Needs assessment

THE LITTLE V hock school !ISTKICT Vol. A - No. I REVIEW Ll!* Arl(n $npt(nbor, 196/ Eiectors Of The Little Rock School District Asked To Approve Continuing Construction Program Tuesday September 2flth, is an imp.ortant date for the '.ittle Rock comm-mlty and more especially for the Little Ro-ck Pnb-ilc Schools. On this date all oi the. ouaii-fled electors of the school dls-tric. t wtii have the op.oortunity to vote For or Against the con-ttr. uation of the system's con. Ma.w High School biiildblg. t., Remodeling, Including ctr.. struction of a library and biology laboratory at Central High Scho<)l~S.S50.dOO This item is a musti Thu present Central High Schw) 11- lirary is totally inadequate to serve the needs of a pupil etv several of these collecticns are housed ill lens than adequate space. The SSH.OCO .iTocatiob to rJtls pvoiram would en&bie us tc ..-emode! existing fac.litics ic house three additional centtai hbraries level. Ht the elsrr.isriiary strjctlon program. We read about the problems in other citieshalf-day atisslons, overcrowded classrooms, tempornty buildings, Snadequats housing, et cetera' Our physical facilities are far from perfect bl* the e'jpport Saf previoija school bond issues h.as enabled youi achcois to keep up wit.n the growth, meet the needs of a shifting population, and to occasionally "p.hase oui . building that is nd longer functional. Permission to conrmue this orcerly building program is the request of September 26th. The Board of Directers has unanimously appiwed bond issue of $l,52O,Oild. No Increase In the scho(.'l tax rate la requested in Uil$ connection. The Ixirds, upon approval, can be retired within the present Jinanclal structure of the district The following Is a list of the board-approved projects to be iiic'uded in the proposed i-sswe 1, Pairing of Mann High ScliocJ p.nd Mettopciitan Sigh School$200,000 The initiation of this project will enable Metropolitan High School to double its enrollment. About $175,000 of the 1200,000 allocation would be spent at Met ropoiitan for the purprse of converting present academic ciass-rooms to vocational-technical shops and laboratories. The remaining $25,000 would be spent roilment in e.tciss of 2.000. Thsre is no biology laboratory at Central High Schoiil at tlie present time. These two items plus some other genera
remodeling are needed In order Uj maialain Centi-al High School as a mod em and functlotiBi part of our secondary school prugrain. 3. Purchase of site on Wrtst 12tb Street-llSO.OOO This is a site containing ap-proximately 12 acres located in he Univerfity Park Vrbao Ke-newai area. I Construction ol elemeii-tarv school on West I2th Street J-150 (1'1)0 These funds would be allocated to build a 12-clasarootn 7. CoD.sfruct a mainteojoce warehousL*$150,00(1 The entire msintenance operation of the Little Rock Public Sch.acl .System ha.s been housed under Quigley Stadium, The space xnd facilities 'here are inadequote to enable the maintenance department to actually do the work that needs to be done io connection with m.ain-tainiiig buildings, groun.ds, fur niture, and equipment . ExWrlc! the lemotleliiif
butJdrng with the nece.esary auxiliary space? (of,'ices, kitchen dirdiig area, library, etc,) on the site identified sSrve, 5. Completion of Parkview High Schoolil25,(l00 This additional sum of money has become necessary 'o fully complete ihe Parkvit*' High School located .at 26th and J.>.hn Barrow Road, .A,dt!iticr!i that have teen made to the building after the contract was ori,a-inally let have madij It necessary tc allocate more funds for the completion of this project. pi'tijett to or.
: M twe addilionel floors at the Board of Educuticn Annex$125,006 The Board of Education Annex is located at We.st .Markham and Arch St.-aets. The extenor of this building has recently been covered with brick and one of the tout floors has been renscdeled into office space. As additional federal progrUrns are made available to us, wc find it necessary to employ more and more people to handle these programs, T.here is need now for the remodeling of one additional floor of :h-s annex This rernodehng would p.-.3vide suf- ident office sp.ace tc meei our needs for another one years. b'Rimately the V. ? tn.ire 6. Retnode.l and expand lected elemantar^j .seschool h. 02:91 branes- -$85..Wi Every elementary school in our city now has a central 11- building .should he converted to office .ipac" .as ar. annex tu ..be Board of Education Building. S. Dressing rooms, toilet .ind shower lacilitiiis in count,':'
cn with the E'jrest Heights ' -'cit and fieldJ'S.OdO O dS.t I Don K. Roberts Roberts Assumes Position of Deputy Mr Don R. Kubert.s has assumed ihe position of Interim Deputy Superinlendent cf the Little. R'Oek Public .Schools since July 1 Mr. Paul Pair Deputy Saperintenrtent is on sabbatical lea'-e, .s.nd is studying for his doctorate a
the LUitversity of .^rkaibsas. Mr. Roberts. 32, is a native of McNeii, .ArK&n.sss where he attended slem.pntary and secondary schools. He received hi,s B.A and Masters' degrees from Her.ilersoji State Teachers College, and ha? don-? graduate work a!. Easterr. Oregon College, La Grande, Oregon: Walla Walla College, Wail,a Walh, Wasniagton
Oregon Slate Sys-te.- r. <.l H.gher Edo.'.at..on Pur!:- !and. Oregon
and the Mniver-sity of Oregon. Eugene. Oregon. He IS Wrth the Little Rock Pub- In: schools
ii prepsrisio", for receiving a deg.-ee of Doctor of Education In Educational .Ad-minisirctio,'' from t.ne L'nivers
. t.v of Arkar.sas at Fayetteville. He was president of the student bo.dj' when he w.ss a senior at Henderson Otato Teachers College, and was itichided in the ?i
0Tii3 Pg* * the REVIEW 1967 i DID you KOW TMSr___ _______________ Ml School Lunch Menus for October cncaK!: Each sch.Xr! Wil! have ftt lean two television set.s to re-ceive educational programs over the state education tele-vislon .station, KET3 - TV. Channel 2, located at Conway xMonday ... T T Tuesday j Wednesday ! Thursday i Friday 15 Te Phjsica! * * education pro-grams will be expanded tn Include golf and badminton. Principals (Continued From Page 3) $as, and received his BSE in Elementar. Education from State College of Arkansas at Cor.way. H19 Masters degree was obtained at the U.niversity of Mississippi. His first assignment with the Little Rock Schools w.3s as a s'jtth grade teacher at Pu-lasR
Heights Elementary ir. the 1964-9.5 school year. He was principaj nt a junior high, school at Marianna, Arkansas to:- two years. and ha.s Li'tle RccL f Mitchell rejoined the as pnncipat Mi Clark has beer, selected twice to Whv's Who in Americ.an College? and Universities. was captain of his footha'l team his senior year, and wa-t named to the Al! Arkiinsa? Intartiolleglate Conference team as a defe.'.isive end for two successive yeirs Roberh (Continued From Page 1) '.Vho's Who in American Colleges and Vniversitiss Roberts served with t.oe U.S. Marine Carps in Korea and be. gm his career in education as n teacher and Coach at Welsh, Louisiana. He was vtce-princi-oa! in a school district in Wes, ton. Oregon .and Later was FfBnJrfi'rter H.kaiJ Beafi* Vuhbftg>F.al^*b Cefnfrraarf Butiwi' Hwulxirfpir Wai}ii 3Pota*? Otk) ^Ind ?nuch Ponj2 CcbRltf I P'vld Cbckw Graver ww lUc Pmi b Carrc'K CAmg*J4 Fndt BlCtfLUUi Ho0v-ultr I 1 I 9 41 Pjh CfoucatT* Tomato Saliuce Cro^def ?<# Com tA'ojtd SVC .>rn Ba Tnsnei
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an< Jnii:* O*>.k.irv 24 Giouod Bm) Patti* Qra*r,y Ma*h*d PotatiMr] Oriwn B.c.ft Hpt ROila-l^tutLt'i 7rax><e Jiuea CAki( 131 II n..mad superintenderu Mr. Roberts, his wife, Janis, and their three chlidren, Don, Jr , 8 Jon. 7, and Suaer., 3, live at 2107 Ridge .Perk Drive. The boys will altand Baie Elementary School He is a tn ember of AEA. .NEZ, Phi Delta Kappa fraternity, ar.d the Ar.itansos School Ad-minrstratars Associetion. Vote Ki FOR Public School Improvements immiB WWW mCv I Cn^Otn il,y ( fij LI! 3 I dar I 2.5 26 IS 27 Fn<l 'Z^iclMO avM Ric CwfliiUd Pifvjt &Ud Pea* Ke DiacuM# r-kMitv-ButUf SpaghuM) Man*- Siic ClsritM Grtdtu Ffiitt'f'h r-r#a35tf .TlkKd.Bnttc? Fiuii <>bWr 'halMlhUPfW I 01 TwrtnUf Bft.la'f EkLkird Vntato fz-a-m* Juirft Corttert M<*at .</ 'l'om.B**Q Save* fipuutclt Cotnbrwfcd BuHit 'Or<o< .?aUo HrTc'I'mc. Caka MILK IS LMCLUOEO IN EACH OAVS MENU i Principal.s Reassigned F.cnt from left: Mrs. Lois Walcers, who moves from Parham Eletrientary to Mead-owcliff Elememary. and Mrs. Eirna Keiiy. formerly at Granite Mountain Eiemertary, is now at Gibbs Elenien- ta Bac.k ro.v, from left: James V/i,se goe.s from Pfeifer Elenentary lo Granite Moantsin Elementary
___ Maijor.e Hubbard frum Fair Park Elementary to Ro-- mine Elementary
Don Arick, principal of Mitchell last UPnr ic rsnnnt -.! rtf s., _____ _ _______*______ Mrs. y< ear, is rp rincipal of tvhaixe,. n*Se'TwT >M'XNc. KD.o'te, Ir tm.J 1 >o. i gt tL E1_ lemeUn lt.ta'l rL yJ
ard Clarence Horn who changes from Gillam Elementary to Pfeifer ElemenTarv. :^-l': JIG :h3 'JIH pec. Prta/'aivi si LriTLE Rock School District OFFICE OF THE SUPERINTENDENT April 7, 1994 RECEIVED APR 8 1991 Ms. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring United States District Court 201 East Markham Street, Suite 510 Heritage West Building Office of Desegregation Monitonng Little Rock, AR 72201 Dear Ann: In keeping with your request of March 14, 1994, I have enclosed the Needs Assessment Report and the Program Inventory Report for your files. We are continuing to work on the Student Assignment Audit and the Instructions for Incorporating Additional Desegregation Obligations into the Program Budget Document. Additional documents will be submitted to you upon completion. Thanks for your patience. Sincerely .eiL P. williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 LITTLE ROCK SCHOOL DISTRICT NEEDS ASSESSMENT REPORT 1993-94 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT March 1994 TABLE OF CONTENTS Preface 1 Mission Statement 2 Goals 3 Description of Needs Assessment Data 4-6 From Recommendation to Needs: The IVocess 7 Needs Listings Curriculum Area 8-11 Desegregation Area 12-14 Support Area 15-18PREFACE The Little Rock School Districts 1993-94 Needs Assessment Report is the result of a District-wide effort to collect information for two purposes: (1) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of the Districts students. The Superintendent, Cabinet, and Board provided leadership and direction throughout the needs assessment process. First, the entailed the development of a mission statement and goals with input from District faculty and staff as well as community patrons. Secondly, varying perceptual, empirical, and objective data were collected for study and analysis. Finally, Ihe results and recommendations yielded by the data were compared with the Districts mission statement, goals, and legal obligations for the development of a needs assessment listing. Throughout the process, the Superintendent, Cabinet, and Board driven by the intent to compare "where we are" with "where we want to be." were The 1993-94 Needs Assessment Report has been reviewed and feedback has already occurred with respect to some of the reported findings. While some of the recommendations from the Report were used to make decisions with respect to the Districts program planning and budgeting process, some of the recommendations were not used at this time. It should be noted that the 1993-94 Needs Assessment Report is the first "formal" needs assessment report with respect to the Districts current program planning and budgeting process. As such, the process for using the findings of the Districts annual Needs Assessment Report will be "fine tuned" and used more extensively as the process becomes institutionalized. In summation, the planning and budgetary decisions for the 94-95 school year will be rationally based decisions and will not have been made casually. Specifically, Ihe Districts improvement efforts will be based upon real resources and needs revealed by the analysis of the data relative to the mission statement, goals, and legal obligations. * 1MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. on The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fuUy support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for ail students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3DESCRIPTION OF NEEDS ASSESSMENT DATA Below is a descriptive account of the different data analyzed to verify and specify needs of the District. Community Forums (CF). The purposes of the community forums were: to provide a setting where the public was informed about the mission statement and goals
to provide a forum whereby future directions which were based upon the mission statement and goals were diffused throughout the community
to solicit from the community any concerns about budgetary and planning implications
to afford the District with an awareness of the publics perceptions about new and continuing concerns. The Superintendent conducted six conununity forums. The community forums were held at Cloverdale, Parkview, Bale, Forest Heights, Rockefeller and Garland. Attendance at the community forums ranged from thirty-one at Bale to forty at Forest Heights. District Dialogues (DD). The audience for the district dialogues was the employees of LRSD. The intent for the district dialogues was: to provide a platform whornkn ihu omni nay nne nC f Ian d Inf win# naaweSen.* nf f Ka a_ a_____a a_ _ ..a.a - -------------- uj aa. |yLv*iuc. a |yidLlVKllK Whereby the employees of the district were apprised of the mission statement and goals
to afford the employees of the District information concerning future directions based upon the mission statement and goals
to solicit from the employees any concerns about budgetary and planning issues
and to provide for the Administration an awareness of the employees perceptions of the Districts operations. The Superintendent conducted four district dialogues specifically for the central office staff, teachers, principals, and classified staff. Attendance at the districts dialogues ranged from eighteen at the central office dialogue to thirty-five at the classified staffs dialogue. Arkansas Minimum Performance Test (AMPT). Since its inception in 1988, the Arkansas Minimum Performance Test (MPT) has been administered each spring to all third, sixth, and eighth grade students. The MPT was initiated by an act of the Arkansas Legislature through the "Education Assessment Act of 1970 " and later expanded by the "Competency Based Education Act of 1983." Until 1993, the State of Arkansas required eighth grade students to pass the MPT before they could be promoted to the ninth grade. Eighth grade students were given three opportunities to pass the test. Beginning in 1993, failure of the MPT could no longer serve as the sole basis for retaining a student in the eighth grade. In 1994, the MPT will not be administered in Grade 3, and only one administration will occur for Grades 6 and 8, respectively. Curriculum Audit/Review (CA/R). A review of selected curriculum programs was conducted during the first semester of the 1993-94 school year. The Deputy Superintendent and appropriate curriculum directors, supervisors, and coordinators facilitated the review. A plan of action was developed and implemented so that appropriate program changes, deletions, and/or new programs could occur for the 94-95 school year. 4DESCRIPTION OF NEEDS ASSESSMENT DATA (continued) Educational Equity Monitoring (EEM). The task of monitoring is the initial phase toward attaining the desegregation goals. The goals of desegregation are: to end or substantially reduce racial isolation In schools
to increase racial understanding and respect through a willingness to interact together among children and adults of all races
to improve academic performance of low achievers
to increase social equality for minorities through access to quality education which leads to better jobs and higher incomes. Educational Equity Monitoring provides appropriate data and technical assistance for planning and implementing equitable learning experiences for all students based on the goals of desegregation. Educational Equity Monitoring begins in October and continues throughout May of each school year. School ClimatcZHuman Relations Survey (SC/HR). The annual survey of attitudes toward school dimate/human relations was conducted during the second semester of the 1993 school year. Students and teachers at each organizational level were surveyed concerning their perceptions of school climate/fauman relations in the Districts schools. Stanford Achievement Test (SAT). The Stanford Achievement Test, Eighth Edition was administered to approximately 18,781 students in grades one through eleven in April, 1993. Scores were reported for total reading, total mathematics, language/English, science, and social science. Academic Progress Incentive Grant (APIG). The purpose of the Academic Progress Incentive Grant is to provide funding beyond the regular budget to all area schools in assisting them to Increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Academic Support Programs (ASP). The Academic Support Program is designed to improve learning experiences of identified students. The instructional focus is on the use of multiple strategies designed to provide students with more global and complex tasks building on things that they already know. Library/Media Program (L/MP). The Library Media Program supports the instructional program of the District by providing a full measure of varied instructional resources and by extending and enriching basic skills that are taught in the classroom. A variety of teaching/learning strategies are presented to students through library media center activities designed to meet a wide range of student needs. Recruitment Program (RP). The purpose of the LRSD recruitment program is to devise a system in which the entire Greater Little Rock community is knowledgeable about school programs and options, and to encourage parents to voluntarily sign up for schools which aids desegregation in the LRSD. 5DESCRIPTION OF NEEDS ASSESSMENT DATA (continued) Stephens (S). This specific program is the construction of the new Stephens Inter-District Elementary School. It is an aspect of the tri-district desegregation plan and the section pertaining to inter-district schools. Special Education (SE). Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities. This includes instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings
and instruction in physical education. Substitute Teachers (ST). Substitute teachers are employed by the District to teach in classrooms when the regular teacher is unavailable. In most instances, substitutes are used on a short term basis. Occasionally, it becomes necessary to employ a substitute to teach in a classroom for a teacher who must be absent for an extended period of time. Vocational Education (VE). Vocational education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to pursue additional learning opportunities that may result in more productivity. Vocational education also develops satisfying life enhancing family, civic and personal responsibilities. Facilities Study. This is a review of the school districts capability to meet the projections of the junior high enrollment. At the printing of this document, the Facilities Studys recommendations are incomplete. Recommendations will be contained within the Facilities Study which is to be filed with the Court after review by the Pulaski County Special School District and the North Little Rock School District. Proportional Allocations Fonnulas (PAF). This is a set of formulated guidelines used to allocate various budget items (i.e., instructional materials, supervision aids, etc.). No changes are recommended at the time of printing. 6FROM RECOMMENDATIONS TO NEEDS: THE PROCESS Purpose and Source. Based upon the recommendations of the reports, studies, fast-track evaluations, district dialogues, and community forums, the Needs Assessment Report of the LRSD was compiled to identify, specify, and rank recommendations/needs according to planning and budgetary significance. Recommendations Ranking. Initially, recommendations were rank ordered into four categories based upon planning and budgetary significance by the Cabinet. The following describe the categorical planning and budgetary guidelines used for ranking: Category A. Recommendations identified as Category A will have a strong possibility of being funded given adequate resources. Category A recommendations are consequences of legal obligations of the Desegregation Plans and state legal obligations. Priority attention for strategic and programmatic planning will be given to the recommendations designated with a Category A classification. Category B. The recommendations classified as Category B may be funded, if sufficient funding is available or secured. TTie recommendations classified Cat^ory B are a result of existing or newly developed obligations that are not legal requirements. The recommendations classified as Cat^ory B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the recommendations which have been classified as Category A. Category C. Recommendations specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if vaiegory k.. necuiniiienuauons speciiiea vaiegory u wiu lunaing alter category a funding source is available. Category C recommendations have been determined not to merit superiority attention for strategic and programmatic planning. Category D. Recommendations designated as Cat^ory D do not require specific funding sources. Additionally, Category D recommendations do not indicate any particular rank for strategic and programmatic planning directions. (Note: Category D recommendations were not included in this report because of their low rankings and in an effort to maintain focus on needs of greater priority.) Summing and Averaging. After the categorical assignment (i.e., A, B, C, D) of each recommendation by individual Cabinet members, an average of each recommendation was performed. The following weighted values were assigned to each recommendation by Cabinet members for providing an average Cabinet response for each recommendation: "A=4'
"B=3'
"C=2"
"D=l. From Recommendations to Needs. The recommendations which yielded an average in the "A", "B, and "C" range became the list of needs, and all other superfluous recommendations (i.e. recommendations averaging D") did not attain the "needs" listing based upon low ranking of priority by the Cabinet members. Area Classification. Tlie listing of needs were then grouped into the Districts operational areas of Curriculum, Desegregation, and Support. Source. The source(s) of input for each need follows the stated need. 7CATEGORY A NEEDSUSTINGS CURRICULUM AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Analyze test data to properly remediate students who do not pass the MPT. AMPT Utilize the District Summary of Objectives Not Mastered, 1989-1993 for instructional planning and delivery AMPT Provide pre and post assessment for meaningful instruction based on needs revealed by MPT results. AMPT Develop and adopt a comprehensive board policy framework for curriculum management. CA/R Reorganize the administrative structure for effective instructional management. CA/R Develop and implement a participative curriculum management process. CA/R Develop and implement functional curriculum documents. CA/R Consolidate curriculum functions to facilitate curriculum planning, development, and delivery. CA/R Establish a functional assessment program and expand testing. CA/R Continue staff development for certified and support slalT in the areas of Educational Equity, Multicultural Curriculum Delivery, Discipline and Class Management. EEM Provide parent-teacher training in non-violence and socialization skills. SC/HR Infuse social skills in the regular elementary curriculum. SC/HR 8CURRICULUM ARELA (continued) Category A (continued) Place greater emphasis on effective reading and mathematics instruction in grades K-12. SAT Provide in-depth workshops and inservices related to mathematics and science during the summer and during the operational school year in order to provide teachers with effective strategies for enriching the curricula. SAT Use standardized test results for diagnostic purposes. SAT Constroct teacher-made tests to focus on student growth in higher order thinking through comprehension, analysis, application, and problem solving. SAT * Implement a change in the delivery of academic support in secondary mathematics by providing additional instructional time for targeted students rather than providing assistance within the regular class time. ASP Evaluate the resources for each elementary librarys capability to support the Districts revised curriculum L/MP Offer effective and efficient instruction for the Summer School Program. CF/DD Provide developmental experiences for kindergarten, first, and second grade students. CF/DD Provide survival and social skills for faculty/staff in urban school settings. CF/DD Provide on-going staff development, mentoring, and advisement to new employees of the District. CF/DD Identify and implement alternatives to suspension. CF/DD i IVovide strategies/programs to teach conflict resolution and problem-solving. CF/DD 9CURRICULUM AREA (continued) Sfe Provide instruction, centers, and technology to embellish and improve curriculum for non -English speaking students. CRF/DD CATEGORY B The needs classified as Category B may be funded, if sufTicient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Structure a close working relationship among instructional supervisors, StafT Development, classroom teachers, and the Department of Planning, Research, and Evaluation. AMPT Implement at each building specific methods for communicating to students information relative to honors and awards requirements, extracurricular requirements and discipline expectations. EEM Initiate home visits and phone contacts by teachers and principals. SC/HR Promote interactive learning, with the teacher serving as facilitator. SC/HR Establish a systematic procedure for the teaching of listening skills at the primary level and grades 7 and 8. SAT Teach organizational techniques and study skills. SAT Integrate the teaching of language (mechanics, usage, writing skills) in all subject areas and oi^anizational levels. SAT Use a variety of enriching materials and resources to expand science and social science instruction. SAT Provide extra class activities in all subject areas to enable student to assume responsibilities through self- directed learning. SAT Stimulate student interest with homework that is meaningfully directed through assignments that enhance school achievement. SAT Implement a District-wide, well organized, year-long inservice program with continuous supervisory assistance to beginning teachers in curriculum planning, classroom management and discipline management. SAT 10CURRICULUM AREA (continued) CATEGORY B (continued) Plan staff development and inservice programs to meet the developing needs of teachers and staff. SAT Provide staff development and training to all vocational staff members who have not received vocational training in identified teaching strategies. VE Provide instruction at the right level of difficulty for gifted students. CF/DD Utilize innovative and varying strategies to address varying learning needs of students. CF/DD Provide computer literacy for all teachers. CF Design and implement a check-and-balance system and a remediation process for students who are not academically functioning at the junior high level and beyond. CF CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Encourage principals and teachers to share workable ideas and techniques at the building level and District- wide. SAT Expand the Early Childhood Program to additional schools. CF/DD Provide registration information in the spring for succeeding school year in order to enhance instructional planning and forecasting by principals. CF/DD Promote collaborative efforts with UALR to develop educational programs in the science and mathematics area. CF/DD Adjust the curriculum using practical deletions and additions for more meaningful instruction. CF/DD 11CATEGORY A DESEGREGATION AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Establish administrative stability and integrity in management functioning. CA/R Adopt and follow a policy for improved board governance. CA/R Move toward greater involvement in budgeting with curriculum linkages. CA/R Establish consistency and equity in educational programs. CA/R Develop and use long-range strategic planning process. CA/R Conduct inservice for District faculty/stalT on the requirements of the Court approved Desegregation Plans. EEM Link expectations for implementing the Desegregation Plans and for achieving desired plans outcomes to the performance evaluation process for all personnel. EEM Develop and implement a plan for equitable stalTing in schools that do not meet the staffing goal for black staff members. The plan should include inservice to assist personnel in developing strategies for improvement. EEM Create a monitoring entity to ensure recommendations of educational equity monitoring are implemented. EEM Hold principals accountable for developing and implementing school-based recruitment plans. RP Develop and implement a detailed plan of action and calendar for educating realtors, relocation specialists, churches, civic groups. Chamber of Commerce, and etc. throughout Pulaski County. RP 12DESEGREGATION AREA (continued) CATEGORY A (continued) Survey incentive school recruitment teams and incentive school staffs for the development of a recruitment plan specific to each individual incentive school. RP Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, particularly Incentive, Interdistrict, and Magnet. RP Conduct research which will assist the District in determining whether or not there are racial and/or gender differences in practices pertaining to the identification and placement of students with mental retardation. SE Increase efforts to close the disparities in minority staffing in identified District schools. VE Develop a budget which will properly provide for the maintenance and operations of ail districts schools in an equitable manner. CF/DD Afford a curriculum which decreases the disparity in achievement between ethnic groups. CF/DD Implement strategies which will accelerate the implementation of the Desegregation Plan. CF/DD Educate the Districts faculty/staff about the mandates of the Desegregation Plans. CF/DD Implement strategies which will increase the communitys understanding of the Desegregation Plans. CF/DD Conduct studies which will determine the effectiveness of the many programs mandated in the Desegregation Plans. CF/DD 13DESEGREGATION AREA (continued) CATEGORY B The needs classified as Category B may be funded, if sufficient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Revise the School Climate/Human Relations Survey. SC/HR Examine current demographic information for redrawing current attendance zones based on current area composition patterns to more effectively achieve desegregation. RP Build a new inter-city elementary school based on the following needs: to decrease the schools operational expenditures
to enhance education through new, modem, up-to-date facilities
to close outdated facilities that are too crowded or too old to meet current Districts needs. S Cut transportation costs. CF/DD Increase the Districts administrative capabilities to serve, support, and enhance principals efforts at the school buildings. CF/DD CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Request more money from the State for support of the District in implementing the Desegregation Plans CF/DD Develop a public relations campaign geared toward the Little Rock Board of Directors and the community. CF/DD 14CATEGORY A SUPPORT AREA Needs identified as Category A will have a strong possibility of being funded given adequate resources. Category A needs are consequences of legal obligations of the Desegregation Plans and state lega obligations. Priority attention for strategic and programmatic planning will be given to the needs designated with a Category A classification. Consolidate and restructure business services and support services. CA/R Purge the Professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices. CA/R Improve educational facilities based upon a District-wide needs assessment. CA/R Develop and implement a plan for utilizing all groups of parents in the school program. EEM Upgrade facilities where special education and gifted and talented education classes are located to ensure that the locations are comparable to other programs. EEM Provide Chapter I training to parents. CF/DD Address the needs of students who have on-going emotional and behavioral problems. CF/DD Publish an employee newsletter. CF/DD Provide the necessary instructional supplies and materials for all schools. CF/DD Improve the safety image in the District. CF/DD Improve accessibility conditions in school buildings and on buses for students with physical handicaps. CF/DD Pi'ovide parental involvement training for parents of students who are under-achieving. CF/DD 15SUPPORT AREA (continued) CATEGORY B The needs classified as Category B may be funded, if sufficient funding is available or secured. The needs classified as Category B are a result of existing or newly developed obligations that are not legal requirements. The needs classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the needs which have been classified as Category A. Forward printouts which identify eligible students for each building prior to the close of the school year in order to facilitate the identification process for the next school year. ASP For Special Education, continue to increase the number of staff providing indirect services. Currently, three teachers work full time in this capacity, and over 140 students are served using this option. SE Form a joint ad hoc committee composed of administrators and union representatives to study data for making recommendations on measures to reduce absenteeism and substitute usage. ST Use cameras and aides on buses to assist in providing a safer environment on buses. CF/DD Use alternatives to offset budget cuts. CF/DD Utilize mental health workers to impact students with severe emotional and behavioral problems. CF/DD Solicit voluntary services from parents and community to help offset costs. CF/DD Increase community support. CF/DD Increase the morale of LRSDs faculty/staff. CF/DD 16SUPPORT AREA (continued) CATEGORY C Needs specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C needs have been determined not to merit superiority attention for strategic and programmatic planning. Implement and maintain consistent expectations for the maintenance of school records EEM across the District. Continue funding the Academic Progress Incentive Grant in those area schools meeting stringent approval criteria. APIG Make funds available in September of funding years in order to extend the impact time for the academic Progress Incentive Grant. APIG Increase the funding level to original levels for the Academic Progress Incentive Grant. APIG Implement strategics to assist library staff in streamlining clerical tasks. LIMP Disseminate decision-making process for executing repairs of schools. CF/DD Conduct demographic study to determine what schools should be closed. CF/DD Increase the number of counselors serving our schools. CF/DD Allow principals more decision-making authority concerning termination recommendations of teachers CF/DD Give principals more autonomy concerning teacher assignments at their schools. CF/DD Piovide incentive schools principals with knowledge concerning their declining enrollments and possible ramifications for their schools as a result of declining enrollments. CF/DD 17SUPPORT AREA (continued) CATEGORY C (continued) Increase custodial staff. CF/DD Revise the current grievance process for expelling poorly performing teachers. CF/DD Conduct a salary schedule study with input from all faculty/staff. CD/DD Improve coordination of volunteers and parents for optimal support and assistance for the schools. CF/DD Improve the social relationships between staff at differing administrative levels. CF/DD 18(Sm RECESVFP LITTLE ROCK SCHOOL DISTRICT JAN 1 7 1995 NEEDS ASSESSMENT REPORT Office of Desegregation Monitoring 1994-95 PLANNING, RESEARCH AND EVALUATION DEPARTMENT January 1995 TABLE OF CONTENTS Preface 2 Mission Statement 3 Goals 3 The Process 4-5 Description of Programmatic Areas 6-9 Needs/Recommendations Listings 10 Sorted by Programmatic Area 11-12 Sorted by Funding Category 13-14 IPREFACE The Little Rock School District's 1994-95 Needs Assessment Report is the result of a District-wide effort to collect information for two purposes: (1) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of the District's students. The 1994-95 Needs Assessment identifies needs/recommendations from studies and reports identified in the District's current Program Planning and Budgeting Manual ("Gray Book") along with results from "extended evaluations" that the District incorporated into this Needs Assessment Report. This report also reflects "carry-over items" from the 1993-94 Needs Assessment Report. The terms "needs" and "recommendations" are used interchangeably in this report. The Superintendent, Superintendent's Council, Superintendent's Cabinet, and Board provided leadership, direction and/or assistance throughout the Needs Assessment process. Varying perceptual and objective data were collected for study and analysis. The results and recommendations provided information that was compared with the District's mission statement, goals, and legal obligations for the development of a Needs Assessment listing. Throughout the process, the District was driven by the intent to compare "where we are" with "where we need to be." It should be noted that the 1994-95 Needs Assessment Report is the second "formal" Needs Assessment Report with respect to the District's new program planning and budgeting process. As such, the process for collecting and using the findings of the District's annual Needs Assessment will continue to be "fine-tuned" as the process becomes more and more institutionalized. In summation, the planning and budgetary decisions for the 1995-96 school year will be rationally based decisions and will not have been made casually. Specifically, the District's improvement efforts will be based upon real resources and needs revealed by the analysis of the data relative to the mission statement, goals, and legal obligations.MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, of a dedicated and competent staff, and of students, parents, and citizens committed to fairness, racial equity, and adequate support for education. GOALS 1. 2. Implement integrated educational programs that will ensure all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Develop and maintain a staff that is well-trained and motivated. 3. 4. 5. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Provide a safe and orderly climate that is conducive to learning for all students. 6. Ensure that equity occurs in all phases of school activities and operations. 3THE PROCESS All desegregation and nondesegregation programs in the District underwent a "short form" evaluation. The results of those evaluations were reviewed by the Superintendents Cabinet. Based on the Cabinets review, the Cabinet then made recommendations to the Superintendents Council for programs that were in need of an extended evaluation. The programs identified for an extended evaluation were programs in which Cabinet members perceived additional information was needed in order to better understand District needs. Programs that underwent an extended evaluation were also programs that were perceived to be candidates for potential program development. The Council reviewed the Cabinets recommendations and reached consensus regarding which programs would undergo an extended evaluation. Primary and Secondary leader(s) responsible for identified program(s) were then notified to conduct an extended evaluation. The Council subsequently met to review the results of extended evaluations and reports or studies. Council members were asked to rank the needs/recommendations statements, (it should be noted that not all programs that underwent an extended evaluation necessarily had forthcoming needs/recommendations statements). Consensus was reached on programs with moderate to high needs/recommendations. Recommendations with low rankings which had little or no implications for strategic and programmatic planning were not included in the needs listing. Recommendations were placed in an A, B, C, or R category based on consensus by Council members using the following guidelines: Category A. Category B. Category C. Category R. Recommendations identified as Category A will have a strong possibility of being funded given adequate resources. Category A recommendations are consequences of legal obligations of the Desegregation Plans and state legal obligations. Priority attention for strategic and programmatic planning will be given to the recommendations designated with a Category A classification. The recommendations classified as Category B may be funded, if sufficient funding is available or secured. The recommendations classified Category B are a result of existing or newly developed obligations that are not legal requirements. The recommendations classified as Category B may be considered as issues for strategic and programmatic planning but will not receive preferential attention before the recommendations which have been classified as Category A. Recommendations specified as Category C will receive funding only after Category A and Category B initiatives have been fulfilled, if a funding source is available. Category C recommendations have been determined not to merit superiority attention for strategic and programmatic planning. Recommendations specified as Category R are expected to result in a budgetary reduction. This category was created because of the realization that some of the needs/recommendations could result in savings if implemented. 4The process for listing of the needs/recommendations was further refined by Council in order to make the Needs Assessment Report more manageable and less cumbersome. Where possible, needs/recommendations were folded-in or collapsed to avoid repetition. Four general categories (Assessment/Achievement, Discipline, Parent and Community, and Safety and Security) were created to deal particularly with recurring themes. The 1993-94 Needs Assessment results were reviewed and similarly collapsed so that items could be listed in parallel with the 1994-95 Needs Assessment Report. The result was a more manageable list of needs/recommendations. Council also identified programmatic areas for Business Case development during the needs/recommendations review process. Primary and secondary leaders were subsequently notified to prepare Business Cases as the District moves from its Needs Assessment phase and further into the Program Development phase of the program planning and budgeting cycle. One significant change from the previous year's reports was the elimination of the Desegregation, Curriculum, and Support categorization. This was a further effort to make the report more manageable and keep classification less subjective where these categories could potentially overlap. One final note: an Audit of Obligations was coordinated and compiled by the Associate Superintendent for Desegregation. The purpose of the Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list was reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. The Audit has been filed with the U. S. Federal Court and distributed to the Council and other members. The Audit was not merged with the Needs Assessment but is mentioned in this report because of its identification of District obligations. Council members reviewed the Audit prior to the development of the Needs Assessment Report. 5DESCRIPTION OF PROGRAMMATIC AREAS Below is a descriptive account of the different reports, studies, extended evaluations, and generalized categories that were analyzed to verify and specify needs of the District. Achievement/Assessment Broad category used in this report which synthesizes multiple criteria needs/recommendations from the Stanford Achievement Test, AMPT Report (1993-94 was last school year it was administered), teacher-made tests, Portfolio, etc. Evaluations or reports that were folded into this general category included Town Hall Meetings, District Dialogues, Student Assessment Report, Goal Setting Work Session, Safety and Security Reports, School Climate/Human Relations Survey, and other reports which included achievement/assessment related items. Academic Progress Incentive Grant The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000.00. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Academic Support Program The purpose of the Academic Support Program is to provide support for participating students in grades K through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. Coopers and Lybrand Report The Coopers and Lybrand Report reviewed nine non-instructional support functions in the District to determine the feasibility of outsourcing or privatizing those areas. Coopers and Lybrand outlined the work flow and management of the following functions: Financial Services, Information Services, Human Resources, Communications, Safety and Security, Transportation, Food Services, Procurement and Materials Management, and Plant Services. Curriculum Audit/Review A review of selected curriculum programs will be conducted annually in accordance with state standards, guidelines, and regulations. The Deputy Superintendent and appropriate curriculum directors, supervisors, coordinators, principals, and teachers will participate in the review. A plan of action will be developed and implemented so that appropriate program changes, deletions, and/or new programs may occur for the 94-95 school year. 6Discipline Broad category used in this report which synthesizes needs/recommendations from reports or evaluations that concern discipline issues, from.sources such as the Town Hall Meetings, District Dialogues, Safety and Security Reports, School Climate/Human Relations Report^ and other reports which included discipline related items. Districtwide Facilities Study The districtwide facilities study will review demographics, facilities, and develop long-range planning needs. Anticipated recommendations will include which District facilities to close, continue, or expand. The districtwide facilities study should conclude during the summer of 1995. A preliminary study to the comprehensive assessment was conducted to determine which schools were candidates for closing for the 1995-96 school year. Educational Equity Monitoring The task of monitoring is only the initial phase toward attaining the desegregation goals. Monitoring occurs twice during the school year at all of the LRSD schools by the local school biracial committees, composed of parents and patrons and a specialist from the Planning, Research, and Evaluation Department. Recommendations are provided to assist the District with improving recurring areas of concern. These recommendations are based on the first and second semester Equity Monitoring Reports. Family Life Education The Family Life Education program was begun eight years ago to address the teen pregnancy problem in the Little Rock School District. The initial program was begun in the seventh grade. The curriculum was developed by personnel in our district to meet the needs of our students. Four-Year-Old Program The Little Rock School District's four year old program is a developmentally appropriate instructional program, at no cost to parents, to help meet the needs of disadvantaged students and to help improve the racial balance at schools that are difficult to desegregate. Guidance Services Guidance Services are systematically planned and delivered programs that address the social/personal, academic and career development needs of all students. These activities and services are designed to help students focus on the attainment of knowledge and skills for developing healthy life goals and acquiring the behaviors to reach these goals. Health Services The Health Service Program provides health care and health education to all students in the school district. 7HIPPY HIPPY is a home based developmental program which recognizes the parent as the first significant teacher of the child. HIPPY assists parent(s) in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPY'S major focus is in the shadow areas of the incentive schools. Southwest Little Rock, and other economically and educationally disadvantaged families. McClellan Community School The McClellan Community School provides a wide variety of programs and services by expanding the use of the McClellan High School facility to serve the community after school, evenings, and weekends. New Futures The purpose of the New Futures junior high school restructuring initiative is to establish a school climate, culture and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. A variety of data collection strategies were utilized including program rosters, agendas, minutes, analysis of student achievement and disciplinary records, as well as teacher, student and parent interviews and surveys. Both qualitative and quantitative data were utilized. Non-Desegregation Contingencies Those activities concerned with maintaining a funding reserve for future operations as well as unforeseen events. Parent and Community Broad category used in this report which synthesizes needs/recommendations from reports or evaluations, such as the Town Hall Meetings. District Dialogues, Goal Setting Work Session, School Climate/Human Relations Report, and other reports which included parent and community related concerns. Recruitment Program The purpose of the LRSD recruitment program is to devise a system in wliich the entire Greater Little Rock community is knowledgeable about school programs and options, and to encourage parents to voluntarily sign up for schools which aids desegregation in the LRSD. Safety and Security Broad category used in this report which synthesizes needs/recommendations from reports or evaluations, such as the Safety and Security Evaluation, the Blue Ribbon Task Force Report, District Dialogues, Town Hall Meetings, Goal Setting Work Session, School Climate/Human Relations Report, and other reports or evaluations which included safety and security related items. 8School Climate/Human Relations Survey The annual survey of attitudes toward school climate/human relations was conducted during the second semester of the 1994 school year. Students and teachers at each organizational level were surveyed concerning their perceptions of school climate/human relations in the District's schools. Staff Development The Staff Development Department will provide support for the professional and personal growth of staff, both paid and volunteer, through comprehensive, ongoing training programs that are critical to successful desegregation. Training and staff development enable staff to increase their skill levels, mature in their understanding and harmonious relationships with one another, and learn to live the principles which uphold quality and equitable desegregated education for all children. Inservice is designed to enhance the quality and effectiveness of curriculum delivery that will result in improved achievement for all students. Stephens This specific program is the construction of the new Stephens Inter-District Elementary School, desegregation plan and the section pertaining to inter-district schools. It is an aspect of the tri-district Substitute Teachers Substitute teachers are employed by the District to teach in the classrooms when the regular teacher is unavailable. In most instances, substitutes are used on a short term basis. Occasionally, it becomes necessary to employ a substitute to teach in a classroom for a teacher who must be absent for extended periods. Vocational Education Vocational Education is designed to provide a program of learning experiences to development skilled and adaptable workers who are prepared to pursue additional learning opportunities that will result in more productivity. Vocational Education also develops abilities, attitudes and appreciation that contribute to a satisfying life enhancing family, civic and personal responsibilities. 9NEEDS/RECOMMENDATIONS LISTINGS Based upon the recommendations of the reports, studies, extended evaluations, the previous year's Needs Assessment Report, Town Hall meetings, and District Dialogues, the Needs Assessment Report of the LRSD was compiled to identify, specify, and rank recommendations/needs according to planning and budgetary significance. Needs/recommendations are sorted two ways
by programmatic area and again by funding category. This is an additional effort to make the Needs Assessment Report more manageable and user friendly. The reader will notice at the far right hand side two columns, labeled 1994-95" and 1993-94. An asterisk (*) may appear in one or both of the 1994-95 or 1993-94 columns. Needs/recommendations are marked with an asterisk (*) to indicate the need/recommendation item for the year in which it was identified as a need or recommendation. Again, as noted earlier in this report, needs or recommendations have been folded-in or collapsed to provide a more manageable report. 10FUNDING CATEGORY A A A A A A A A A A A A A A A A A A R C C c R Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Programmatic Area REPORT NAME Academic Progress Incentive Grant Academic Support Program Achievemenl/Assessment Achieveinent/Assessment Coopers & Lybrand Report Coopers & Lybrand Report Coopers & Lybrand Report Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Discipline Discipline Districtwide Facilities Study (Preliminary Study) Educational Equity Monitoring Educational Equity Monitoring Educational Equity Monitoring Family Life Education RECOMMENDATION/NEED Review grant requirements and funding levels. Modify delivery model within existing guidelines. Increase achievement of all students which should result in the reduction of disparity. Develop multiple criteria for assessing teaching and learning, i.e., SAT-8, portfolio, test item bank, teacher-made tests.__________________ For Information Services, recommend enhancements through Strategic and Taclical Planning, Capital and/or Technology, and Expertise and Training._______________________________________ For Transportation, recommend enhancements through Strategic and Tactical Planning, Management Information and Repotting, Capital and/or Technology, and Expertise and Training.________________ For Plant Services, recommend enhancements through Strategic and Tactical Planning, Management Information and Repotting, Capital and/or Technology, and Expertise and Training._________________ Establish a functional assessment program and expand testing. Establish administrative stability and integrity in management functioning. Adopt and follow a policy for improved board governance. Move toward greater involvement in budgeting with curriculum linkages. Establish consistency and ,..iily in educational programs. Develop and use long-range strategic planning process. Consolidate and restructure business services and support services. Purge the Professional Negotiations Agreement of Provisions whicli unduly limit board control of key educational programs and practices.________________________________ Improve educational facilities based upon a District-wide needs assessment. Improve quality of current services. Develop long-range plan to address discipline issues. Recommendation that at least one and perhaps two schools be closed for Ihe 1995-96 school year (based on varied criteria Ihe schools under consideration for closing include Badgett, Baseline, Fair Park, and Woodruff).__________________________ Develop a districtwide, long-range technology plan to replace outdated equipment. Develop a long-range plan to review building and facilities for needed repairs. Provide quality and relevant staff development for all employees/parents. Continue funding Ihe program with changes to the delivery system. II 1994-95 1993-94Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Programmatic Area FUNDING /s CATEGORY : C R R R C R A A A A A C A B R R R J REPORT. -NAME-b'-^' Four Year Old Program Guidance Services Health Services HIPPY McClellan Community School New Futures Non-Desegregation Contingencies Parent & Community Parent & Community Recruitment Program Safety & Security School Climate / Human Relations Staff Development Stephens Substitute Teachers Vocational Education Vocational Education REC0MMENDATI0N7NEED
5 Delete or modify the program. (Program effectiveness and goals questionable.) Staff in accordance with ADE/NCA standards. Maintain the present level of coverage, but change delivery system. Delete or modify program. (Program effectiveness and goals questionable.) Delete or modify program. I Review Staffing/Teaming for restructured schools. Analyze discipline management reports, achievement results and attendance records. Compare with non-New Futures schools. Review tor course duplication (such as learning foundations).____________________________________ Maintain existing practices. Expand collaborative efforts between the school and community agencies. Increase and improve quality of parent involvement in school activities. Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, padicularly Incentive, Interdistrict, and Magnet.______________________ Review overall needs of the district in determining safety and security requirements. Develop and enhance strategies to improve school climate, student achievement, parent involvement, and staff development.________________________________ Maintain present services with changes to delivery system. Build new inter-city elementary school based on the following needs: to decrease the school's operational expenditures
to enhance education through new, modern, up-to-date facilities
to close outdated facilities that are too crowded or too old to meet current District needs Reduce current level of usage/funding. Review curriculum for appropriate use of funds al Metropolitan. Check enrollment levels and duplication of programs from school to school. 12 1994-95 1993-94FUNDING CATEGORY A A A A REPORT NAME Academic Progress Incentive Grant Academic Support Program Achievement/Assessment Achievement/Assessment A A A A A A A A A A A A A A A A A A A A Coopers & Lybrand Report Coopers & Lybrand Report Coopers & Lybrand Report Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Curriculum Audit/Review Discipline Discipline Non-Oesegregalion Contingencies Parent & Community Parent & Community Recruitment Program Safety S Security Staff Development Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Funding Category RECOMMENDATION / NEED < Review grant requirements and funding levels. Modify delivery model within existing guidelines. Increase achievement of all students which should result in the reduction of disparity. Develop multiple criteria for assessing teaching and learning, i.e., SAT-8, portfolio, lest item bank, teacher-made tests.____________ For Infonnation Services, recommend enhancements through Strategic and Tactical Planning, Capital and/or Technology, and Expertise and Training._______________________ For Transportation, recommend enhancements through Strategic and Tactical Planning, Management Information and Reporting, Capital and/or Technology, and Expertise and Training._______ For Plant Services, recommend enhancements through Strategic and Tactical Planning, Management Information and Reporting, Capital and/or Technology, and Expertise and Training. Establish a functional assessment program and expand testing. Establish administrative stability and integrity in management functioning. Adopt and follow a policy for improved board governance. Move toward greater involvement in budgeting with curriculum linkages. Establish consistency and equity in educational programs. Develop and use long-range strategic planning process. Consolidate and restructure business seivices and support services. Purge the Professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices.________________________ Improve educational facilities based upon a District-wide needs assessment. Improve quality of current services. Develop long-range plan to address discipline issues. Maintain existing practices. Expand collaborative efforts between the school and community agencies. Increase and improve quality of parent involvement in school activities. Pursue and foster a stronger commitment from the PCSSD in recruiting white students into all LRSD schools, particularly Incentive, Interdistrict, and Magnet,______________ Review overall needs of the district in determining safety and security requirements. Maintain present services with changes Io delivery system. 1994*95 1993*94 13FUNDING CATEGORY B C C c C "c c R R y r R r REPORT NAME Stephens Educational Equity Monitoring Educational Equity ________Monitoring________ Educational Equity Monitoring Four Year Old Program McClellan Community School School Climate / Human Relations Districtwide Facilities Study (Preliminary Study) Family Life Education Guidance Services Health Services HIPPY New Futures Substitute Teachers Vocational Education Vocational Education Little Rock School District Needs Assessment Recommendations - 1994-95 Sorted by Funding Category RECOMMENDATION / NEED Build new inter-city elementary school based on the following needs: to decrease the school's operational expenditures
to enhance education through new, modern, up-to-date facilities
to close outdated facilities that are too crowded or too old to meet current District needs_______ Develop a districtwide, long-range technology plan to replace outdated equipment. Develop a long-range plan to review building and facilities for needed repairs. Provide quality and relevant staff development for all employees/parents. Delete or modify the program. (Program effectiveness and goals questionable.) Delete or modify program. Develop and enhance strategies to improve school climate, student achievement, parent involvement, and staff development._______________ Recommendation that at least one and perhaps two schools be closed for the 1995-96 school year (based on varied criteria the schools under consideration for closing include Badgett, Baseline, Fair Park, and Woodruff).____________________________ Continue funding the program with changes to the delivery system. Staff in accordance with ADE/NCA standards. Maintain the present level of coverage, but change delivery system. Delete or modify program. (Program effectiveness and goals questionable.) Review Staffing/Teaming for restructured schools. Analyze discipline management reports, achievement results and attendance records. Compare with non-New Futures schools. Review for course duplication (such as learning foundations)._____________ Reduce current level of usage/funding. Review curriculum for appropriate use of funds at Metropolitan. Check enrollment levels and duplicatiorr of programs from school to school. 14 1994-95 1993-94C'. ECCC:^EB^|5 Little Rock School District /995 December 11, 1995 oec Office of ^^^^Sregation ^onitonng MEMORANDUM TO: FROM: Mrs. Ann Brown, Office of Desegregation Monitoring Dr. Ed Jackson, Director Planning, Research, and Evaluation RE: Enclosed Reports Please find enclosed a draft of the 1995-96 Needs Assessment document and a copy of the Extended Evaluations for the Little Rock School District, Please let me know if you have questions or need additional information. drg Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 RECEIVED little ROCK SCHOOL DISTRICT DEC I 2 1995 NEEDS ASSESSMENT REPORT Office of Desegregation Monitoring 1995-96 J F PLANNING, RESEARCH AND EVALUATION DEPARTMENT November 1995 ITABLE OF CONTENTS Prcfiice Mission Sliilciiicnl Cools The PriKcss Dcscriplioii of Prograiiiinalic Areas Nccd/Recoiiiiiiciidalioiis Lisliiigs Sorted by Pi ograinmalic AreaIKEPACE The Little Rock School District's 1995-96 Needs Assessment Report is the result of District-wide information collection for two piimary purposes: (I) specification and verification of needs and (2) making budgetary and planning decisions which will positively impact the growth and development of students in the Lillie Rock School District. The 1995-96 Needs Assessment identified necds/recommendations from studies and reports identified in the District's ciirrciit Irogram Ilanning and Budgeting Manual ("Gray Book"), Strategic Planning Cominitlce recominendations, and results from "extended evaluations" that the District incorporated into this Needs Assessment Report. This document also reports "cariy-ovcr items" from the 1994-95 Needs Assessment Report. The terms "needs" and "recominendations" are used interchangeably in this report. ThcSnpcrintcndcnt, Siipcrinlcndcnt's Cabinet and Board provided leadership, direction and/or assistance thronghont the Needs Assessment process. Varying pcrccptnal and objective data were collected for study and analysis. The results of the iccoiiiiiiciKlafioiis provided iiiroriiintioii Hint were compared with (he Dis(ric('s mission s(a(emeii(, goals, and legal obligations for the devciopniciil of a Needs Assessment listing. Thronglioiit the process, the District was driven by the intent to compare "where we r*B*CV* larallt Iba arc" willi "where we need to be." The Little Rock School District's Strategic Planning Team, a group representing various constituents in the community, and school district developed a comprehensive, long range action plan with implementation strategies that covers a broad range of Little Rock School District programs. The Strategic Plan Mission Statement, Goals and Strategics have been approved by the LRSD Board of Dil ectois and incorporated into (he 1995-96 Needs Assessment Report. As a result of ninie months of planning, research, and indepth study of the Little Rock School District, the strategic plan identified needs for the district. Based on these needs, strategies and action plans were developed and approved by the Little Rock School District Board of Directors on November 16, 1995, A complete list of strategics is listed on page four of this document. 1Hie Lillie Rock School DisIricI is assessing needs in a unique siliialion where resources are extremely limited. Therefore, criteria for reducing programs may not be limited to the success of a particular program. Therefore, some of our highly productive programs will be considered for possible elimination as difficult budget reduction decisions are being made. You should be aware however, that there arc no guraiiiccs that business cases will be funded, just because they have been prepared and submitted. It should be noted Hint the 1995-96 Needs Assessment Report is the third "formal" Needs Assessment report with respect to the District's new program planning and budgeting process. As such, the process for collecting and using the findings of the District's annual Needs Assessment will continue to be "fine-tuned" as the process becomes more iiislilutionalized. In sninniary, the planning and hiidgetaiy decisions for the 1996-97 school year will be rationally based. Specifically, the District's iinprovcmcnl strategics will be based upon real resources and needs revealed by the analysis of the data relative to the mission slalement, goals and legal obligations. 2MISSION STATEMENT* 1 he mission of the Lillie Rock School District is Io equip all sliidcnls with Ihe skills and knowledge Io realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. I bis is accoinplisbcd Ihrongh open access Io a diverse, innovative and challenging enrrienhim, in a secure environment with a slalT dedicated Io excellence and empowered with Ihe IrnsI and support of our coniniiinily. GOALS/OBJECTIVES* By Ihe year 2001, average sliidcnl peiTorinancc for cvciy idcntiricd sub group (race,gender) will be at or above the 75th percentile as mcasiiied by standardized tests. No later than the year 2001, no fewer than 9 out of 10 sliidcnls will mcci or exceed LRSD standards of performance identified in the core cm i iculiim. Each student will set and achieve challenging educational goals tailored Io his or her interests, abilities and aspirations related Io incaningfnl, higher learning, citizenship or service Io olhci'S. * Taken from llic Strategic Plan approved by Ilie Lillie School District Board of Directors on November 16,199S. 3SIRATEGIES* In partnership with our coniniiinily, wc will establish standards in the core ciirriculiim (reading/langiiage arts, malbenialics, science, and social studies) al each approprialc level, as well as develop Ihe means of assessing whelhcr sludcnis have met (ficse sfandards. We will develop Ihe means Io successfully implement or modify Ihe Desegregation Plan in order to achieve unitary status as well as the objectives in Ihe Siralcgic Plan. Wc will develop and implciiicnl a broad range of allcrnalives and inlervcniions for students scoring below Ihe 50lh percentile on standardized tests or who arc al serious risk of not achieving district standards in Ihe core curriculum. Wc will design and implement internal and external communication plans Io improve public trust and coniniiinily support. We will build strong partnerships with oilier coniniiinily agencies and oi-ganizalions Io address external issues that are inlei-fering with our sliidcnis' learning. Wc will develop mid iinplemeiil pei^oniiel policies mid pioccdiircs (o ciisiiie all employees are making oplimal coiilrilinlions Io oiir mission and olijeclives. Wc will design a comprehensive slalTdcvelopmciil system Io best achieve Ihe mission and objectives in Ihe Strategic Plan. We will construct a dclivciy system that allows us Io plan and implement individualized educational goals for all LRSD sludcnis Ihal docs not prcdcicrmine or limit options al an early age. Wc will develop and iniplcnicnt plans Io eslablish financial stability and achieve Ihe strategic objectives of Ihe district. Wc will develop and iniplcnicnt plans Io restore public confidence in Ihe safely and security of our schools. Wc will inicgrale appropriate Icclinology to help achieve our objectives, as well as cITcclively operate Ilie district. Wc will redesign our educational system, its organizational structure and decision-making processes Io best achieve the mission and objectives of the Strategic Flan, * Taken from the Strategic Plan approved by Ihe Lillie Rock School District Board of Directors on November 16, 1995. 4THE PROCESS AU desegregation and non-dcsegregation programs in the Little Rock School District underwent a "short form" evaluation. The results of those evaluations were reviewed by the Superintendent's Cabinet. Based on the Cabinets review, program managers were asked to write extended evaluations for programs that were in need of additional study. Primary and secondary lcader(s) responsible for writing extended cvaluation(s) were notified to prepare an in-depth evaluation. Programs identified for an extended evaluation were those in which Cabinet members determined additional information was needed to make an informed planning decision. Other determiners were the Little Rock School District Strategic Plan, District needs, funding priorities, and desegregation and legal obligations. Following extended evaluation reviews, specific programs were identified as potential candidates for program development. Cabinet members were responsible for the review of all extended evaluations, identifying programs for "Program Development, and an in-depth study of all District repoils and studies leading to (he development of the Needs Assessment Document. Following these responsibilities, Cabinet was asked to rank the needs/recommendations statements. (It should be noted that not all programs that undenvent an extended evaluation necessarily had forthcoming necds/rccommcndafions). Consensus was reached on programs with moderate to high needs/recommendations. The Nccds/Rccommendafions are grouped in four general categories (Assessment/Achievement, Discipline, Parent/Community, and Safcty/Sccurity) to address recurring themes. The 1994-95 Needs Assessment results were reviewed and listed in parallel with the 1995-96 report. Recommendations with low rankings which had little or no implications for strategic and programmatic planning were not included in the needs listing. Cabinet identified programinafic areas for Business Case development during the extended evaluation and needs/recommendations review process. Primary and secondary leaders were notified to prepare Business Cases as the District moves from its Needs Assessment phase into the Program Development phase of the planning and budgeting cycle. 5All Aiiilit (iroblignlioiis <l(iciiiiicii) has been licvrhipcd and is iiiniiilorcd by (be Associate Siipcriiilciidciit for Desegregation. The pin pose of this dociiiiienl is to catalogue and incite into the Program Planning and Budget Document (PBD) all desegregation obligations incurred (hiring the previous year. All coiii-t orders, hearing transcripts, inonitoriiig reports, and stipulations were reviewed for the period. Little Roch School District obligations have been extracted from the docuiiicnts and listed. The list has been reviewed by the Superintendent's Cabinet, Superintendent, LRSD Attorneys and Ihe OIBce of Desegregation and Monitoring. Ihe audit has been tiled with the U.S. Court and distributed to Ihe Cabinet. The Audit has not been merged with Ihe Needs Asscssmciil bill is menlioiicd in Ibis report because of its idenlilicalion of District obligations. 6DliSCklP I ION OP PROGRAMMATIC AREAS Listed below arc descriptive accounts of the extended evaluations, reports and studies that were analyzed to verify and specify needs of the DisIricI: Acliieteiiieiil/Assessiiteiil This report calcgoiy is a syiKlicsis of iiuilliplc iieeds/rccomiiiciidations crileria has been groiiped/conibined to include Stanford 8 I csts, Town Hall Meetings, District Dialogues, School Cliniate/Hiimaii Relations Survey, and other reports which include achicveiiicnl/asscssincnt related items. Actiileiiiic Iroffress Incentive (iraiii flic Acadeniic Progress Incciilive Grant (APIG) was Hi's! made available to each area school principal in the 1990-91 school year in the siiiii of $25,000.00. Distribulion procedures were changed for the 1995-96 school year allowing $20.00 per child per year resulting in easier access Io funds by building principals. Area schools may request and receive these funds Io identify and implement slrnlcgies based on promising practices Io enhance sludcnl achievement and reduce the disparities in academic achievenicnl among groups formed on the basis of race, gender, and ecoiioinic status. Academic Support Irograiu The purpose of the Academic Support Program is Io provide support for participating students in the areas of reading, language arts, and mathemalics in grades K though twelve. Academic Support-funded by Title I-has been changed Io reflect certified specialists assisting targeted students and the regular classroom teacher by working in large and small groupd. In addition, specialisl.s conduct deinoiislralion lessons and model innovative instructional practices. Alternative Learning Center The Alternative Learning Center provides learning experiences for sliidcnls of the District's junior high schools who have dcmonsiralcd continued lack of success in the regular classroom setting after educational and behavior modincalions strategics have been applied. Booher Arts Magnet Booker Arts Magnet School provides unique learning experiences in math, science and the basic skills. By utilizing the arts Io compliment the regular academic program, students develop an iinderslanding of the interrelationships among the disciplines and Ihcir place in student's lives as a whole. 7( iirvef ScienceA\ fiitli 4 fnpnet Caivcr Magnet School provides unii|uc learning experiences in math, science and Ihe basic skills. A basic function is Io enhance cdncalional achicvcnicnl by improved use of ediicalional Icchnology Ihrongh slaffdevelopment and computer technology. Ccnlrnl High International Stinlies Magnet The Inicrnalional Studies Magnet program al Ccniral High School is designed Io prepare sludenis Io function effectively in Ihe global coniiniinily. Throngh this program, sludenis develop awareness and knowledge so Ihal they can rclale Io people of oilier ciillures and conntrics, learn Io coinmunicalc proncicully in al least one foreign language, develop skills for analyzing complex issues, juul lijivc a soHd working knowledge of histoiy and geography. Connniinicdtitins Sen'ices flic Cuniniunicniions Dcpaiiincnl of the Lillie Rock School District is responsible for both internal and external communications for Ihe largest school district in Arkansas. These responsibilities include communications among sliidcnls, employees, Ihe Board of Directors, parenis, the news media, the business commiinily, and all city residents. A major responsibility of this program is Io fiiirill Ihe public rclalions fiiiiclion as onllined in Ihe desegrcgalion plan. With limited personnel and eqiiipineiil resources, the C'onininnicalions Deparinicnl successfully fnlfills its piiblicalion responsibilities inchiding newsletters, school calendars, brochures, and news releases. CnniciiInin Anilit/Reiiew A review of selected ciirricnliim programs will be conducted annually in accordance with stale standards, guidelines, and regiilalions. The appropriate cniTiciibiiii dircclors, siipeivisoi-s, coordinaloi'S, principals, and leachci'S will parlicipalc in llic review. A plan of action will be developed and implemented so that appropriate program changes, deletions, and/or new programs may occur for Ihe 1995-96 school year. Discipline Reports in this category synthesizes needs/recoinmcndations from reports or evaluations that concern discipline issues, from sources such as Ihe Town Hall Meetings, District dialogues. Safely and Security Reports, School Climale/numan relations Report and other repoiis which include discipline related items. District-mie FnciliticsSliiily The disliict-wide facilities study has reviewed demographics, facilities, and has developed long-range planning needs. Rccommendalions identify District facilities to close, continue, expand or use for other purposes. 8Dunbar International Sliiilies/Gifletl and Talented Magnet I he Dunbar Inicrnalional Sludies/Gificd and Taicnied Magnet seeks Io develop Ihoiighlful, creative individuals who are able Io participate effectively a,s citizens of an inlernational society. The needs of a diverse student body are being addressed through a challenging curriciihini, emphasizing creativity and higher order thinking skills
as well as an awareness and understanding of various global issues, cultures and languages as a pa.ssport Io the future. Eiliiciilitiitiil Equity moiiiloniig 1 lie (ask of moiiiloring is (lie iiii(inl phase (owaid adaiiiiiig (lie desegregalion goals. Monitoring occurs twice during (lie school year a( all LR.SI) schools by (he local school biracial coiiiiiiidecs. These committees are composed of parents, patrons and a specialist from the Piaiiiiiiig, Research and Evaluation Department. Recouimcndatioiis are provided to assist the District with improving recurring areas of concern. These reconimcndalioiis arc based on the first and second semester monitoring rcpoils. Eonr- Year Ohl/City-U^ile Early Chililhooil The program provides experiences for young children which mccl their needs and sliinulale learning in all developmental areas- physical, social, emotional, and intellectual. Priority for identification of program sites has been given Io areas Ihal have a very high conccniralion of low income sliidenls and in schools Ihal arc difficull Io dcscgregale. The Disiricl's preschool curriculum model is iinplcmcnicd in all inccniivc schools and olher selected schools in Ihe Lillie Rock School Disiricl. (iibhs fiileritniioiin/ Magnet Gibbs Inlernational Studies and Foreign Language Magnet School was designed to emphasize a global perspective in the curriculum and learning process during Ihe elementary year's. Henilerson Health Sciences Magnet The Henderson Hcallh Sciences Magnet Program was developed and implemented due Io a decline in while student enrollment. The ralioiiale was Ihal an additional junior high school with a science related specially program would help serve rising sludcnis from Carver, Romine and Washingion who had programs with an emphasis on science would select Hendci-son for their junior high educalional program. Unman Resources The lliiman Resources Dcpai'tmcnl sci-ves the District as the focal point for all staffing functions including rccniiling, slaffing, transfers, promotions, salary schedules, benefits coordinalion and compliance with stale and federal regulations as they apply Io public schools. The Human Resources Dcpartnienl also serves as Ihe unit responsible for the coverage of classes needed with substilulcs. 9Arix arulScience Mann Aris and Sciences Magncl consists of Iwo dilTercnl curricular programs, the School of Sciences, and Ihe School of Ihe Arts. Students will select one school or (he oilier depending on (heir iiKeresls and apddide. There are no academic performance rcipiircmenls for cn(iy inlo eidicr program
however, i( is recommended (ha( applicaids have a s(rong in(ercs( in or ap(i(iidc for an area of niagnc( ciirricnliim in (he school for which lie/she applies. McClellan llusinexs/Communications Magnet I he BusincssZComnuinicatioiis Program at McClellan Community High School was developed in the spring of 1992 as a means of achieving the desegregation goals of both the school and the Little Kock School District. The busincss/communications theme was selecled hccaiisc of McClellan's already exisliiig hiisincss program, (he largcs( in (he dis(ricl. The program was designed (o serve sindenis in McClellan's allcndancc zone, s(iidcn(s from oilier LRSD allendance zones, and sliidcnls in Ihe North Lillie Rock and Pulaski County Special School Districts. 1 he program seeks Io provide students with a comprehensive and cqiiilahlc educational program that will lead Io a Ihoroiigli knowledge of hiisinc.s.s and coinmiinicalions concepts, and provide markelahlc skills in varioii.s fields of hiisincss and commiinicalions. McCicUan Community School The McClellan Community School provides a wide variety of programs and services by expanding the use of (he McClellan High School facility to serve the community afterschool, evenings, and weekends. New riitiires The purpose of Ihe New I'liliires junior high school reslrticliiring inilialives is to establish a school climate, culture and curriculum that is responsive Io Ihe dcvelopmenlal needs of early adolescent youth and Ihe particular needs of at-risk sliidenls. A variety of data collection strategics were utilized including prograin rosters, agendas, minutes, analysis of student achievenienl and disciplinary records, as well as teacher, student and parent interviews and siii-veys. Both qualitative and quantitative data were utilized. Parkrieyv Arts/Science Magnet Parkview Arts/Science Magnet is committed to providing educational experiences that will promote the development of each student. These learning experiences will foster academic/aesthetic growth of students who express an interest and/or need in (he Ai'tsZSciences. The prograin is also designed and implemented to include identifiable learning outcomes in all magnet program areas of academic and aesthetic study. 10Schoo! Cliinote/HunioH Helofions Soney I he annual suivey of attitudes toward school climatc/liiiinan relations was conducted during the second semester of the 1995 school year. Students and teachci*s at each organizational level were surveyed concerning their perceptions of school climatc/liuniaii relations in the District's schools. Transpofiation Sen'ices (Special Education) The Transportation dcpartmeitt provides transportation services to support basic academic programs, Special Education programs/aclivllics and Athletics. l^ocafionaf EdHcaiion Vocalioiial Ediicafioii is designed (o provide a program of learning experiences (o develop skilled and adaptable workers who arc prepared to pursue additional learning opportunities that will result in more productivity. Vocational Education also develops abilities, attitudes and appreciation that contribute to satisfying life enhancing family, civic and personal responsibilities. lyilliciitis Haxic SkiUs Magnet Williams Magnet School is a high performance, high expectations elementary school that best serves responsible students who learn well in a highly structured environment and are motivated by competition in all areas. This traditional school promotes a highly structured, disciplined approach to academic and social behaviors for grades kindergarten through six. nREPORT NAME Academic Progres.s Incentive Grant Academic Supiwrl Altenialivc Learning Center Achievemcnt/Asscssmenl Acliievemcnt/Assessmcnt Mwlily Iliiulittg procedures. Modify delivery model. Increase pcrsotuicl Utile RnrU School District Needs Assessment Recommendations - 1995-96 Sorted by Programmatic Area RECOMMENDATION / NEED 1995-96 199-1-95 Booker Aits Magnet Carver Science Magnet Central High School International Studies Magnet Coinmunicalions Services Curriculum Audit/Review Curriculum Audit/Review Cuiricuhun Audit/Review Cutricuhnn Audit/Review Cutriculum Audit/lievicw Curriculum Audit/Review Curriculum Audit/Review Cuniculum Audit/Review Increase achievement of all students which should result in the reduction of disparity,___________________________ Develop multiple criteria for assessing teaching and learning, i,c,, SAT-8, portfolio, test item bank, teacher-made tests.___________________________________________________________________________________________________________ Change theme and up-date technology_________________________________________________________________________ Up-date technology_____________________________________________________________________ Improve curriculum olTeiings, technologv and |x:rsonncl Curriculum Audit/Review District Dialogue District Dialogue id Dialogue District Dialogue District Dialogue District Dialogue District Dialogue District Dialogue Dislrictwidc Facilities Study Districtwidc Facilities Study Districtwide Facilities Study Districtwide Facilities Study Increase niinkeling, and improve channel 4 and video production_______________________________________________ Establish a funclioiial assessment program and e.xpand testing,__________________________________________________ Establish administrative stability and integrity in management functioning. ________________________________ Adopt and follow a policy for improved board governance.______________________________________________________ Move toward greater involvement in budgeting with curriculum linkages._______________________________________ Establish consistency and equity in educational programs._______________________________________________________ Develop and use long-range strategic planning process._________________________________________________________ Consolidate and restructure business services and support services.______________________________________________ Purge the professional Negotiations Agreement of Provisions which unduly limit board control of key educational programs and practices._________________________________________________________________________________________ Improve educational facilities based u|x>n a District-Wide needs assessment.____________________________________ Study oursourcing, salary and benefit issues.____________________________________________________________________ Increase discipline efforts (Altcnrative Schools)________________________________________________________________ Increase K-4 crusade training___________________________________________________________________________________ Study the timing of scheduled administrator meetings.___________________________________________________________ Clarify transportation issues.____________________________________________
______________________________________ Strategic Planning update._____________________________________________________________________________________ Qualifications of monitors study.________________________________________________________________________________ OlTicc procedures review._______________________________________________________________________________________ Preventive maintenance capitol fimd. Establish capilol fund. Achieve unitary status. Consolidation and re-use. 12REPORT NAME IJldr Rock School District Needs Assessment Recommendions - 1995-96 Sorted by Programmatic Area Districtwide Pacilitics Study Dunbar Intcnrational Studies/GiUcd Magnet Educalional Equity Monitoring lidueatiomil Equity Monitoring IMucalional Erpiily Monitoring Pour-Year Old City/Wide luirly Childhorxl Gibbs Intemattonal Studies Miigncl Henderson Health Sciences Magnet Program Iluimin Resources Human Resources Mann Science and Arts Magnet McClellan Conununitv McClellan Uusincss/Communications New Futures Parents and Community Parents and Community Parents and Community Parents and Community Parkview Sciencc/Arts Magnet School Climate/Human Relations Strategic Planning Develop leadership core. RECOMMENDATION / NEED Allow non alicndance zone black students access to Giflcd Magnet program. Develop a districtwide, long range plan to replace outdated technology. Develop a long range plan to review building and Incilitics for needed repair and replacement. Provide (pialiiy and relevant stall'development for all employees/parents. Modil'icalion for program eHecliveness. Planning and technology. Total iinpiementalion of existing program Comprehensive siilary study. Substitute program automation Up-date technology and improve instruction Delete or modify program Modify attendance zones and curriculum Modify school progranuning. Equity in all schools. Thourough examination of Strategic Plaiuting. Rcluni to neighborhood schools. Cominunily involvement in Desegregation Plan. Expand technology, equipment and facilities 1995-96 1994-95 Transportation, S|x:cial Education Vocational Education Vocational Education Williams Magnet Develop and enhance strategics to improve school climate, student achievement, parent involvement and staff development.___________________________________________________ Tlrrougl) the Strategic Planning process, 40 rccommcndalions were made and are rellcclcd (liroughout in Ihe programalic areas.___________________________________________________________________________________________ Outsource and improve services. Reduce stair wlicre appropriate Check enrollment levels and duplication of services from school to school Teclinology up-grade. 13
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.