Little Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation i Little Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation INCENTIVE SCHOOL PROGRAM Introduction The Little Rock School District will have seven (7)* schools providing the incentive interdistrict school, but would continue to provide school program. Rockefeller may become an the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program wiU not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation these schools and in the entire school district. The following schools will provide the incentive school program: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens The question of an additional incentive school for the 1992-93 school yw is ... -s-i- * to add an additional discussion. The parties do not seek to modify the plan at this time incentive school. In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resourcm uhd cxpccutiom. the toceudve Khodl progruto wffl Kuve B a luodcl of otocBcncc for the county, ttate and nation. The iucce of the tocentive titoool progtan. is directly related of the long-term desegregation plan in the Little Rock School District. to the success of the long-term ocsBgreaouv** u addmoa to the ongoms camprahaaaivt pragmas to the inacanvt ichooU, the will ..pin., the possible me of . trust fend to proride future eoUese tootatstop tocaioves. ^es toll detetmtoe the costs of impleinenttog t otoohmhip projnuu for the students schools end will detenutoe the feesihiUty of using trmt funds to prov.de . The parties who attend incentive such an taeeniw. B will have the responsibility for establishing the guidelines and criteria to be used in aUocating any resources to the students. The trust fund ac achievement incentive to students and would also assist would be used to provide an academic parents studenu to settin, retdistic gotds tar sttendtog college. Page 149 I I IIncentive School Progrem Committee developed by a committee of -3. The blueprint will be used ATf^ework'forspecific activities that are expected to occur after court approval of the The blueprint for the incentive school program was administrators, teachers, community represenutives and parents as incentive school program. The following areas were considered in the development of the incentive school program
A. Staffing B. Parent Involvement C. Staff Development Acadf^i^ Programs and Curriculum Development E. Social Skills F. Support Programs G. Monitoring and Evaluation H. I. J. K. L. Special Student Activities Parent Recruitment School Ariministratiop School Policy and Procedures Counseling/ Social Worit The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: Subcommittee 1 - Academic Programs - Special Student Activities - Sodal Skills Subcommittee 2 - Support Programs > School Administration . P^unneeling/ Sodal WOtk - Monitoring and Evaluation - School Poli^ and Procedures Subcommittee 3 - StafBng ~ Soff Development Subcommittee 4 - Parent Involvement Subcommittees - Parent Recruitment Page ISOf Blueprint for Excellence of this document is to clearly define the mission d pecuuo^ for the Thc purpose of this oocumcm is lu however, attempt to L 1 t'ka inf*^ntive School P^QPTBTn Committee did not, incentive schools. The incenti e ,-,~oTn This document merely fimishes the community with the parameters for exceuencc m local practitioners, and concerns for each individual incentive school must be in The local practitioners are the principals, teachers, parents and P program school The _____J. ok. nr.rtiinitv foT thc oracuuoncrs to make certam decisions _____ depends on the opportunity for the practitioners OCDCuUd UU U*v J -------r . J This document is hereby submitted to the federal court and the community with the understanding that further details wiU be developed. The Incentive School Program Committee will continue to The committee will be expanded to include at least one parent function until August 1,1989. from each incentive school __ (function as a district-wide The council will have two parent represenutives from each X uC tUlUUUlVvv -- attendance zone. On August 1. the committee wiU be restructured to council of incentive school parents. The councu ww nave rwo p.uu incentive school. Also, four members at-large wiU be PP7^^n^totinE aU activities related Incentive School Program Parent Council will be responsiblefor^^m 5^*001 lo thc incentive school program. The Parent Council will p< to the Little Rock District Board of-Directors and Joshua Intervenors on a quarterly basis. The Aohlemic i^hievemoh, is to h of to that all children can learn, and broad-based commiuuty supptm. j certainly the with the availability of financial resources, educanonal exceUence pjwMlj. It belief of the District that all of these ideals will be evident in each Page 151I Section One: Incentive School Academic Programs and Curriculum Development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of aU children. The content of the education must be true, appropriate, and relevant. The processes of education arc cjqjccted to be democratic and humane- The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well." (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the incentive schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Academic Programs General Areas for Implementation - (subject to an thereof) annual Bsscssmcnt of thc effectiveness 1. Four-Year Old Program (Early Childhood Education)-Thorne Rock^ool^^^ Four-Year Old Program will be operative in each incentive school. The Hi^Scope Curriculum or a coi5able curriculum which is developmentally appropriate and fosttis SSaS? P.S: componcn, lel be inconKnaud in me program model. 2. Writing-to-Read - An instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 studentt. 3. VinriPT^arten - The Little Rock School District Early Prevention of School Failure rnodel -ive school. Release time and flexible scheduling will be Page 1524. 5. 6. 7. 8. iis for developing reading _ ______.bje Curric** will be a major emphasis for to "^nri'clkical reading skills. Each subject area wiU also utihxe strategies to of L appreciation for reading (Pre-Kindergarten.6). Reading Across increase students pleasure of and appreciation fw.., Easmssinn Anmss the Cunicnlum wiU offer instmnnonel objecuves and trnKpes area designed to increase the oral commnnicanons and American English skills of the students (Prc-Kindcrgarten-6). Teaming Styles Inventories will be used in each inceimvc diversifying their teaching styles to JVC school to assist teachers in match the learning stjdes of the students. 7-____i will be developed at the local school level by parents recommended to be integrated into the total curriculum. School Themes and staff and are Snmiepartmentalinetion will be the recoi^ded 6. This organization wfll faciUtate the development of speoahied skills lor suoj teachers for the respective grade levels. 9. Instructional Technology win be available in specialized lhhorator.es and in individual classrooms. 10. Science Laboratories equipped wi& adequate equipment am mobile or permanent, will be available for students. id materials and supplies, either 11. rnpiitr Laboratories for remediation of 25 stations in each incentive school. ul enridmem wffl be expended for a miaidiain 12. Foreign Language be operative in each school. InOTKUooIaboratcrtes with appropriate equipment end mtetiahuill 13. Study and Test^aking Skills wfll be ttught in an each grade level. integral component of the curriculum at ---------- available for loan to students /Remediation and enrichment software will be available for Loan Program - portable computOT 14. Computer (grades 4-6) for use at home home-based experiences. 15 Parent Home Study Guides will be dewio^ in each core subject area for each grade (1-6). win be developed by the beginning of the 1993.94 school year in 16. Computer Managed Instructional Technology will be ing of the 1992-93 school year. njfd for continuous tracking of 17. Student Education progress by the beginning of the --------------------- win be developed, implemented, and monitored for each student. Page 15318. 19. 20. 21. 22. 23. 24. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. Homework - homework as required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion-referenced tests will be computer generated for the ongoing assessment of students. Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. African and African-American History * each school will establish a sequential program to include the study of African and African-American history and culture. Specific Subject Area F-mphari^ The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. Readins - f -taming to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (R-) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4-^ - Increased motivation and learning with oral expression through reading
eg^ choral reading, student storytelling, debate, drama, etc. (K-6) F.nglich/Uternture Arts - Writing to Read, or a similar program, as an instructional comfranent for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of studenu (K^) - Latin Program will be used to increase the vocabulary and word attack skills of studenu (5-6) . . - Oral Language Expression wiU be a major emphasis m the reading anf English/language arts areas (K-6) Page 154- Penmanship wiU be emphasized at each level, with appropriate recogniuon of the developmental level of the individual student (K-6) Modeling will be expected in the oral expression, vocabulary, and usage Language skills of thc teachers (K-) Social Studies context-World History, - Emphasis on the study of history from a subject area American History, and Arkansas History (4-6) - Emphasis on introductory concepu in history, geography, and civics qk ) . fipnmnhv will be ttuEht throu^ active learning strategies S'"??"? wm include a multicultural cumculum - riRph subject and grade level in social studies will include a - Learning strategies and activities will promote living social studies" (K-6) - Emphasis on American and Arkansas History (4-5) - Empbosis on World History (6) - CfIfbrarinns/ ceremonies be integrated into the cumculum Mathematics - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) - Extensive use of manipulatives (Pre-K-S) - Use of computers for organizing and utilizing mathematical data - Emphasis on critical thinking in addition to methodology and results (K-o? Science Instruction wifi utilize a handson discovery and exploration approach to thc learning of scientific method and suggest the include prepped Wonnntion pieB describing ---------- Msienments wiu inci reinforce what has been ttught - Homework assignments experiments parentt and students can in the classroom Fine Arts . Content will include an introduction to basic concepts in music and art in the content, knowledge, . S^phS in the earlier grades will be on pSZ^and crafts (Pre-K-3) the enjoyment and creation of music, Page 155- Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developmenu (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts Foreign language - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a "total physical response" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for 1-6. - A foreign language laboratory will be used for instruction, including computers where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4- 6). Physical Education/Health - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1-6) - Emphasis on "wellness" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped
ix., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) Social Skills Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be oq>ectcd to model exemplary behaviors toward each other, the students, and the total community. activities will be used to emphasize the development of appropriate social skills: FamDy Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging . Structured lessons in self-esteem building will be taught in small group sessions. Inteipersonal Skills - Structured group sessions will focus on problem-solving, decisionmaking, peer pressure, etc. Page 156r Rites of Passage - A structured program will be initiated to respond to the emotional. physical, and social developmental changes in the young si may be established for male and female students. studenu. Separate programs Hole Model ProgrMi - Individuals (intetnalioual. national, state, local and cotnm^W Stations at the school in evet, area of the pr^ to models for students. Special emphasis will be placed on s----------- Afrirap-A-merican role models for males. Mentoring Program Utilizing local resources in the community and the Partners Program, a mentoring program will be established for students. Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. Special Activities Special activities may be focused on academic reinforcement, special interest clubs. and/ or units of national or state organizations. Academic Reinforcement Activities may include G>ut not be limited to) the following. Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homeworic peer tutoring (see Support Programs). Academic Reinforcement Qubs - Chess Club, Computer Progranumng Club. I^att Clu^hespian (Drama) Club. Math Club (Math Olympiads). Odyssey of Ae Mind. Great Boo^ Club. Science Club. Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Rifting Club An Club Horseback Riding Qy^nnactif Club Dance Club Great Decisions International Pen Pal Club Sewing Club Page 157Field Ttips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DjC.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. Page 158Latin Enrichment Program Elementary T.ngiiag< Aits Classes L Background In the early 196Os, the Philadelphia (PA) School District raised reading an vocabulaiy scores of elementary school children through a progr^ using Latin m language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers
the progr^ did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school distticts, such as Indianapolis, Indiana
Washington, D.C4 St. Louis, Missouri
Dallas, Texas
Angeles, California: New York City, New York
Oakland, California
and Kansas City, Missouri. Some use the Philadelphia materials
others have developed then own materials. In these programs the focus is not on teaching formal Latin grammar, it xs on mantel m IIIWJV ya v-- using Latin words and myths as a means to improve English skills. These programs have also resulted in improved self-image among learners. The initial implementation of the program by Philadelphia and later in the ab^ identified districts was in inner city schools with a large minority poputotion. The targeted levels were grades five and six or grade six only. Reports concerning students performances on standardized tests in the above identified districts reveal at leut a one year growth in rr-ydinE and vocabulary and a significant amount of growth in o er content areas (see attached). In all districts, a team of Latin teachers trained thc elementaiy lan^^ arts teachers in nring the xnaterials and served as resource persons for background in Ro^ . A -..._______________ if>mentflrv teachers studied to and Greek culture. As the program grew, many of these elementary Suu wZwClk UlULIUw* U** yaw^aaaa* ------ . . become proficient in Latin. A corresponding program using the Greek language has also been developed
this program uses the same methods and approach. The materials focus on using Latin and Greek word roots as a basis to increase English readinE and vocabulary skills. Materials arc varied
the two basic co^ are and riith crades and are based on classical mythology and lif . designed for fifth and sixth grada and are based on wide variety of subjects, including science, math. Supplemental courses cover a astronomy, and blacks in antiquity. n. Rationales th.n fnifi, of words in the English language are based on Latin words
More than 60% of words in uw vnowledee of word-building elements will increase knowledge of focusing on studies and reading curricula the GrtcoioM. world.
vocboW Mterials that relau te subject maJrer wiU broaden learning and provide enrichment. Page 159Ability to read English is not limited to language arts and other academic areas but affects success in life itself
increasing that ability creates more successful individuals who feel competent to deal with school and living. Latin is an unusual subject for studentt, especially in elementary school. While the study is not focused on learning the Latin language per se, study of an unusual and "different" subject, and seeing success in doing so, brings an improved self-image to the learners. The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to . use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students
no other public or private schools in Arkansas, certainly in the metropolitan Little Rock area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardixed test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and needs of the Arkansas students. HL Proposal It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. IV. Program description After teachers for the incentive schools have been identified in the spring of 1989, these teachers win receive six hours of inservice training during the summer of 1989 in implamenting the program. The program wiU be implemented at the start of the 1989-90 school year and wiU be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (1) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become more proficient in Latin by enrolling in a college course designed especially for them
this course will be optional and at the teachers own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal districtwde assessment of the program will be made
this assessment will be based on surveys and test data. Page 160Instructional Materials Budget Sununar
(Per Teacher) $ 30 Printins 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructorss Fee 30 Inservice Stipends 60 TOTAL $245 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each 28 teachers $6360 1 school with 10 teachers " 10 teachers 2350 TOTAL $9310 Page 161LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation t. To provide awareness of the Latta program to incenllw school prtacipab and staffs. l.l Present imptemenialbn plan proposal Io assoctate supertaiendenis and assisuni supertaiendenis. Jan 30. 1989 Foreign Language Supervisor Staff Dev Director Plan presentaibn 12 IJ Schedute awareness meelbg with principals of bcenllve schools. Develop ageoda for principals meelbg. March I, 1989 Assoc Supi for Edncalbnal Prog Meelbg on calendar 1.4 Conduct awarenem meeting whh prtacipab. IJ Schedute awarenem meeting whh current Sth and Ah grade teachers In tacenlbm schoob. 1.6 Conduct awarenem meeting whh current Sth and 6ih grade leachers. 1.7 Identify Sih and 6lh grade teachers who wish to remain at Incentive schoob. March I, 1989 March IS, 1989 March IS, 1989 AprU 1992 May 1992 Assoc SupI for Edncalbnal Prog Foreign Lang Supv SlafT Dev Dlr Latin Teachers Asst Supi Foreign Lang Supv Staff Dev Dlr Lalb Teachers Human Resources Director Prbled agenda Concerns/ quesibns expressed by prbcipals Meelbg on calendar Meelbg agenda Usl of Menlined 5lti and 6lli grade leachers 2? 5 IJ Reciull and fill vacancies. July 1992 Human Resources Director Idenllfted Sth and 6lh grade leachers al bcenllvc schools for 1989^.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives 2. To provide Inservice to participating teachers. 3. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2.1 21 2J 2.4 23 2.6 2.7 21 2.9 Requisltloo lostrucllonal materials. DnpUcate copies of above materials. Schedule Iwo Inservice meetings of three hours each. Develop agenda for above two meetings. Conduct above two meetings. Contact UALR about offering college course. Schedule above college course. Implement above college course. Schedule four Ivrofomr Inservice workshops In local bulldtagsZdusters disirictwide. 2.10 Conduct above 4 Inservice workshops. I May 1992 July 1992 JuiK 1992 July 1992 Aug 1992 June 1992 Dec 1992 May 1993 Sept 1992 Foreign Lang Supv Arrival of materials Foreign Lang Supv Foreign Lang Supv Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Principals Foreign Lang Supv One copy for each teacher Meettags on calendar Printed agendas Agendas and materials Course proposal Identified dales/times/place Completed course Meetings on calendar n e To Implement the elementary Latta program In Sth and 6th grades al incenllve schoob. 3.1 31 33 Schedule time for ctassroom tastructlon. Purchase/dupUcateZ create student materiab. Incorporate Latin program tato districts language arts program. May 1993 Aug 1992 Ongoing Ongoing Latta Teachers Principals Foreign Lang Supv Principals Meeting agendas School's instructional schedule Materials ready for classroom use Lesson plansLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives Strategies/ Activities Beginning Date Ending Date lesponsibllity evaluation 4. To evaluate the elementary UtIn program. 4.1 Monitor classroom acllshlcs. 42 Identify student growth on standardized tests. 4 J Develop student, teacher, parent assepnmnt survey. 4.4 Disseminate abow satwys. 4 J Compile surmy lewHs. 4.6 Submit final evahialion report to nociale snperintendenls. May 1993 May 1993 AprU 1993 May 1993 May 1993 lune 1993 Principals Principals Foreign Ung Supv Utin Teachers Principals Foreign Lang Supv Foreign Lang Supv Identified strength and weaknesses Test data Printed forms Completed forms relumed Survey data Submitted report JAREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal I: To develop and Imptement a quatlly academic program for Incentive Schoo s. Objectives Strategies/ Activities Bcglniiiiig Date Ending Date Responsibility Evaluation I. To promote/enhance leadership and staff understanding of the Incentiw school concept. 1.1 Provide an faideplh pre-orlenlallon session on each component of the Incentive schools for principal. February IS. 1989 February 28. 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop Incentive School Plan for each school. 12 IJ 1.4 2.1 22 2J Develop ta cooperation with the principals a detailed process and formal for developing the Individual Incentive School Phn. Assist each building principal In presenting an In-depth pre-orlentallon session for sulf on each component. Assisi each principal and stalf-wlih orientation session for parents ta the Incenllm schools. Identify Incentive School Man teams. Develop the detailed Indlvidnal Incentive School Plan. Review and approve School Phn. March 3. 1989 March I. 1989 March I. 1989 June 1,1989 June 1989 June 1989 March IS. 1989 March IS. 1989 March IS. 1989 June IS. 1989 Inly 1989 July 1989 Supts Cabinet Asst Supt-faicenllve Schools Supts Cabinet Asst Supt-lncentlve Schools Supts Cabinet Principals Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools AU Divisions Supt's Cabinet Board of Dbectors < 85 3. To develop cnrrlcuhim specific to the incenllve schools. 3.1 Identify each area In need of curriculum dewlopmenl. June IS, 1989 July 31. 1989 Principals Asst Supt-lncentlve Schools Cun Div SupvsAREA: Incentive Schools Goal 1: (continued) I Objectives 3. (continued) I A s: To procure equipment and furniture Ibr Incentive School Programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginnhig Date Ending )ate Responsibility 32 32 3.4 33 3.6 3.7 33 4.1 Evaluation Identify teachers for cnrrlcsinm teams. Pten orleniallon and format for currlculnm development. Review prehmlnaty draft of revised cnrricniar for LRSD. Develop addhlooal components for each curricnium area. Proof and type toeentlve School Curricninm Ouldes. Print Curriculum Ouldes. Distribute and provide Inservice on (he hnplenientatloo of the currlculnm guides. Develop speclflcalloo for bld for equipment and fomltnre. Jone 1.1989 June 1.1989 June It 1989 June 1,1989 July 1.1989 July 20,1989 August I, 1989 March IS, 1989 June IS, 1989 June IS, 1989 June 30, 1989 June 30, 1989 July 20. 1989 July 30, 1989 August 30, 1989 April IS, 1989 Principals Asst Supt-Incentive Schools Curr Div Supvs Principals Asst Supt-IncentIve Schools Curr Div Supvs Curriculum Teams Curriculum Teams Curriculum Div Principals Curriculum Division Curriculum A School Division Principals Dlr of Purchasing Asst Supt-lncentlve School Staff-CurriculumAREA: Incentive Schools Goal I: (continued) Objectives 4. (continued) 5. To effect facility modUlcatlons for Implemenlallon of the Incenllve School speclaUzed programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities leghinhig late Endbig Date lesponsibllity Evaluation 42 4J 4.4 S.l 9 Bld for specific equipment and fomlture. Order fiimllnre and equipment. I InttaU and Invenlory to ensure adequacy of aU equipment and fomhure. Review the detailed Incentive School Plant with the Support Servicet Division. 52 5J 9.4 April IS, 1989 May IS, 1989 Principala Dlr of Purchasing Asst Supt-lncentivc Schools Staff-Curricuhim May IS, 1989 August I, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Siaff-Currlcuhim August I, 1989 AprU IS, 1989 August IS, 1989 AprU 30, 1989 IdentUy modUlcallons limeUne as previously eoUaboraled in the development of the plan. Contract for service at needed/ Mcnilfled hi the pUns. Implement the modlflcatlon pUn for the fociUtles. April IS, 1989 AprO 30, 1989 May IS. 1989 AprU 30, 1989 May IS, 1989 August IS, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Slaff-Curriculum Div of Schools Assoc Supt Asst Supt Principal Div of Support Services Div of Support ServicesAREA: Incentive Schools Goal I: (continued) Objectives S. (continued) 6. To ensure the avallahllHy of adequate resources to Implement academic programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation S J Make Unai Inspecllon on the work for the focilities modification. 6.1 Inhtale Idenitflcatlons of miterbh and lestbooha needed for the 1989-90 school year. 62 Involve school teams staff and parents hl revfewlng the needs Mentifled as required for core and special programs. 6 J Identify any materials or textbooks that must he ordered prior to fiscal year 1989. 6.4 Malnlaln hulMtag record of requbilloos for the 1989 school year. 6J Monitor and approve requisitions as requested from bcentim schools. 6.6 Malnlaitt audit for all materials received. May IS. 1989 May 1.1989 May 1.1989 May 1,1989 May 1.1989 May 20, 1989 July 1.1989 6.7 Cross validaie with purchasing all orders not received. July 1.1989 & 00 Bacept for articles requiring a much longer time period, all requbhlons are signed on or immediately following July August IS, 1989 June 30, 1989 June 30, 1989 May 20, 1989 Ongoing Ongoing Ongoing Ongoing Principals Principal School Teams Principal Asst Principal All Divisions With major input from Purchasing Principal Appropriate Assoc Supi Principal PrincipalAREA: Incentive Schools Ooil I: (continued) Objectives 6. (contteued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE 0 StratcgIesZ Activities Beginning Date Ending Date lesponsiblllty evaluation 6.8 6.9 Obtain requirements for participation In all special programs. Pay partldpallon fee and order aO necessary materials for special activity. March 15. 1989 April 30. 1989 Principal 6.10 Select sponsors for each special program acHvhy approved In the Incenllm School Plan. 6.11 Complete special contracts with aU enended day employees for the 1989^ school year. 6.12 6.13 Complele Master . Schedule for total school program. Review/revise as necessary the naff development plan for the foil (September-December). April 30. 1989 April 30. 1989 Augnsi I, 1989 AprU 30. 1989 Augun 30. 1989 (As necessary, but al lean once each semener) Jub 1.1989 Principal July 30. 1989 Principal August 30. 1989 August IS. 1989 September IS. 1989 (As necessary, but al least once each aemester) Principal Principal Principal o $I n AREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To provide staff devetopment for Iniplementallon of Incentive SchodPI^ Objectives trategles/ Activities Beginning Date End big Date lesponsiblllty Evaluation I. To Implement staff devekipmenl activities for toeentlve schoob. l.l Identify the staff development needs of each toeentlve school. April 30. 1989 May 15,1989 Principals Dir of Staff Dev 12 Develop Inservice schedule to colbboralton with hnlMtog principal. May IS. 1989 May 30.1989 Principals Dlr of Staff Dev 12 Notify each achool staff of proposed toservice dales for pre-school Iratotog. May 30. 1989 Aug 30.1989 Principals 1.4 Pbn deialb for deSvery of Inservice, la., she, time, arrangemenls, etc. May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev IJ Obtain services of coosuhanls (as required). May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev I 1.6 Inplenenl fcS trataing cycle. Aug 1.1989 Aug 30. 1989 Principals Asst Supi Dlr of Staff Dev 1.7 Evaluaie sUff development acllvhy through suney response from each staff. Aug 1.1989 Ongoing Principals Asst Supi Dir of Staff Dev oSection Two: Incentive School Operations The focus, function and guiding process of the incentive schools will be to provide excellence shall exemplify the close partnership between parents motivational factor for students. The school program and the school community which is _ will address student success and XJIOU VftUUUW **** -------- development of potential from affective, skill based and academic perspecuves. Support Programs The following items will be components of every incentive school: A. Homework Centers - Although it is anticipated that the school day shall extend from Homework Centers will be extant in each school at iwt BKX) am. to 5:00 pjn.. Homework Centers wiU be extant m e^n three days per week to assist studenu who are in need of specific help witn ciass material. The school day may be extended another hour if necessaiy. It will be necessary to provide transportation home for studenu who remain at e Homework Center so that studenu whose parenu cannot supply transportation and/ or who live outside of the area which is reasonable walking distance may a themselves of the center. If studenu choose not to attend Homework CentOT, other options for student assistance will be explored. Staffing for tae Homework enters will be in the form of classroom teachers who will be available on a "volunteer Staff will be mtating basis, communi^ volunteers and peer tutors. - - - certified teacher working. If the number of studenu reaches 25, an instructional aide shall be added to_asM studenu. When the number of studenu attending regularly reaches 5U, an additional certified teacher wiU be hired. Thereafter, as each addinon^ u^ment of 25 studenu attend, instructional aides and teachers will be added on an compensatedJiomework Centers will have alternating basis. B. Homework Hotline - Homework Hotlines should also be put tato p^ S^"ta^ for a hotline) to be open from 6KK) - 8^ MondHy- ThSrsday eventags. This too will be staffed by teachers on a rotating basis such timt ZS^ntive teStaer wiU provide one (1) evenings service approximately every 45 days. Staff will be paid for this time. c. will be selected from among a group of self-nominated Tntnrinn-Peer tutors will be seiecteo irom aniuuB o 6* _ a outstanding academic averages but will also be open - well with other students and who can verbalize an those students with achieving studenu who work acluvTiUB *******--------- . _____J understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated win PC vu H -------books magazine subsenpuons, school '------Boods such as games, books magazine Xu U B attletic cempment. luus. ett. To>s Will be assigned by subject area and on who wish to serve as peer tutors t rotating basis in order to allow all students the opportunity to do so. a Page 171D. Teacher Mentors - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors
to sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend. E. Instructional Aides - There will be an instructional aide in every classroom. Applicants will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have acquired the equivalent of one full year of earned college credit in order that they may work towards a degree in education. The program will be designed to forpve a certain portion of the loan for each year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of Student progress, communication with parents and preparation of supplemental instructional materials. F. Supervision Aides - An appropriate number of Supervision Aides will be provided at each incentive school. G. Career SldUs Devdopment Program - A program will be developed within each school whereby written information, guest spe^ers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in earb presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected Miming potential and a general "mapping* of how a student can pi ogress from elementary school to the desired' career goal. Other components of this category will be opportunities for students to participate in programs sponsored by the Boy Scouts of America. H. Extended-Year Program - A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and wfil be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students wiU be encouraged to participate. Students wiU participate in thc program generally on an elective basis with prescription for attendance from teachers of students who ye behind grade level in core curriculum areas. A few seats may be open to other students on a space available and paying basis as well. Transportation maybe provided. The number of incentive schools at which summer 1 rauspu __ . ,____J armIc nnd interests. will be held will be based on identified student needs and interests. programs Students participating in the Extended-Year Program wm be^tructed at their own endemic levels rather than by means of a specifically identified grade designauon iTomer words, a student functioning at grade 2 level in math would study at tha Page 172r 1. level but may also study at the fifth grade level in summer reading programs, regardless of his/her actual designated grade level. Community Access/Field Trips - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: historical events and displays cultural events and exhibits sciertifie/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students have the opportunity to visit industrial complexes to view the actual manufacturmg process and to gain information relative to the world of work by means of visits to actual wrork sites and some shadowing experiences in the intermediate grades, ix fifth and sixth. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theater an arts center a ballet company a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McdcUan-Kerr river project) an inland sea port a major research/ teaching medical center Among other opportunities for students including, but are not limited to. banks, stock/bond houses, hospitals and a law school. J ..tw, Tnvnivompnt - OoDortunities to participate in both Boy Scouting and will exist at each incentive school with existing troops at each building. Girl Scouting will exist at During thc 3:00 - 5 JO pin. time period (or whatever the K. spi.l sums be provdcd no, only designat^ r-nter and Peer Tutoring activities but also for students to SmilenBflmbingaoivibeseerlysbaUrepcmeither to or guardian. Page 173These skills shall be defined as the opportunity to participate in: choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school L. M. N. Special Training * Ongoing training will be provided to staff in areas like human relations skills
learning and interactive styles
TSA
PET
working with youth at risk
working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Parents will have access to special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. Parental Involvement - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance. Timing Time Schedules - schedules wiU be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities, for example: Homework Center Special Skills Leisure Activities >4 days -1 day -1 day < (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tannic etc. based on student interest and access to appropriate playing fields etc.) Clubs, Extracurricular -1 day O Home/School Communication - Monthly reporting to parents wiU take place. Early indicators and early intervention programs wiU be formulated with "alert" and "success" cards to be sent to parents to update them on their childs needs and achievements. Page 174p. be involved in school Programs - Extracurricular programs will be establtthed to aUow studentt recognition, leadership experience and a chance to J activities. Among these wiU be future teachers programs. Just Say No uuos. SmSals. monik "jobs' in the office (at recess or lunch time, not c^ ume . Ubrary. with the flag, safety patrol, fire marshals and student council membership . Attendance and behavior guidelines will trained personnel will help studenu with problem solving. Q. Attendance and Behavior Guidelines --------------------- provide nnigue opportunities to assist students and keep them in schMl. Tim areas staffed with studentt soivmg. Studentt will participate in the process of developing school-based managemen rules. Studentt and parents will sign a contractual agreement to be at school an on time each day. R Subject Related Extracurricular Activities - Other options for studentt may include, . ............... ...... ....hnnVc vnUnB but not be limited to, activities like math olympiad, junior great boolu, young authors club, young sdentistt, Olympics of the mind, elementary band and a strmg program. Parents will be informed of all of these options. Studentt will be encouraged to participate in these activities and a regular schedule will exist for club/academic- related activities. find cannot attend Note: Students who live in the Washington attendance zone Washington will have access to extended day aebvities^^^nded year acnyia^M thf rhf>itTghip program if a plan to manage this arrangement is appro y Court, CounseliiigZ Sorial Work A rIn Smtes Atcen . Ttae ih.ll be tags to county momii,i>ro<ledto.tiideiiBwboKtei>dtbeii>ceativei^ programs provided to students who attend tne mceni^ ^^STpropLis can be negotiated and/or secured by compact choir in the schools
volunteers and pre-professionals from area colleges and nnivefsities XD aSSiSt from social agencies to intervene personal need situations. if studentt need assistance in health and/ m - A mentoring program wiU be established hei^ten student expecutions with which will piuvid _,,-ness of wii ncces$ry for successful entry into the in riK> K >0 hagbte. student opecutiooi with otflote y pgloatt. Parents will also receive L_----- which arc open to their chUdren. this information so that they may be aware of the options Page 175c. D. E. F. G. H. Study Skills - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, ix., bubble sheeu will be used on some class tests and a variety of question types will be used by teachers. HomeZNeighbortiood Meetings - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes if invited by parents. These less formal meetings out of the school environment maybe more productive and can help forge a school/ neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. Individual and Group Counseling - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. Incentive/ Recognition Programs - Incentive/ recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented m the subcommittee meeting included? awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the students choice for academic growth and the like. Wellness Program - A wellness program will be in place at each building with availability of a full time nurse. Students will be screened for physical health Md will also receive information on topics like self-esteem, nutrition, drug prevention and awareness Md first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. Camp Pfeifer - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, udiereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is m inherent part of this program in assisting them to work with students on homewotit and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. Monitoring and Evaluation A. Verifiable Monitoring of Student Growth - The Planning. Research and Evaluation District will be assigned the task of developing a plan for verifiable Office of the District will be assignee uw uu*.------------ at tmicnt growth id for the development of reliable procedures to accomplish these tasks. This plan ud its accompMjinB procedures should tore uccouot not o^y test 1 ________ . V , class achievement as evidenced scores achieved on norm-referenced tests but also class achievement as evidenced Page 176 AB. c. D. by teacher tests and curriculum and criterion-referenced tesu. There should be long-term monitoring of student growth. Regular Monitoring of Student Attendance, Discipline/Behavior and Achievemnt- Reldar monitoring of student attendance, ducipline/behavior accomplEhed through the development of and use of mdmdual tiSiles by classroom teachers and the buUding administrator. This done on a minimum of a quarterly basE. Individual student of interventions and/ or programmatic changes will be predicated on identif . assessment will or enrichment indicators determined through ongoing review of data. in the Development of Student Educational Excellence Pl^ - The Involve Patents in the Development oibtuoem taucauonai school staff shall involve parenu in the development and momtonng of s educational exceUence plans. Parenu are the first teachers of their students and sec a context outtide the school. In the parental capacity, there u spec^ .. .. extremely them in l -------------------- -------- awareness of a childs potential, talenu and interests. This input is important in reviewing not only academic programs but also extracurricular, peciai skills and extended day activities. Quarterly Reports and Visitations - Quarterly reports wiU be made and will take place for the purpose of assessing student progress, facility lykeep care of grounds and equipment The monitoring team wiU toma staff, school staff, patrons and representatives from the community. s write goaE. not only for the school in general, but also personal goaE staff member has a duty to provide a climate conducive to learning and should how t^nm will be composed of district and model high expectations for all studenu. Students will also be involved in the goal setting process "contracts* for their own achievement. and will formulate evaluators will be asked to complete evaluations E Student Evaluators - Student (------------- relative to the school, iu dimate and then educational expenence twice a year. F. Sdd Cltamte - Studchts, tcKhen, ri pBChts wffl be riked to complete . *ool climate survey once each year. involvement quesnonnaires to the studenu regarding changes made m rriSd ih this evriuriic pwccss. The sun-ey results edU J^S^d^th each school for dissemination. Computerized datt access will be a reality in all G. Compuurixed - .nd 'am be incennve schools so ^[^^^,^eeededreladw torii school progin Bpecis. immediate for reports Page 177~H. School Site Teams - School site teams will be created to work to implement needed ~ programmatic modiflcations which will be a greater benefit to the students. Membership on these teams will be routing and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. School Policies and Procedures A. Flexible Programs - Every student will receive individualized instruction every day, as needed. Programs will be flexible in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. Additional Items - It is recommended that each incentive school have: a permanent assigned substitute who is familiar and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach). Uniforms for student (such as blue jeans and a white shirt) dress code for staff encouraged PTA attendance (and other parent meetings and visits), at least two (2) meetings per year, one of which shall be the Open House student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab----- a computer lab (to be used for other than remediation) a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presenution at incentive schools on a mrating basis for parenu in those communities to enhance their skills Page 178 Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to: - field trips - enrichment activities - tutoring X - parent/child "make & take sessions - book fairs - physical education activities Page 179LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: To develop support programs and procedures which will allow Incentive schools to provide enhanced educational opportunities for an students. Objectives Strategies/ Activities Begbubig Dale V I. 2. To provide Homework Centers and Homework Hotlines for the students al these seboob through the extended day program. To eslabUsh training for peer tutors and an ongoing peer Inlorhig program for students. l.l 2.1 3. 4. 5. 6. s To use the skUb of retired teacher mentors to tutor and sponsor clubs. To enhance student kaming through exiensiw use of ebssTOora based ,'taslructlotul aides. To develop and Impkmenl a career sUUs developmeni program whkh wlU help * students develop awareness and motivate them to enhance skllb kading lo specifk careers. To develop a program for year round school includlDg enrkhmenl and remedbl options. 3.1 4.1 S.l 6.1 Ending Date Responsibility Evaluation Schedules vriU be set at the schools to meet their students needs. Honrs wUl meet student needs. Teachers and students vriU receive training to peer tutoring. A model wUI be put bl place. Teachers wiU supervise the process. Mentors vriU volunteer. TheywUl provide esira support to students and suppleaKnl teacbm work. Instructional aides with college hours vriU be employed one to a chssroom to assist teachers and students. Written bfbnnatlon, guest speakers, films win be used to make students aware of career chokes. Summer segments In remedtatlon/ ehrkhment, prescriptions for courses to be taken. Transportation may be provided. Pan AnnuaUy AnnuaUy Annually July August Annually June AnnuaUy Ongofaig Ongoing Ongoing Ongoing Ongoing July AnnuaUy AU divisions Staff Developmeni Asst Supts Coor of Inceollve Schools Office of Descg Educational Prog VIPS Human Resources Dept School Principab VIPS Educational Programs Coor of Incentive SchoolsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: (continued) Objectives Strategies/ Activities Beginning Date Ending Date esponsibllltj Evaluation 7. Community access/ filed trips are to be arranged for enhanced esperience for students. 8. 9. To build a program of community Involvemenl to be provided for students with access to communhy organizations and volunteer esperlences. Special skills programs to be offered after school on a four day per week basb. 7.1 Visits to historical, sclentlflc and cultural events and eahibIts within the Chy and around to state and region whh appropriale chaperons to provide educational tapnt. 8.1 Establish OIrV Boy Scoot programs at each school. September Annually Fall Annually 00 9.1 Establish offerings to loctude some of the followiBg: choir, music and dance In addition to Homework Center and peer tutoring. September Annually Ongoing Ongoing VIPS Educational Programs Curriculum Desegregation Quapaw Council Asst Supts for Schools Coor of Incentive Schools Principals School StafT nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Ool tt: To establish procedures for admlnlstrallon and staffing of the Individual schools such that spectai skills win be brought to bear for the benefit of students at these schools. Objectives StratcgIesZ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a viable program for staff recruHment. 1.1 12 IJ 2. To provide special iralntag for staff on an ongoing basis and special training for parents. 2. 3. To establish meaningful attendance and behavior guidelines. 3.1 32 4. To provide subject retaled activities to enhance student leamlng. 4. Nationwide search. Hire staff on a one year bash. Parents IO be Involved In the Interviews. Staff win demonstrate commhmenl Io working wkh "al risk* youth. TBSA, PBT. working whh youth al rbk. analysis and use of data human retallons skids - parent training on assisting with homework, noirhion and human growth and dcvelopmeel. Tfane-oul area staffed whh trained personnel. Student/parent agreement for attendance and behavior. To Include some or al of math olympiad, junior great books. Olympics of the mind and the like. July Annually August AnnuaHy August Annually August AnnnaUy Ongoing Ongoing Ongoing Ongoing 1 R Human Resources Div of Deseg Office-Curricuhim School PriiKipal Staff Dev Coor Incenllve Sch Principals Principal School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal HI: To create a nrniTiM of Counseling/soctol worfc to provide estrt support to students to ensure them opportunity for success. Objectives Strategies/ Activities Begiiining Date sndbig Date Responsibility Evaluation I. 2. To provide community services access for aU students who need additional support. To provide college/ post graduation awareness vb a mentoring program wkh rote modeb to help students pten for the future. I. 2.1 2.1 3. To provide student tratabg In study skUb. testing sUUs and Ustentag skUb. 4. To hold home/ neighborhood meetings to Inctease parental/ neighborhood Involvement In student fearelng. 5. To Increase parental Involvement so that parents become true partners fat the learning process. Compacts vrlth community agenctes, univershtes to assbt with student opportunkbs. Parental Infbnnatlon. Mentoring program. 23 Special emphasb 00 schoob rectuhing mlnorlly students. 3. Testing, tbtening and study AUb wUl be provided to students as weU as particahr ei^ertence In testing. 4.1 Meetings al neighborhood skes wkh smaU groups of parents. 42 Meetings al homes wkh groups of I parents. 4 J Involrement of ministers. 3.1 Parent assbunce at schoob. 52 Parents win sign home*k' lune AnnuaUy Ongoing September AnnuaUy September Annually September AnnuaUy September Annually Ongoing Ongoing Ongoing Ongoing S 8S 3 J Regubr communication between, school and home wlU take pbee 3.4 Day visits for parents. 3 J Schedule settings. VIPS Office of Deseg Curriculum Educational Programs PupU Personnel Counselors VIPS Educational Programs PupU Personnel Counselors. VIPS Educational Programs Principals School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) E Objectives Strategies/ Activities Bcgiiinhig Date Ending Date Responsibility Evaluation 6. To establish learning lime schedules for the afternoon's emended day. 6. Schedule (sellings) weekly emended day programs based on hidlvldual school needs. August Annually September Annually Principal School Staff 7. To Improve home/school communicalioo. 7.1 Early Indicalor and early taferventloo programs. September Annually Ongoing Principal School Stair 8. 9 To establish meaningful elemeniaty emracurrlcutar activhles for students. To Implement Individual and group counseling for aU students. 10. Incentive/recognklon programs wtH be Implemented by 1990-91. II. To structure and begin wellness prorai" students al each school. 12 8. 9.t 92 9J 2 1 Alert and Snocem cards sent regubriy to parents. Ohe students recognition and leadermilp opportunities vb ebbs and monkortag responsibilities. Peer bclUuiors. Counselors doing Individual and group counseling. Conflld resolution wiB be taught. lO.I Student recognition programs. lOJ Oood Chhen programs. lOJ Community Involmment In recognition. Il.l FuB-tlme nurse al each building. 111 Student screening. Ill Parent presentations. September Annually Ongoing Principal School Staff Pan Train Students Ongoing Pupil Personnel VIPS Partners In Education Health Services ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) Objectives Strategies/ Activities Itoginning I Ending Responsibility Evaluation 12. To work with community programs like Camp Pfeifer to supplement school programs for students. 12.1 122 I2J Study success of Pfeifer program. Work whli Director to target Incentive studentt. Work with other community groups to undertake similar projects. Date Date PapU Personnel DIstrici Divisions s nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal IV
To more closely and thoroughly monitor Incentim schools fat order lo develop a clearer picture of student achievement al these buildings. Objectives StrategiesZ Activities Beglnnliig Dale Ending Date Responsibllitj Evaluation I. To develop a process for obtaining verifiable Informalion regarding student growth. l.l 12 2. To provide a systematic program for tracking student attendance, discipline, behavior a^ achlemmenl. 2.1 22 3. To Involve parents ta the developmeni of Student Educational Plans (SEP). 3.1 32 3J 4. To ptan and set parameters for quarterly reports and visitations by a mnkifaceted monitoring team. 4.1 42 4J 4.4 Developmeni of validZ reliable monkortag Insirumenl(s). Establish irataing for monkoring learns to use of the Instfument. To be done on a quarterly basb. Ctass and school profiles will be kepi In regard to attendance, behavior, discipline and achlemmeni. Develop SEP formal. Involve parents In wrking phn-based on student needs. To Include eattacurrlcnbr activities also. Develop reporting Format. Involve sMff. patrons, In mookorlng. Involve an staff In goal seutag. Bvahiale goal achievement. September Annually September AnnuaSy September Annuany September Annually Ongoing Ongoing Ongoing Ongoing J? n 3. To establish a student evaluator program for student Inpui and Meas. 3.1 Random seleclion of alndenis lo partlclpaie each year. Fan Ongoing 32 Student training*. 00 o* 32 Student generation of questlonnatres. Assoc Supts Ptanning Research and Evahialion Curriculum Specialist School Staff Pupil Personnel School Staffs PTA Officers School Staff Community Pbnnbig Research and Evaluation Planning Research and Evaluation School Staffs Principals 1LRSD desegregation plan implementation timeline AREA: Incentive Schools - School Operations Goal IV: (continued) Objectives Strategies/ Activities Beginning I Ending Responsibility Evaluation 5. (continued) S.4 53 5.6 Analysis of data collection. Conclusions generated. Report back to students on response Io student evniualloo. 6. To establish a program for computerized data access at each Incentive school. 6.1 6J 63 7. To establish she teams al each school to trnplemenl programmatic modiflcations to beneflt the students. 7.1 Inftin compnteri. 73 13 Tie tato mainframe. Write programs Ibr reporting student data In a variety of modes. Include representatives aB sctir^ departments (cuslodtal, food service, aides and leachers). Team membership to be rotating and on a semester basis. Plan for parent/student meettags for tapni. lA Plan Ibr Implcnieniailon of changet. 73 Make lecommendatlona Ibr changea. Date Date 1991-92 Ongoing Data Processing School Staff Assoc Supts PaB Annually Ongoing I Principals I School Staff n 3 7.6 Implement changes. 7,7 Evaluate changes. (Each aspect wUI occur on a reguhr and rotating basis.)1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V
To reassess Individual school policies and procedures as they rebte to meeting the needs of ah snidenis. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a flexible programming approach al each incentive school which compiles with standards and also meets Individnal student needs. 1.1 12 IJ 2. Areas Io be Invesllgaled for possibfe phn Inclusion. 2.1 Allow for team teaching by means of scheduling. Provide for opportnnllfea for students lo remain In chases for extended Ifane periods as needed. Develop n phn for hidividualhed Insirucllons wkhln the specific building. Pennaneirt assigned snbsillale In each Incenllve school lo be avalhbfe as needed. August Annually August Annually Ongoing Ongoing School Principal Staff Assoc Supts Asst Supts 22 At feast ooe-hair time assisMat principal. 2 J Uniforms for students. 2.4 Standard dress for teachers. 2J Encouraged PTA allendance (al least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be avalhbfe al every school and Individual lo that school. 2.7 A science lab al each school. u 22 A computer lab at each school. 00 oo 2.9 A complete phygronnd for PC purposes.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V: (continued) Objectives Strategies/Activities Beginning I Ending lesponsibllltj Evaluation 2. (continued) 2.10 2.11 Additional compenaatloa for teachers/principab who work the eatra time periods. Community educatloo cbsses should be Investigated for parents hi the Incentive school communities. 2.12 Salnidajr earichnwnl programs. Date Date School community members < ooI Section Three: Incentive School Staffing The selection and support of quality staff members will be critical factors in the success of Incentive Schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. Ongoing staff development for Incentive Schools must prepare the staffs to attain the standards of excellence they uphold for achieving student success and fulfillment of potential. Stafling A. Little Rock School District (LRSD) Incentive Schools Staffing Committef - A committee will be established to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The committee would be composed of teachers, parents, supervisors, principals, other administrators, and Joshua Intervenors. B. Staffing Needs Assessment - The needs and interests of student populations in the Incentive Schools will be considered before staff selections are made. Factors to be considered before adding new staff include the following: Number of students per grade level Race and gender Academic achievement needs and interests Disciplinary needs Social interaction needs Health needs Program goals and curriculum of the Incentive Schools win also be examined. The LRSD Incentive Schools Staffing Committee will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The foUnwing full-time positions are recommended for each school but are not all inclusive of positions which may be identified during the needs assessment process. Classroom teachers Counselor Media specialist Music Art PZ. Social Worker Permanently assigned substitute teacher (for each Incentive School) Reading (remediation) Math (remediation) Computer lab attendant Resource Speech Specialist for alternative classroom Page 1909 Media derk . Instructional aides (one per classroom) Program specialist Principal Assistant principal Non-certified supervision aides The LRSD will taiplemeot oogoios neUonwide reenduneot r Rtatt - The LRSD wui unpicaii^uh members. Swe^S^Zlpecial empl^ o reenntmg quehfled BWonV.!?. of Section. Item F). D. Staff Selection will develop criteria for LRSD Ihcehtive Schools Suffiog .C"^^lX7:S^hTidared principal and staff selection. All ^^hnol so that they may be Principals shaU be selected first for
^ved in staff selection and coUection and review of smdent oaia. criteria will include, but not be limited to, the following. 1. The vacant. Race and gender Successful teaching and/or adnunistrative Record of commitment tonality (jTcoUeagues, principals, Strongrecommcndationsfromavaiictyofso^(ix.,couis with at-risk youth college professors, and other administrators) Resonices outlining program schoob StdSn,. Connmncc wffl deiop> d.>ip and contractual requirements. and spedal contracts 3. The Human Resources Department wfll advertise the positions. The LRSD from five to seven members composeo oi uw -e will select interview teams of Teachers Parents I SthS^Xinistrators as Joshua Intervenors rcpresentttive . The io^mew education and outline eJ^principals. The principals will The teams wfll make Human Resources Department, who will in then make recommendations to th . c,.hnni Board. then make wake recommendations turn to the School Board. Page 191 56. With Board approval, contracts will then be issued. Principal and staff will be hired on a onc-ycar basis and involuntary transfer or other decisions may be enacted at the end of the year, depending on quality of performance. (This will also apply to aides, clerical, and custodial workers). A. Staff Recruitment - Certain specific experiences will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)
and ongoing training will be provided on a regular basis for all staff at each school. I 1. 2. 3. A nationwide search will be conducted for staff. Principal and staff will be required to show evidence of a commitment to working in an urban district
to working with youth at risk and to committing the time necessaiy to provide the kinds of support and services provided at incentive schools. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the performance and the success of the individual in woridng with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. For the 1991-92 school year, all staff members presently assigned to Franklin School who indicate a commitment to the incentive school program will be given the option to remain in so far as a racially balanced staff can be provided. B. Staff Commitmeiit/Effectiveness Monitored 1. Staff conunitment will be reviewed infonnally by the teacher and principal on an ongoing basis thrnngh the use of clinical supervision and monitoring of Individual tnprtwetnent Plans. formal review conferences also will beheld. 2. Monitoring of staff effectiveness will be based upon student academic achievement as measured by test results and other forms of measuremenL Semi*annual formal review conferences will be held to assess staff effectiveness. C. Staff Development: The LRSD Staff Development Department A committee at cach incentive school will assess staff development needs, plan staff development experiences which will meet identified needs, and faciliute staff development activities. The committee wiU be composed of IRC spec^ts. parents, principals, and other administrators as appropriate. These activities will be coordinated through the Director of Staff Development and the Coordinator of Incentive Schools. Dau the needs of student and teacher populations in the incentive schools wiU be coUected and analyzed by each school. Information to be examined includes, but is not limited to, the following: Page 192f Number of students per grade level Race and gender Academic achievement needs and interesu Disciplinary needs Social interaction needs Health needs Attendance records Tardiness records Program goals and curriculum of incentive schools will be examined. A survey o staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Department and school planing conmttee will use these data to identify staff development needs for thc incentive schools md to meet the identified needs. The then plan quality staff development experiences committee will function on an ongoing basis as staff development needs WUi AiUA^UWAi we-r ------------------ zfhlv The LRSD Staff Development Committee also will meet on a mommy identified. '****-*.* w~... ---------------------- , . basis to plan activities related to meeting the needs of students who are achievmg below acceptable levels of mastery. The LRSD Staff Development Department will act as a facilitator for the ^ool staff development committees by coordinating, arranging speakers, and gathering materials. An evaluation of staff development experiences wiU be made by participants following each session. D. Minimum Staff Development Requirements - The foUowing staff experiences are recommended as a tninitnum requirement but certainly Susive of experiences which may be identified during the needs assessment process. PET (1 cycle and a refresher course every 3-5 years) TESA (1 cycle) Classroom Management (1 cycle) Effective Schools Training Cooperative Learning and Learning Styles ^nS Commu^Pon and Hnnun Relations Skills : sSS^. E. Teacher Demonstration Program - A district^de Teacher Demonstration Program -----which will enable teachers at the administrators as appropriate. be composed of leKbcs. prmcipals. ud other Page 193I r schools where schools would serve in the capacity programs, and The incentive . teachers from other schools could come and observe curriculum. It is hoped that experience v----- _ which would assist teachers statewide. would be gained through these observauons F. Master Teacher Program 7...^ A committee of ipcective school teachers aiid_ win be established re plan a p. toigaed concentration of J^^SXrstomstatewide.aadlocalcone^jm^ re to iaceative schools. The commiuee win be romped of Sieges aad Other administrators, and faculty representauves from sute anfl locai and local coUeges and universities. schools would serve as laboretory Kh<b where prospective to weds ot in oroviding quality education m-------------- studuB fohtSonint below accepreble leveU of nresteiy. enil a desegregated setting, in meetmg the neetU m i fphnneing the SCU esteem of these students. A pool of prospective sreff membere would be drewp tom tnmrhnrc assigucd to incentive schools through the Master Teacher gram. The Ftodpal reid concn faaU^r represcore^ wiU reoto of strengths and concerns. ii the iaceative Bdtools re ideadlT pSSadt would be solicited tom studeat teachets. This lafonaattoa worn Shared with the staffs of the incentive schools. G with Special Instructional Needs - An . Asissasree te Nb. Terehere real Oshere sHsh Instructional Resource Center (IRQ newly hired or who are ongoing support to teachers in thc incentive schwls^^^ e^rienciir<lifficulty. Demonstranon materials and program mplemrata^. 7 nth^ needs wiU be addressed and bulletin boards, environ^t^ from ^principal and staff of the through a remediation planSS^XS^artment to assist IRC.ThismCspedalistwmworkwitt^S^^^ The Districts Staff with intervice training programs through . --------- i nmvidine will be directly involved as Development Department inservice training throughout the school year. a resource in providing A orindoals. fHministrators. and parents will be A. comniiths^e compc^ unlive tchnol program and recommend changes for the selected to review thewifiSemachers thc opportunity to provide 199,42 odiool ,r. to progrem. 7- -
H. A committee appropriate input after one
^taplcoiMiostheprogreoi. -----. Teachers will receive a stipend for their meet work The committees report work five days earlier for inservice. Incenuve ive school rerohere re.^ work .heed oi ed re rep^w
^^^^ ' Separate! _ schedule. Franklin -- the 1991-92 school year than other LRSD teachers for inservice. Page 194 I ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development 00.11: To Objectives Strategies/ Activities Beginning Date Ending Date lesponsiblllty Evaluation I. Delermlne staffing needs and promote staff awareness of bcenllw school concepts. 1,1 Establish Distrlcl Incentive Schools Staffing Commhiee to assess ttafftog needs for each Incentive school. 12 Identify staffing needs (classroom teachers and fun-lime support personnel.!.. counselor. Ubrarhn. music, art. P.. social worker, PAL reading. PAL math. PAL oornputer hb. resource, speech, non- certlfled spectallsl for aliemative classroom, media clerk, certified Insirucllonal aides. Bupervlslan aide, permanently assigned I substllnte teacher, program apedaUsl, prfocipal, asslsunt principal, and others. February 1989 February 1989 IJ 1.4 IJ n 1.6 Develop erherte for principal and staff selectloo based on race/gender, successful leachtag eaperteuces, record of commitment 10 qnaUty desegregated education, and strong recommendations from a variety of sources (coUeagues, principals, and others). Develop Job descriptions Io include special programs and contractual requirements for staff and principal. Dectare all positions vacant and advertise positions. Provide an Indeplh orientation session on each component of the Incentive schoob for prtacipab and staff of esbitag schoob. February 1989 February 1989 March I, 1989 February IS. 1989 March 1989 March 1989 March 1989 Mar 30. 1989 Feb 28. 1989 Assoc Supi Asst Supi Incentive Schools Siamng Committee Asst Supt Incentive Schools Staffing Committee Human Resources Director Human Resources Director Assoc Supts Asst SuptsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA! Incenllve Scbooh Siadlng nd Swlf Developmenl Goal 1: (continued) Objectives StrateglcsZ Actlrilies Bifgtnnlng I Ending Responsibility Ernluatlon Date Date 2. Identify pool of prospective staff members and administrators. 2.1 Implement ongoing local and nat^al recruitment strategies whh specbl emphasis oo recruhlng qualified minority sulf members. February IS, I Ongoing 1989 Human Resources Director 3. Select principals and provide orientation and trafailng. 11 3.1 Mahiialn current flies on qualified prospective stolf members. Review criteria for principal selectloo based on successftil administrative eiqierience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superlnlendcnts cablnel, asslslant superlnlendent, FTA board February 1989 February 8, 1989 OngohiK Human Resources Director Associate Superintendent Assistant Superintendent < and others). 31 Begin local and national recruitment/application proceas. February IS, 1989 Human Resources Director 3J Select racblly balanced Interview teams of S-7 members composed of the following: teachers, parents, principal and othef adininlitfatota as approprtaie. Eaperlence to Interview process Is preferable. 3,4 Preliminary screening/ Interviews. March I. 1989 March IS, 1989 March 31, 1989 Human Resources Director Associate Superintendent Interview Teams Human Resources DirectorLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA
Incentive Schools - Stamng and Staff Development Goal I: (continued) Objectives Strategies/Activllles Beginning I Ending Responsibility Evaluation Date Date 3. (continued) 3 J Conduct final Interviews. March IS, 1989 March 31, 1989 Interview Teams Human Resources Director 4. Select staff. 3.6 3.7 4.1 *8 so Make recommendations to the School Board. Ptan and Implement orlentatloo arid irahihig hiservice to acquaint new principals of Inceotlve schools lo Job espectallons, procedures and timelines for suff Interviews and selection. Select racially bahnced Interview teams of 5-7 membeii composed of the following: teachers, patents, principal and other admlnbiratora as approprhie ftom Incentlw school communities. Esperlence hi the Interview process preferable. 42 Interview applicants. 4J 4.4 4J April 1.1989 Superintendent Make staff recommendatloos. Make staff recommendations for employment to the School Board. Issue and esptaln one-year special contracts. March I, 1989 March IS, 1989 Staff Development Committee Assoc and Asst Superintendents April 1.1989 AprU 1989 AprU 1989 May 1989 June 1989 June I, 1989 June 1989 May 31, 1989 Assoc Supt Human Resources Director Interview Teams Interview Teams Principal Human Resources Director Human Resources DirectorLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ABRAi Incentive Schools - Staffing and Staff Development Goal I: (continued) esK Objectives Strategies/ Activities Beginning Date Ending )ate Responsibility Evaluation 5. Review staFT member employment/commitment and eflectiwness on an ongoing basis. S.l Review staff commitment Informally on an ongoing bash vrtth seml-nnnnal formal review conferences. August 1989 June 1990 Principal Asst Sept < so oo 53 Monitor effectiveness based upon student academic achlewmenl as measured by formal test results and other taformal forms of measurement. August 1989 June 1990 Principal StairLRSD desegregation plan implementation timeline AREA: Incentive Schools - Stamng and Staff Development Goal II
To Involve principals and teachers In the development and Implementation of a quality academic program for Incentive Schools. Objectives StratcgIesZ Activllles Beginning Dale Ending Date Responsibility Evaluation 1. To promote/ enhance leadership and staff understanding of the Incentive school concept. 1.1 Establish In cooperatloo whh the principals a detailed process and fomat ftw develophig the Individual Incentive School Plan. Msrch 3, 1989 , March IS, 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop cunlcuhim specific to the Incenllve schools. 11 IJ 2.1 21 Aaslst each twIMhig principal In presenting an Indepth pre-orlenWlon for staff on each component. Assisi each principal and staff ^h orientation session ft>r parents m the bcenllve schools. Idenilfy each area In need of curriculum developmenl. Identify tetcheri for cnrrlcnhim teams. 2J plan orleniallon and format for curricnium development. Msrch I, 1989 March I, 1989 June IS June 1,1989 June 1.1989 March IS, 1989 March IS, 1989 July 31 lune IS, 1989 lune IS, 1989 i 2.4 Review preliminary draft of revised curriculum for LRSD. lune 1,1989 lune 30, 1989 Supts Cabtaet Asst Supt-lncentlve Schools Supts Cabinet Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Curriculum TeamsLRSD desegregation plan implementation timeline AREA! Incentive Schools - Siamng and Staff Development Goal II: (continued) Objectives Strategies/Activities Beginning I Ending Responsibility Evaluation Date Date 2. (continued) 2J Develop addhlonal components for each currlctthiin area. June 1.1989 June 30, 1989 Cnniculuni Teams 2.6 Proof and type Incentim school cnrricuhim guides. July 1.1989 July 20. 1989 Curr Division Principals 2.7 Pftot cti1cnln guldei. July 20,1989 July 30, 1989 Cunicuhim DI* 2J Distribute and provide Inservice oo the tarptemenialloo of the cnrricuhim guides. August I, 1989 August 30, 1989 Curriculum and School Division <* LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Goal 111: To provide quaUty staff development experiences and curriculum. so that staff members are prepared to achiem Incentive School goals and to snccessfidly Implement propams Objectives Strategies/ Activities I Beginning Date Ending Responsibility I Evaluation )ate 1. Analyze staff developmeni needs for principal, certified staff, and non- cerllfled staff on an ongoing bash. 1.1 Establish a Staff Development Committee composed of teachers, IRC specbllst, parents, principab, and mher admtabtralors as approprhie lo pbn staff dcwlopmenl experiences necessary lo meet the needs and Interesis Identified through needs assessment. 1J Collect and review data on needs and hnerests ofiUndent popubllon. Urgeling Ulflsk- lewl, raceZg^r makeup, academic, KhleveTOni 0SVW ^9 ____________u^aiak mrlal needs/ Interests, dbdpMnaty needs, heahh needs, socbl Interaction needs, and attendance and Urdlnem records). 1J Conduct a survey to determine staff developmeni ^ds and tateresia (le. Staff Developmeni Survey) as retoted lo Incentive Schooh Program goals, cnrrlcolnm, and needs/ Inierests of student popubllon. 1.4 Identify staff members who have not participated In the _ a n a --------J AMumwInaaaMtm* following required Inservice experiences: a. PET b. TBSA c. Classroom Management d. Effcctlve Schooh Trabtag e. Cooperatlw Learntog/ Learntag Siyks f Human Effectiveness Trabtag (Elemenlary Curriculum) Parent/Educator Communication and Human Rebtlons g August 1989 August 1989 August 1989 AnnuaUy June 1990 Ongoing i Skllb IJ Assess staff members needs on an ongoing bash through clinical supervblon and monitoring of Individual Improvement Pbns. AnnuaUy Ongoing Incentive Schools Planning Committee Principal Staff Principal Staff Dev Planning Committee Principal PrincipalLRSD DtSECRECATION PLAN IMPLEMEOTATION TIMEUNE area
Incentive School. - Sinning end SInH Development Goal III
(comlnucd) Objectives StrategiesZActWlles Beginning Date Ending Date Responsibility Evaluation 2. Plan naff development eiqieriencea on an ongoing basis. 21 Plan a minimum ot the following naff devetopment activities for Incentive achool naff memberr. a. PET (I cycle and a reftedter course every M years) 1 b. TESA (I cycle) ___ c Classroom Management (I cycle) i Effective Schoob Training e. Cooperative Learning and Learning Stylet________. . f Human Blfcctheness Training^ i. Parent/Educator CommunIcatton and Human Rehttons SUUs Annually Ongoing Staff Development Department Principal 22 2J h. Mentor Teacher Program The LRSD Staff Demtopmenl Department win conduct ongoing planning of staff **P^* esperlefKCS rehted to n^s of nudents who are achieving below acceptable levels of manery. The LRSD Staff Develop^nt Department wlU ptan naff ^velopmenl activhles on an ongoing bash as needs/taterens are Identllted thrmgh the use of clinical supervbloo and monhorlng of Individual Impromment Plans. AnnuaUy AnnuaUy Ongoing Ongoing Staff Devetopment Department Staff Developnienl DepattmenlLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Ooal lit: (continued) Objectives Strategies/ Activities Beginning I Ending I Responsibility Evaluation Date Date 3. Implement staff dewlopmenl actlvltiet. 3,1 Implement Staff Developmenl Commhlee activhles in order to lacilhate staff developoMnl experleoces (In, arranging speakers, gathering materials). Annually Ongoing Staff Development Department tu 32 33 Staff dewelopment actlvhlea. Annually Ongoing Staff Dev Dept Preseniors Staff 4. Implement Teacher Demonstration Program. 4.1 evaluate staff developmenl espcriencei. (Panlclpanla win evalnaie). Use Informailoa for Arturo planning. establish a dlsirtelwlde commhlee to plan a Teacher Demonstration Program where leachera al the Incenllve schools will serve as models Aw teachers In non^ncenllm acfaools tiaievride. The commhlee wiU be composed of teachers, principals, and other adminlstralora. 41 implemenl the Teacher Demonstration Program. 43 The principal In each Incenllw school will monitor the Teacher Demonstration Program and identify areas of strengths and concerns. These shall be shared wlih the siaff In each Incentive school.________ Annually Ongoing Presenters Staff lune Ongoing Incentive School Coordinator Asst Supts Annually Ongoing Teacher Demonstration Program Committee Incenllve Schb Staff Visiting leachers/ administrators Annually Ongoing PrincipalLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Stamng and Staff Development Goal III: (continued) I Objectives Strategics/ Activities Beginning Date Ending Date lesponsiblllty Evaluation 5. Implement a Mailer Teacher Program. 3 I Establish a dblrlctwide commhlee lo pbn a Master Tweher Program In which a concentration of student teachers from local and statewide colleges and nniveralltei will be asrfgned. The commhlee will be composed of teachers, p^lpab. mher admbbtraton and hcuhy representatives from local and state coUeges and unlvershlcs. Annually Ongoing Human Resources Dlr Master Teacher Program Committee SI Implement a Maaier Teacher Program In each Inceallm achool. Annually Ongoing Master Teacher Program Committee Incentive Schools Stairs 3 J Maintain a pool of prospective naff membem dtav, from the student teachers assigned to Incenllve schools through the Master Teacher Program. Annually Ongoing Faculty Reps from colleges and universities Principal Human Resources Dlr S 6. Provide assistance Ibr newly hired teachers or those esperlencing difficulty. 3 4 The principal and college hcuhy represeniallvea Mil monitor the Master Teacher Programs In each IncMilveachTOland Identify areas of strengths and concerns. These shall be shared with the sttff In each Incentive school. 61 Select an Instrucllonni Resource Center (IRC) Insiructlonal specialist who win provide needed assblance for the incentive ^oob. Specbl needs vrffl be Mentlfled and a Teacher Assistance Pbn (TAP) developed for teachers needed assblance In the ebssroom. Annually Ongoing Inly Ongoing Principal Faculty Reps from colleges and universities Principal Staff Dev Dept Human Resources DlrSection Four
Incentive School Parent Involvement Researchers, practitioners, and policymakers consistently rank parent involvement Wgh among the components of effective schools. Research on family environments show children have an advantage in schools where their parents continuously support and encourage their school activities. Not all families know how to become involved in school-related activities and not all schools actively encourage and direct parent involvement. There have been many discussions on how to solve the problem of designing, implementing, and evaluating successful pwni involvement programs and thc most useful times of parent involvement. Surveys o teac ers, principals, parents and students, have identified five main types of parent involvement. The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being. Parents teach their children basic cogmnvc ano * ... _i___1 kAi* ^htldr^n social gViiit in their child rearing activities and prepare them for school. Once their chudren are in school, parents are expected to provide support by arranging family life, setting es or <UC AU BWUWX* poicuu OAV WA|/WfcWW *w |awvww - V V--- - . ond practices wdiich promote alermess in school, providing supplies and space for homewor getting them to school on time. Most parents meet their childrens basic needs independently, but when these obligations are not met, administrators and teachers may be obliged to assist the family. Because parents vary in their experiences and skills, some schools take active roles in helping parents to understand and to build positive home conditions for their children s school leanung m behavior. These activities can include publications, workshops, and programs on panting, child development, nutrition, discipline, attendance, homework, television viewing, e use o community resources and services and other topics related to home conditions and pracuces that affect student success in school. A second type of parent involvement common to all schools is communication from the SCCOuO lypc 01 poreui uatwat&aaaw*** ------------------ _ - school to the home. The school has an obligation to inform parents about schMl an ihcir childrens progress, and parents are expected to act on the information th^ schools send home memos, elendm. of . calendars ot tne scnooi yw -k dUtricu iso offer upi. lessees o. schoolss communication can be designed so school to home and from home to school. that useful messages, ideas and questions go from A third and most commonly known type school building, usually in connection with parent of parent involvement brings parents to the volunteer assistance, parent audiences, and parent attendance at workshops. involvement at the school that go beyond valuable nnrent involvemeut ai me scaum There are benefiu fromi p non^caching duties. Having parents in classroom manag . paints to conduct learning activities with assistance in---------- active at school encourages teachers to their children at home. Page 20sI I I i I A fourth major type of parent involvement is assistance with learning activities at home. The loaming activities should be designed to build general skills and behavior, or spec Unming skills that are directly coordinated with the childrens class work. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. Parents participate in PTA, PTO, or other formal and informal school committees, parent advisory councils, or other groups at the scnooi. district, and state levels. These groups maybe active as advocates for children
pamcipaw m school improvement plans
help to formulate or revise school policies, program ^onnes, curricula, or budgets
participate in the selection of new principals, teachers, or staff
part in other school-related activities mandated by federal or state-funded program. decision-making bodies may meet and act autonomously, but they are part of the official Bnimrnine ctnirtiii* under the leadershio of school. district. Or state administrators. In a governing structure, under the leadership of school, district, or comprehensive program, however, aU five types will be effectively pracuced. All parents at im grade levels should be involved in purposeful communicatioo with the school, and in the education of their own children. We are only h^ginning to understand which types, formats, frequencies and locations of parent involvement lead to specific student, parent, and teacher achievements, attitudes u Principals can help teachers to successfully involve parents by coordinating. bChflVlOlS* L AaaaayBw ------------------------------- J 1 flinP managing, supporting,funding,recognizing, and rewarding parent involvement, and by p E programs to strengthen that involvemenL We e^>ect the process of developing paren involvement activities to be on-going. Some suggested activities are listed below: 1. 2. Offer opportunities for adult community education. Establish a parent internship program in all incentive schools with the purpose of employing parents as teacher aides. 3. Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified. 4. 5. Establish mentorships between leachers and parents in the incentive schools. Establish a Parent Center in each school. 6. Assume responsibilities for development and distributions of a monthly communications packet. 7. Prepare and distribute parent handbooks and monthly calendar of events. I I 8. Require at least two or more home visits. 9. Provide parenting education classes. I 1 Page 206LRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal I: Establish and Implement a program the school community. for parents of students ta the Incentive School to equip then, with Job skill, necesury for emplopblllt, at aU levels within Objectives Strategies/Activities Bfiglnniiig I Ending responsibility Evaluation 1. Design and administer a needs assessment to determine community Interest and need. 1.1 Oller opportunities for aduh community education. 12 tJ 1.4 Establish an locentlvewWe Parent Intemslilp Program with the purpose of employing parents as teacher aides. Recruit patents from the Incentive scboots neighborhoods for teacher aides and other positions Ibr which they are qualified. Establish mentonlilps between leachera and parents In the Incenllve schools. Date I Date FaU AnnuaUy Fall AnnuaUy FaU AnnuaUy Fan AnnuaUy Ongoing Ongoing Ongoing Ongoing Coordinator of Incentive Schools Counselors Principals Teachers S *8LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvemeot . 1. relations through a partnership which promotes good, poslllve Inieracllons and reactions lo the education occurring Goal II: To Increase school, community and human relations inrougn a paromiwv k sr- In the buUdIng. Objectives Strategies/Activities Beginning I Ending Responsibility Dvaluatlon 1. Establish a Parent Center In each school. 1.1 Provide resources and staff to house/operate the center which wM loan matertab to parents. 12 IJ 1.4 Trata a parent la the community to operate the center. Formubte a committee composed of patents and other school personnel to make recommendations on matertab. Assume responsibilities (or developmenl and dhlrnmtlon of a monthly eommunicalloos packet. Date I Date Fan Fan Fan Fan Ongoing Ongoing Ongoing Ongoing Coordinator of Incentlw Schools Asst Supt Principals Counselors < gLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal III: Increase parental Involvement and support bv devetoptog activhles and programs Io attract pirenn md ihe community Into the Khooh. Objectives Strategies/ Activities Beginning Ending responsibility i^valuatlon t. Develop a program that wiU assist parents to understand and carry out Ihe expeclailons of Ihe school. l.l 11 IJ 1.4 2. Use parent recognition as a tool for community and 2.1 parent Involvement. 21 Offer mini-workshops on topics such as: study sklUs, discipline, lime management, pre-reading skllh^ ftaanclal management, developmental learning sUUs. Request that parents come to Ihe school at least twice a year to pick up the report card. Provide and require opporlunHIes for counselors to have direct contact whh parents through scheduled meetings and home vishs. Bach school shaU demonstrate Ihe use of communhy resources In Ihe Insirncllonal program. Recognire parents monthly at PTA meetings for meeting Ihe schoora expeclailons. Recognlte a communhy pet son monthly at PTA meetings for school Involremenl. Date FaU Fall Fall FaU FaU FaU Date Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Principal Teachers Principal Teachers Principals Principals S 2J Display parent/communhy recognition awards on a huUelln board In the entrance haU. FaU Ongoing Principals TeachersLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvement Goal 111: (continued) Objectives Strategics/ Activities Beginning I Ending esponsibillty evaluation 2. (continued) 2.4 Provide school lunch vouchers and etc. for award winners. 3. CstabUsh a systematic spproach to ellecllm comrannicallon between the bone and school. 2J 3.1 32 3J 3.4 3J Involve students to the selectloo process of award winners. Identify at leasi three (3) key parent commnnicalors as a vital source for all to rely upon. Teach parents the system for advancing anpport and concern for the school. EstablMi a community resource Usl of role modeb and mentors. Invite community patrons of pre-school youngsters to PTA meetings and other parent tovolvemenl activities. Encourage parent attendance al PTA meeltags and other school related activhles. 3.6 Prepare and dbtrlbuie Parent Handbooks and monthly calendar of 3.7 emnts. Require parents to sign homework assignments, projects, etc. Dale Date Fan Fan Fan Fan Fan Fan August Augnst August Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing PrhKipals Teachers Communications Dept VIPS Principals Teachers Principals Teachers OLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Parent Involvement Goal III: (continued) Objectives Strategies/ Activities leglnnlng Date Ending )a(e lesponsibllity Evaluation 3. (continued) 3A Require parents lo call the school lo report absences and require the school lo can Ihe home and document reasons for absences. 4. Require contractual commhinenl from parents. 35 4.1 Require al Icasi Iwo (2) or more home visits. Require ah parents to sign contracts by having patents sign contract prior to enrollment In Incentive Program. Fan Ongoing Principal r>AREA: Parent Involvement Goal IV LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE : To help milor enhancement schoob provide p.reni with new remarcei. opportunhles .nd atra>egte to enhance .he .cMevemcnt of chlMren. Objectives StratcgIesZ Activities Beginning Date Endbig Date lesponsiblllty evaluation I. Strengthen Unkages between the home and the school. l.l Parenting education cbsses for mothers. Fan Ongoing Principab Counselors 11 Evening and Saturday cbsses lo eapose chndreu lo the Importance of science/math as means lo a heller future. tJ Use school as community center al mtafanal cost to user. Fan Ongoing 1.4 Workshops to eapose students and parents lo the Importance of science/math as a means to a belter future (reguhr workshops for students and parents). s o MLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal V
To strengthen the knowledge base of all teachera^ Afrlcan-Americaa hfatoty tradhkwn, morab and wilue history. Objectives Strategies/ActWilM Beginning Date Ending Date Responsibility Evaluation I. Raise Ihe Iran level between the school and the community. l.l 11 IJ 1.4 Inservice coorses for teachers and school. Develop a speakers buresn for community groups In Ihe school >nes on educatloo bsues. Develop a calendar of events of uelghborhood actWiles and post ta the school. Develop an act that places high value on neighborhood pride - poster contest, talent dwws, participailoo In parades, cicm coordinaied by school staff. Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing < L4LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal VI: Establish a shared novernance team to ereiy school. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Valuation E SB 1. Formuble a committee of administrators, parents, and teachers to develop the school Improrement pbn. 1.1 12 IJ Provide an atmosphere where parents are open, honest and trnstworthy. Obtain masfannm topnt prior to making decbtons by tovoivtog more peopte to decbion making. Create a sense of ownership to decbtons throngh tovohement. Fan Fan Fan Ongoing Ongoing Ongoing PrincipabSection Five: Incentive School Parent Recruitment Aggressive marketing and recruitment are essential to the overall school oroeram Careful marketing of the incentive school program is the first step propam, T^e phe of Uta focus on providing general information to the community. The black commumty wui targeted during thc initial phase of marketing activities. Recruitment wiU be an ongoing process at the incentive schools. The puipose of recruitment program is to encourage voluntary assignments that will enable the schools to comply with the desegregation requiremenu. I. To provide information to the community about the incentive school program. A. Mail final report on incentive school program to special interMt and coMiu^ groups (ix. PTA Coundl, Junior League, Greek organizations. Ministerial Alliance. Tri-bistrict Council, ACORN, etc.). B. Conduct information sessions at churches located near churches throughout the community with large memberships. incentive schools and C. Conduct information sessions with special audiences. D. Establish Saturday information booths at such places as UniversiQf Mall^qrk Pl^ Mall, Wal44art Stores, Safeway Stores, Krt^ Stores, etc. St. " fjornwinnity will also be targeted for information booths.* Stores in the black E. Secure special media coverage from local newspapers and radio stations. F. Develop highlights sheet for distribution to all elementary parents (and new elementary parents). G. Use telephone hotline.* H. Place highlights sheet in local businesses.* I. Special media coverage from State Press and black radio stations. Note: 'Will be dOK is conjunction with promonon of etudeot assignment ptan. n. To implement a recruitment program with the desegregation requirements. that will enable the incentive schools to comply A. Brochures - for each incentive school. Brochures should Produce a brochure fm each incenuve scuou*. ----------------------- ^Xol ipectal resoorees. prognuos. theme taformeuon, p.^- 01 scnowi, ____ . - Tn.TnhT with hnef include: photo in-education information, grants received, honors, list of staff members with brief credentials. Page 215B. C. D. E. F. G. H. I. J. K. L. PSAs - Produce generic public service announcements for all incentive schools. Billboards - Use billboards, bus benches, etc., to advertise generic information about incentive schools. Seek donated space. Billboards throughout Pulaski County should be used. Media Blitz - Conduct an ongoing media (radio, TV and newspaper) blitz to heighten public awareness regarding incentive schools. Pursue funding donations from community. Videocassette Recordings * Produce short (10-15 minutes) videocassette recordings to be used in public presentations (ix. PTA meetings, realtors, etc.) Flyers * Produce generic incentive school flyers to be distributed throughout Pulaski County. (Example: insert flyers in utility companies* bills
mass mailings to targeted K-S white parents in NLRSD and PCSSD. Open House - Provide special open house opportunities at incentive schools. Nei^dmrfaood Blitz - Target geographic areas/neighborhoods to receive informational blitz regarding a specific incentive school. Stress group preference as an assignment option. Mail individual school brochures to each elementary student in targeted area. Tours * Conduct small group Tor Your Information" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. State Department of Education - Request a special designation from the Arkansas Department of Education (ix. "Five Star Schools", "Model Schools") to be used in marketing incentive schools. Celdirities - seek incenter- school endorsements from local celebrities. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers to incentive schools. M. RprniityFB - Hire two parent recruiters to conduct recruitment activities. N Speakers Bureau - Establish a speakers bureau for each incentive school. The parents of white students enroUed in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, etc. Page 216m. To monitor and schools. evaluate the effectiveness of the recruitment program for the incentive will also serve as thc The Little Rock School District Biracial Advisory Committee wilI se^ ____:____tnr incentive school recruitment program. Thc Little kock rnmniittee for thc school recruitment program steering committee tor me mceaurc on the District omce of Desegregation will be responsible for submitung bi-mo P implementation and effectiveness of various recruitment strategies. These reports shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recomme^ w and/or Office of Desegregation any changes needed m recruitmM the Board of Directors and/or Office of Desegregauon any enanges strategies/activities. Thc Biracial Advisory Committee wiU also appomt with in marketing/ advertising to advise the Committee on rccruitmen s The Biracial Advisory Committee will evaluate thc recruitment The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program. Page 217
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.