H H I I n LITTLE ROCK SCHOOL DISTRICT I  I INCENTIVE DESEGREGATION PLAN I JANUARY 31, 1989 Volume 11 / agy.-J e.JW c u.-lUUU .5 ACADE.'-iic ?'
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-is ano curriculum development Schools have the responsibility for expanding the scope of knowledge and ror developing the rational, ref 1ective, and critical capacities or all children. "The content of the education must be true, appropriate, and relevant. The prc- '~-6Sses of education are expected 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. It (Saving the African-American Child, 1984) ... c, 1 . 1
L 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 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District s Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. Lb Li L 2. 3. '.Vritinc to Read, an instructional tec  ology program, will at each incentive School for K-2 stucents. <1 ndercarten be implemented The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. . - ---------- Rei ease time and rlexible scheduling will be utilized to conduct reoularlv scheduled lancatory parent-teacher conferences. 3G 9I I 4. Reading Across the Curricu1 urn 2 4 I reading proficiency and critical will also utilize strategies to i will be d major emphasis for developina al a i' nzn b 1 T r - reading skills. Each subject area - -- -- increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. 2.J_Expression Across the Curriculum will offer i and strategies in each subject area designed to munications and American English skills of the instructional objectives increase the oral com- I 1 6. 7. 8. students (Pre-kindergarten-6). yarning Styles Inventories will be used in each Incentive School to assist 1^001 Themes will be developed at the local school level by parents and staff and are recommended to be intpnrjtod 1 n f" A A A are recommended to be integrated into the total curricul urn. ~'^6Dartmental ization will be the recommended for grades 3-6. ' I specialized skills for levels. -y, .............. organizational structure This organization will facilitate the development s for subject area" teachers for the respective grade of I 9. Instructional Technology will be available in specialized laboratories in individual classrooms. and 10. I 11. Science Laboratories will ho 1adequate equipment and material s/suppl ies will be available for students in grades 3-6. If minimum of 24 stations in each classroom. enrichment will be expended fo r a 12. H 13. Foreign Language Laboratories be operative in each school. with appropriate equipment and materials will IS L 14. 15. 16. Study and Test-taking Skills will be taught in curriculum at each grade level. an integral component of the Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home.  - Remediation and enrichment software will be available for home-based learning experiences. ^^h'^grade^(^^6)'^ Guides will be developed in each core subject area for ft 17. 18. Computer-Managed Instructional Technology will be used for continuous track- mg Or student progress. Individualized Education Plans will be developed, for each student. implemented, and monitored Soecia 1ized Proorams special education, _ - Federally or state mandated programs (remedial, gifted and talented) will be available during the core instructional day, with reinrorcement activities available throuah the Haiz u.aAlz _____________ extended day, week. or year programs.*(see page 7) 37 Js ri ri ri. 19 , 3 Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. ri. 20. ri> 21. ri Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoino assessment of students. 22 . ri Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group small group, and individualized approaches to teaching. 23. II Effective Schools model will be operative in each incentive . with appropriate training provided for implemen- school, tation. 24. Il Afrlcan and African-American History - each school will establish a sequential program to include the study African and African-American history and culture. of II SPECIF5C SUBJECT AREA EMPHASIS 4. The core curriculum for pre-kindergarten through grade 6 Il will be the Little Rock School District model. Areas for II emphasis/expansion have been identified for areas. each of the content Hl READING Through Literature, with emphasis on II thnic classes in each genre, will be the primary readinq program (K-6) j-cauxuy ri ri Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades -Increased motivation and learning with oral 6xpj.easu X i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) 4-6) expression ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing s:ills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students to enhance the (5-6) reading and English/language arts will be a major emphasis in the areas (K-6) 3S I Ia -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) *1 Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers (K-e") expression, M I SOCIAL STUDIES a 1 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansa History (4-6) aaaa a aaa a I I f I 4 -Emphasis on introductory concepts in history, geograohy, and 4 CIVICS (<-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include multi-ethnic curriculum (K-6) a -Learning strategies and activities will promote studies" (K-6) It living social Ki -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremomes will be integrated into the curriculum m MATHEMATICS m n -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) II SCIENCE II II n k| -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project
i.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic and art concepts in music -Art and music instruction will be seguential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6)  -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39V 5 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language strong recommendations as -The instructional methodology for each language will be a total physical response" approach -Emphasis will be on basic vocabulary, conversational cultural materials for K-3  II and -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 native language user with a -Emphasis wi11 be on vocabulary, cultural materials (4-6) grammar, reading, writing, and PHYSICAL EDUCATION/HEALTH II -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on "wellness" for the young (K-6) -Emphasis on the development of an understanding of and respect - - , disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) for the handicapped
SOCIAL SKILLS II Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Studen.s 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. Interpersonal Skills - Structured group sessions will problem-solving, decision-making, peer pressure, etc. focus on 40 i: V i  5 H . n n n N K a - i 1 .e.i 6  . gA-tes of Passage - A structured program will be initiated to i respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students.  Rgle Models Programs - Individuals (international, natiuna state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. "  ' national, . ------ Special emphasis will be placed African-American role models for males. on i munity and the Partner's Program, 4 ^ntoring Program - Utilizing local resources in the com- u 1 - -----3---, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be deveI I I V I n 4 loped at the local school level. However, all academic programs, social skills programs/activities and clearly and broadly articulated to the special activities must be school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement. special interest clubs, and/or units of national zations. or state organi- Academic Reinforcement Activities limited to) the following: may include (but not Pg.pr-Tutoring Program - Peer tutors will be assistants to Homework Program or during the renular scnool day. r.i-fii u- ____ . . Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Club, Debate Club, Thesbian (Drama) Club Club Mat-h m _______ .. ' '-xuu. Club (Math Olympiads), Odyssey of the Mind level). Foreign Language Club , uayssey of the Mind, Great Books (elementary Math 4 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Clubi q. II Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art C1ub Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge the world, and to assist in the development of coping skills for students. of Local field trips (see Support Programs) may be suppiemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) 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  I < q q q II U submitted to the Board and administration for approval on an annual basis. q Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected q budget must accompany each plan. q  q q qRR la a LATIN ENRICHMENT PROGRzAM LE.MENTARY LANGUAGE ARTS CLASSES LI 1iLE ROCK SCHOOL DISTRICT a I. Backcrcund H. In t..e early 1960 s, the Philadelphia (PA) School District raised and vocabulary scores of elementary school children through Latin in language arts classes.  reading Latin teachers. ' 3 program using The program was developed by a team of a- but the materials were designed to be used by elementary language arts teachers
j.-j _... --------- , . a the^program did not depend on using trained Latin , , . , - -------  Since that time programs of this sort have been implemented in many other school districts, Washington, O.C.
-  - teachers in the elementary classes. Indiana
Angeles, Calirornia
Kansas City, Missouri. St. Louis, Missouri
New York City, New York
such as Indianapolis, Dallas, Texas
Oakland, California
2ome use the Philadelphia materials
developed their own materials. I Los and others have a In these programs the focus is not on it is on using Latin words and myths c ,, . - fiese programs have also resulted in improved self-image among learners. teaching formal Latin grammar
means to improve English skills. as a a The initial implementation a above ident population. oH him  . by Philadelphia and later in the _I .e d districts was i n" inner city schoo.l s w.it.h. . The targeted levels were grades five and six Reports concerning students' performanc a large minority or grade six only, ss on standardized tests in the above a In all districts, a team of Latin teachers trained the elementary lanquaoe a arts teachers in using the materials and served background in Roman and Gree.k culture. as resource persons for a Dac.<ground in Roman and Gree.k culture. As the program grew, many of these elementaryj,eachers studied to become proficient in Latin, program using the Greek language has also been developed
' the same methods and approach.  A corresponding this program uses aa II. aa R The materials focus on using Latin and Greek word Englis.h reading and vocabulary/ skills. Materials are varied
the two basir -curses are designed for fifth and sixth grades and are based on classical rrij tnoiocy 2nd 11 * e - -uoplensntdl coursss "cover including science, math, roots as a basis to increase Materials are varied
Supplemental courses cover a wide variety of subjects, , astronomy, and blacks in antiquity. Nationales More than focusing i edoe of E, SOS of 7/0rds n Lat n '.-iz' 1ish vccaoi in the English language are based on Latin words
rea pro Abil, a i-oa :> n e mors S-living. scnccT. se s ary. ots and word-building elements will increase knowl-zz . 5 o Many fifch and sixth grace" ":cula inc:ude mythology and the Gre social studies and t*at re '.ri chmen this subject mat i^oman worlds r wi11 broaden 1e : vocabulary ring and to read English is not limited to "language arts and cth S'. s in life itself
r academic 3C I C" J1 in iduals who feel n is an unusual subje Is t.*S S. y IS no an unus-al and "di '
ncs an comoet increasing that ability creates 0 deal with school and for stude.n especially in elementary n learning the Latin language per rerent subject, and seeing success in focused ved seif a su he learne- 44  4 4 Latin Enrichment Program -- Page 2 The program itself is easy to implement. 4 The cost is minimal, and investment of time by elementary teachers to learn the materials islimited The materials are easy to use. I e materials ye easy to use. They are inexpensive to purchase and be duplicated for distribution to teachers. ~ .  can ihe program has been success- 4 ^,.11,, , J u ----------- ------K'vyi aiii iiai Been success-  by many areas with educational situations similar to Little the Unioueness rhp nmnram chnnlW annoal 4-., _____X. ,, ... - , r - -- IW...J as well as no othy public or private schools in Arkansas, certainly in the Rock. The uniqueness of the program should appeal to parents students
-   *   - - 4 sZ^vp'^?i1?h'' program. The program would seye ye desegregation plan for the incentive schools a program. uycyregacion plan Tor tne incentive schools and would help in raising standardized test scores and eliminating disparity between 4 school community. scores of the major ethnic elements of the Also, with the emphasis on multiethnic education within the Little Rock School District, materials elude this emphasis. 4 ,, . te developed locally to in- , tlsing the existing materials as models, L.RSD teachers yn creye units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 4 III. Prooosal I It is prooosedthat the Little Rock School District implement an elementary Latin oronram in thn oiomonHn, _______ ..... = 4 ** U I i vi I C u 1 programin theelementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing readino and vocabulary skills, imoroving standardized test scores, and enhancing the self-image of learners. at the fi and enhancing 4 IV. Program Descriotion 4 4 incentive schools have been identified in the   of 1989, these tey.hers will receive six hours of inservice training during the summer o- IQRd m imniaman^-itu. . .. mented a teachers of 1989 in implementing the program. spri ng 0. lyay in implementing the program. The program will be imple- fha the 1989-90 school year and will be incorporated into the fl I th and six^.h grade language arts ' ' -  - fiftee.n to twenty minutes per day. instructional block for approximately Throughout the 1989-90 school year 4 4 . , ......r- one ivoy-yu school year teachers wil be involved in four (4) additional inservice workshops (two tnese teachers will have the opportunity to become mcr- fici^ht by enrolling in a college course designed especially for' them
this course will be optional and at the teacher's own expense jj-'ougnout the year the principal in each building will monitor theprogram  At the end of the 1989-90 school me re 4 the program will be made
data. year, a formal district-wide assessment of this assessment will be based on surveys and test 4 45 IINCENTIVE SCHOOLS  SCHOOL ADMINISTRATION I The focus, 4 > 4 f^i^ction and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support
individualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor students. The school program will address student success and development of potential from affective, skill based and demic perspectives. SUPPORT PROGRAMS aca- i' The following items will be components of every incentive school: ' A. n < HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5-30 p m Homework Centers should be extant in each school'at' least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who {Some otherwise involved in activities during'the last^two"?2) nnnrR nr i-ho mi_________ f hours of the day, Monday-Thursday). It will be  n K , necessary to provide transportation home for students who remain at the Homework Center su Lh .dents whose parents cannot supply transportation who live outside of the area which is reasonable walkino distance may avail themselves of the Center, if students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer" rotating basis, community volunteers and peer tutors. Staff will be comoensated. so that stu- Center. staff will be compensated. and/or H Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist'students. of students attending regularly reaches tional certified teacher will be hired.' each additional increment of students attends, instructional aides and teachers will be added alternating basis. working. an instructional When the number, 50, an addi- Thereafter, as certified on an B. HOMEWORK HOTLINE - Homework "Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will M provide one (1) evening's service approximately every 45 class cays. Staff will be paid for this time. staff will be paid for this time. 6AI R c. I  PEER TUTORING - Peer tutors will be selected from among group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only with outstanding academic averages but open to achieving students who work well students and who can verbalize an understanding of subject matter to be a to those students will also be covered. I Peer tutors will be compensated with be redeemed for donated items coupons which can for purchased goods such Sd^othZ
magazine subscriptions, school supplies as ems the family may not be providing as well equipment, hats, sweatshirts, will be assigned by subject w,xi in order to allow all students who wish tutors the opportunity to do etc. Tutors area^and on a rotating basis "he ..i_h to serve as peer so. D. E. retired teachers to come into the schools and to work with individual tutors
to sponsor clubs such additional extra support such as story teliina time with and for students. Mentors can work volun- tarily or may be paid * ' ' ' ' voiun needs. students as as future teachers and to a stipend depending on their own INSTRUCTIONAL AIDES - There will be ional aide available in every classroom, tions for the aide positions will commitment to work with students in an well as a minimum of 60 hours of earned Applicants must be working toward a certified instruc- Qualifica- include demonstrated urban setting as college credit, a degree. provide extra =sslstaAc
"fon^aLjdu:?.:
deJis^:nr"' groups of students. Aides will also  Aides will also assist teachers ith monitoring of student progress, communication with progress F. matSiLs?^ preparation of supplemental instructional CAREER SKILLS DEVELOPMENT PROGRAM - developed within each school w^xteen inror- ^ni prSen?a?Lns to students on topics relevAnh t-n possible career choices. A program will be whereby written infor- on topics relevant to each presentation will be skills Among the information given in chills needed, academic Other components of this category will be interest inventories and opportunities for students to par- programs sponsored by the Boy Scouts of MJ 11 c L  a  I/. 7J > G. YEAR ROUND SCHOOL - Both summer remediation and enrich- ment options will exist through the summer at all incentive schools. segments. This program will be in two 5 to 6 week Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. Th, ___
__ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive II H. II Students participating in the summer "year round" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation, in other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. In other words, II 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, trips and access will include the Field dent experiences with: opportunity for stui s * * * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits 4 to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an to the schools. 4 Some such exhibits and performances will also be brought Students wiTl also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e.. Sth and 6th. Among opportunities in the community which exist are: * * * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I 4 q H J * if * * * * * 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 McClellan-Kerr river project) an inland sea port a major research/teaching medical center 1 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building Explorer post access/membership will also be available as noted earlier. J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5.30 time period (or whatever the designated time for extended day activities), scheduling should be not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. training. These skills shall be defined ticipate in: as 5:30 p.m. provided the opportunity to parif if if choir (voice) music (instrumental) dance after school, one (i) gay per week. Assistance will be sought from area colleges and university schools of fine af P^vide these Services at no cost to the child (and hopefully to but certainly at minimal cost to the (1) day per week school. the program), SCHOOL ADMINISTRATION 4 A. STAFF RECRUITMENT , Staff recruitment and certain specific experience will be desired of all staff at the out- experience will pe desired of all staff at the out- Relative to work in an urban setting with at risk youth)
and ongoing training will be provided lar basis for all staff at each school. on a regu- 4 1. . A nationwide search will "be conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67I  n, 2. 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 m a I H I BH 1 q continued - Incentive Schools page 5
erT rmancs and tne success or the individual in working with students and procedures. 4 w.un S.ucents and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers completion of the with the District. Successful year may lead to a long-term contract B. q q SPECIAL TRAINING - Ongoing training will be provided for suafr in areas like human relations skills
learning and interactive styles
TESA
PET
working with youth a? ri?k- worxing in an urban setting and analysis and enhancing student achievement. learning and use of data for II All staff training. , including support staff,- will be involved in Patrons also will receive access special trainina Students, assisting with homework, nutrition and human growth and developments. q z. PARE:yAL I.WOLVEi'^ENT - Parents will be absolute q + - rar sues Will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. will take place, both through written and oral means. Regular communication q visit their children's classes. q tie arranged to come to school to lonteer for the day and to work with students as well as to Parental access will be provided for Identified pick-up points within the school community. paid a stipend for this. assistance and may be 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5-30 will students to include the Homework fcr^exampfr training and leisure time activities, q * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday q , ,, ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based onjtudent interest and access to appropriate q playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. q HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be rormulated with "alert" and "success" cards to be sent to parents to update them on their student's neds and achievements.  _ cont:nueo page 5 r/e Scr.cois EXTRA CUR?, ULAR PROGRAMS - Extra curricular programs will Pe establisned to allow students recognition, leadersnip experience and a cnancs to be involved in school activities. A mri nn Kn w- l. _______ _ - Among tPess wi11 be future teachers programs, Just Say No r 1 1 iKr ii2_L_n ___ _ * Clubs, intermurals, monitor "jobs" in the office, library with tne flag, safety patrol, fire marshalls and student council memoerships. q * at recess or lunch time, not class time G. q q q H. q ATTENDANCc ANO 3EHAVICR GUIDELINES - Attendance and behavior guioelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agresement to be at school and on time eac.h day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like mat.h olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. q Students q Parents will be informed of all of these options. SL,.,:...... will be encouraged to participate in these activities and a regular schedule'will exist for club/academic related activities. COUNSELI.\'G/SOCIAL WORK q A. q q q COMMUNITY SE.RVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools.. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools
volunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities
assistance from social agencies to intervene if students need assistance in health and/or personal need situations. s. q COLLcGE/POST GRADUATION AWARENESS - A mentoring program will be establisned which will provide interactive time for students to work with young professionals to enhance aware- q ness of skHls necessary for successful entry into the world cf ..crk. The program will also serve to heighten student of work. expectations with regard to their own abilities and potential to attend college and to graduate. Parents will q also receive this information so that they may be aware of the options which truly are open to their students. 69 II s fl If II 11 Bl  dontinued page 7 Inc=nt:ve "COl 3 C. D. E. F. STUDY SKILLS - Counselors and taacners will he working with students skills and study sk to ennance 1 s. Pradti rssDonsible for tsst taking skills, listening 2 wi11 be provided for I students in test taking, i.e., bubble hjt wi ho " . some class tests and a ,ariet o n .es J' by teadhers. a variety of question types will be used HOME/NEIGHBORHOOD MEETINGS Ail,' h K 1.  MEx.INGS - Meetings with parents will not always 6e held at tne scnodls. other meati, IL 11 .. V. A  - -. Ouiiermeetings for^n^ii groups or parents, will be scheduled at c:.-..! such as churches and some homes as invited bv less rormal meetings out of the school  productive and can help forge c. ship. It is suggested that local part of the school partnership and dommunity looations . parents. These environment may be more a. sdhool/neighborhood partner- INDIVIDUAL AND GROUP COUNSELING - ministers be oonsidered dommunity. as n?i Counseling - individual and qrouo P'" ^^'^ilitators will be employed at the school to assist students as they attempt to work^thmiinh concerns and the normal issues whirh^ri.! Jx J and development takes plaoe. conflidt resolutions. 1ssues which arise as student growth ------ Students will also be taught INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students each school. Ideas (suggestions) . committee meeting included" ^onimun athletic events, tangible rewards such as a book Suudent s choice for academic staff and patrons at presented in the sub- ^awards programs, reoognition 'h tickets to community and growth and the like. of the G. H. 'NELLNESS PROGRAM bonding with a,aI,:bm
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of:e'" be soreened for physical health tion on topios like self-esteem and awareness and first aid. - Students will and will also receive informanutrition, drug prevention Presentations will likewise be dontinuing edudation basis. additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some hnr! Program away from the school ^nd the provides counseling, intensive academic support and time management skills. P------- Parent involvement is an inherent on homework and aoademics. them to h t Seni 1 70 k
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.