SCHEDULE AND CALENDAR COMMITTEE The Schedule and Calendar Committee met on March 1990 and discussed the provisions of the Incentive School Plan relating to the committee title. The committee members offer the following suggestions and questions for consideration: 1. The extended school day would apply to Tuesday, Wednesday, and Thursday of each week. This approach frees Monday for staff meetings and in-service programs for the staf f. Friday afternoons would be available for parent conferences and/or planning for the staff. The committee recommends one Saturday per month to be designated as an out-reach approach to the parents. The building would be available for meetings. parent conferences, parent study groups, related activities. parenting classes. and other parentThe committee recognizes the value of educational and entertaining field trips for the students. We would appreciate the opportunity and the funding to provide these opportunities to our students during the extended day on a regular basis. preferably once or twice per month. 1 i 1 4 3 4. The committee recommends that specialized activities during the extended day program be staffed by community personnel trained in providing quality education in the areas of gymnastics, appreciation, tennis, golf, arts and crafts, etc. art 5. Given that Rockefeller School will house the Early' Childhood Magnet for the Little Rock School District, it was felt by the committee that the offerings of the extended day program be limited to grades 2-6 and that participation in the program be voluntary as opposed to mandatory. Opposition to the inclusion of the younger children was based on the belief that organized curriculum after the regular school day could be stressful for the younger children and create an overwhelming planning burden on the staff. 11 is educationally recognized that the attention span of these younger children is considerably less than that of the older students. Further, family time for these younger students is critical to their development regardless of whether that family time is judged to be "good II or "bad" by those in the educational etting. 6. Would personnel be provided for free play time during the I I Iextended day? Socialisation time is essential to child development and the committee for the children. trongly endorses recess time 7. Young bodies require food to concentrate on activities and academics. Is the District planning to fund snacks for the children in the extended day programs? responsible for preparation and serving? Who would be 8. The committee .recommends educational staff involvement in extended day activities to be scheduled on a rotating basis. This would allow certified personnel to participate in District in-service offerings and organizations beneficial to the educational and academic growth of the staff. The Schedule and Calendar Committee submits these proposals for your consideration. We appreciate the opportunity to participate in this process. Respectfully Submitted, Martha Lowe Mary Kay Roe Almeda Giles Cindy Warren Ann Watson/ i? .V I SCHEDULE FOR PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT July 23 - August 17, 1990 Date Monday, July 23 Time 8:30-10:00 ______Topic_________ "Mission/Purposes of Incentive Schools" Participants Staffs of all Place Parkview Responsibility Estelle Matthis six (6) schools Cafeteria Pat Price (175) 10:30-3:30 Initiating Staff Cohe- siveness and Developing Garland Ish Mission/Goals for Individ- Mitchell ual Incentive Schools" Rightsei 1 Rockefeller Stephens PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 Principals Tuesday, July 24 8:30-11:30 "Curriculum Refinement: Identification of Desired Learning Outcomes (by grade-level/content 11 areas
specialists will K (25) 1 Reading (25) 2 Math (25) 3 Science (25) 4 Soc.St. (25) be assigned to a specific 5 Music (25) group by principal) 6 Art (25) PV 8-104 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PR 7-105 PV 7-106 Pat Price Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Art Teacher 12:30-3:30 continue above K (25) 1 English (25) 2 Reading (25) 3 Math (25) 4 Science (25) 5 Soc.St. (25) 6 Music (25) PV 8-104 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 Pat Price Eng/FL Supervise Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Wednesday, 8:30-11:30 July 25 continue above K (25) 1 Art (25) 2 English (25) 3 Reading (25) 4 Math (25) 5 Science (25) 6 Soc.St. (25) PV 8-104 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 Pat Price Art Teacher Eng/FL Supervise Reading Supervis Math Supervisor Science Supervisi Soc.St. Supervis. 12:30-3:30 continue above K (25) 1 Music (25) 2 Art (25) 3 English (25) 4 Reading (25) 5 Math (25) 6 Science (25) PV 8-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 Pat Price Staff Dev. Spec. Art Teacher Eng/Fl Supervise Reading Supervis? Math Supervisor Science Supervise Thursday, July 26 8:30-11:30 continue above K (25) 1 Soc.St. (25) 2 Music (25) 3 Art (25) 4 English (25) 5 Reading (25) 6 Math (25) PV 8-104 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 Pat Price Soc.St. Supervise Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading Supervise Math Supervisor 12:30-3:30 continue above K (25) 1 Science (25) 2 Soc.St. (25) 3 Music (25) 4 Art (25) 5 English (25) 6 Reading (25) PV 8-104 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 Pat Price Science Supervise Soc.St. Supervis' Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading SupervisiDate Friday, Duly 27 Time 8:30-11:30 ___________Topic continue above Participants K (25) 1 Math (25) 2 Science (25) 3 Soc.St. (25) 4 Music (25) 5 Art (25) 6 English (25) Place PV 8-104 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 Responsibility Pat Price Math Supervisor Science Supervisor Soc.St. Supervisor Staff Dev. Spec. Art Teacher Eng/FL Supervisor 12:30-3:30 "Extended Day Program (I Staffs of all six (6) schools (175) Parkview Cafeteria Pat Price 2 '550, through Tuesday, August 7, 1990, incentive school staff members to be paired according to the following schedule for the identified activities: are Date Participants Place Time Topic Responsibility Mondav, Duly 30 Garland & Ish staffs (55) Ish 8:30-11:30 "Lesson Planning for Individ- Staff Dev. D ual Differences Within Whole Group" 12:30-3:30 II Higher Order Thinking" G/T Supervisor Tuesdav, 'uly 31 Wednesday, August 1 Mitchel 1 Stephens 0 Cl staffs (55) Rightsell & Rockefeller staffs (55) Garland & Ish staffs (55) Mitchell & Stephens staffs (55) Rightsell & Rockefeller staffs (55) Garland & Ish staffs (55) Mitchell & Stephens staffs (55) Rightsell & Rockefeller staffs (55) Stephens 8:30-3:30 "Classroom/Di sci pli ne Management" Staff Dev. A Rockefeller 8:30-3:30 "Cooperative/Student Team Learning" Staff Dev. 8 Ish 8:30-11:30 Expectation Theory, TESA, Learning Styles II Staff Dev. C 12:30-3:30 Foreign Language Enrichment Stephens 8:30-11:30 12:30-3:30 II Application of Classroom/ Discipline Management" II Review of PET" Eng/FL Supervisor Principals Staff Dev. D Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-3:30 Stephens 8:30-3:30 Rockefeller 8:30-11:30 12:30-3:30 "Cooperative/Student Team Learning" PAL to Reinforce Regular Program" "Classroom/Discipline Management" II Cooperative/Student Team Learning II Higher Order Thinking" II Foreign Language Enrichment Staff Dev. B Supervisors of Math & Reading Staff Dev. A Staff Dev. B G/T Supervisor Eng/FL SupervisorDate Participants Place Time Topic Responsibility Thursday, August 2 Garland 8 Ish Ish staffs (55) 8:30-11:39 "Application of Classroom/ Discipline Management (I Principals 12:30-3:30 "PAL to Reinforce Regular Program 11 Supervisors of Math & Reading Friday, August 3 Monday, August 6 Tuesday, August 7 Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland 8 Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland & Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Stephens 8:30-11:30 "Cooperative/Student Team Learning" staff Dev. B 12:30-3:30 "Higher Order Thinking II G/T Supervisor Rockefeller Ish 8:30-3:30 8:30-3:30 ", Classroom/Discipline Management" Staff Dev. A "Cooperative/Student Team Learning" Staff Dev. 8 Stephens 8:30-11:30 PAL to Reinforce Regular Program II Supervisors of Math & Reading 12:30-3:30 "Community and Parent Involvement Principals/VIPS Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-11:30 12:30-3:30 Stephens 8:30-11:30 12:30-3:30 Application of Classroom/ Discipline Management II Principals Rockefeller 8:30-11:30 12:30-3:30 "Expectation Theory, TESA, Learning Styles" Cooperative/Student Team Learning" II Community and Parent Involvement II II Lesson Planning for Individ- ual Differences Within Whole Group "Foreign Language Enrichment" "Review of PET 'Media Program Staff Dev. C Staff Dev. B Pri nci pals/VIPS Staff Dev. C Eng/FL Supervisor Staff Dev. D Supervisor of Library Media Garland 8 Ish Ish staffs (55) 8:30-11:30 "Media Program 12:30-3:30 II Review of PET" Supervisor of Library Media Staff Dev. D Mitchell 8 Stephens staffs (55) Stephens 8:30-11:30 Expectation Theory, TESA, Learning Styles II II Staff Dev. C 12:30-3:30 II Media Program tl Supervisor of Library Mei da Rightsell 8 Rockefeller staffs (55) Rockefeller 8:30-11:30 II Lesson Planning for Individ- ual Differences Within Whole Staff Dev. D Group II 12:30-3:30 "Community and Parent Involvement" Pri nci pals/VIPSFrom Wednesday, August 8, 1990, through Friday, August 17, 1990, incentive school staff members are to report to their assigned schools
the following schedule identifies the staff development activities for each school: Date Participants Place Time Topic Responsibili ty Wednesday, August 8 Garland staff Garland (30) 8:30-3:30 11 Computer Training II Computer Central/ Principal Ish staff (25) Ish 8:30-3:30 "Computer Training tl Computer Central/ Principal Mitchell staff (25) Mitchel 1 8:30-3:30 "Computer Training II Computer Central/ Principal Rightsei 1 staff (25) Rightsell 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 II Implementing Homework Center and Other Planning It Principal Stephens staff (30) Stephens 8:30-3:30 "Implementing Homework Center and Other Planning It Principal Thursday, August 9 Garland staff (30) Gari and 8:30-3:30 "Implementing Homework Center and Other Planning" Principal Ish staff (25) Ish 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Mitchell staff (25) Mitchell 8:30-3:30 "Implementing Homework Center and Other Planning Pri ncipal Rightsell staff (25) Rightsell 8:30-3:30 tl Computer Training II Computer Central/ Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 "Computer Training" Computer Central/ Principal Stephens staff (30) Stephens 8:30-3:30 "Computer Training II Computer Central/ Principal Friday, August 10 Garland staff (30) Garland 8:30-3:30 II SEP Training" Special Education Supervi sor Ish staff (25) Ish 8:30-3:30 II SEP Training" Special Education Supervisor Mitchell staff (25) Mitchell 8:30-3:30 "SEP Training tl Special Education Supervi sor Rightsei 1 staff (25) Rightsell 8:30-3:30 SEP Training II Special Education Supervi sor Rockefeller staff (30) Rockefeller 8:30-3:30 "SEP Training Special Education Supervi sor Stephens staff (30) Stephens 8:30-3:30 II SEP Training II Special Education Supervi sorDate Participants Pl ace Time Topic Responsibi1i ty Monday, August 13 Garland staff Garland (30) 8:30-11:30 "SEP Training" Supervisor of Special Educatioi 12:30-3:30 II SEP Writing II Principal Ish staff (25) Ish 8:30-11:30 II SEP Training" Supervisor of Special Educatio: 12:30-3:30 II SEP Writing II Principal Mitchell staff (25) Mitchell 8:30-11:30 II SEP Training" Supervisor of Special Educatior 12:30-3:30 "SEP Writing Principal Rightsell staff (25) Rightsell 8:30-11:30 "SEP Training II Supervisor of Special Educatior 12:30-3:30 "SEP Writing" Principal Rockefeller staff (30) Rockefeller 8:30-11:30 "SEP Training II Supervisor of Special Educatior 12:30-3:30 "SEP Writing" Principal Stephens staff (30) Stephens 8:30-11:30 SEP Training Supervisor of Special Educatior 12:30-3:30 "SEP Writing Principal Tuesday- Friday, August 14-17 A11 teachers remain in assigned local schools. 8:30-3:30 Teachers will write a SEP for each student. PrincipalsJuly 23 (Parkview) Mission/Purposes
July 24 (Parkview) July 25 (Parkview) July 26 (Parkview) July 27 (Parkview) July 30 a.m. p.ra. July 31 a.m. p.m. August 1 a .m. p.m. August 2 a.m. p.m. August 3 a.m. p.ra. August 6 a .m. p.m. August 7 a.m. p.m. August 8 August 9 August 10 August 13 a.m. p.ra. August 14-17 OVERVIEW OF PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT (Reflects Preceding Schedule) Initiating Staff Cohesiveness
Developing Hission/Goals for Individual Schools Curriculum Refinement by Content Area and Grade Level It II II II Extended Day Program Garland/lsh at Ish Lesson Plans for Whole Group Higher Order Thinking II II II Expectation Theory, TESA, Learning Styles Foreign Language Enrichment Classroom/Discipline Management conti nued Application of Classroom Management PAL to Reinforce Program Cooperative/Team Learning continued continued Community and Parent Involvement Media Program Review of PET Garland Ish 11 II Mitchel 1/Stephens at Stephens Classroom/Discipline Management continued Application of Classroom Management Review of PET Cooperative/Team Learning continued continued Higher Order Thinking X PAL to Reinforce Program Community and Parent Involvement S Lesson Plans for Whole Group Foreign Language Enrichment Expectation Theory, TESA, Learning Styles Media Program Mitchell Rightsei 1 Rightsell/Rockefeller at Rockefeller Cooperative/Team Learning continued continued PAL to Reinforce Program Higher Order Thinking Foreign Language Enrichment Classroom/Discipline Management continued Application of Classroom Management Expectation Theory, TESA, Learning Styles Review of PET Media Program Lesson Plans for Whole Group Community and Parent Involvement Rockefeller Stephens Computer Training Computer Training Computer Training implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning implementing Homework Center/Other Planning Computer Training Computer Training Computer Training SEP Training SEP Training SEP Training SEP Training SEP Training SEP Training continued SEP Writing continued continued SEP Writing continued continued SEP Writing continued SEP Writing continued SEP Writing continued SEP Writing continued continued continued continuedTRAINING NKKDRD FOR PRINCIPALS_QP^HCEMTiyE_SCHQDLS (Prior to Preschool Incentive School Staff Development Workshops) 1. Building Staff Cohesiveness 2. Developing Mission/Goals 3. Application of Classroom/Discipline Management 4. Developing Parents as Partners 5. Implementing Homework Center 6. Community Involvement 7. Curriculum Refinement and Program Implementation (at local school level with emphasis on unique features of individual schools)PRESCHOOL INCENTIVE SCHOOL WORKSHOPS 1 . C1 nssroom Management (1 day) a. Implement the model developed by the State Department (approach as a review i-f many teachers have had the b. c. course) Provide each teacher a copy of the textbook Emphasize the following
- classroom management as a component of the Total Teaching Act - characteristics of effective classroom management use of space developing and teaching rules and procedures - consequences behavior - beginning of for appropriate and inappropriate i: 1 lOo 1 - instructional clarity - maintaining good learning - organizing for instruction enviro l uient - strategies -for potential problems 2. Application of Classroom Management (1/2 day) a. b. Development procedures, Deve1opmen t procedures, of school rules, regulations, etc . of classroom rules, etc . c . and regulations, Expectations of principal concerning classroom management, discipline and student behavior Review of PET (1/2 day) a. Development of objectives b. with emphasis Lesson line - set _ explanation - questions - RLEL - activities closure on 1 earning components: (parts of objective and behavior)4. Cooperative/Team Learning ( 1 1/2 days) a. Rationale for cooperative b. Principles of cooperative leaf ning learning c. Development of cooperative/team learning lesson d. Various cooperative learning approaches - Jigsaw - STAD - TGT Coop Cards - other strategies e. Social Skills 5. Higher Order Thinking (1/2 day) a. b . Focus on upper level of Bloom's Ta 2nomy 6. 7. c . d . Incorporating higher order thinking in objectives, questions and activities Using G/T strategies for all students Writing across the curriculum e. Problem-solving Community and Parent Involvement <1/2 day) a. Communicating with parents b. Strategies for involving parents in school c . activities Approaches for using parents to reinforce instruction at home. Lesson Plans for Whole Group (1/2 day) a. b. c . d . Research and theory on whole group instrction From curriculum guide to lesson plans Individualizing lesson plans within the whole group Using textbooks as a resource, the curriculum not as 8. PAL to Reinforce Regular Program (1/2 day) a. Purpose of PAL b. Organization and logistics of PAL c . Classroom teachers role in relation to PAL 9. Expectation Theory, TESA, Learning Styles (1/2 day) a. Research data on expectation theory b. Review of major components of 1 SA c. Teaching the at-risk student d . Different learning styles10 . Foreign Language Enrichment (1/2 cl<By) a. Program goals b . Implementation o-f program c . Role o-f the regular classroom t( '.her in the program 11. Media Program (1/2 day) a. Program goals b. Program design c . Classroom teacher's role in the program 12. Computer Training (1 day) a . Computer-based instruction in core content areas (available software) b. Keyboarding skills c. Programming skills d. Use o-f computer lab and roles o-f classroom teacher and computer aides 13. Homework Center and Other Planning (1 day) a. Organization, operations, and logistics o-f homework center b. Expectations -for teachers concerning homework and the homework center 14. SEP Training (1 1/2 days) a . Purpose o-f SEP b. Format of SEP c. Strategies for developing the SEP 15. SEP Writing (4 1/2 days) a. Development o-f SEP -for each student b. Expectations o-f principal concerning SEP* *f 'f v '- w '1' 1 i' 'A' 'i y I' x^ d' 1^ A ' w J/ T T' * T 4' 'P T T q A T 'T* * -T' T * 1 T V * * '^ T P * T 'T" /T >T T A A r iT -T 'P A iT * '^ T A 'P -T- A T * X X, * * I * ' X nt' i: ',P START SENDER FEB-26 15:00 501 374 7609 ?
? REPORT P.Ol FEB-26-91 TUE 15:01 RE ! !*' 46'- TYPE NOTE RECEIVE OK X X X X X X X X 1 I 'i' A* y A y y 4' y A y y y 4 < y y y y y y 4 y y y y y y y y y A y y y y 4 y y a y A a 4 a iy a a u 'L >i w A A A A A A A A A A * T. A A A A T' p * 'N A A A A A A A A A * A A A A A * A A A A A A A A A A A A * A n > * A A A A A A A A A A A A A A A^ A A A A A A A A A A A A A A A A A A A A A. A- A * A A A A' A A A A A A A idtl_*>><. S'02-'26- 91 16:03 0501 374 7609 L R School Dlst ODM 001 M Little Rock School District February 26, 1991 PRESS RELEASE SPECIAI, Board meeting Contact: Skye Winslow, 324-2020 The Little Rock School District KOCK bcnool District Board of Directorci win F,d=ruarY 21. 1991 at p.m. concerning Incentive School opportunity issues. The Board, will meet .=00 -- at meeting. 810 West Markham Street Little Roch, Arkansas 72201 (501)374-3361f Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, 19991 Garland Horace Smith Thursday, November 14, 19991 Franklin Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM. Si F.Y.I. Date: II Bob Connie Horace zLinda Margie Meiissa 0^ Polly Return i- Little Rock School District November 20, 1992 RE iVSD Mrs. Ann Brown, Federal Monitor Office of Desegregation and Monitoring Heritage West Building NOV 2 5 19^2 Little Rock, AR 72201 Office cf Desegregation Monitoring Dear Ann: Thank you for inviting me to the meeting in your office to discuss matters related to the desegregation plan. Per our discussion, this letter is submitted to provide an update on the Staffing Committee for Incentive Schools that is required in the desegregation plan. At the inception of the Incentive Schools, the purpose of the staffing committee was to determine the staffing needs at each school and then develop criteria for principal and staff selection based on a needs assessment. An interview team was to have been selected from members of the staffing committee to interview and make recommendations to the principals. It is my understanding that although an interview team was established and recommendations were made by this committee, the contracted agreement actually dictated which teachers were placed in the schools. Therefore, at this time, Ms. Arma Hart will assist me in instituting a new staffing committee that will determine the present staffing needs at each of the schools and develop criteria for principal and staff selection needed in the future. Each principal has submitted names of patrons and staff personnel to serve on this committee. In the future, when positions become vacant, the interview team will be involved in the hiring process and will make recommendations to the principals, goal of this administration to have quality staff in the It is a Incentive Schools who are committed to the goals of the program. A District-wide Staffing Committee for Incentive Schools meeting will be held on Wednesday, December 9, 1992, from 5:30 to 7:00 p.m., in the Board Room of the Administration Building. If you need additional information, please let me know. Sincerely, I, Janet Bernard Associate Superintendent cc: Marie Parker 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:00 a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting: Comprehensive long-range incentive school strategic plan Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:(X) a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting: Comprehensive long-range incentive school strategic plan Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: June 2, 1993 From: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman Tanner To: Incentive School Principals Subject: ODM Breakfast Meeting The Office of Desegregation Monitoring (ODM) will publish its 1993 incentive school monitoring report this summer. We would like to give you time to review a draft of your schools report before it is published. We will share these preliminary reports with you at a 9:00 a.m. breakfast meeting on June 15, 1993 in the private dining room of Cheers on Broadway (located on the first floor of the TCBY Building at Sixth and Broadway). At the meeting we will give each principal a draft of his/her school report to check for accuracy. Although we will edit the drafts further for format and syntax, the factual information in the reports is complete. An ODM associate will be available to discuss each draft before we collect them all at the end of the meeting. We hope you will attend this important meeting, which we will keep as brief as possible. If you are unable to attend, please call the ODM office so we can adjust our breakfast reservation. We look forward to seeing you on June 15. cc: Janet Berntird1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - Franklin1995-96 ODM INCENTIVE SCHOOL MONITORING INFORMATIONAL MEETING MARCH 5, 1996 AGENDA Introduction/Get Acquainted Monitoring Procedures: Incentive School Monitoring Guide Description of the Site Visit Financial Monitoring Documentation Needed: School-Based Documentation Documentation From the Central Administration Monitors Areas of Responsibility Monitoring Schedule Questions and Concerns ClosureMONITORS AREAS OF FOCUS Biracial Committee (Horace Smith) Discipline, Suspension, Expulsion (Margie Powell) Early Childhood Education (Melissa Guldin) Enrollment (Horace Smith) Extended Day & Week (Gene Jones) Facilities (Melissa Guldin) Field Trips (Skip Marshall) Finance and Budgeting (Skip Marshall) Guidance and Counseling (Margie Powell) Home Visits (Margie Powell) Mentor Programs (Skip Marshall) Parent Center (Horace Smith) Parent Contracts (Gene Jones) Parent Council (Skip Marshall) Parent Recruitment (Melissa Guldin) Parent Training & Meetings (Gene Jones) School Themes (Horace Smith) Speakers Bureau (Skip Marshall) Volunteer Programs (Skip Marshall)Date: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996. Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered Records of training the district conducted for mentors List of community meetings including time, location, and copies of sign-in sheets List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports List of the Biracial Committee members by race, gender, and high school zone Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.) Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsDate: March 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct some brief classroom visitations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us. School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student extended day survey, and the results of the survey Extended day schedule Extended week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us. Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan ?\n example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profiles 1995-96 Expenditure printout through February 29SI 1995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27) Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183
ODM 1992 Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES The district provides clean and safe facilities and makes all repairs fimdamental to maintaining the incentive schools. (LRSD Plan, pg. 129) All of the incentive schools would benefit aesthetically fi-om the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17) Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153
ODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the "total physical response" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg 156) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181
Interdis. Plan, pg. 4) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25) Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132) Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) At least two or more home visits are required. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215
Interdis. Plan, pg. 57) The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process
presents a firm timetable in its recruitment plan and strictly adheres to it
develops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups
increases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or "add-on" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) The district will explore developing Rockefeller as a year-round, frill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 11I-P 7- J err 1,7 IV-. 21 '97 S' R5*!fc 'S.-V' i UB LE ROCK SCHOOL DISTRiCT 810 West Markham Little Rock, AR 72201 ^4X (501) 324-2C32 : A Ti
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.' ' TO. Ticeriviv'c School Work Team .Members A..! May 21, 1597 IKOM: Margaret Grem5il|ie
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U^^'adie Mitchell, Pvssistant Sijperinten.dent 'K.ssistant Snperinteridenr SUBJECT
Reiinnder ot Meeting Date and Time Friday. May 2J, 1997 a,fr, Board Ron tn. l.P.SD Mr. Chad 'A'oofey. Pre.sidenr.'\.hiei Operating Officer, and .Shetr, f bxecum.-e Uireetor ot the Voyager mpei oundation will be presenting their program m '.1..5 on l-rjday. .May 23 as soon a.s rhev come in ftom t.he airport around 5:00 a.rn. .'. hey ivifl be a.vai!able to us for .approximately 214 .tours before leaving for lb . .0'.
p.U, Tiglit. nr . < .ne asking oiher LhstiiiC] personnel to attend this meetir-g whe- n -ay ha vs an rest ia VK
v,'ma an e.xtended day propam, that is proving to b.? successfid. nt maii v other .iteas Pl e le
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e kn.o.v that vi'e appreciate each ot y-JU tor the .suptport yon are giving to bt.s I. A'ork assignment and thepanence you (lavc demonstrated vher. liavirg tr. adjus msuPT' :. 0-^' : .1? C. 'r.k. ' i:
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Team rjeini' May 21. r:59' pace 2 thangtid dates, Vv e are making progTess. The Tnps and reports have beer: verv helrtui in slianug our ideas for a i innovatma school plan. FuLtowinfe the all ! :?m!' r pi'^isen-atior), we wil! have a wrap-up discussion to heai inpih from ttending. 'fit' w^Pieuse fZ^t^ tbfu' ch(t}s
>e jroni 8:00 a.m. tv 8:00 u.m . Ot. l,')o!i Roberts k- Fve vn Pl-ton M idha Rcgeis ?4t Price L.ecn .A I rns Incentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.
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.