Rightsell Garland Rockefeller Franklin Mitchell Little Rock School District Incentive Schools Work Team Report Spring 1997Incentive School Work Group Little Rock School District August 14, 1997 Don Roberts, Superintendent Margaret Gremillion, Assistant Superintendent Co-Chairperson Sadie Mitchell, Assistant Superintendent Co-ChairpersonWork Group Members Margaret Gremillion, Co-Chairperson Sadie Mitchell, Co-Chairperson Gene Jones, ODM Anne Mangan, Principal, Rockefeller Incentive Sharon Brooks, Principal, Rightsell Incentive - Work Group Recorder Melvia Mathis, Teacher Ellistine Gaddy, Teacher Lionel Ward, Principal, Garland Incentive - Work Group Editor Kathy Penn-Norman, PRE Ken Milton, Teacher Ethel Dunbar, Principal, Franklin Incentive Jimmy Calhoun, Teacher Connie Whitfield, Parent Lillie Scull, Principal - Mitchell IncentiveBoard Member Representative Judy Magness Out-of-State Consultants Chad Wooley, President & Chief Operating Officer Voyager Foundation Dallas, Texas Sherry Tupper, Executive Director Voyager Foundation Dallas, TexasLocal Visitors/Participants Dr. Don Roberts, Superintendent Anne Brown, ODM JoEvelyn Elston, Pupil Services Sharon Faulkenberry, Teacher - Rightsell Incentive School Charlene Pierce, Teacher - Rightsell Incentive School Francella Dodson, Teacher - Rightsell Incentive School Darian Smith, Teacher - Rightsell Incentive School Marion Woods, Staff Development Work Group Pat Price, Early Childhood Charlie Neal, Procurement John Ruffin, Information Services Lucy Lyon, Technology Work Group Dr. Loretta Davenport, Philander Smith College Dr. Bill Geiger, UALR Mary Kaye Rowe, Theme Specialist - Rockefeller Incentive School Melissa Guldin, ODM Betty Raper, Staff Development Work Group Dr. Ed Jackson, Planning, Research and Evaluation Joy Springer, Joshua Intervenor Attorney John Walker, Joshua Intervenor Polly Ramer, ODM Mary Menking, Principal - Williams Magnet Leon Adams, Federal Programs Dr. Tish Henslee, UALR Suellen Vann, Communications Brady Gadberry, Labor Relations Mark Milhollen, Business OfficeGeneral Information Page Timeline 1-2 Background Information (History) 3 Purpose 4 Overview 5 Process 6-7 Common Standards 8 Recommendations 9 Individual School Plans Franklin Garland Mitchell Rightsell RockefellerIncentive SchooCyVortz ^rouj) 'TimeCine Task Select Committee Members Incentive School Work Group Meeting Ideas for Planning Strategies Successful Programs in the Magnet Schools Issue Incentive School Desegregation Book Superintendents Charge Incentive School Work Group Meeting Incentive School Work Group Meeting Incentive School Work Group Meeting Mail Meeting Schedules Review Incentive Test Scores Incentive School Work Group Meeting Incentive School Work Group Meeting Rough Draft for April 24 Review Surveys__________ Memphis School District Visit Omaha Visit Board Report_______ Voyager Visit - Dallas Incentive School Work Group Meeting Review Survevs School Visitation Reports Incentive School Work Group Meeting Timeline February - March March 5 Person Responsible Dr. Don Roberts______ Team Members March 5 March 5 March 5 March 12 March 12 March 26 April 1 April 3 April 9 April 9 April 16 April 16 April 23 April 23 April 23 April 24_______ April 28 - May 2 April 30 April 30 April 30 May 7 Gene Jones Sadie Mitchell Team Members Dr. Don Roberts Team Members Team Members Team Members Margaret Gremillion PRE Team Members Team Members Team Members_________ PRE__________________ Team Members (Matthis, Gaddy, Milton, Magness, Ward) _________ Sharon Brooks_________ Team Members_________ Team Members (Mangan, Gaddy, Brooks, Matthis) Team Members Kathy Penn-Norman Representatives Team Members 1Task Incentive School Work Group Meeting Rough Draft for May Report Incentive School Work Group Meeting Incentive School Work Group Meeting Individual School Plan Reports Incentive School Work Group Meeting Final Review Meeting Print Final Product Board Report Timeline May 14 May 14 May 21 May 28 June June 9 June 11 June 11 June 14 *Agendas are available for each meeting Person Responsible Team Members Team Members Team Members Team Members School Principals and Staff Team Members Principals Team Members Team Members 2BACKGROUND INFORMATION (HISTORY) Incentive School programs of old made too many promises or demands that have resulted in little success. Of course, this conclusion depends upon the authors representing the information. For example, the recent report, PLAIN TALK from the University of Arkansas at Little Rock suggests that "students in some incentive schools score as high as, and in some cases higher than the magnet students at the comparable grade level." Although the original goals of the Incentive Schools grant detailed programs, many of the same programs have not brought about significant academic success for many students. 3I PURPOSE OF THE INCENTIVE SCHOOL WORK GROUP | TTie purpose of the Incentive School Work Group was to develop innovative ideas that would enhance the programs and curriculum. The work group was given the charge to brainstorm, research and visit other schools in preparation for writino model individual school plans. 4OVERVIEW The leaders and participants on the Incentive Schools Work Group determined recommendations under which all incentive schools will operate. The process began by reviewing and discussing the scope of programs offered in each of the five Incentive Schools
Franklin, Garland, Mitchell, Rightsell, and Rockefeller. All schools developed an individual school plan designed to improve the quality of education. The Group was concerned with the effects of Incentive School programs as based upon student achievement, attitudes, perceptions and behaviors. Each staff and school community participated in a survey to determine which programs helped students to achieve. The response to surveys explored such ideas as school programs, educational benefits, and student achievement (academic performance). The surveys were open-ended. The answers were not limited to the choices typically offered in multipie-choice type surveys, answers with specific perceptions. This approach permitted 5PROCESS Dr. Don Roberts, Superintendent of the Little Rock School District, was instrumental in declaring the directions of the committee. Dr. Roberts believed that the team should review areas that may need adjustments. With the goal of the committee clear, a major investigation was underway. Considerable discussions followed as committee members worked to get a solid understanding of the task. Indeed, the cornmittee reviewed the existing desegregation plan along with a generous reflection of available research on various topics, including the success of the Voyager Program. The Voyager Program, a private-for-profit program, operates in full partnership with local schools. The expressed desires documented in the earlier surveys compelled the in-depth look at this particular program. After hearing about this program. Committee members believed an on-site visit to Dallas, Texas was appropriate. Voyager appeared to represent a strategy that would enhance the Extended Day Program offered in Incentive Schools. Following the earlier on-site visit, Chad Wooley, President and Chief Operating Officer, and Sherry Tupper, Executive Director of the Voyager Foundation were invited to Little Rock to formally present a model of Voyager's academic program. The list of individuals present included school faculty members, parents and other interested parties who represented the University of Arkansas at Little Rock, Little Rock's Philander Smith College, the Office of Desegregation Monitoring, the District's Division of Federal Programs, the District's Office of Pupil Services/CARE and the Joshua Intervenors. During the presentation, Wooley asserted the important relationships between "hands-on adventures and enthusiastic real-life work that prepare children for a successful future." Specific articles ("A Blueprint for Action," a product of the National Council on Educating Black Children) and test data also were used to help in deciding upon the next steps. The entire process encouraged site visits to Omaha (Nebraska), Dalias (Texas), Fort VVorth (Texas), and Memphis (Tennessee). During the on-site visits observers identified activities that supported the following: Memphis Paideia Program Memphis New American Schools (NAS) Co-NECT Design Memphis Modern Red Schoolhouse Memphis Accelerated Learning Centers Little Rock Success For All Dallas Vertical/Horizontal Planning Dallas Voyager - Expanded Learning Fort Worth Applied Learning Centers In There is evidence that program recommendations, initially proper, are far less necessary to support a wide range of opportunities in incentive schools, keeping with this premise, the committee looked at the distinction of magnet 6schools and other successfully-proven schools by visiting with identified school principals
and by reviewing information obtained from such national meetings as the Magnet School Conference held recently in Las Vegas, Nevada
California's National School Board Conference and Atlanta, Georgia's Conference on Civil Rights and Equal Opportunity in the Public School, This brings us to the heart of the problem for each incentive school. The findings point out that some programs such as Writing to Read, Writing Across the Curriculum, Reading Across the Curriculum, and African-American History may be regarded as unnecessary components of the district's curriculum. The truth is that the district's curriculum is quite different today and does not require such specific additions. The findings also conclude that quality training for untrained staff members could greatly enhance the role of all parties as well as the success of all programs. Finally, the committee asked in many different ways, "How can we best ensure more success for the students served by Incentive Schools? It seems safe to conclude that, based upon the process followed, the design of the suggested changes in Incentive Schools are possible and will have positive effects on the success of each school and student achievement. 7COMMON STANDARDS FOR ALL INCENTIVE SCHOOLS Philosophy, Mission and Goals The Each incentive school offers a blueprint for facilitating improvement beyond the basic elements of school organization with dramatic interventions. The approaches are ail linked to student achievement as well as improved student performance. A parent component is also a part of the successful conditions desired. The school improvement efforts included in the following pages launch new initiatives designed to improve incentive schools. This new beginning serves to encourage parents, staff and students in the remarkable potential of emerging model schools. An emphasis on results should produce maximum academic benefits for all students. The systematic, organized efforts proposed are almost certain to grant the results desired. As it is proper for each school to pursue educational programs especially designed for the student population it serves, it is proper for each incentive school to meet some common standards. These standards are not limited to the list that follows. The standards identified do not form a basis for comparing one incentive school to another. Each school will: 1. 2. 3. 4. 5. 6. 7. 8. 9. Develop a plan of action to ensure the achievement of specified goals that includes revisions and modifications when necessary. Encourage parent/community involvement throughout the school year. Use a reasonable review period to become familiar with students abilities and learning requirements. Maintain stimulating classroom environments with active, engaged participants. Provide an effective program of instruction for all students. Maintain records as required by the law, district policy, and state regulations. Enforce school policies, directives and regulations. Take steps to ensure a safe, secure and orderly climate. Maintain attractive grounds and facility. 8RECOMMENDA TIONS The Committee believes the following recommendations will improve the quality of education for incentive school students and ensure dramatic results in student Without each recommendation, the district risks additional limitations for every student, teacher, parent and administrator in the incentive schools. The/ecommendations include
achievements. Hi] an Incentive/Academy School Director with the responsibility of coordinating .tivities like the Saturday Program, other practices and successes for incentive schools. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ^his position supersedes the open Staff Development Specialist position ) Respond to staff development opportunities for staff through the formal Department of Staff Development and instructional supervisors (IRC Staff). Hire, train, and place assistant principals in the remaining three incentive schools to assist with daily operations, organization and management. (This position provides balance for all schools and provides a stronger support to teachers, students and parents. Effected schools will forgo the current auxiliary teacher position in three schools with the exception of Rockefeller and Franklin They will exchange those positions for Science Specialist. Recognize all schools as academy befitting the effectiveness of the improvement efforts in each school, ex. "SarlaniTAcademy." Train and place instructional aides to give students added advantages in the classroom. Use pre- and post-assessrnents/inventories annually to ensure progress toward school and district goals (Kindergarten through Second Grades). Evaluate student performance on a quarterly basis. Begin standardized test assessments at third grade in the school year 1997-98. Establish professional growth opportunities both within and outside the state to maintain and encourage proper initiatives and successful strategies for staff. Retain a Theme Specialist at each incentive school to assist with program implementation and response to curricula matters. Schedule an instructional day with minimum pull outs. Focus on Kindergarten through Second Grade. Hire an on-site CARE/Afterschool facilitator on all campuses with the I'^spopsibility of monitoring and assisting CARE staff, coordinating structured activities, and improved relations with parents. (Exception: Rightsell -Voyager) 9BENJAMIN FRANKLIN CoBBl)' '(SIS) Etaltl) Seta) ft JHl !' J r I 1 11 r A* nu: ( H I (n: voiu i \ / rosi.j: I (Itrl Bhihe Pnrihnr, Piinci|)
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i\INTRODUCTION The Benjamin Franklin Community Technology School serves students from pre-K through grades six. The primary pool of each staff member is to teach, nurture, and administer to the whole child. This process guarantees that every student is afforded the opportunity to obtain a solid academic foundation and life skills that will ensure success in tomorrow's society. The instructional focus will be language arts with a strong emphasis on reading and oral/written communication. The school staff will work cooperatively with IRC personnel, parents, patrons, educational partners, and community agencies to provide services, innovative instructional practices, and other enriching experiences that will highly impact the prescribed (LRSD) curriculum. Included in the fundamental foundation will be the continuation of the Marva Collins' philosophy, proven instructional concepts and the belief in the six basic tenets. SIX BASIC TENETS All children can learn (Glasser) Climate of mutual respect (Likert) Building self-esteem (Clemes & Bean) Teacher attitude and responsibility (Haim Ginott) High Expectations (Pygmalion Effect) Teacher Knowledge and Skill (Bloom) The Benjamin Franklin Community Technology School is comprised of the following components: High Impact Curriculum Parental Involvement Community Involvement Staff Development Enrichment Activities TechnologyGOALS Schedules will be developed to ahow for two hour (am) time blocks for language arts instruction, extended extracurricu'ar activities will occur at the school site and at various community locations, and the first phase of a community outreach center will be implemented. 1. Jo increase the academic performance level of each student. . 2. To broaden and maintain a collaborative relationship with the community. 3. To increase parental involvement significantly by providing workshops, seminars, and training. 4. To promote a school climate that is safe, orderly, comfortable, and provides a sense of belonging and pride. 2GOAL I: TO INCREASE THE ACADEMIC PERFORMANCE LEVEL OF EACH STUDENT. Objective: To increase student perf xmance on standardized and criterion tests. STRATEGIES: 1. Develop and administer pre and post quarterly reading assessments. 2. Analyze and utilize all test data (standardized and criterion). 3. Analyze and utilize the New Century Computer Jostens Laboratory assessments. 4. Update the Writing-toRead Laboratory equipment, materials, and software. 5. Deliver the prescribed curriculum with the following materials. Open Court Phonics Accelerated Reader Shurley Method of Language Arts Instruction Classic literature Poetry Computer software correlated with SAT-9 objectives Vital Links (Stanford 9). 6. Add classroom computers. 7. Require K Crusade training for all teachers. 8. Teach creative writing daily. 9. Provide experiences using video production. 10. Make effective use of classroom centers. 11. Provide appropriate staff development 312. Purchase needed technology: Purchase sixteen (1 6) computers, work stations attached to network and printers for pre-K, first, and second grade classrooms. Purchase sixteen (16) printers for pre-K, kindergarten, first, and second grade classroom. Establish a computer software library for classroom use. Design and establish a computerized writing and research center in the media center. Purchase the lab version of Encyclopedia Encarta for the NCE lab so that an entire class is able to research information at the same time. Inservice staff on the use of Arkansas Educational Television/lnstructional Television Resource Database. Inservice staff on computer software, electronic instructional planning, and E-mail management. Inservice staff on Internet curriculum and access. Provide on-going training for staff as needed for New Century Education Lab. Purchase and install video distribution center. Install a school-wide closed circuit television system with cable in the classroom, with locking wall mounted 19-inch television and a VCR in all regular classrooms and special classrooms. Purchase four (4) TV/PC to TV presentation devices for check out from the media center to support instruction. Purchase a table for mobile satellite research station to support the need of special population adapted to support physically challenged students (inclusion). Purchase one (1) additional networked student work station in each class, grades 4 through 6. Add equipment/cabling to allow the auditorium to be used as a Technology/Multi- Media training facility, adding closed circuit TV capabilities, two 30-inch wall mounted TV/TV/VCR and 1 2-15 network data port to allow electronic instructional12 continued planning, PC training for large groups, APSCN Microsoft Exchange, E-mail, Server for E-mail management and Internet training. Upgrade electrical capacity to support our evolving technology infrastructu re. Purchase six (6) additional New Century Education log-in classroom student workstation licenses for user in the 3rd-6th grade classes. Purchase two (2) digital cameras for use with student instruction, parent activities, and for use with an extended day photo/journalism club. Staffing. Purchase MECC/IMPAC Partnership Educational Software, MS-DOS-Windows Platform in the Network VersionGoal II
TO BROADEN AND MAINTAIN A COLLABORATIVE RELATIONSHIP WITH THE COMMUNITY. Objective: To petition and solicit churches, community groups, universities, agencies and businesses to expand partnerships that will maximize interaction with the school. STRATEGIES: 1. Establish and/or expand tutorial and mentoring programs. 2. Establish a community services outreach center that will provide resources and referrals for Franklin's students and parents 3. Petition agencies, universities, and businesses to participate in extended extracurricular experiences for students to replace extended day as it exists. 6Goal III: TO INCREASE PARENTAL INVOLVEMENT SIGNIFICANTLY BY PROVIDING WORKSHOPS, SEMINARS, AND TRAINING. Objective: To make parents aware of their responsibilities as they relate to the education of their children and assisting staff in establishing criteria for participatory involvement STRATEGIES 1. Develop'strategies that will reduce violence, child abuse, the use of drugs, and alcohol with the aid of the counselor and social services worker. 2. Use school resources to provide inservices, seminars, and training to parents on how to make effective school visits. 3. Form a parent committee to ensure that discipline, awards, incentives, student school assignments, and extracurricular activities are equitable. 4. Train and encourage parents to establish a home environment that builds respect, as well as an interest in learning. 5. Disseminate interim and conference reports, parent bulletins and monthly newsletters to keep parents abreast of student progress. 1Goal IV: TO PROMOTE A SCHOOL CLIMATE THAT IS SAFE, ORDERLY, COMFORTABLE, AND PROVIDES A SENSE OF BELONGING AND PRIDE. Objective: To believe, recite, and adhere to the wording of the school creed which supports the six basic tenets. STRATEGIES. 1. All students will memorize and interpret phrases of the school creed when requested by teachers. 2. All students will obey school/classroom cafeteria rules 3. Staff will consistently and equitably enforce the school discipline plan. 4. The guidance staff will expand the Life Skills Program. 5. The necessary building/campus repairs and additions will be made which include central air conditioning for the cafeteria and auditorium, new roof, playground equipment and landscaping. 8RECOMMENDATIONS PROGRAM DELETIONS Foreign Language Laboratory Saturday Program Parent Home Study Guides Semi-Departmentalization Student Education Plans Extended Day (as if currently exists) ABACUS < Recruitment Report PROGRAM RETENTIONS Latin Program Writing to Read Laboratory Computer Laboratory (NCE & Jostens) STAFF RETENTIONS (FULL TIME
School Nurse Counselor Social Service Worker Media Specialist Art Specialist Music Specialist Physical Education Specialist Title I Specialists Speech Therapist Theme Specialist STAFF ADDITIONS (FULL TIME) Science Specialist Media Clerk One half-time Counselor 9STAFFING NEEDS To operate the regular school day will not require additional staff for the 1997 - 98 school year. However, in lieu of an auxiliary teacher, I am requesting a science specialist. The auxiliary teacher can possibly be placed in a regular classroom. The staff used during the existing extended program would be reduced greatly if students can pursue extracurricular activities at the Penick Boys' Club, War Memorial Fitness Center, Joel's House of Dance, PARK, St. Vincent Hospital and UALR. Aides or certified staff could be assigned to accompany students This arrangement would result in the amount of stipends paid to the extended day staff. However, student fees would be a factor. BUDGET REQUESTS The changes indicated do not rerjuire additional allocation of funds. Seemingly, at this juncture, the 1997 - 98 proposed changes would not exceed the established budget. 10AUG-12-97 TUE 14:15 WORD EXPRESS 374 7373 P . 02 CORRECTED COPY LRSD INCENTIVE SCHOOL STAFFING Work Sheet POSITION FTEs in 1996-97 Recommended FTE's in 1997-98 Difference + or- Budget Impact Principal 1 1 Asst. Principal 1 1 Theme Specialist 1 1 Classroom Teacner Counselor Media Specialist Media Clerk Nurse Social Worker Instructional Aide/SPED Supervision Aide Auxiliary Teacner Other Art/P.E.i'Music Special Education Title 1 Gifted Speech Subtotal Extended Day Teachers Extended Day Aides Other. Science Specialist Computer Lab Manager Secretary Subtotal GRAND TOTAL 26 1 1 .40 1 1 22 Pk-6 3 1 3 3 2 1 1 69.40 26.00 3 0 1 2 32 101.40 26 1.5 1 1 1 1 22 Pk-6 3 0 3 3 2 1 1 69.5 14 est. 10 1 1 2 28 97.5 .5 .60 (-1) .1 12 7 1 20 20.1a 12 continued LRSD iri( :entive school staffing Work Sheet POSITION FTP'S in 1796-97 Recommended FTE's in 1997-98 Difference t or - Budget Impact Principal 1 1 Asst. Principal 1 1 Theme Specialist 1 1 Classroom Teach' 26 28 2 Counselor 1 1.5 .5 Media Specialist 1 1 Media Clerk .40 1 .60 Nurse 1 1 Soaal Worker 1 1 Instructional Aide 1 1 Supervision Aide 3 3 Auxiliary Teacher 1 0 Other Art/P.E./Music 3 3 Special Education 3 3 Title I 2 2 Gifted 1 1 Speech 1 1 SubTotal 62.40 72 3.1 Extended Day Teachers 26.00 1 4 est. 12 Extended Day Aides 8 5 3 Other: Science Specialist 0 1 1 Computer Lab Manager 1 1 Secretary 2 2 Subtotal GRAND TOTAL 35 101.40 19 91.5 19.1A aDfflQD GARLAND INCENTIVE SCHOOL 3615 WEST 25 LITTLE ROCK, AR 72204 (501) 671-6275 Lionel Ward Principal 1997-98 INDIVIDUAL SCHOOL PLAN PROPOSAL MAY 1997This essentials GARLAND INCENTIVE ELEMENTARY SCHOOL 3615 WEST 25TH STREET LITTLE ROCK, ARKANSAS 72204 LIONEL WARD, PRINCIPAL document helps necessary Incentive School. to for Teaching and Learning, The define, greater communicate student recommendations and success understand at are devoted Garland to: (1) and (2) Student Achievement, Curriculum, Assessment, and (3) Staff Development and Training. relates to the desired outcomes. The modifications in this plan are made on the basis of the wisdom of current research-, theory- Each main goal on one oasxs o the wxsdom of current research-, theory- ased frameworks, and sound, educational judgements and practices. In our efforts to , create a learning environment that organizes, testers and prescribes success for students, the instructional success for students program wxll be used to promote learning effectively. achieved in a four-day instructional day. This is best At the center of the accompanying changes in teaching delivery and programs is ELITE Teaching and Learning. 7 ___ will be made to both accommodate and for students. As deliberate professionals, all decisions facilitate greater learning ^xle it xs true that the ultimate goal of the ELITE Teaching and Learnxng Program permits greater student learning, it also grants more success for the professional teacher. This approach, eveloped by Principal Lionel Ward, is based upon over twenty years of service, training, and experience in public schools. is specifically the Little Rock School District. ELITE TEACHING
(E.L.I.T.E DELIVERS QUALITY LEARNING AND INSTRUCTION Effective Learning In Technical Environments) IMPLEMENTING A FOUR-DAY INSTRUCTIONAL DAY School Day: Each school day, Monday through Thursday, will teach the core curriculum with an emphasis on basic (reading, language arts, mathematics, science, <__1___i_l studies)
schoolwide Title 1 programs (Reading and Mathematics)
resources classes
and social and other services for students with exceptional abilities, talents, or physical attributes (CBI). One day will be devoted to Extended Day activities of an academic nature and staff development. serve to foster student All activities will School Year: success. The length of the school year shall remain the number of days prescribed by the approved district calendar. The length of the school day will remain the same for students and staff. Early Childhood Program (Pre-Kindergarten, Kindergarten and Grades One and Two).GARLAND INCENTIVE SCHOOL PAGE 2 INDIVIDUAL SCHOOL PLAN GOAL ONE: Learning) TO FOSTER IMPROVED TEACHER PERFORMANCE (Teaching and The following performance objective approach will maximum efforts are exerted toward achieving the stated goal. Similar strategies are applied to each of the succeeding goals. ensure that Assign students to classes based upon needs that match the strengths, training and specialized areas of the instructional staff. Decide upon learning standards that are consistently applied and assessed at each grade level. Define specific job specifications necessary to implement instructional programs and supervise students' movement about the building and grounds. Use trained instructional aides in each classroom to help with the delivery of instructions to students in small group, cooperative group patterns as well as one-on-one learning episodes. Follow specific hiring procedures that include the participation of staff, parent and possibly student participation in committee recommendations to the principal. The principal's recommendation will consider the committee's selections. All applicants must be committed to the philosophy of the Incentive School program for a minimum of three (3) years. This does not prevent proper administrative recommendations when an employee (certified or non-certified) reveals an unwillingness to work for the overall good of school programs. Structure instructional blocks to accommodate curricula expectations and standards outlined by state and district standards. Emphasize a less-fragmented day for all students, especially Pre-Kindergarten, Kindergarten, First Grade, and Second Grade. Structure instructional schedules to permit less-fragmented days for all grades. Follow district and state expectations presented as the model of standards necessary to meet state accreditation. Employ instructional strategies that offer a powerful effect upon academic learning (i.e. Junior Great Books Program, basal readers, charts and workbooks, positive displays and murals.) Use in-house people resources to compliment the regular classroom experience: nurse. counselor, worker, art specialist, music specialist. social services theme specialist. assistant principal, physical education teacher, reading specialists, gifted and talented specialist. speech therapist, media specialist, media clerk, aides, instructional aides and a lab attendant. resource teacher. supervisionGARLAND INCENTIVE SCHOOL PAGE 3 INDIVIDUAL SCHOOL PLAN aides, instructional aides and a lab attendant. Engage community resources, organizations and agencies to drive good practices by all. Engage parents in support teams to promote student success. Use written regular communiques to keep parents informed about student progress: parent-teacher conference forms
interim * behavior fonns
reports
written reports
portfolios assessments, reports
and other notes designed to relay ideas and secure proper feedback. GOAL TWO: TO FOSTER IMPROVED ORGANIZATIONAL PERFORMANCE (Student Achievement/Curriculum and Assessment) This goal can be satisfied through emphasis on the following strategies. Establish student-centered programs (project-based). Clearly communicate specific learning objectives and standards Students are not permitted for parents, teachers and students, to fail. Deliver instruction using appropriate learning strategies for individuals and student groups. Present information using a logical sequence with questions and cuiswers to promote student understanding. Provide ample guided and independent practice after presenting new information or skills. Follow highly engaging activities that are hands-on and reflect real-life learning experiences for students. Monitor, record, and maintain criteria for measuring student progress. Use educational field trips, speakers and exhibits to support the curriculum and academic programs. Involve parents and guardians in the learning process: estciblishing proper study schedules, reviewing and signing student homework assignments, maintaining regular contacts with the teacher or other proper staff members. Implement curricula expectation based upon learner outcomes (district and state standards). f Help students to acquire, use and interpret knowledge though multiple approaches to teaching, including a curriculum suited This for students served by small classes. Emphasize various learning experiences necessary for helping students better understand what they are learning. This approach necessitates a curriculum that provides experiences in reading, language arts, mathematics, science, social studies, physical education, art, music, research, and computer science. education. Teachers should provide written evidence of preparation upon request. Create learning environments conducive to effective learning: rich experiences, well-managed, orderly, colorful messages, mutualGARLAND INCENTIVE SCHOOL PAGE 4 INDIVIDUAL SCHOOL PLAN respect, warm and respectful communications. Use praise, reward and recognition for parents, teachers and students. Use a variety of pre- and post- assessment activities annually to help plan and modify curricula expectations and instructional methodology for all grades (i.e. Early Prevention of School Failure). Evaluate Staff). student performance quarterly with inventories (IRC Establish guidance services to help students with eliminating barriers to learning successfully. GOAL THREE: TO FOSTER Development and Training) IMPROVED PERSONNEL DECISIONS (Staff The strategies that follow offer potentially the most influence upon student achievement. The procedures note should contribute to all goals. Teachers should participate in faculty and district groups for designing and implementing curriculum necessary for greater student success. team teaching, peer Teachers should participate in peer support systems such as demonstration teaching, coteaching, team teaching, peer coaching, mentoring, peer review, peer evaluation, and support for at-risk colleagues. Staff members must regularly participate in training sessions designed to support collective work and learning. Teachers must participate in training sessions designed to encourage the effective use of instructional aides. Provide monthly staff development opportunities for staff. Develop inservice opportunities for staff through needs assessments, faculty involvement, and faculty evaluations of each inservice programs. Encourage and reward teachers for their success with student achievement. Provide training commensurate with employee assignments: instructional aides, supervision aides, custodians, etc. Provide professional out-of-city/state growth opportunities for staff. SUMMARY The reform opportunities for Garland Incentive School provides the entire school community (parents, teachers, students and staff) with workable goals and strategies. Clearly, the main emphasis is on improving the quality of education offered to all students. IS our hope that each activity receives commitment for achieving the results desired. full It through this approach we and supportive We believe that can achieve the complete plans of the school and ultimately the Little Rock School District.ADDITIONAL RECOMMENDATIONS The next section offers an array of options the Committee believes ensure that each incentive school shows dramatic results, following recommendations promise to improve the quality of education incentive school students. Without for promise school improve The students. each every recommendation, the district risks additional limitations for student, parent and administrator in the incentive schools. ... teacher, The recommendations include: 1. 2 . Hire an Incentive/Academy School Director with the responsibility of coordinating activities like the Saturday Program, other practices and successes for incentive schools. (This position supersedes the open Staff Development Specialist position.) 3 . Respond to staff development opportunities for staff through the formal involvement of the Department of Staff Development and instructional supervisors (IRC Staff). Hire, train, and place an assistant principals at each incentive school to assist with daily operations, organization and management. 4. 5. (This position provides balance for all schools and provides a stronger support to teachers, __1__ and parents than the current Auxiliary Teacher position.) Rename all schools as academy befitting the effectiveness of the improvement efforts in each school, ex. "Ben Franklin Elementary Academy." students 6. 7. 8 . 9 . 10. 11. 12 . 13 . 14 . 15 . 16 . ex. Hire, train, and place instructional aides for each classroom to give students added advantages in the classroom. Assign maximum classes size for all grades levels to eighteen (18). Use pre- and post- standardized assessments annually to ensure progress toward school and district goals (Kindergarten through Second Grades). Begin standardized test assessments at third grade in the school year 1997-98. Establish professional growth opportunities both within and outside the state to maintain and encourage proper ^^^tiatives and successful strategies for staff. Establish K-3 Gifted and Talented training as a tool for increasing teacher and student success. Evaluate student performance on a quarterly basis through inventories (IRC Staff) . Compensate staff members appropriately to reflect the highest for competent, capable teachers and staff. Retain a Theme Specialist at each incentive school to assist with program implementation and response to curricula matters. Establish a less fragmented day for all grades, particularly Kindergarten through Second Grade. Hire an on-site CARE facilitator on desired campuses with the responsibility of monitoring and assisting CARE staff, coordinating structured activities, and improved relations with parents. Designate a minimum three-year commitment for staff.GUIDE FOR REDUCING REFORM PLANNING TO WRITING (Schools may elect to use the school letter-head as a symbolic way of presenting the focus of the school plan.) I. DPENING STATEMENT (Describe the general directions/scope of the school plan. Refer to the general aims, ends, outcomes, or goals of the plan.) II. MAIN GOALS (Decide upon the main goals, objectives, and essentials of the school plan. Focus upon those areas of change that most facilitate the changes desired.) HI. STRATEGIES (Ust the best strategies, methods, or experiences that will help fulfill the school plan.) IV. STAFF NEEDS (Point out staff/needs and changes important to the school plan. Use the form provided.) V. BUDGET REQUESTS (Identify budgetary support needs necessary to fund programs staff, staff development and training, materials, and supplies. VI. SUMMARY (Optional)POSITION Principal Asst. Principal Theme Specialist Classroom Teacher Counselor Media Specialist Media Clerk Nurse Social Worker Instructional Aide Supervision Aide Auxiliary Teacher Other: Specialist Music LRSD INCENTIVE SCHOOL STAFFING WORK SHEET FTE'S IN 1996-97 1.0 0.0 1.0 15.0 1.0 1.0 . 5 1.0 1.0 16.0 2.0 (5 hours each) 1.0 1.0 Other: P.E. Specialist GT Specialist Art Specialist Speech Therapist Dean of Curriculum Resource Teacher Extended Day Teachers Extended Day Aides Other: Title I Sub-Total Grand Total 1.0 0.5 1.0 . 5 0.0 . 5 Entire Staff Positions 16.0 2.0 RECOMMENDED FTE'S IN 1997-98 1.0 1.0 1.0 15.0 1.0 1.0 0.0 1.0 0.0 16.0 2.0 0.0 1.0 1.0 0.0 1.0 0.0 1.0 0.0 0.0 10.0 2.0 DIFFERENCE + OR - 0.0 1.0 + 0.0 0.0 0.0 + 0.0 0.0+ 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 + 0.0 0.0 1.0 + 0.0 0.0 0.0 0.0 BUDGET IMPACTr I MITCHELL ELEMENTARY SCHOOL 2410 South Battery Street Little Rock, AR 72205 (501) 324-2415 I Hl SCHOOL ! ! INDIVIDUAL SCHOOL PLAN 1997 - 1998 I LITTLE ROCK SCHOOL A DISTRICT Mitchell Elementary 2410 South battery Street Little rock, AR 72205 (501)324-2415 MITCHELL CREATIVE DRAMATICS ELEMENTARY SCHOOL 1997-98 REFORM PLAN I. OPENING STATEMENT Mitchell Elementary School strives to provide enhanced educational port programs for aU students. The focus of the plan is to restructure opportunities and sup-the instructional day by imple- j' "Minimum pullout activity schedule for each grade level, and the adoption of a s ool-wide supplemental reading program for early intervention and on-going prevention of school failure for students At-Risk. After carefully assessing the needs of the student population, it was determined that hensive early intervenrion/prevention program should be the means for achieving a program of instruction, to enhance a theme, and to redefine the role of students, teachers/staff and a compre-a more improved parents. II. .MAIN GOAT A 1. To increase student achievement and overall academic performance
and on National, State, and/or Local assessment. 2. To enrich students social, emotional, and physical development to assist them in becoming productive citizens. 3. To provide a safe and orderly environment so that learning can be promoted. 4. To increase and improve parental involvement. 5. To develop and implement more effective methods for assessment of student achievement. III. STRATEGIES FOR OBTAINING GOALS GOAL #1 - To increase student achievement and academic performance.. Develop and implement a four (4) day, minimal pullout instructional schedule. This schedule will have (1) alternating day identified as an activity day for each grade level. Activities such as Art, P.E., Mitchell Elementary Library, and Crearive Dramatics will be scheduled. Implement a school-wide (Title I) Supplemental Reading Progi (Success For All) for K-2nd grades Tam (year 1), Grades 3-4 (year 2), and Grades 5, 6 (year 3). Continue with effective instruction and monitoring of the HBJ series in grades 1-6. Hire a full-time Assistant Principal to assist the principal in the general administration of the school and to assume some of the many responsibilities included in operation of an incentive school. Using Key Links SAT-9 Practice Series, incorporate a daily test taking skill instructional plan at each grade level 1-6, to be reflected in teachers wrinen lesson plans. Discontinue the (3) three-day Extended Day Program - shorten but enhance the activities of enrich- ment by reducing the program to one (1) day a week Extended Day. Activities will include, but - - , --------------, may not be limited to Girl/Boy Scouts, Social Skills, Drama/Dance Class, Young Artists, Young Authors, etc... Through collaborative efforts with VIPS, plan on-going field trips that correlate with the LRSD integrated curriculum for each grade level. Provide on-going in-service/staff development training geared toward current trends and changes of our present/future society and based on the needs of the staff. Restructure the paraprofessional program (responsibilities, job qualifications, schedules, and in-service training) so these individuals can be more effective as instructional assistants. In accordance with Labor Relations and Human Resources regulations, work with these departments to upgrade the existing status of the Theme Specialist Position from non-certified to certified in education or a related field to include a minimum of (12) hours in early childhood and/or elementary education, have a minimum of two (2) years of successful teaching experience in early childhood education and/or the primary/intermediate grades. The rationale is that a Theme'Specialists should have an instructive background to be a support to teachers. Research current national trends, facts, and survey parental, community support for implementation of a mandatory school uniform policy. Delete the word incentive from the school s name and add academy. Reorganize the Writing-To-Read Lab for K-lst grades and install these computers directly into the K-1 classrooms for more effective instructional/technological support. Redirect rhe role of the Writing-To-Read assistant as an additional computer lab attendant for grades 2-6 and as a support and monitoring assistant for Writing-To-Read in K-lst classrooms. * Discontinue to operate as a u nent Great Expectations school. No longer focusing on the academic compo- of G.E., such as the Open Court Phonics. Instead, emphasis will be placed on phonics and comprehension skills through the Success For All Supplemental Program. We will continue to incorporate the basic tenets of Great Expectations methodology, such as (1) climate of respect, (2) all children can learn, (3) high expectations, (4) teacher attitude and responsibility, and (5) teacher knowledge andMitchell Elementary skill. GOAL #2 To enrich srudents social, emotional, and physical development, that will strengthen abilities to become productive citizens. STRATEGIES * Hire a full-time Resource teacher to Mitchell. meet the high case load of students referred/placed in Resource at Develop and implement a more efiFective discipline/classroom management pL .an. Maintain the current use of a part-time Social Worker and full-time elementary Counselor. Work collaboratively with the LRSD CARE Progr
and provide a more _ am and Pupil Services Department to implement quality, child centered and comprehensive CARE Progr: am. Work cooperatively with existing Vital Link Program/Partnerships to benefit students as future Arkansas employees. GOAL #3 To provide a safe and orderly environment so that learning can be promoted successfully. Through a collaborative agreement between Plant Services, Library Services (LRSD), a local Community Development Center (CDC) and the LR Public Library System, replace the old library shelves L* II * * * L ___ / 1 fl 1 a . . Mitchell with newer/modern shelves at to be donated by the Public Library System in August, 1997 (th< current shelves in use are in poor and hazardous condition.) .e Through collaborative efforts with LRSD Plant Services, Library Services, and a local GDC organization, install accordion doors in the library to reduce noise level from hallway, other classrooms. Lower ceiling in library
LRSD Plant Services addressed this would also help reduce noise. concern and agreed that lowering ceiling Revise the schedule of one (1) paraprofessional to add as additional supervision to the Pre-K class during a structured in library class. This will allow Pre-K students to come into the library on 2nd floor level, having the additional supervision necessary (Early Childhood Guidelines). GOAL #4 To increase parental involvement and community support. STRATEGIES Establish and maintain a strong Family Involvement Plan as outlined by the Success For all Program. Continue program support from community and business organizations, such as VIPS, Partners-in-Education, PTA, .Mentors, etc... 5'Mitchell Elementary Communicate regularly with parents through school calendars and newsletters (monthly, quarterly each semester). or GOAL#? To develop and implement effective methods for assessment of student achievement. STRATEGIES Eliminate standardized SAT-9 testing at second grade. Eliminate Abacus Assessment - move toward current trends of portfolio Utilize the computer lab assessment generated on on-going basis. assessment. At grades K-2nd conduct alternative assessment in Reading at end of each grading period which will be a mam responsibUity of the Success For AU school-based Tide I facilitator. In grades 3-6, classroom teachers will conduct quarterly assessment in Reading/Math using the current adopted basal series assessment component. IV. STAFF NEEDS - Narrative - Based on past years spending of the Extended Day Program 1997-98 Extended Day spending will be greatly rcduced.through rhe 1-day/weekly extended day, a reduction in number of staff needed for teaching extended day classes, reduction in number of days snacks will be needed, ^d the elimination of excessive amounts spent on Saturday field trips, (teacher stipends, travel, Stu ent ees, etc...) These expenditures can be allocated for more effective use of instructional support, resources and materials, provisions, and possibly pay for the addition of an assistant principal in accor- dance with approved budgi ret. SUMMARY Over the past several years, the number of students attending the Litde Rock Public Schools who are identified as^ At-Risk has steadily grown. These statistics have been confirmed by the state and local district evaluations of rhe SAT-8 and SAT-9 results. It is the responsibility of all_schools, not just incentive schools in the district to provide the educa- tional services necessary to enable students to function successfuUy in a mainstreamed educational setting. The correlates of effective schools do not consider the social ills and low socioeconomic backgrounds of children to be a handicapping condition. Hence the theory, All Children Can Learn. Therefore, it becomes the responsibility of the local school, in accordance with the local school district, to provide whatever services are needed to help students overcome educational deficiencies. This is the vision for Mitchell Creative Dramatics Elementary School 1997-98 Reform Plan.RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street - Little Rock, AR 72206 501 - 324 - 2430 A r, i TO L 7 r/ II INDIVIDUAL SCHOOL PLAN 1997 - 1998 IIRIGHTSELL ELEMENTARY SCHOOL I. OVERVIEW: _ Rlghtsell Elementary School will provide an effective educational program for students (Pre-K through 6th). This program will be delivered through three basic sections including the regular school day, the after school program, and extracurricular activities. The regular school day will be structured arotmd the Great Expectations Teaching Model. This approach encompasses the very best of what is known about teaching today: 1.) 2.) 3.) 4.) 5.) 6.) All children can learn (William Glasser) Building self-esteem (Clemes & Bean) High expectations (Pygmalion Effect) Climate of mutual respect (Likert) Teacher atUtude & responsibility (Halm Ginott) Teacher knowledge & skill (Bloom) The after school program will become the Voyager Program (replacing CARE and Extended Day). This program will stress hands-on activities and learning through action. "Students will have fun in this program, but the fun will be educationally based and follow carefully crafted curricula. The Voyager Program will be broken into nine-week segments, or adventures, each focusing on a theme." Extracurricular activities will also be provided for students through the Enrichment Program. This program will allow students to participate in activities that enrich social, emotional, and physical development. Some examples may Include: *Boy/Glrl Scouts Quiz Bowl. Cheerleading Basketball Team Computer Club Student Council Field Trips Recognition Programs Academic Clubs Jr. Great Books Honors/AwardsTO3^E: (1) Great Expectations (2) VOYAGER (3) Enrichment Program (4) Title I Schoolwide (5) Computers (6) Fine TVrts (7) Exceptional Program GRADES: Pre-K 6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th Pre-K6th CLASS SESSIONS: Daily Af ter-Schcx31 As Scheduled Daily Daily 180 mins, a week As Scheduled > o Q) h-t CL O (D BASIC COMPONENTS: -All children can learn -Self Esteem -High Expect. -Respect -Teacher Responsibilit' -Teacher Knowledge -Academics -Thematic - Units -Hands-On -High Level Experiences Academics -Extra Currie Activities - Intramural Sports -Field Trips -Small Groups -Quarterly Assessment -Computer Lab -Modified Reading Recovery -Demonstration Teaching -Whole Groups - CCC Lab -Reading -Math -Langu. Arts -GEO-Safari -Writing-To- Read - Art -Music -P.E. -GT -Sp. Ed. -Counselor -Speech -Nurse -Social Wrk. -Libarian -Auxiliary Teacher -Curr. Spec. 3 H K- cn n M r* m r* 3 n M M (D M CL Z Q > c cn n Q C I UNIQUE FEATURES: -Phonics -Recitations -Life/Skill Principles -Classical Literature -Magic Triad (discipline) -On going GEA Training -School Creed -Multi-Level student groups -High Impact learning -Enhanced Science and Math S< Resear. _Different Voyager Experiences (quarterly) -Boy Scouts -Girl Scouts -Cheerleaders -Basketball Team -Computer Club -Student Coun -Quiz Bowl -Jr. Great Bk -Schoolwide Plan -Variety of Assessments -Inclusion of all students -Staff Develp -Horizontal S, Vertical Planning -Parent Training & Workshops -"NeW'CCC Lab _Computer Assisted Instruction -Computer Assessment Reports -IBM Software -Internet -Certified Teachers -Special Assemblies -Speciality Clubs and Activities -lEPs as designated -SmallA-arge Groups -Focus on' individual student need -Parent Involvement -Various Assessments H* O c o 3 t-RIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES / GOAL # 1: OBJECnVE_To Increase student achievement on national, state and/or local assessments STRATEGIES: (A.) (B.) (C.) (D.) Delete use of ABACUS Program and use current computer assessment In the school (CCC Computer Lab) Re-structure the Wrltlng-to-Read Program, by placing these computers in the classrooms and developing students' skills through Instruction by the regular classroom teachers and Instructional aides Change the Writlng-to-Read aide to a full time computer lab attendant Modify the Extended Year Program to include only the K-3 Summer Program (ADE) and the Elementary Summer School (LRSD) (E.) Implement the state (ADE/Frameworks) and the district (LRSD/Multicultural Curriculum): thus ellmnatlng the many segments of the Incentive School Curriculum (F.) Regularly analyze assessment data * SAT - 9 (National Assessment) (annually) * Writing Assessment (State Benchmark) (annually) Computer Assessment (District and/or Local School) (quarterly) Readlng/Math Assessment (Local School) (quarterly)RIGHTSELL ELEMENTARY SCHOOL III. STRATEGIES ! GOAL # 2: OBJECTIVE: To enrich students' social, emotional, and physical development through enrichment and extracurricular activities STRATEGIES: (A.) Establish a school schedule which provides (Enrichment Program) activities such as Boy Scouts, Girl Scouts, Cheerleading, Basketball, Computer Club, Quiz Bowl, Student Council, Academic Clubs, and Field Trips (thus eliminating the Extended Week Program) (B.) Provide opportunities for students to be exposed and Involved tn competitive experiences (C.) Schedule appropriate field trips related to the curriculum (D.) Incorporate life skills and life principles to ciirricular-related subjects (E.) Extend learning experiences with visual, auditory, and kinesthetic activitiesRIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES ! GOAL # 3: OBJECTIVE: To provide a safe and orderly environment so that learning is promoted and the school is enhanced STRATEGIES: (A.) Replace the fence surrounding the school with a fence that provides better safety for students, security of the building, and beautification to the school (B.) Remove carpet in the art and music room and replace it with floor tiles (C.) Replace all outside double doors on the first floor with doors that provide better security and that are more energy efficient (D.) Review and revise the school discipline plan (Include specific guidelines and expectations for the In-School-Suspension Classroom) (E.) (F.) Install outside security lights on the east side of the school campus Regularly review the Custodians' Log Book (local school) and Work Order Requests (LRSD Plant Services) for actions takenRIGHTSELL ELEMENTARY SCHOOL in. STRATEGIES ! GOAL # 4: OBJECTIVE: To Involve parents, business, and collaborative efforts community members through STRATEGIES: (A.) (B.) (C.) (D.) Expand specific area of focus to the social worker's responsibilities to include parent training, family advocacy, and intervention training (related to absences, tardies, and home visits) Include community action programs such as DARE Program, Neighborhood r J Community Health Centers, Mentors, VIPS, and Partners-In- Educatlon as an integral part of the school program Implement the \fital Link Program for sixth graders Communicate regularly with parents and community members through a school newsletterRIGHTSELL ELEMENTARY SCHOOL III. STRATEGIES / GOAL # 5: OBJECTIVE: To have high expectations for teachers and students STRATEGIES: (A.) (B.) Change the school theme to "Great Expectations" Implement the Voyager Program (thus eliminating the Extended Day Program and CARE Program) (C.) Provide staff development and awareness on current educational trends and practices (D.) Provide GEA training and other appropriate training for certified and non-certlfied staff members (E.) (F.) Empower teachers, students, and parents through committees, active planning, and other leadership opportunities Provide effective Instructional strategies for teachers and sufflclent time task for students by Including horizontal (grade levels) and vertical (all teachers/subjects) planning directly related to the curriculum on * Eliminating excessive paperwork (SEPs, Learning Style Inventories, Parent Home Study Guides, & Student Profiles) * Eliminating designated program names and Incorporate only the effective curricular objectives based on students' needs (Foreign Language Lab, Spanish Program, Science Lab, Latin Enrichment Program, and Seml-Departmentallzatlon) (G.) Revise the school's schedule to limit excessive pull-outs for a less fragmented dayRTCIITSEI.L ELEMENTARY SCHOOL LRSD INCENTIVE SCHOOL STAFFING Work Sheet * Position FTES in 1996-97 Recommended PTEs in 1997-98 Difference + or - Budget Impact Principal Asst. Principal 1.00 None I 1.00 I 1.00 - 1.00 Theme Specialist 1.00 1.00 Classroom Teacher 14.00 I 14.00 Counselor 1.00 1.00 Media Specialist 1.00 1.00 Media Clerk .40 .40 Nurse 1.00 1.00 Social Worker .50 .50 Instructional Aide 8.60 8.60 Supervision Aide 2.00 2.00 Auxiliary Teacher 1.00 None 1.00 Other Art/Music/PS 2.50 2.50 Speech Special Ed. GT Title I SubTotai Extended Day Teachers .20 .50 .80 2.00 37.50 17.00 Extended Day Aides/c
\]>E 10.00 Other Ex.Day Sec. 1.00 .20 .50 .80 2.00 37.50 12.00 6.00 None -5.00 -4.00 -1.00 Sub Total 28.00 18.00 5: -10.00: Grand Total 65.50 55.50 -10.00 I I I I I (* The site director will be an added position in the Voyager Program
however, this teacher will be paid by the Voyager Administrative Office in Dallas, Texas.)RIGHTSELL ELEMENTARY SCHOOL IV. STAFFING NEEDS: The staffing needs of the regular school day will generally remain the same from the 1996-97 school year through 1997-98. Instead of an auxiliaiy teacher, an assistant principal will be added (the FTE of 1.00 will remain the same). The staffing needs of the after-school program (Voyager) will be significantly reduced. The staff will be reduced as follows: 1996-97 1997-98 (17) Teachers (Ex. Day) (12) Teachers for Voyager * (6) Aides (Ex. Day) (6) Aides for Voyager (4) Aides (CARE) - - None - - (1) Secretary (Ex. Day) - - None - - ( * An additional staff position, a site director, will be added to the after-school program. The site director will be paid by the Voyager Administrative Office in Dallas, Texas.)RIGHTSELL ELEMENTARY SCHOOL V. BUDGET REQUESTS: The modifications in the academic programs (sections I, II, III, and IV) are compatible for the "1997-98 Proposed Budget Allocation for RlghtseU School." The program changes will not exceed the school's total budget allocation. After the Initial staff training costs for Voyager (1997-98) there will be a moderate decrease in overall expenses (in upcoming years) as a result of the following: * Less staff persons for the after-school program * No buses for the after-school program * Controlled salary stipends for the after school staff ($16.00 an hour for teachers) ($8.00 an hour for paraprofesslonals/aldes) Some line items on the budget will be adjusted to reflect the restructured program modifications for Rightsell School.RIGHTSELL ELEMENTARY SCHOOL VI. SUMMARY: Rightsell Elementary will become an instructlonally effective school by focusing on student achievement, staff development, high expectations, and parent/community involvement. Rightsell Elementary, a high performance school, will deliver an "academic enriched curriculum" through a variety of approaches and strategies. Regular planning, assessments, evaluations, and surveys will be conducted to make modifications to various programs components to meet the needs of students.fl zur^ 19 GOOD REASONS TO SEND YOUR CHILD TO SCHOOL ON 19TH & CHESTER " ( Rightsell Elementary School) 1. CCC Computer Lab 2. Small Class Size (1 to 20) 3. 4 -Year-Old-Program 4. Great Expectations Program 5. Gifted & Talented Program 6. Partners-In-Education 7. Special Education Services 8. Full Time Counselor and Nurse 9. School Uniforms 10. Active Parent Involvement 11. Cheerleaders (Junior & Varsity) 12. Basketball Teams (Junior & Varsity) 13. Boy Scouts & Girl Scouts 14. Voyager (After-School) Program 15. Field Trips (Local & State) 16. Good Test Scores 17. Clean, Orderly School Environment 18. Art, Music, & P.E. Programs 19. Dedicated Principal, Teachers, & Support StaffCctkefeller Ccmputer Science Early Childhccd Magnet 7CC East 17th Street Little Ccck, AC 777( t 1 1^ 3? .ij*
4i S! j! Individual SchccI Elan Ercpcsal 1997-1998 ROCKEFELLER INCENTIVE SCHOOL EARLY CHILDHOOD MAGNET PROPOSED SCHOOL PROGRAM 1997-1998 SCHOOL YEAR 1. DESCRIPTION OF SCHOOL Rockefeller Elementary is a unique school where the education of children begins at the age of six weeks and continues through b*** grade. The Early Childhood Magnet Program has proven to be a valuable recruitment tool because parents have chosen to have their children remain at Rockefeller for the elementary grades. Rockefeller is an open space school. There are five early childhood classes, three kindergarten, r, 2**, 3"*, and 4* grade classes. There have been two 5* and 6* grade classes but an additional 5" grade class will be added next year. Every year it has been necessary to create a new class at each grade level to accommodate additional students. Rockefeller has improved its racial balance during the past ten years to the present school population of 60% African American and 40% White. The school theme of Computer Science has very successfully been implemented and there are plans to develop the school into a model technology school. In addition to the successful implementation of the computer theme. Rockefeller can boast of outstanding delivery of other specialty areas such as science, art, physical education, and music. The Intermediate Show Choir performed at Carnegie Hall in New York City this spring and has performed at many local community functions. A very successful science fair was held at the end of this school year. There are outstanding committed teachers and support staff members that work hard to make a difference in the lives of young children.II. MAIN GOALS The mission of Rockefeller School, as a computer science and early childhood magnet, is to equip all children in our diverse school community with the knowledge and skills to become responsible, productive, and confident citizens prepared to excel in our ever changing technological world. This is accomplished by providing nurturing early childhood experiences, a comprehensive and challenging curriculum and a foundation in computer science skills. The main goal will be to increase student achievement in all curriculum areas. Strategies will be developed to increase student academic performance, develop higher order thinking skills, and promote a positive sense of worth/high self-esteem. III. STRATEGIES High expectations for all staff and all students! Proposed Daily Schedule: Early Childhood Program - 7:00 a.m. - 5:30 p.m. Elementary K - O'** Grade - 7:50 a.m. - 2:35 p.m. Extended Day CARE Program - 7:00 a.m. - 7:50 a.m. 2:35 p.m. - 5:30 p.m. EARLY CHILDHOOD Rockefeller will continue to provide an Early Childhood Education Program beginning with infants, six weeks of age, through four years old only if the following recommendation is adopted by the district. Recommendation is being made to hire an Early Childhood Specialist who will oversee the program until 5:30 p.m. each day and also work the summer months when the administrators are off contract or away from the school site. This wiL ensure constant proper implementation of a quality program and total compliance with licensing regulations. This will allow a certified specialist to be present and working with the staff all day, every day. If this recommendation is not adopted by the district, it is recommended to scale back on the student enrollment thereby phasing out the infant and toddler program - discontinue assigning new students in this age bracket each year. A decision about the continuation of the three year old program will be studied. Parents will be given notice immediately if this approach is taken.ELEMENTARY K-3 Training is recommended for Primary teachers - either completed or scheduled to take the course in the coming year. K - 2*^ Grades will focus heavily on reading, writing and math with large language arts blocks of time provided. Other curriculum areas will be covered through the language arts block and grades will not be required for those additional subject areas on the report card. Evaluate student performance frequently with assessment inventories which will be conducted by Title 1 specialists and IRC staff and plan teaching strategies accordingly. Customized assessment for primary grades can be developed to determine needs and progress. Standardized testing will be eliminated for 1st and 2nd grade students. Utilize guidance and social worker services to assist students with eliminating problem areas that might be providing a hindrance to successful learning. Art, Music, and Physical Education will be offered as a pull out program for all grade levels by full time certified specialists. Scheduling will be done is a manner that will allow in common grade level planning with teachers or administrators. A science specialist will be added to the staff and that person will teach science to as many classes as can be scheduled during the week, but definitely all 4*, 5*, and 6" grade classes. (3* grade will receive science instruction from this specialist for as many times a week as the schedule will allow.) This should increase student achievement in science. Employ instructional strategies that will make a difference in academic achievement and serve as a reinforcement and enhancement to the basal readers. These strategies may include Junior Great Books, the Shurley Method of teaching English grammar, Open Court Phonics Program and resource materials suggested in the basals that compliment the adopted curriculum. 3TECHNOLOGY Rockefeller will serve as a model technology school for the district by developing a technology based instructional program that will be outstanding and worthy of bringing visitors to observe. A technology plan will be on file with the district outlining in full detail the projected overall plans for the school. There will be access to computer technology in every classroom, software to support the LRSD adopted curriculum, staff development training plans, and technical staff in the building to support the technology. Every classroom will have access to the internet. Computer instruction will include the final stages of the CCC pilot program with 4", 5", and 6" grade students through the fall testing period. If a different software is approved by the district for the computer lab, a change in software will be allowed as soon as the contracted time is ended. Writing to Read lab will be discontinued but replaced with upgraded software in the classroom. Each first grade class will be provided six computers for enrichment. Software will be provided that will emphasize phonics and improving reading and writing skills. Kindergarten will have additional computers placed in their classrooms and software to reinforce phonics instruction and introduce beginning reading and writing skills. Computer instructions for Kindergarten - 3"* grade will use Josten software and students will receive instruction mainly in the classroom by distributive method but the lab setting will still be available for word processing and other computer related instruction. Exciting music software will enhance areas of study and additional computers are projected for the music classroom. The one instructional aide who was assigned to work in the Writing to Read lab will be allowed to work with first grade teachers and students to assist with the computer instruction scheduled in each of the classrooms. This additional assistance will aid in improving academic achievement. 4MONITORING AND EVALUATION *Teacher made tests *Teacher/SpeciaIist Observation *Criterion Referenced Testing *Computer Printouts *Frequent Reading Inventories *Standardized Testing *EIiminate 2^ grade standardized testing *Implement Pre/Post Reading Inventory for 172** grade SCHOOL POLICY AND PROCEDURE RECOMMENDATIONS: *Student Uniform Code required * Staff Dress Code *Staff and Parents required to join PTA Parent Contract - Strictly adhered to *PTA attendance required by parents/staff ic Compensation for teachers and principals for additional contracted time beyond 3:05 p.m. - using the same pay scale formula of daily rate of pay/hourly rate of pay for both groups. *Attendance/Tardy Policy established/supported by district *Strict discipline plan established and enforced 5EXTENDED DAY Extended Day activities will be integrated with the Little Rock School District CARE program. It is recommended that the CARE program be restructured so as to develop a quality after school/extended day program. Students wishing to participate in the after school program will apply for admission to the CARE program unless the parents request for the student to walk home or be picked up at the completion of the planned activity. Bus transportation will be provided at the end of the regular school day only - 2:35 p.m. A director/supervisor, selected from the certified staff will be employed and on site each day and will provide training for the workers hired by CARE. The director and principal will evaluate the performance of the workers and the quality of the program. Strict guidelines about behavior will be established for those wishing to participate in the program. Effort to work with community outreach programs will be explored and can be part of the restructuring process. A City Latch Key Program will be considered at the school site for a certain number of children. There will be some activities provided for eligible students and instructed by staff members who choose to work. (Example of possibilities: Primary and Intermediate Show Choir, Piano Keyboarding, Computer Club, Science Club, Art and the scouting programs. Students enrolled in this extended day program will either participate in one of the offered activities, the Latch Key Program, or regular CARE program. Any certified teachers or specialists who work beyond their contracted time or during the regular planning time would be paid a pre-determined amount of pay. These programs would run only on the days that regular school is in session. A partnership could be developed with the University of Arkansas at Little Rock and/or other local colleges where pre- pro students and student teachers could be trained to help with the after school program and earn some money and perhaps extra college credit through participation in the program. This would have to be worked out with the college or university. 6rv. STAFFING AND STAFF DEVELOPMENT NEEDS The principal will be allowed to recommend hiring or transferring staff member/members - certified or non-certified. In addition to the certified teachers presently employed, a recommendation for a new certified teaching position will be made: Science teacher for 3* - 6'*" grades. In addition to the non-certified staff presently employed, the option to hire a computer technician will be considered, if the number of computers in the building warrants the need. There will be at least two instructional aides for every three K - 6" grade classes with the possibility of one per classroom in 1 and I** grades where there will be heavy focus on reading, writing and math. st The district will build into the school budget enough money to provide several days inservice before the beginning of each school year. Eliminate excessive paperwork such as the SEP, Learning Styles Inventory, and Pupil Profile Form. Staff development for teachers, instructional and supervision aides will be provided so as to establish guidelines necessary for effective implementation. Provide inservice opportunities by allowing staff members to attend conferences related to their assigned teaching or instructional area which are held within the city or out-of-city/ state. 7RECOMMENDED CERTIFIED POSITIONS Principal Assistant Principal Early Childhood Specialist Computer Theme Specialist Science Specialist Counselor Media Specialist Art Specialist Music Specialist Physical Education Specialist Two Title 1 Specialists Resource Teachers - enough for identified number of students Speech Therapist Gifted Teacher Classroom teachers - enough to accommodate the number of students enrolled by grade level - not to exceed 20 per classroom. Auxiliary Teacher - willing to trade out for science teacher REQUIRED FULL TIME NON-CERTIFIED SUPPORT STAFF Nurse Social Worker Library Clerk Computer Lab Attendant - Change from .80 FTE to 1.0 FTE to accommodate the theme and model technology school implementation. Instructional Aides - 2 per three classes Supervision Aides - enough hours allotted to cover before school, after school and lunch/recess times. V. VI. BUDGET REQUESTS See attached budget form for staffing changes FACILITY STUDY NEEDS New carpet needed throughout Additional classroom space needed to accommodate number of students enrolled. 8Position Principal Asst. Principal Theme Specialist LRSD INCENTIVE SCHOOL STAFFING Work Sheet. FTE's in 1996-97 Recommended FTE's in 1997-98 Difference + or - Budget Impact I 4. I 4. 1.0 1.0 1.0 1.0 1.0 1.0 0.01 0.0 0.0 ! Early Childhood Classroom Teacher Classroom Teacher | Media Specialist { Auxiliary Teacher Eady Childhood Specialist Science Specialist Art Music P.E. Resource (Title I Gifted Speech Media Clerk IComputer Lab {Attendant (Nurse Social Worker (Eady Childhood llnstructional Aide (Elementary llnstructional Aide r- {Sub Total (Extended Day Teachers I I i (Extended Day Aides I (Other: ^ub Total |Grand Total I i 5.0 19.0 1.0 1.0 5.0 19.0 1.0 0.0 0.0 0.0 0.0 - 1.0 0.0 0.0 1.0 1.0 1.0 1.5 2.0 0.6 0.8 0.6 0.8 1.0 1.0 18.0 12.0 70.3 0.0 70.3 1.0 1.0 1.0 1.0 1.0 1.5 2.0 0.6 0.8 0.6 1.0 1.0 1.0 i 18.0 12.0 71.5 0.0 71.5 I + 1.0 + 1.0 0.0 0.0 I 0.0 0.0 0.0 0.0 0.0 0.0 + 0.2 0.0 0.0 0.0 0.0 + 1.2 I I I 0.0 + 1.2 I If enrollment continues to increase, as projected for 1997-98, the part time positions may have to be increased to full time. I
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.