact parents when necessary. Work closely with teachers. Help setup group counseling sessions. Teachers work with students to help them improve in reading and math. Motivate and encourage them in the learning process. Tutors will assist the teachers in the cbssroom, help the slow learners. Assoc Supt Deseg Assoc Supt Educational Programs To post-test at the end of program to see the growth differences gained by each student. Teachers will keep daily or weekly evaluation reports on each student in a personnel folder. Students will be permitted by teachers to review their evaluations, discuss, sign, date and write any comments that they might have. 1I ASSET PROGRAM / 4^ I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available 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 socioeconomic 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: 1. 2. 3. 4. 5. three existing junior high populations are not receiving remedial assistance
the location of the remediation sites prevents access by some students to the services
t I I the "at risk" students need life-coping and life-planning skills essential for success
the "at risk" populations is not restricted to students only in grades seven, eight, and nine, but "at risk" students in grades ten, eleven, and twelve are not receiving the needed services
the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. I IL 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. Page 24^1? m. 'I 1 1 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to "at risk" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of "risk" - low academic achievement, high absenteeism, poor 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. Evaluation and Monitoring The activities of the JTPA/ ASSET Program, will be monitored by the Districts Office of JTPA/ ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data
A. B. C. D. E. F. G. The number of identified "at-risk" students grades 7-12, needing the services compared to the number participating
Standardized test results of the participating students
Academic performance in regular classrooms according to nine-weeks grade reports
Absentee records from the home schools of participating students
Number of school drop-outs
1 1 Follow-up reports concerning employment and educational activities of participating students who exit the program
The number of parents involved in parental/ home reinforcement activities. Programs and individual components will be continued if JTPA fimding is available. Page 25 I 4 J k1 -li*'! 'itaaMMkl LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: JTPA ASSET Program/Extended Tutorial Program Goal: To eiqjand the JTPA ASSET Program to include the program in all junior high schools except Mann Magnet. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. To continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. 1.1 12 1.3 1.4 IJ 1.6 2. To implement the above program through remaining non-magnet junior high schools. 2.1 22 2.3 2.4 Identify students needing services. Advertise and employ counselors. Advertise and employ teachers. Advertise and employ tutors. Order materials/supplies. Schedule/ Implement home transportation. Identify students needing services. Advertise and employ counselor. Advertise and employ teachers. Advertise and employ tutors. Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 1, 1989 Sept 30, 1989 May 31, 1990 May 31, 1990 May 31, 1990 Ongoing Ongoing Sept 30, 1989 May 31, 1990 May 31,1990 May 31, 1990 Local school counselors Director of Personnel Director of Personnel Director of Personnel Director of JTPA/ ASSET Director of Transportation Local school counselor Director of Personnel Director of Personnel Director of Personnel Class rosters Signed contracts Signed contracts Signed contracts Materials received Busing schedule completed Ctass rosters Signed contracts Signed contracts Signed contracts xJ OQ n KJ 2.5 2.6 Order materials and supplies. Schedule/ Implement home transportation. Sept 1, 1989 Sept 1, 1989 Ongoing Ongoing Director of JTPA/ ASSET Director of Transportation Materials received Busing schedule completed L LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: JTPA-ASSET Program/ Extended Tutorial Program Goal
To expand the counseling components. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation ta 00 n 1. To provide more indepth and group session counseling. 1.1 12 1.3 Advertise and employ additional counselors. Revise existing counseling progress to include emphasis on life-coping and life-planning skills. Implement above skills. Sept 1,1989 Sept 1, 1989 Sept 30, 1990 May 31, 1990 Sept 30, 1990 Ongoing Director of Personnel Director of JTPA-ASSET Counselors Signed contract Development of program outline Student involvement in identified activitiesSCHOOL OPERATIONS The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 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 developing and monitoring plans to reduce the disparity of disciplinary actions. 4. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. 5. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. 6. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. I I 1 i I I-i
r I a 9. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. I II 1 To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. 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. II Il 11. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. Page 28 1 I 13. I 14. 15. 1^ H) To ensure schoolwide planning and individual academic achievement
to address disparities, individual needs and student success
and to provide staff development on an ongoing basis. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 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. Page 29 ,1 p J ! 1 1, I, I J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal I: To ensure an organizational structure w4iich provides equity of opportunity and of access. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation pbn. 1.1 12 1.3 2. To provide inservice to raise staff awareness/ expectations of equity concerns for students. 2.1 3. To provide programs which raise parental awareness of district structure, poUcy and programs and ways to access them. 3.1 4. Appoint school based biracial committees to monitor implementation and data. A districtwide biracial committee will monitor districtwide desegregation efforts and data. Establish a reporting system. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Mini-seminars at PT A meetings and in the community. June-July Annually June Annually August Annually June Annually Ongoing Ongoing Ongoing Ongoing Principals Associate Supt Associate Supt of Educational Programs Associate Supt of Desegregation Assistant Supts Appropriate Assoc Supts and Staff of District State Dept of Education District Staff PTA Council (local and area) Survey of staff and patrons Report of the biracial committees Roster of teachers/ participating staff Data based Improvement in targeted student schools Calendar showing programs held Rosters of attenders *13 P3 OQ rt CP o To monitor school standards to ensure high quality education for all students. 4.1 42 Review of data. School monitoring visits. Annually Ongoing Assoc Supt Principals Asst Supts Planning, Research and Evaluation Calendars of visits Monitoring reportsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal II: To provide a climate in each school with is based on the belief and expectation that all children can learn and to provide resources necessary to support and effect that belief. Objectives Strategies / Activities Beginning Date Ending Date Responsibility Evaluation 1. Provide education to staff and patrons regarding school culture and positive school climate. 1.1 12 2. Monitor school climate and resource allocation. 2.1 22 2.3 3. *13 ta 00 O To work with schools to help them design programs vdiich meet the specific needs of their students. 3.1 32 32 PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: e:q>ectations, working with at-risk and disadvantaged students
and creating positive climate. Monitor facility, staff morale, student achievement, status of media center books and materials. Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Annually Annually Annually Annually Annually Annually Annually Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing District personnel as designated by the Assoc Supt Asst Supts Principals Media Supervisor Asst Supts Principals Media Supervisor Asst Supts Principals Media Supervisor Identified district staff Educational Programs Educational Programs School Principals and Staffs Agendas of meetings Measurable improvements on individual school climates Reports of Supervisors, Asst Supts Staff development rosters Quality of education survey results Completion of program designs School profiles and monitored building plans aiiiBi J MM. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal II: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 4. Establish a program to familiarize parents with school ejqiectations and to build a partnership with them. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Annually Ongoing Principals Staff Development of and sharing of school based objectives, discipline poUcies, etc. 42 Involve parents as full partners in planning at schools for students' growth and success. Annually Ongoing Principals Staff PT A Board Patrons Statistical improvement in student behavior and achievement ta Cto o to I lanLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal 111: To develop and implement policies which enhance school chmate and improve student discipline and attendance while also meeting individual student needs and learning styles. Objectives Strategies/ Activities Beginning Ending Date Date Responsibility Evaluation 1. Provide inservice training to district personnel on discipline in a desegregated setting. 1.1 Conduct inservice training on discipline management in all local schools. As Needed Director of Pupil Services Building principals Asst Supt 2. Provide inservice to district personnel on behavioral styles and learning styles of. students and divergent backgrounds. 3. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. 4. Appoint joint committee with PCSSD and NLRSD. 12 2.1 3.1 32 4.1 Provide follow-up training for new staff on a regular basis. Provide training for school based improvement teams (to involve staff and parents) v4io will train staff at the school site with annual maintenance. Committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Review attendance and disciplinary policies and consequences. Annually Annually Annually As Needed Ongoing Ongoing Ongoing Ongoing m n U) CP Building principal Director of Pupil Services Associate Supts Staff Development Staff Identified Staff Associate Supts Principals Teachers Director of Pupil Services Patrons Asst Supts Appointed staff 3 districts (see Tri- District component) Review and revision of tri-district attendance and disciplinary policies I I i i h. JLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal III: (continued) Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 5. Put in place alternatives to suspension across the district with at least one such intervention to be pbced at each school. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 52 6. Establish a school based student discipline and attendance incentive system at each school. 6.1 Effectiveness of these alternatives to be regularly assessed. Review research and develop rewards program such that recognition and incentives will be individual to the school. 7. Provide counseling intervention for students with chronic disciplinary and/ or attendance problems. 7.1 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. 72 Involve parents in the team process regarding their children through meetings/ conferences. Date Ongoing Fall 1991 Annually Annually Date Ongoing Ongoing Ongoing Ongoing *10 co 00 n Asst Supts Principals School Based Staffs Principals/ Staff Asst Supts VIPS Patrons Principals Guidance Depts Director of Pupil Services Building Staffs School Health Services Coor Principal PTA Officer PTA Council Counselors Pupil Serv Teams School Health Services Existence of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior Records of counseling intervention Records of parent/ team involvement Statistical decrease in student attendance/ disciplinary referrals J b.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal IV: To provide guidance/counseling services -wdhich address individual student needs
are supportive of strategies and interventions to enhance student success and expectations
and provide communications to families of students. Objectives Strategies/ Activities Beginning Ending Responsibility Date Date 1. Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. 1.1 12 2. Make parents partners in education of their children - by making information accessible to them and keeping them informed. 2.1 22 3. To make students aware of educational and post educational opportunities. 3.1 4. Evaluation Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Skills and employment fair to be held annually in conjunction with business community. Summer 1990 Annually Spring 1990 Annually Annually Ongoing Annually Ongoing Ongoing p 00 o> CM Create community linkages to assist students in need of special services. 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, pubUc and private service providers, provide school linkages with guidance staff for student special needs interventions. Ongoing Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Assoc and Asst Supts Educational Programs Building principals Communications Department Vocational teachers Counselors Volunteers in Schools PTA Counselors LRSD New Futures Liaison Assoc/ Asst Supts Dir of Pupil Services Deputy Supt Publication of document Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education Rosters of meetings Employment Fair Student attendance Established community linkages MMi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal IV
(continued) Objectives Strategies/ Activities Spinning Ending Date Date 5. Create academic intervention strategies on a school basis. 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Annually Ongoing Responsibility Evaluation 0o0 o\ Principals Staffs of Buildings Assistance from Educational Programs Assoc/Asst Supts Annual plan and annual evaluation report comparisons J 9 B fl 5 5 li I AREA: School Operations LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal V: To provide guidance/counseling which assists students to acquire habits and attitudes necessary for progress in school and in bter life. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Provide minicourses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade four and through high school. 1.1 12 2. Raise awareness of student or future career options. 2.1 Minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Use of resource volunteers in classes and assembUes beginning in elementary schools to address career options. Annually Ongoing Classroom teachers VIPS Guidance counselors Development of minicourses 1991-92 School Year Ongoing Ongoing As needed *13 co (W o Curriculum staff Staff Development Director Teachers-gr 4-12 Student participatioi in these (comparative numbers) Rosters of volunteers I I J k iiBImhmiJ Hm an ! S B ! LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VI: Monitor student class ratios, instructional and teaching practices to ensure equity for all students. Objectives Strategies/ Activities Beginning Ending Date Date 1. Achieve equity in class structures by grade and by subject area. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Annually Ongoing 2. Achieve equity in student instructional practices. 3. Achieve equity in teaching methods. 12 1.3 2.1 22 3.1 Responsibility Evaluation Address disparities with intervention activities. Remove barriers to equitable participation of students. Review grade distributions by subject, by cbss, by teacher on a semester basis. Address disparities with intervention activities. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Annually 1989-90 School year Ongoing Ongoing As needed Principals Asst Supts Assoc Supt Principals Asst Supts Assoc Supts Staff Development Human Resources Principals Asst Supts Assoc Supts Monitoring of ratios* and student outcomes Monitoring of master schedules Attendance at inservice Classroom Visitations fl w OQ f UI 00 Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed. JB B I ! LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VII
Provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricutor activities^ Objectives Strategies/ Activities Beginning Date Ending Responsibility Evaluation 1. Inform all students and patrons of co-curricubr/ extracurricubr activities avaibble for students and of participation requirements. 1.1 12 1.3 1.4 2. Staff recruitment of students to participate. 2.1 22 3. Increase student participation, particubrly minority student participation in co-curricubr activities. 3.1 32 3.3 4. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Individual staff contacts with students encourage involvement. Staff shall specifically recruit from among students who do not typically participate in particubr activities. Profile student involvement in each club or activity. Disaggregate participation data. Annually Annually Annually Annually Annually Annually Date Ongoing Ongoing Ongoing x) 03 00 n CP Remove all barriers to equitable participation of students who wish to participate in extracurricubr activities. 4.1 Develop school based recruitment pbns. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricubr activities. Annually Ongoing 42 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Annually Ongoing Communications Dept Principals Staff PTA Board Educational Programs School based Dir of Extracurricubr Activities Log of announcements, media usage, other community student contacts Individual staff members Principal Staff Asst Supt Directors of Extracurricubr Activities Manager of Support Services Asst Supts Assoc Supt Deseg Principals Comparative review of data regarding numbers of applicants and participants by race Yearly analysis of participation data and comparative profiles Yearly analysis of participation data and comparative profiles J AREA: School Operations Goal VII
(continued) Objectives 5. Develop school profiles which provide overview of school success or its impact on students so that changes and/ or interventions can take place as needed. co OQ O) B 9 B M LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 5.1 52 52 Profile school by: a. grade distribution b. attendance Annually Ongoing c. d. e. f. disciplinary outcomes test scores student involvement in school related activities course enrollments/ special program enrollments Data to be disaggregated by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. Assoc and Asst Supts Principals School Staffs Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation imlaiMH LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal VIII: 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. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Visits to school by testing/ evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. 1.1 12 1.3 1.4 2. Disaggregation of test results by grade, by race for review and assessment for intervention purposes. 2.1 12 2.3 Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/ improvements. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention pbns to address specific student needs. Spring Atmually Annually Annually Annually Annually Annually Ongoing Ongoing ofrao D Planning, Research and Evaluation Asst Supts Principals/ Staff Educational Programs Monitoring visits and reports Principals Principals Asst Supts Testing/ Evaluation Principals/ Staff Assoc/ Asst Supts Data assessment Documented interventions as needed Report of outcomes Existence of plans A J AREA: School Operations J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal K: To give local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results. Objectives Strategies/ Activities Beginning Ending Date Date 1. Develop/enhance site-based management at designated schoob. 1.1 12 IJ 2. 3. Provide support to revitalize school environments to make it conducive to student learning and to order. Respond to principal requests for assistance in a timely manner. 2.1 3.1 Staff development for principals. Revision of district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Plan of district school renovation to meet programmatic and student popubtion needs. Set up format for technical assistance with assigned personnel to work with individual schoob. Annually Annually Annually Annually Immediately Ongoing Ongoing Ongoing Ongoing As needed Responsibility Assoc/Asst Supts Support Services Assoc/Asst Supts Educational Programs Curriculum Directors, Supervisors, and Coordinators ISa M SB Evaluation Conduct of staff development Principal feedback Asst Supt evaluations of school climate and programs and principal management of these Completion of task Principal evaluation of pbn T3 ca 00 n 6 I B H LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal X: Review staffing patterns and staff assignments on all schools and district division for equity. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. 1.1 Review of all current staffing with identification of staff by sex, race and subject area wdio will be retiring to project needs. Annually Ongoing Semiannual Director of Human Resources Completion of tasks 2. Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. 12 2.1 22 f1a0 enra 6 Projection of student population on two year basis to validate expected needs. Development and assessment of school and divisional staffing patterns. Recruitment of support and nonteaching staff to reflect equitable racial representation in all positions. Spring Ongoing Assoc Supt-Deseg Aimually Summer 1989 Ongoing Director of Human Resources Building principals Division heads Principals Director of Human Resources Assoc Supts Completion of tasks Enhance racial balance in all positions J LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XI: Establish recruitment programs for representation of minorities in all positions in the district. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation "13 (W o 1. Create pool of currently certified teacher applicants and of students pursuing certification. 1.1 12 1.3 1.4 Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/ PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish "in school" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. Fall Aimually Spring Annually Annually Spring 1992 Ongoing Ongoing Ongoing Ongoing Human Resources Directors-three districts Human Resources Directors-three districts Practicing teachers (3 districts) on a voluntary basis Principals Human Resources Office Teacher Sponsor of FTA Collaborative effort with local universities Human Resources Office Educational Programs Completion of task Preparation of and implementation of sharing plan Implementation of procedures Increase in pool of teacher/ administrator applications for LRSD JLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XII: Ensure schoolwide planning for programmatic excellence and individual student achievement. Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation 1. Provide school based pbnning based on analysis of all available data
a specific format for addressing school racial, gender, SES disparities. 1.1 12 1.3 1.4 IJ 1.6 1.7 Date Date hd to ere (D Ln Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Via disaggregation of data rebtive to: a. student performance b. discipline c. attendance d. participation in school activities e. pbcement in cbsses Train staff to deal with data and implementation of strategies. Evaluation of outcomes of interventions via milestone reports and final yearly reports. Reassessment of and modification of objectives and strategies. Creation of final plan and strategies. Atmual assessment of outcomes of yearly plan. FaU Annually Annually Annually Annually Annually Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Educational Programs Committee of principals Planning, Research and Evaluation School Staff/Principals Sch Improvement Teams Educational Programs Planning, Research and Evaluation Principals/ School Staff Sch Improvement Team Asst Supts Principals/ Staff Principals/School Staff Deputy/ Assoc and Asst Supts Principals/ Staffs Sch Improvement Teams Formulation of guidelines, plans and interventions Disaggregated outcome based data Outcomes evaluations conducted on a comparative basis Assessment process and remediation plans for areas in need of improvement I LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XIII: Provide staff development on an ongoing basis to staff and information to parents relative to student success. Objectives Strategies/ Activities Beginning Ending Responsibility Evaluation Date Date 03 00 Q 1. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. 1.1 12 IJ Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. TESA b. PET c. Classroom Management d. School Management Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide districtwide program of staff development. Annually Annually Annually HI Ongoing Ongoing Ongoing with maintenance Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Assoc Supt-Educ Programs Asst Supts Director-Staff Dev State Dept of Ed Provision of staff development Evidence of enhanced classroom instruction with improved student performances LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: School Operations Goal XIV
Collaborate with contiguous districts regarding aspects of the plan which wiU facilitate and enhance and desegregative efforts. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. 1.1 Contained in the 'Interdistrict Desegregation Plan". See Interdistrict Plan See Interdistrict Plan Superintendents and staff of three districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the three districts in areas addressed I T) ta era n 1 I PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS 1. Overview The Program for Accelerated Learning (PAL) and other LRSD academic support - 1. L (remediation) programs provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. PAL and other support programs are available for all grade levels, K-12. These programs provide maintenance and reinforcement for the student in need of this kind of support while enabling the student to experience success within the regular classroom setting. Pal and other support programs are transition programs that are designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, and math at the secondary level. PAL and other support programs are planned to be fast-paced, high-interest, high expectations, and individualized. These programs will have specified time frames by which students will meet performance criteria. These programs must have the specific written approval of the parent or guardian before students may be placed in them. Even then, pullouts will be a last resort and will be kept at a minimal level. Technology assisted instruction is used to provide remediation/academic support and intervention learning/ teaching strategies for targeted students. Computers, video discs, VCRs, and appropriate software support the instructional needs of each student, and instruction, utilizing technology, incorporates cooperative learning strategies. In the PAL/ elementary computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 35 or more minutes a week in both math and reading. PAL specialists, at the elementary level, in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide (lab attendant) supervises and assists the students as they participate in the individualized state-of-the-art instructional program administered by the computer. The eventual goal is to add a computerized management component to provide (1) annual pre and post criterion- referenced tests for most grades including grading and reporting, (2) computerized scoring of I 1 Page 48 i: 11 J5'. ^1' J unit tests for mastery and (3) the automation of record keeping to provide the teacher with more time to work with students and better data with which to approach that task. PAL/ Academic support programs are cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural, and inter-disciplinary approach to learning, with a language (oral and written) base for emphasis in each central core area. Staff members use a variety of instructional strategies and utilize both in-district and community resources for motivating students. Parents are actively involved in each phase of PAL, including individual assessment, individual improvement planning, formative assessments, workshops, and summative evaluations. Each parent signs a written agreement, along with school representatives, identifying the responsibilities of the parents, school staff, and students. n. Areas of Collaboration Possible areas of collaboration among the three Pulaski County school districts are as follows: A. Information/ Resource Sharing, especially related to planning for "at-risk" students r- B. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.) c. Establishment of complementary sites for summer schools and other programs D. Joint applications for funding by grants, foundations, etc. III. Expected Outcomes A. Elementary and Secondary Programs for Accelerated Learning (PAL) as well as other elementary and secondary support programs have the following goals: 'll 1. To identify educationally-disadvantaged students through appropriate assessment procedures. I' 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. I I 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/ support teachers. 11 a. The individual school will initiate plans to remediate skills not mastered. I I I p 4I I I I I Page 49 J b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. it 3 4. To provide a fast-paced, multicultural, technology assisted, language-based, individualized instruction program for educationally disadvantaged elementary students. 5. To set academic performance/achievement timelines for each student in the program 6. To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. B. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. To provide transition/support programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. 2. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). i 4. To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. 5. To set performance/achievement timelines for each student in the program. I Page 50 J 6. To actively involve parents in the development and implementation of the skills improvement plans for the child. 7. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. C. PAL/ Academic Support Programs - Grades 7-12 I IV. 1. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. 2. To provide learning and study skills as an integral program component. 3. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 4. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. 5. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. 6. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. Evaluation and Monitoring A. Student: Evaluation (formative and summative) of the student is based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. B. Program: The program is monitored and evaluated based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 51 I I iJ n n Ki B B B BBbhBBBB LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/Remedial Education Goal: To refine the overaU implementation of the Little Rock School District Program for Accelerated Learning (PAL), Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. Refine the program implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Ll 12 1.3 1.4 1.5 1.6 1.7 1.8 <fwt tzi Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guideUnes, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred quaUties for teacher selection. Refine pbcement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade "at^isk" students. FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 Spring-FaU 1988 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Superintendent List of committee members Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Assoc Supt-Educ Progs Principals Principals Documentation Committee meeting agenda Recommendation Criteria for teacher selection Placement criteria Exit criteria Student registration Completed Improvement Plans I i ww LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. (continued) 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. FaU 1988 Ongoing Supervisors of Reading, Math, and EngUsh Classroom monitoring documentation 1.10 Develop list of suggested material and suppUes that wiU address students specific skills deficiencies. FaU 1988 Ongoing Supervisors of Math, Reading, and EngUsh Suggested list 1.11 Order needed materials and suppUes. August 1988 Ongoing Supervisors of Math, Reading, and English Purchase of materials and suppUes 2. Design and implement effective staff development to ensure equity. 2.1 22 Plan and conduct inservice for Central Office staff. Plan and conduct inservice for teachers. Inservice should focus on the foUowing activities: a. b. c. d. FaU 1988 Ongoing Assoc Supts Agenda FaU,1988 Ongoing Assoc Supts Agenda (*a0 efrsa Ul LU e. f. 8- Ensure heterogeneous grouping in regular math and EngUsh classes Schedule math and EngUsh PAL teachers with simultaneous cbsses Review faculties crlterb Review pbcement criterb for: (1) Learning Lab (2) Specbl Education (3) Math/EngUsh PAL Cbssroom Review personnel selection criterb Select and order suppUes and materbb Provide training on administering TABE (pre/post) Test. Supervisors of Reading, Math, and EngUsh I S S 5 KM Hi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2. (continued) 2.3 Plan and conduct buildmg4evel inservice for entire faculty. Fall 1988 Ongoing Principals Agenda 2.4 Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Fall 1988 Ongoing Supervisors of Math, Reading, and EngUsh Agenda 25 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need August, Sept 1988 Ongoing Assoc Supt - Educ Progs Agenda 2.6 Paired teachers will develop instruction schedules (English/ math) according to student needs and class periods. Alternatives may include: a. instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 1989 *p0 ToO> y ri Ml LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2. (continued) 2.7 Plan individualized instruction based on each students assessed needs. A common pbn may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/ or attached on sheets as needed. This profile then becomes the pbn. a. b. c. d. e. Identify approprbte materbls/ resources Determine approprbte instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson pbns that reflect the above procedures and information Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 1988 Fall 1988 Ongoing Ongoing Teachers Plan tc era n CA UA Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. August 1988 Ongoing Secondary principals and supervisors of Reading, Math, and English Supervisor of Reading Classroom observation and documentation Agenda LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Educational Programs - Compensatory/ Remedial Education Goal: (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 3. Provide equity in program facUities. 3.1 Develop criterb for facilities to address cbssroom: a. attractiveness b. lighting c. ventUation d. accessibUity e. essentbl space Ongoing Assoc Supts Criteria 4. Employ approprbte personnel to implement an equitable and effective program. 5. Provide ongoing program evaluation to ensure educational equity. 32 3.3 4.1 42 5.1 52 53 Provide bcUities criterb to buUding principals (refer to 22). Monitor adherence to facUities criteria. IdentUy regubr substitutes for computer bbs. Train computer bb substitutes. Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 FaU 1988 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Assoc Supt for Ed Progs Assoc Supt for Ed Progs Assoc Supt for Ed Progs Supv of Instr Tech Evaluation and Testing Director of Evaluation and Testing Agenda item Visitation documentation List of identified substitutes Agenda for training sessions Completed evaluation design Evaluation instrument V 03 OQ Ul Monitor PAL cbssrooms and evaluate PAL Program. FaU 1988 Ongoing Director of Evaluation and Testing Assoc Supt-Educ Progs Supervisors of Reading, Math and EngUsh Annual Board Report Documentation MMN 5 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Instructional Technology Objectives Strategies/ Activities Rt^ginning Date Ending Date Responsibility Evaluation Implementation of PAL Computer Program Replacement of lab attendants as needed June 1 Aug 30 Redistribute computers based on enrollments Sept 1 Sept 8 Schedule initial update and reriew inservice and new staff training August 1 Aug 15 Director-Human Resources Supv-Instructional Technology Staff Contracts Internal Base Pre-school agenda Conduct initial inservice August 22 Sept 1 Staff Pre-school agenda Conduct new staff inseiA'ice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation Complete computer basic skills placement Notify Math/ Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed August 24 Sept 12 Staff Weekly reports Sept 8 Sept 8 Sept 8 Sept 8 Sept 11 Sept 8 Sept 12 Sept 10 Oct 1 Oct 1 Oct 1 Sept 8 August 1 Sept 12 Sept 8 Sept 14 Sept 18 Sept 18 Oct 1 Oct 1 Ongoing Ongoing Ongoing Nov 1 Ongoing Ongoing SUff Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant Lab attendant, Math, Reading Specialists Supv-Instr Technology Staff Staff Pre-school agenda On file Listing Printouts Schedule Report Report Monitoring Monitoring Documentations and approval Copy of reports Visitations and weekly reports Invoices P 90 O Ul Input students "pre" data Input studenu "post" data Complete school "Gain" report Complete district "Gain" reporU August 23 April 13 June 1 June 6 Feb 1 June 1 June 8 June 22 Lab Attendant Math/ Reading Supv Lab Attendant Math/ Reading Supv Lab Attendant Staff Monitoring Monitoring Report Report II II GIFTED EDUCATION II I. II a Overview The Little Rock School District Gifted Program offers services to its students through design that consists of observation and enrichment for all students in grades K-2. Resource II II II 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 the Arkansas Department of Educations Gifted and Talented Program Approval Standards. 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 pursuing graduate credits in gifted education. II II. Areas of Collaboration In the Gifted and Talented Program Approval Standards issued by the Arkansas II II II II II II II Department of Education, 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." The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/ or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low ind 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 foUowing the best practices in the field of gifted education in identification, curriculum, and program evaluation. In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the foUowing areas: (1) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. Page 58 Js LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Gifted and Talented Education Goal I: To establish collaborative efforts in terms of research and in the administration and/or operation of Gifted Programs. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation *13 {C no n LA VO 1. To share research and/or findings in the operation and/or administration of gifted programs. 2. To investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. 1.1 12 2.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/ or involve other administrative personnel and/ or staff of research and/ or iimovative procedures. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). November 1988 November 1988 November 1990 Ongoing November 1992 December 1992 LRSD Supv and PCSSD/NLR G/T Supervisors LRSD, PCSSD, NLR Supvs for Gifted Programs LRSD Supervisor and PCSSD/NLR Gifted Coordinators Minutes of meetings Copies of reports and/ or data Records of Program participation AREA: Gifted Education & LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To collaborate staff development efforts in gifted education. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. 2. To plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. 1.1 Supervisors meet to discuss individual program needs and to determine if consultants can be shared. 2.1 Supervisors meet to plan tri-district inservices and tri-district inservices are held. September, 1989 September, 1989 Ongoing Ongoing LRSD and PCSSD/NLR Supervisors LRSD and PCSSD/NLR Supervisors Minutes of meeting Minutes of meeting, workshop agenda, participate registration, tri-district developed evaluation form fa (re Ol 8 I Mrim ' s LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Gifted and Talented Education Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/ sequence instrument. 1.1 Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Ongoing Ongoing LRSD and PCSSD/NLR Gifted Coordinator and Supervisor Roster of participants Participants questionnaire 2. To refine and to complete the Scope and Sequence Instrument. 2.1 Appoint a tri-district curriculum committee to refine and to complete the document. Oct. 1989 Oct. 1989 LRSD and PCSSD/NLR Gifted Coordinators Roster of participants and completed documents *13 nno OS 1 ri SSb S S B AREA: Gifted Education Objectives 1. To implement all objectives relating to the LRSD refinement/ restructuring implementation plan in terms of identification, curriculum and staff development. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation (aXJ 00 o> os 1.1 To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. Aug 1988 Fall, 1992 Superintendent, Assoc Supt and Special Programs and Staff Development. Assoc Supt Division of Schools, Coordinators Gifted programs
National consultants
districtwide committees
principals and school teams. Communications Office. Arkansas Dept of Education. College professor Implementation and monitoring of the gifted program I II MULTICULTURAL CURRICULUM I. Overview and Sununary of Background Information It II The use of multicultural curricula is an important factor for effective school desegregation. LRSDs approach to multicultural curriculum development will include the following areas of concentration: 1. Il The multicultural approach will be integrated into the subject areas and courses (Example: Historical and/or social events will be viewed from several racial, cultural, and ethnic perspectives. These studies will be incorporated into rather than added on to the regular curriculum). tl 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. tl 3. Students will be provided opportunities to develop better self-esteem. II 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. tl 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. Il II fl The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following: instructional methodology appropriate for a diverse population teacher/ student interaction behaviors 11 quality multicultural materials and supplies El seek textbooks free of race, ethnic and gender bias fl organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes Page 63 B II inservice training :: staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting: the use of multicultural textbooks and instructional materials. role-playing and group projects, discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. n. Areas of Collaboration The three districts in Pulaski County will work cooperatively in examining, developing ll and implementing a multicultural curriculum. Each district will retain its own general ll El curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair: During the summer of 1988, Little Rock School District hosted a Multicultural Materials Fair with representation by approximately forty (40) vendors. North Little Rock had a smaller exhibit. Both projects were very well received by staff and vendors. ll The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. Annual Fairs will be cooperatively planned and implemented to meet this need. If 11 B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/ activities. C. Access to Higher Education Training Opportunities: The three districts will ll ll cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. Page 64m. Expected Outcomes LRSD expects to achieve the following goals through the processes set forth in the attached timelines: By September 30, 1989, the curriculum for pre-school through grade 6 will reflect a multicultural approach. 1. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. IV. 2. By September 30,1991, a curriculum review/revision cycle will be established. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum II permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. II II II II II II n 11 fl Page 65 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation O>Q13 fl 8^ 1. To provide teacher learning opportunities through formal course training. 2. To develop a districtwide multicultural audiovisual resource catalogue. 1.1 12 1.3 2.1 22 2.3 2.4 25 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to aU certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and faU courses. Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Pbce initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. FaU 1988 Spring AnnuaUy January 1989 Summer and FaU 1990 FaU 1989 FaU 1989 Spring 1989 Summer 1989 July 1989 February 1989 Ongoing April 1989 October 1990 April 1990 April 1990 May 1989 August 1989 (Pre-school conference) July 1989 Assoc Supt-Educ Programs Dean of Grad Sch Academic Deans Assoc Supt-Educ Programs Office of Human Resources Employees Supv of Media Services Supv of Media Services Supv of Media Services Supv of Media Services Media Specialists List of college offerings Copy of information provided Copy of Academic Course completion on file in Personnel Office (Office of Human Resources) Current catalogue fisting Requisition material Completed catalogue Distribution of catalogue Requisitions submitted LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Beginning Ending Date Date 3. To plan and implement the Instructional Materials Fair (Multicultural). 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 pre-school conference. Fall 1988 April 1989 32 Identify national and local vendors of multicultural instructional materials. Spring 1989 April 1989 3.3 Establish pre-school conference dates and extend invitation to vendors. Spring 1989 End of May 1989 3.4 Confirm Fair participants. End of May 1989 End of June 1989 35 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Spring 1989 June 1989 3.6 Conduct media campaign for Fair to staff and parents. July 1989 July-August 1989 Responsibility Assoc Supt for Educational Programs Assoc Supt for Educational Programs Executive Staff Assoc Supt for Educational Programs Supv of Media Services Assoc Supt for Deseg and Schools Supv of Media Services, Dir of Communications Evaluation Implementation Plan Completion of mailing list Conference scheduled Confirmation Staff agenda Publicity fD 00 n 3.7 Host tri-district "Instructional Materials Fair". August 1989 August 1989 (Preschool Conference Assoc Supt of Educational Programs working with committee Validate Fair participation aw LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 4. To develop criteria for textbook review and adoption. 4.1 Revise Board pohcy for textbook adoption. FaU 1988 Sept 1991 Oct 1988- Dec 1991 Assoc Supt for Educational Programs Approved criteria 42 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). September 1988-1991 Oct 1988- Dec 1991 Assoc Supt for Educational Programs Roster of committee members 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. July 1991 December 1991 Assoc Supt for Educational Programs Schedule of meeting and agenda 4.4 Submit revised poUcy and criteria to the Board of Directors for first reading. November 1989-1991 November 1989-1991 Superintendent Assoc Supt for Ed Progs Board agenda 4.5 Adopt policy on textbooks. November 1989-1991 December 1989-1991 LRSD Board of Directors Board agenda 4.6 UtUize a local consultant to train staff on 'Avoiding Sex and Race Stereotyping in Textbooks." FaU 1989 December 1989 Assoc Supt for Educational Programs Monitoring 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. Ongoing FaU AnnuaUy Ongoing Assoc Supt for Educational Programs Board approval hO 03 OQ n 00 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives Strategies/ Activities Reginning Date Ending Responsibility Evaluation 5. To develop and implement a multicultural curriculum for prekindergarten through grade 6. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. FaU 1988 52 Identify and retain the services of a national e:q)ert in multicultural curriculum development (lead consultant for two (2) year contract). FaU 1988 FaU 1988 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. FaU 1988 5.4 Develop expectations for members participating on multicultural curriculum committee. FaU 1988 5.5 Identify curriculum committee members and contract for services: Date October 1988 October 1988 October 1988 October 1988 October 1988 P3 00 rt O\ VO 5.6 Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educ Programs Assoc Supt for Educational Programs Transcript of suggestions Contractual commitment for the 1988-89 school year TimeUne/ checklist Ejqjectations Identification of committee members 8 - Health/Science 5 - Music 14 - Reading/ Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. FaU 1988 End of Oct 1988 Assoc Supt for Educational Programs Copies of multicultural materials distributed to committee members LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum I continued) Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 5. (continued) 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. FaU 1988 October 1988 Assoc Supt for Educational Programs List of expectations 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. FaU 1988 October 1988 Assoc Supt for Educational Programs Contract services of consultants 5.9 Conduct inservice session on "Methods for Developing Multicultural Teaching Strategies" to include (a) understanding the rationale, trends, and goals multicultural . curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). 5.12 Review and edit the comprehensive guides in each content area at each grade level. 00 o 5.13 Type and print aU guides. November 1988 Ongoing FaU 1988 Spring 1989 Summer 1989 November 1988 (first two weeks) Ongoing May 1989 June 1989 July 1989 Assoc Supt for Educational Programs Div of Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Participants written evaluation Implementation of monitoring instrument Agenda of each meeting Implementation of guides Guides completed LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum I continued) Objectives Strategies/ Activities Bpginning Date Ending Date Responsibility Evaluation 5. (continued) 5.14 Conduct inservice for all elementary principals and teachers. Summer 1989 August 1989 Principals Institute and Teacher Pre-school Conference Assoc Supt for Educational Programs Agenda 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets: a. Make available materials catalogues to building level principals. b. Order and acquire materials based on curriculum to be taught. 5.16 Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). 5.17 ta OQ O Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. Summer 1989 Summer 1989 Ongoing Fall 1989 August 1989 September 1989 Ongoing 1989-90 school year End of Sept 1989 Assoc Supt for Educational Prog Elem Teachers Principals Principals Assoc Supt for Educational Programs Division of Educational Programs Acquisition of materials Program and roster of participants (hBa 0r0e KJ a a a MR MR MR LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. To develop and implement a multicultural curriculum for grades 7-12. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation i1!! 6.1 62 6.3 6.4 6 Ji Verily second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for bst completion. Pbn and hold at least three (3) pubhc meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop eiqjectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarbns 4 Math 4 Science 12 EngUsh 12 Socbl Studies 4 Music 4 Art Spring 1989 Spring 1989 FaU 1989 Spring 1989 Summer 1989 June 1989 June 1989 September 1989 September 1989 September 1989 Div of Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educ Programs Assoc Supt for Desegregation Assoc Supt for Educ Programs Assoc Supt for Desegregation Contractual commitment entered into for second year Timeline completed Suggestions received, reviewed, and considered List of eitpectations Contractual implementation for each committee member ta era ft B B 5 5 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. (continued) Phase in Multicultural and learning (social studies, music, and art). Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 6.6 6.7 6.8 6.9 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 1992: 1993: 19 teachers: 11 teachers: 11 teachers: 7 social studies 6 music 6 art 3 social studies 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 6.10 Conduct inservice session or "Methods for Developing Multicultural Learning Strategies" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. Summer 1989 Summer 1989 Spring 1991 Summer 1989 FaU 1989 AnnuaUy End of Sept 1989 Sept 1989 Spring 1993 Sept 1989 Oct 1989 (first two weeks) Spring 1993 Assoc Supt for Educ Programs Assoc Supt for Educ Programs Assoc Supt for Educ Programs Supervisor of Social Studies Assoc Supt for Educational Programs Assoc Supt for Educational Programs Supervisor of Social Studies Secure multicultural curriculum units for committee members Develop ejqjectations Roster of committee Contract for services agreement entered into Roster of participants 03 00 o a a LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Multicultural Curriculum (continued) Objectives 6. (continued) Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 6.11 6.12 6.13 6.14 6.15 6.16 6.17 Conduct bst completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. Ongoing Fall, annually Monthly Ongoing Spring Annually Annually Annually August 1990 August Annually Ongoing April 1990 Spring 1993 May 1990 Summer 1993 July 1990 1993 Aug 1990 1993 August 1990 Spring 1993 Assoc Supt for Educ Programs Supervisor of Social Studies Assoc Supt for Educational Programs Assoc Supt for Educ Programs Supv-Soc Studies Assoc Supt for Educ Programs Assoc Supt for Educational Programs Principals Area Supervisors Tasks completed in accordance with timeline Meetings held according to timeline Review and edit guides Guides typed and printed Monitoring of inservice Materials purchased Schedule/ Documentation >13 P 00 fS 9 9 B LRSD
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.