Program planning and budget document, Volume II, third quarter status report

VOLUME II LITTLE ROCK SCHOOL DISTRICT THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 ISEQUENCE # Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents SCHOOL SUPPORT CLUSTER (BLUE) 19 20 21 22 23 24 25 26 27 28 29 Unassigned Office of Desegregation/Student Assignment Staff Development Libra ry/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) TABLE OF CONTENTS PAGE # 1 2 3 4 6 8 10 12 33 57 68 71 80 88 99 108 115 SEQUENCE # 30 31 32 33 34 35 36 Summer Learning Program - JTPA Contingency Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 38 39 40 Parent Involvement - Recruitment VIPS-Recruitment Public Relations Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 42 43 44 45 46 47 48 49 50 51 52 Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips Unassigned Transportation Unassigned Unassigned PAGE # 124 135 137 144 155 157 164 182 207 (CONT'D) 232 242 245 249 253 257 260 274 287 1SEQUENCE it PAGE# SEQUENCE # PAGE# 53 54 55 56 57 58 59 60 61 62 63 64 Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Qther Incentive Schools Academic Programs Peer Tutors/Retired Teacher mentors ~ Themes Kindergarten Reading Across the Curriculum - Qral Expression Across Curriculum Learning Styles Inventory Semi-Departmental Instructional Tech Smdy/Test-Taking Parent Home Study Computer Managed Instruction Student Education Plans Specialized Programs Incentive Programs Homework Criterion-Referenced Test - Heterogeneous Grouping - Effective Schools African/American History 290 293 298 307 310 324 337 360 363 ii 65 66 67 68 69 70 Social Skills Family Folklore - Positive Imaging - Interpersonal Skills - Rites of Passage Mentoring Program Special Activities - Peer Tutoring Program Academic Reinforcement Clubs Special Interest Clubs Latin Enrichment Program Unassigned Career Skills Development 382 391 397 405 Incentive Schools Qperations Support Services 414 Community Access/Field Trip Community Involvement -- Special Skills Program -- Special Training Parental Involvement Learning Time Schedule Home/School Community Extracurricular Program Attendance and Behavior Subject Related Extracurriculum JSEQUENCE # PAGE # 71 Counseling/Social Work -- Community Services Access College/Post Graduate Awareness Study Skills Home/Neighborhood Meet Wellness Program 421 72 73 School Policies and Procedures - Other Unassigned 452 74 Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) 463 468 476 482 486 491 503 ORGANIZATIONAL CHART (WHITE) 505 iiiPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems are addressed with corrective action during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several modifications are inherent in the reporting for the third quarter. First, the third quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the third quarters report for desegregation programs consists of Volume I (Seq #s 1-18) and Volume 11 (Seq #s 19-82). An additional modification in the desegregation report includes a change in the reporting of the School Operations Program. Principals and Central Office Administrators will report achievements. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit has been completed. Additional desegregation obligations are reflected in the program budget documents of the third quarter report. A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District hopes to make the language more consistent and uniformed with the spirit and intent of the various obligations. The Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District
(2) The Goals of Little Rock School District
(3) LRSD Quarterly Desegregation Expenses Summary
(4) Definitions and Data Elements
(5) Organization of the Report
(6) Program Budget Documents Grouped by Clusters
and, (7) The LRSD Organizational Chart. ILITTLE ROCK SCHOOL DISTRICT 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 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. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will 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. The LRSD will develop and maintain a staff that is well-trained and motivated. 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 fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 35/4/94 Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY______________________________ 4-YEAR OLD PROGRAM STUDENT HE/kRING OFFICER_________ OFFICE OF DESEGREGATION_________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER________________ STAFF DEVELOPMENT_______________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS_________________ SPECIAL EDUCATION @ WASHINGTON SECURITY _____________________ D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS_________ EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTHICT THEME_______ McClellan community school IN-SCHOOL SUSPENSION____________ JOB FAIR._______________________ TESTING ASSISTANCE________________ LIBRARY SERVICES__________________ PARENT RECRUITING_________________ VIPS RECRUITING____________________ PREJUDICE REDUCTION______________ CONTINGENCY FUND_________________ OFFICE OF INCENTIVE SCHOOLS I WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 ________5,000.51 _______35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 _______55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 _______8,000.00 69,680.82 170,112.24 850,408.55 ________1,092.82 5,066.96 479,954.32 40,000.00 34,671.18 _______5,000.00 300,000.00 _______1,749.42 6,000.00 PTE's 21 67 _____2 10 1 7 70 1 38 4 74 4 2 25 30 2 YTD Expense 178,151.00 897,821.25 73,599.33 319,624.60 ______4,962.82 26,670.86 231,134.88 1,066,712.78 65,859.05 73,725.77 0.00 34,378.65 530,492.64 753,015.23 1,195,948.00 492,331.29 7,420.00 53,893.60 149,283.48 471,756.72 ________688.96 ______2,934.40 264,476.35 ______5,693.95 20,803.57 0.00 0.00 _______830.08 0.00 1 st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 ________0.00 0.00 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 0.00 0.00 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.85 111,334.76 0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 _________0.00 _________0.00 38,451.48 195,153.72 _______212.33 1,643.82 110,920.97 2,012.50 8,585.07 ________qw 0.00 ________q^ 0.00 3rd Quarter 77,045.71 371,664.65 22,978.74 107,989.35 0.00 6,500.61 80,888.95 409,425.82 23,107.72 43,379.45 _________0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 __206,189.31 ______323.25 1,215.42 91,974.51 3,671.19 6,361.01 ________0.00 ________0.00 752.73 o.oot % Budget Spent 66.78% 58.92% 77.98% 73.80% 99.25% 75.79% 49.64% 58.75% 33.36% 20.93% 0.00% 61.73% 70,09% 95.01% 53.04% 127.09% 92.75% 77.34% 87.76% 55.47% 63.04% 57.91% 55.10% 14.23% 60.00% 0.00% 0.00% 47.45% 0.00% 45/4/94 Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code ___53___ 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS______________________ COMPUTER LABS____________________ COMPUTER LOAN PROGRAM_________ EXTENDED DAY_____________________ FIELD TRIPS________________________ TRANSPORTATION (ADD!)___________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR____________________ INCENTIVE/RECQGNinON____________ RECOMMENDED STAFFING___________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE_______ OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 93-94 12,000.00 ________6,000.00 ________ 2,500,00 747,247.70 _______33,000.00 _______15,000.00 496,451.04 99.938.45 _______14,581.91 808,481.42 _______52,878.29 72,725.98 51,088.13 17,734J 47.41 PTEs 42 31 431 YTD Expense __________ 0.00 __________ 0.00 0.00 457,030.60 20,678.75 14,960.92 261,026.96 33,179.48 8,887.95 452,336.89 22,767.65 34,270.74 45.058.25 8,272,407*67 1st Quarter 0.00 0.00 0.00 25,550.48 3,210.95 0.00 38,306.87 31.884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136,064.74 2nd Quarter _________ 0.00 _________ 0.00 0.00 192,460.04 7,404.63 14,960.92 114.714.15 1,295.45 3,093.35 190,828.11 16,290.74 5,393.24 11,775.22 3.Q97i782Ll8 3rd Quarter 0.00 _________ 0.00 0.00 239,020.26 10,063.17 _________0.00 108,005.96 _________0.00 4,366.15 203,400,97 5,017.06 4,335.48 12,558,44 3,088,560.75 % Budget Spent 0.00% 0.00% 0.00% 61.16% 62.66% 99.74% 52.58% 33.20% 60.95% 55.95% 43.06% 47.12% 88,20% 46.65% 5 DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence # (Seq. #}. The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6JI g g g 3 B 3 3 3 3 3 3 3 3 3 3 Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader : The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Drinz->iT\nl\ Manager or the Principal). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan- I = Interdistrict Desegregation Plan
S = Settlement Agreement
C = Court Orders
T = Transcripts
P = Pleadings
M = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/93). Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the "Preface." The "Table of Contents" is on page i, page ii, and page iii. ^int. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which has been inserted verbatim in the third Quarter renort of FY 93-94. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six color-coded clusters. To locate a program, determine the relative cluster of the program by using the "Table of Contents" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). Beginning the third reporting quarter for FY 93-94, the status report for desegregation programs reveals several changes in the reporting of the School Operations Program. First, the School Operations program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided hereafter into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A and the sequence number for reporting by Central Office Administrators is 09B. Secondly, for the third reporting period, the inclusioiiary dates cited in the "Beginning Date" column and "Completion Date" column are 01/03/94 and 03/31/94, respectively. These inclusionary dates represent the boundaries for the third quarter. The generic dates of 01/03/94 and 03/31/94 are used to uniform and conform reporting in the School Operations program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement. 8 1Organization of the Report (continued) As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary, junior high, and senior high. Incentive Schools. The Incentive Schools cluster provides program reporting information for the following schools: Franklin, Garland, Rockefeller, Mitchell, Stephens and Rightsell. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. 9CLUSTER BUDGET DOCUMENTS 10School Support Cluster * * * * * * * * * * Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Contingency Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) 11 < 1Program Seq 20 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 1 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader: Program Description: The Office of Desegregation Is charged with monitoring the implementation of the Desegregation Plan which includes the ', , uesegregauon .s cnargeo with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to schools. The capacities of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the followina limits- ------------------------------- n p 9 H o ... :---------------*---------------------------------------------------- Grade: Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 25 First-Third 23 25 Fourth-Sixth 25 28 District Goal Support: ' -P'* recruitment at those schools depend upen the number of students who enroll In Incentive and Interdistrlct Schools. The initial racial composition of the Incentive Schools is expected to be predominatelv black. It is expected that at least 600 black LRSD students will attend Interdistrict Scho^ Ensure that equity occurs in all phases of school activities and operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan [ Plan References: L 139 FY Program Budget: S433.102.41 1st Qtr Expend: $100,300.49 3rd Qtr Expend: $107,989.35 FTE 10 YTD Expenditures: $319,624.60 2nd Qtr Expend: $111,334.76 4th Qtr Expend: Related Function Codes: I 12 fProgram Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Program Goal: Plan Reference Page Number L 139 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies Page: 2 Revision Date: May 11, 1994 Secondary Leader: Beginning Date Completion Date Responsibility Evaluation Criteria {1.0 To implement magnet school assigments) {2.0 To implement interdistrict school assignments) (3.0 To implement elementary area school assignments). The total capacity of the elementary area schools is 9,678. 07/01/93 06/30/94 Assoc. Supt. for Desegregation 1.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 1.1 Magnet Schools - The assignment process to (original) magnet schools will not change under this Plan. A. Assignment process reviewed to verify need for change. Completed 100% 9/30/93 2.1 Interdistrict Schools LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Five of the six interdistrict schools have been established. Completed 83% 9/30/93 13 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 2.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 3.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data JPage: 3 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Elementary area school students assigned. Completed 98% 9/30/93 Completed 99% 3/31/94 6. Parents receive notification of assignment. Completed 98% 9/30/93 3.2 The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools, but no school shall have a racial composition of greater that 60 percent white. A. Attendance zones reviewed prior to and after student assignments. B. Racial balance monitored prior to and after student assignments. Completed 97% 9/30/93 Completed 98% 12/31/93 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). A. Targeted students were notified of options. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. A. Students are assigned and notified of assignments to attendance zone school. Completed 97% 9/30/93 Completed 98% 12/31/93 14 07/01/93 08/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.3 Student requests to remain in area schools are granted. 3.4 Attendance zone students are assigned based on available seats. I 1 Jjarirliniraritfa^^ a M M Ji Page: 4 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 139 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (4.0 To implement incentive school assignments}. The capacity of the incentive schools is 2,558. 3.5 If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. A. Students are reassigned and notified. Completed 97% 9/30/93 Completed 98% 12/31/93 3.6 The elementary school zones will provide a feeder pattern for elementary students going to junior high school students going to high school. A. Completed 100% 3.7 Students in elementary area school zones will be given the option to select an incentive school. A. Parents were notified of options. Completed 100% 3/31/94 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Completed 100%. 4.2 Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). A. Students were advised of options. Completed 100% 3/31/94 15 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.5 Students are reassigned in accordance with Deseg. Plan. 3.6 A feeder pattern is established for the organizational levels. 3.7 Options were granted In accordance to assignment plan. 4.0 Incentive School Assignments are made in accordance with the Desegregation Plan requirements. aProgram Seq #: 20 Page: 5 Revision Date: Program Name
Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. A. Students were assigned as space was available. 4.4 All incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations. Completed 80% 3/31/94 4.5 In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats, A. Seats are reserved. B. Assignments are monitored to ensure acceptable racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 4.6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 16 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation Assoc. Supt. for Desegregation 4.5 Reserved seats are available by race for prekindergarten and kindergarten students. Ia IMlMll 1 M JU J Page: 6 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.7 There may be more than 20 students per classroom, however, there will be an aide in each class and possible a second teacher in those classes. 4.8 Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive programs or student achievement. 4.9 Student assignment process must be the result of carefully coordinated decision-making. The incentive school staffs and the LRSD departments responsible for desegregation, student recruitment and assignment, and planning and evaluation must assess the short- and long-term academic and social impact of any anticipated student reassignments. 4.10 The district must be able to demonstrate that the investment has paid the expected dividends for children, if not, changes must be made quickly before children are lost along with the settlement money. 17 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: Program Seq #: 20 Revision Date: May 11, 1994 7 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.11 When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. The district is bound to keep its pledge to double fund each incentive school for six years or as long as the school maintains an enrollment above 80% black. District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation lawsuit. Ensure that a portion of the incentive school funding fulfills the plan's commitment that "the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities." 4.12 The District is obligated to reserve 40 to 50% of seats in the incentive schools at the kindergarten level for white students. 18 07/01/93 07/01/93 06/30/94 6/30/94 IPage: Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 8 Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.13 With regard to reserved seating at incentive schools, the court indicated that the parties' representations to the Eighth Circuit required that a target racial balance at incentive schools be 50% of each race, at least in the prekindergarten and kindergarten levels. It stated that this proportion is to guide the District in the number of seats which are initially reserved for prekindergarten and kindergarten students. The court "reluctantly" allowed seats reserved for white students to be released after a reasonable period only if timely, vigorous, and sustained recruitment efforts to fill the seats with white children were unsuccessful. The court stated that recruitment efforts must be thoroughly documented by the District to the extent that the court can determine that the parties are diligently trying to recruit white students to the incentive schools before releasing any reserved seats. The court encourages the parties to implement any additional recruitment measures that would aid desegregation of the incentive schools as a whole. With regard to pupil-teacher ratio, the court ordered the maximum individual classroom enrollment at incentive schools would be as follows: 18 students in four-year old classes, as agreed by the parties
20 students in kindergarten, 23 students in grades 1 through 3
25 students in grades 4 through 6, In addition, the court ordered that there be at least one full time instructional aide per incentive school classroom in those schools where any classroom contains more than 20 students. 19 on fa JPage: 9 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 140 L 140 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria {5.0 To implement Desegregation Transfers) 5.1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is 25 percent below the districtwide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (for acceptable range) for a desegregation transfer. The desegregation requirements in secondary schools is that all schools will remain within a range of 12 1/2 percent above to 25 percent below the districtwide percentage of black students at each organizational level (i.e., high school and Junior highschool). Completed 80% 3/31/94 5.2 Elementary students may transfer to an incentive school only if such a transfer enhances desegregation at the incentive school. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. A. Requests for transfers were reviewed/approved in accordance with criteria. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 20 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.1 Racial composition of student enrollments are within acceptable ranges. 5.2 Transfers reflect an improvement in racial balance. iProgram Seq #: 20 Page: 10 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (6.0 To implement Sibling Transfers) 5.3 A student may make two desegregation transfers at each organizational level (primary, intermediate, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. A. Requests for desegregation transfers are reviewed to ensure compliance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 5.4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). A. Completed 80% 3/31/94 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A. Requests for transportation are forwarded to transportation department. (Desegregation Transfer Students assigned to existing bus routes.) Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 6.1 Sibling transfers do not apply to magnet schools. (NOTE: Siblings are brothers/sisters, or half-brothers/sisters, residing at the same address with brothers/sisters. or half- brothers/sisters, who are enrolled in the LRSD. A. Patrons/schools advised of constraints. Completed 100% 3/31/94 21 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.3 Desegregation transfer reports reflect appropriate utilization by students. 5.4 Desegregation transfer reports reflect appropriate use by students. 5.5 Maintain records of number of students transported using desegregation transfers. 6.1 Publish/distribute procedures regarding sibling transfers.Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Page
11 Revision Date: May 11. 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives (7 To implement Transfer of Children of Employees Assignments) Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.2 A student entering the LRSD after the 1991 - 92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 6.3 Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 6.4 Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. Completed 80% 6.5 Sibling transfer applicants must have a sibling current enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 7.1 LRSD employees may enroll their children at the schools where they work. A. LRSD employees advised of options via printed materials. Completed 80% 2/3/94 7.2 This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Completed 100% 22 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation 6.2 Publish/distribute procedures regarding sibling transfers. 6.3 Student transfers reflect acceptance/ rejection of transfer options. 6.4 Documentation of sibling transfers meet desegregation requirements. 6.5 Sibling transfer requirements are in accordance with established requirements. 7.1 Employees' children are enrolled in schools requested in accordance with established requirements. 7.2 All interdistrict transfers are court approved.nnnrrin^ js h w Page: 12 Program Seq #: 20 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (8 To implement the Reassignment Process) 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. Completed 80% 7.4 LRSD is not obligated to provide transportation. 7.5 This provision Does not apply to magnet schools. A. In compliance 100%. 7.6 The order of preference for assigning the children of employees is listed below: A. In compliance 100% 7.6.1 First preference: attendance zone students with siblings 7.6.2 Second preference: attendance zone students without siblings 7.6.3 Third preference: children of employees 7.6.4 Fourth preference: desegregation transfers 7.6.5 Fifth preference: M-to-M transfers 7.6.6 Sixth preference: Act 609, Act 624, and legal transfers. 23 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 7.3 Student transfers are consistent with capacities and desegregation requirements. 7.4 Transportation is provide by patrons of employees. 7.6 Documentation of assignments. 8.0 The assignment process is consistent with the desegregation requirements. aPage: 13 Program Seq #: 20 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.1 Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Requests for portables are reviewed. Alternate assignments made in compliance with capacity requirements and court mandates. Completed 97% 9/30/93 Completed 98% 12/31/93 B. Waiting lists compiled for area schools. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 8.2 The minimum black percentage for each elementary area school is 40 percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be assigned to a school in a contiguous feeder zone. A. Alternate assignments made in compliance with desegregation requirements. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 24 on 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 8.1 Portables are installed in accordance with Deseg. Plan 8.2 Rosters reflect student assignment percentages are within acceptable racial balance. -I IPage: 14 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (9 To establish effective and efficient student assignment procedures) 07/01/93 06/30/94 Assoc. Supt. for Desegregation 9.0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will: monitor new assignments
process all data entry work for elementary schools (data entry tasks decentralized 1992-93 school year)
process interdistrict M-to-M transfers and magnet assignments
reassign students because of overcrowdedness or desegregation requirements
consider appeals
conduct recruitment efforts (transferred to recruitment program)
process desegregation transfer
assign all early childhood and incentive school students
and process all special transfers (Act 609, Act 624, etc.}. A. Assignments are reviewed to ensure racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/93 B. Appeals committee reviews/approves/rejects assignment appeals. Completed 25% 9/30/93 Completed 50% 12/31/93 Completed 80% 3/31/93 9.2 New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 25 07/01/93 07/01/93 06/30/94 06/30/93 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 9.1 The student assignment process will be effective in assigning students and process special transfers to assist with racial balance. B. Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students with their attendance zone.Program Seq #
20 Page: 15 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (10 To monitor all aspects of the Desegregation Plan) 9.3 The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students. Changes will be made as needed to include new deadlines and to improve the implementation of the court-approved student assignment plan. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. A. Edit and update Student Assignment Handbook. Completed 50% 12/31/93 Completed 100% 2/10/94 10.1 Review Program Budget Documents to identify potential problems. A. Completed 80% 3/31/94 10.2 Conduct site visits as necessary. A. 50% of necessary sites are visited. B. Completed 60% 3/31/94 26 Bn 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator Revised Student Assignment Handbook is published and distributed. 10.0 Identification of implementation and effectiveness problems as evidence by the Program Budget Document 10.1 Budget Documents are reviewed and problems are listed. 10.2 Site visits are documented. Jw w w M r ar Mfffi .1 Program Seq #: 20 Page: 16 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11, 1994 Program Code: 06 Primary Leader
Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.3 Develop and implement improvement plans as needed. A. Improvement plans are developed at Building Level and implemented by principals and staff. Plans are reviewed by Desegregation office. Completed 80% 3/31/94 10.4 Monitor implementation of improvement plans. A. Recruitment plans are monitored. Improvement plans are monitored by Assistant Superintendents. Completed 80% 3/31/94 10.5 LRSD will assist the ADE in identifying existing and proposed statutes and regulations that impede desegregation. 10.6 LRSD, if applying for approval of new construction or major school expansion shall provide a desegregation impact statement setting forth evidence that the proposed improvements do not have a segregative effect {Submission to ADE). 10.7 Loan proceeds from State shall be used for desegregation purposes and will not be utilized or indirectly as a vehicle for generating income for LRSD through higher interest rates. 10.8 A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. 27 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 07/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 10.3 Improvement Plans are developed and implemented. 10.4 Scheduled observations of Improvement Plans are documented. HHS IS SH g a Bi Bi Program Seq #: 20 Page: 17 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russeli Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.9 The desegregation facilitator will report directly to the Associate Superintendent for Desegregation, However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed, 10.10 The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement. 10.11 LRSD shall make quarterly reports to the Office of Desegregation Monitoring. 07/01/93 06/30/94 07/01/93 07/01/93 06/30/94 06/30/94 10.11 At the end of each year a determination of the effectiveness of the District's implementation of the desegregation plans shall be conducted by the District subject to the Court's review. LRSD's monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive.Program Seq #
20 Page: 18 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11. 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.12 Where disparities in programs and activities exist, LRSD will identify, analyze for cause and share with the appropriate monitoring authorities, A recommended course of action in remediation will then be implemented, LRSD shall give special attention to any imbalance and placement into special education, honors, talented and gifted, advance placement classes, extra curricular activities, expulsions and suspensions, and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. 10.13 Long-term goals and desegregation goals have to be incorporated into the study of junior high capacity. 10.14 The court wants a plan to address junior high capacity, relieving busing burden on blacks and recruiting white students into junior high schools. 10.15 This order concerns LRSD's motion to close Ish Incentive School on the ground that the survey process approved by the court indicated that only 82 students wish to attend Ish. The court granted the motion. The court notes that its approval of LRSD's motion to close Ish does not excuse LRSD from its obligation to recruit white students to desegregate the remaining incentive schools. The court states that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. 29 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/941350 Page: 19 Program Seq #
20 Revision Date: Program Name: Office of Desegregation/Student Assignment May 11. 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.16 Court grants in part a motion of LRSD for approval of various construction projects. The court approves construction of a cafeteria at Chicot Elementary School as long as the new construction does not increase the school's capacity. The construction project at Jefferson Elementary School is not approved because of potential effect of the attendance zones of the new King Interdistrict School on the Jefferson satellite zones. The court indicates that LRSD may petition the court for approval of the Jefferson construction after the attendance zones for King are firm and court approved. In its renewed petition, the court states LRSD must include the following information: the current capacity of Jefferson, any changes in school capacity that will result from the proposed construction
and the precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction. 10.17 Prior to granting approval for the Williams Elementary School construction project, LRSD must provide the court with the following information: the school's current capacity
the number of square feet that will be added to the school by the construction
any change in the proportional allotment of the school's magnet seats among the LRSD, NLRSD, and the PCSSD: the precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction
and clarify how the present administration area will be rearranged, i.e. a single multi-purpose area or two separate areas, one for expanded cafeteria space and one for indoor recreation. 30 07/01/93 07/01/93 06/30/94 06/30/94 1Program Seq #: 20 Page: 20 Program Name: Office of Desegregation/Student Assignment Revision Date: May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Program Goal: To implement e student assignment process that is consistent with the approved Desegregation Plan Secondary Leader: Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.18 Before the court will consider approving the construction project at J, A, Fair High School, the LRSD must account for the 1,270 square feet difference between the 3,450 square feel of the old space and the 2,180 of new space and specify the exact number of new classrooms that will result from the construction. 07/01/93 06/30/94 10.19 This LRSD motion seeks approval of construction projects at Chicot, Jefferson, Williams and Fair, The court approved only the construction of the cafetorium at Chicot Elementary School (see Order dated April 30, 1993 (Docket No, 1815), The combination of the LRSD motion and the court Order approving it in part requires LRSD to construct a cafetorium at Chicot School which will increase the size of the school by approximately 3,000 square feet and have sufficient capacity to seat at one time more than one-half of the children enrolled at Chicot. The cafetorium should have been constructed in time for the beginning of the 1993-94 school year. 10.20 LRSD filed its "Special Study Jr, High Capacities and Projections" and "Custodial Calculation - Omaha Formula", The Jr, High Capacity Study contains no desegregation requirements and is in the process of being revised. With respect to the calculation of the required number of custodians per building, LRSD has told the court that it utilizes the Omaha formula, that this calculation is checked at least once per year and that the number of full-time equivalent positions is adjusted where specific building requirements require an adjustment. 31 07/01/93 07/01/93 06/30/94 06/30/94 i JProgram Seq #: 20 Page: 21 Program Name: Office of Desegregation/Student Assignment Revision Date: May n, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Secondary Leader: Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.21 Limit enrollment in the four-year-old program to 18 students per class. 07/01/93 06/30/94 -10.22 Limit enrollment in grades K-6 to class sizes that are consistent with state standards. 07/01/93 06/30/94 10.23 With respect to grandfathering, students are encouraged to return to their school zones. They were notified by letter a month and a half ago. 32 CT 07/01/93 06/30/94 1Program Seq if: 2\ Program Name: Staff Development Program Code: 09 Primary Leader: Program Deecription: District Goal Support: Program Goal
[ Plan References: FY Program Budget
YTD Expenditures
Related Function Codes
LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Dennis Glasgow Secondary Leader: Oonita Hudspeth Page: 1 Reviaior^ Date: May 7, 1994 The Staff Development Department was established to promote the implementation of the desegregation plan through activitios that will result In improved academic achievement Inservice r***" *** "W ''"'"9 **"* interactions among and across all lines will occur. Additionally, this department will provide support and resources for site-based staff development experiences, (^al No 1. Implensent Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrighment while Closing oisparities in achievement. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 3. The Uttle Rock School Board, administration, staff, and students will demonstrate behavior and human relations skills that value appreciation and understanding of multicultural diversity. people as human beings and that are consistent with an Goal No. 5. Provide a safe and orderly climate that is conducive to learning for all students. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. The Staff Development Department will provide activities that will promote the Implementation of the desegregation plan resulting In improved academic achievement. ' tfeyelopment and Information to parents relative to student success, LRSD will pursue the followina oblectives by the followino means: Update skills of aii district staff on a regular basis and to keep ali staff abreast of developments In their field of endeavor, ------------------------------------ L 126-128 $465,627.29 $231,134.88 1st Qtr Expend: 2nd Qtr Expend
$69,080.94 $81,164.99 3rd Qtr Expend: 4th Qtr Expend: $80,888.95 FTE 7 ] 33Program Saq #: 21 Program Name: Staff Development Program Code: 09 Program Goat: Plan Reference Page Number L 126 L 126 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dennis Glasgow Secondary Leader: Page: 2 Revision Date
To provide staff development to improve race relatiortt and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Donita Hudspeth Objectives 1. To provide staff development intervice to improve race relatione and equity Strategies Beginning Date Completion Date Responsibility May?. 1994 Evaluation Criteria (07/01/93) (06/30/94) (Superintendent, Staff Development, Central Office Staff) 1.0 (Increased minority staff representation in areas needed) 1.0 (Increased representation of minority students in programs currently under-represented) 1.0 (Administration of Human Relations Survey will reflect improvement in race relations and equity) 1.1 Continue to articulate vitienZmission of LRSD to community Fall 1988 (07/01/93) Ongoing (06/30/94) Superintendent (Central Office, Director of Communications) 1.1 Public participation Dieeemination of material 1.1 (Increase in number of students returning to public school) 1.1 (School District's required Annual Report to Community will include mission/goals for LRSD) A. Six Community Forums were held by the Superintendent to articulate vision/mission as well as to hear ideas from the public 10/11/93 12/06/93 B. Three (3) District dialogues with employee groups 01/06/94 02/03/94 C. Washington Magnet PTA 01/18/94 01/18/94 D. Two (2) dialogues with Little Rock City Board 02/01/94 02/28/94 E. Press Conference in concert with Little Rock City Hall 02/03/94 02/03/94 34 1 Page: 3 Program Seq 21 Revision Date: Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility F. Forest Part PTA 02/07/94 02/07/94 G. Garland PTA 03/01/94 03/01/94 H. Mann Magnet PTA 03/03/94 03/03/94 I. Hall High Kindergarten parents 03/07/94 03/07/94 J. Dunbar PTA 03/08/94 03/08/94 K. Early Childhood Task Force 03/14/94 03/14/94 L Two (2) Community Forums 03/21/94 03/24/94 M. Romine Interdistrict PTA 03/22/94 03/22/94 May 7, 1994 Evaluation Criteria 1.2 Schedule and implement workshops and activities related to impro^ng race reiatiorts for the following grouops: a. Board of Directors A B. C. b. c. District Administrators Certified Staff d. District Support Staff Desegregation inservice - New Principals Desegregation - All District Administrators Everybody Means Everybody (Inclusive for all students) All District Administrators D. Human Relations/Race Relations - Martin L King, Jr. Interdistrict Staff E. Operationalizing Equity - Dunbar Junior High 1988-89 School Year (07/01/93) 07/27/93 07/28/93 07/28/93 08/04/93 08/19/93 Ongoing (06/30/94) 07/23/93 07/28/93 07/29/93 08/04/93 08/19/93 Deseg. Aset. Center |DAC| and Central Office Staff (Staff Development Department, Principals) 1.2 1.2 1.2 1.2 Roster of participants (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under- represented) (Administration of Human Relations Survey will reflect Improvement in reace relations and equity) 35 1ItflSSiJ k- Program Seq #: Page: 4 21 Revision Date: Program Name: Staff Development May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Program Goal: To provide staff development to improve race relatione and equity. (To provide staff development activities that will promote the Implementation of the desegregation plan resulting In improved academic achievement.) Oonita Hudspeth Plan Reference Page Number Objectives Strategies F. Human Relations/Race Relations - Stephens incentive School G. Human Relations/Race Relations - Garland Incentive School H. Staff Development Specialists - two days training - Inclusion for 2l8t Century I. Race Relations Inservice - Metropolitan J. Race Relations Inservice - Baseline K. Staff Development Director * Equity Assistance Center - Healing Racism L Operationalizing Equity - Fair Sr. High M. Building an Effective Multicultural Climate - Department of Exceptional Children N. Cultural Diversity (Variants Across the Curriculum) Grades 3-6 0. Race Relations - Dodd P. Race Relations > Brady Q. Human Relations - Mitchell R. Race Relations - Baseline S. Cross Cultural Relations/Operationalizing Equity Leadership Class 1.3 Plan and implement an evening symposium for the community on "Community Involvement in a Desegregated School Setting" 1.3 (hem completed in April and August, 1988, and is not recurring) 36 Beginning Date Completion Date Respottsibility Evaluation Criteria 09/13/93 09/27/93 10/05/93 10/18/93 11/01/93 11/05/93 12/06/93 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 09/13/93 09/27/93 10/06/93 10/18/93 11/01/93 11/05/93 12/06/93 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 DAC Consultant 1.3 Roster of participants 1.3 (Symposium was held in April and August, 1988) L I sProgram Sq jV: 21 Page: 5 Revision Date: Program Name: Staff Development May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equKy. (To provide sta development activitios that will promote the implementation of the desegregation plan resulting in Improved academic achievement.) Plan Reference Page Number L 126 L 126 2. Objectives Strategies Beginning Date Completion Data Responsibility Evaluation Criteria 1.4 Monitor implementation of above strategies Fall 1968 (07/01/93) Ongoing (06/30/94) Assoc Supt for Educational Prog (Superintendent, District Biracial Committee) 1.4 1.4 1.4 Meetings held (Attendance at public meetings) (District-wide Biracial Monitoring Report will reflect improvement in minority representation In all areas needed) Provide inservice on cooperative learning strategies in a heterogeneous classroom (07/01/93) (06/30/94) (Staff Development Department, Content Area Supervisors) 2.0 2.0 (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among ail students) 2.1 Irwervice teacher* and administration on cooperative learning baaed on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) July 1991 (07/01/93) Ongoing (06/30/94) Staff Dev Dept Content Area Supvs 2.1 2.1 2.1 Training model (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students) A. Cooperative Learning Inservice - Martin L King, Jr. Interdistrict School 08/05/93 08/05/93 B. Cooperative Learning Refresher (Voluntary District-wide) 10/29/93 10/29/93 C. Cooperative Learning Cycle (Voluntary District- wide) 11/10/93 11/17/93 D. Cooperative Learning Refresher (Voluntary District-wide) 11/30/93 11/30/93 E. Cooperative Learning in Social Studies and Science - Williams Magnet 12/06/93 12/06/93 37tel Page: 6 Program Seq #: 21 Revision Date: Program Name: Staff Development May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the Implementation of the desegregation plan resulting In Improved academic achievement.) Donita Hudspeth Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 126 L 126 P. Two Cooperative Team Learning Cycles (Voluntary District-wide) G. Cooperative Team Learning Overview Geyer Springs 2.2 Monitor teachers' use of cooperative learning strategies 01/27/94 03/21/94 (07/01/93) 03/17/94 03/21/94 (06/30/94) Principal (Staff Development Department, Content Area Supervisors) 2.2 2.2 2.2 2.2 Classroom observation and documentation (Random observation of classrooms where teachers have been trained) (Random survey of cooperative learning participants regarding effects of implementation in their classrooms) (Principal will observe cooperative learning strategies during routine classroom visitations) 3.0 Provide inservice on additional strategies to Improve instruction in desegregated school setting (To improve instruction through the use of effective teaching strategies in the school setting) (07/01/93) (06/30/94) (Staff Development, Content Area Supervisors) 3.0 (Increase In achievement of students of teachers in identified programs) 3.1 Provide inservice opportunities on: a. Effective Schools Model PET b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management e. (and/or other appropriate inservice opportunities) July 1991 (07/01/93) Ongoing (06/30/94) Staff Dev Dept (Content Area Supervisors) 3.1 3.1 Roster of participants Workshop evaluations (Number of participants from a cross-section of district staff involved in the identified programs) A Inservice for Effective Schools Model PET Teams from Mitchell, Brady, Bale, Otter Creek, and Booker 07/01/93 07/15/93 38 I I 1 Jv UUJ Program Seq f
21 P8: 7 Program Name: Staff Development Revision Date: May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Program Goal: Secondary Leader: To provide staff development to improve race relations and equity. Donita Hudspeth (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies a. PET Refresher Voluntary District-wide b. Effective Schools Training Leadership Class B. Teaching/Learning Styles a. Early Intervention ADHD - District Administrators b. Overcoming the Barriers - District Administrators c. Early Intervention in ADHD - Special Education Teachers) d. Early Prevention of School Failure - All new kindergarten teachers e. Staff Development Director attended 3 day Institute - Making Education Meaningful for African-American Children (should have been included in first quarter report) f. Strategies for Working with At-Risk - Voluntary District-wide g. Strategies for Working with At-Risk - Voluntary District-wide h. Learning Styles Cycle * Voluntary District-wide I. Early Intervention of ADHD/Developmental Differences - Voluntary District-wide j. Working with At-Risk - Brady Elementary k. Two (2) Early Intervention of ADHD/Developmental Differences - Voluntary District-wide 39 Beginning Date Completion Date Responsibility Evaluation Criteria 01/24/94 01/24/94 02/08/94 07/29/93 07/29/93 08/17/93 08/17/93 07/19/93 10/18/93 11/15/93 11/17/93 11/29/93 11/29/93 01/10/94 02/22/94 07/29/93 07/29/93 08/17/93 08/17/93 07/21/93 10/18/93 11/15/93 12/08/93 11/29/93 11/29/93 03/07/94 1Program Seq #: 21 Page: 8 Program Name: Staff Development Revision Date: May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Program Qoal: To provide staff development to improve race relatione and equity. Secondary Leader: Donita Hudspeth (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria I. Strategies for Working with At-Risk Children - Voluntary District-wide 01/11/94 01/11/94 m. Three (3) Learning Styles Cycle Workshops - Voluntary District-wide 01/11/94 03/24/94 n. Learning Styles Overview - Bale Elementary o. Learning Styles Overview - Fair Park 01/12/94 01/24/94 01/12/94 01/24/94 p. Two (2) Thinking Skills Training courses - Voluntary District-wide 01/24/94 02/28/94 q. Learning Styles Overview - Mabelvale Elementary 03/07/94 03/07/94 C. TESA - Registered four (4) staff members for Trainer of Trainers TESA - October a. Three staff members trained as coordinators for TESA 10/19/93 10/22/93 b. TESA (Cycle 1) Sessions 1-2 - Voluntary District-wide 11/22/93 11/22/93 c. TESA (Cycle 2) Sessions 1-2 - Voluntary District-wide 11/30/93 11/30/93 d. TESA (Cycle 1) Sessions 3-4-5 01/11/94 03/14/94 e. TESA (Cycle 2) Sessions 3-4-5 01/18/94 03/22/94 f. TESA (Cycle 3) Sessions 1-4 02/01/94 03/15/94 0. Classroom Management a. Classroom Management - Martin L King, Jr. Interdistrict Staff 08/05/93 08/05/93 b. Positive Discipline - Carver Magnet 08/18/93 08/18/93 c. Behavior Modification - Mabelvale Jr. High 08/19/93 08/19/93 40 L 1.Ibufi .kMH CM Program Seq 21 Page: 9 Program Name: Staff Development Revision Date: May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Program Goal: Secondary Leader: To provide staff development to improve race relatiorw and equity. Donita Hudspeth (To provid. staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies d. Positive Discipline - Rightsoil Incentive School e. Positive Discipline - Brady Bementary f. Discipline Management - Cloverdale Elementary g. Classroom Management Cycle - Voluntary District-wide h. Classroom Discipline - Watson Elementary i. Positive Discipline - McDermott Bementary j. Cooperative Discipline C^le - Stephens Incentive School k. Positive Discipline - Garland Incentive School I. Positive Discipline Mabelvale Elementary m. Positive Discipline - Voluntary District-wide n. Positive Discipline - Mabelvale Jr. High o. Classroom Management Cycle - Voluntary District-wide p. Two (2) Positive Discipline Workshops - Voluntary District-wide q. Training Seminar - Working with Difficult Students r. Discipline Management - Wakefield Elementary s. Discipline Management Incentive Schools' Instructional Aides E. (and/or other appropriate inservice opportunities) a. Abacus Training (all teachers at non-pilot elementary schools) 41 Beginning Date Completion Date Responsibility Evaluation Criteria 09/13/93 10/11/93 10/11/93 10/21/93 10/26/93 11/02/93 11/08/93 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 01/20/94 02/03/94 02/07/94 03/09/94 08/30/93 09/13/93 10/11/93 10/11/93 10/28/93 10/26/93 11/02/93 11/29/93 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 02/24/94 02/04/94 02/07/94 03/10/94 09/29/93 1Program Seq f: 21 Page: 10 Program Name: Staff Development Revieion Date: May 7. 1994 Program Code: 09 Primary Leader: Program Goal: Dennis Glasgow To provide staff development to improve race relatione and equity. Secondary Leader: Donita Hudspeth (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies b. Abacus Training/Technical Assistants c. Self-Esteem/Elementary - Voluntary Districtwide d. Self-Esteem/Secondary - Voluntary Districtwide e. Self-Esteem/Elementary - Voluntary Districtwide f. Abacus Training (extra assistance) - Voluntary District-wide - 8 sessions g. Performance Management Training - Staff Development Director h. Abacus Training Sessions - Eighteen Voluntary District-wide and alt Resource Teachers I. Two (2) Self-Estoem/Elomentary/Secondary - Voluntary District-wide j. Leadership for Change Training Leadership Class/Vice Principals - Voluntary District-wide k. Curriculum Frameworks Training - Director of Staff Development and Six (6) Curriculum Supervisors Beginning Date Completion Date Reeponsibility Evaluation Criteria 09/30/93 10/19/93 11/02/93 11/10/93 10/19/93 09/21/93 01/11/94 01/05/94 01/24/94 02/07/94 10/04/93 10/19/93 11/02/93 11/10/93 12/07/93 10/15/93 03/23/94 02/03/94 01/24/94 02/09/94 1. Leadership for Change SEDL Training - Staff Development Director 02/15/94 02/17/94 42 L 1 '1Psge: 11 Program Seq *: 21 Revision Date: Program Name: Staff Development May 7. 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Program Goal: To provide staff development to improve race relatione and equity. (To provide staff development activities that will promote the Implementation of the desegregation plan resulting in improved academic achievement.) Donita Hudspeth Plan Reference Page Number L 127 Objectives Strategies m. Positive Confrontation Bale Bementary 3.2 Send selected staff to professional development sessions in order to Increase the number of available trainers and In return for a commitment to assist with collegial staff development. 3.3 Provide district-wide program of staff development Beginning Date Completion Date Responsibility Evaluation Criteria 02/23/94 07/01/93 07/01/93 02/23/94 06/30/94 06/30/94 4.0 Provide inservice on "Effective Implementation of the LRSD Discipline Management System" (07/01/93) (06/30/94) (Director of Pupil Personnel) 4.0 4.0 (Decrease in the number of students who receive disciplinary sanctions) (Decrease in the disproportionate number of minority students who receive disciplinary sanctions) 4.1 Continue to Involve couneelore, principals, assistant principals, and teachers in discipline management in a desegregated school setting A. Positive Interventions in the Discipline Management System - Inservice Secondary Administrators B. Each building has a building discipline plan C. Students have received training in Rights/Responsibilities Handbook 43 July 1991 (07/01/93) 07/29/93 08/16/93 08/30/93 Ongoing (06/30/94) 07/29/93 09/03/93 09/30/93 Director of Pupil Services (Pupil Services Department, Principals, Counselors) 4.1 4.1 4.1 Roster of participants (Building Level Discipline Managment Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities Handbook) L 1Program Seq *: 21 Program Name
Staff Development Page: 12 Reviaion Date: May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Program Goal: To provide staff development to improve race relations and equity. (To provide sta development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Donita Hudspeth Plan Reference Page Number Objectivea Strategiea Beginning Date Completion Date Reaponaibility Evaluation Criteria L 127 L 127 D. Focus Group/Peer Sharing - Discipline Management System - Voluntary Distrlct- wide/Administrators 4.2 Monitor use of discipline managment system 12/08/93 12/08/93 Fall 1988 (07/01/93) Ongoing (06/30/94) Principala Counaeiora School Teama 4.2 4.2 4.2 4.2 Documentation (Quarterly Behavior Managment Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee) 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than one type of instructional grouping (To provide academic support teachers with strategies for planning and delivering more than one type of instructional grouping) (07/01/93) (06/30/94) (Assoc. Superintendent, Academic Support Supervisors, Content Area Supervisors, Staff Development) 5.0 5.0 5.0 (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) 5.1 Continue to investigate and research sources of strategies, models and activities of successful small and large group instructional practices within heterogenous classes Felt 1988 (07/01/93) Ongoing (06/30/94) Assoc Supt for Eductional Prog (Staff Development Department, Content Area Supervisors, Academic Support Supervisors) 5.1 5.1 Identification of sources (Provide staff with information from current research monthly) A. Frve articles distributed to Academic Support teachers 08/16/93 09/30/93 44srwwvjnairw Program Seq #: 21 Page: 13 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Six articles distributed to Academic Support teachers C. Six articles distributed to Academic Support Teachers 6.2 Conduct workshop to address the following: a. grouping theory and strategies b. demonstration of strategies for varied instruction A. Cooperative Learning Inservice - Martin L. King, Jr. Interdistrlct B. Language Arts and Reading Workshop - New Teachers C. Integrated Learning * Garland Incentive D. Hands-On Science - Rightsell Incentive 10/01/93 12/17/93 01/03/94 03/24/94 e, Making Language Learning Meaningful Session 1-2 - Southwest Jr. High F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Applied Math 9th Grade Teachers - Districtwide 45 Fall 1988 (07/01/93) Fall 1988 (06/30/94) Supervisor of Math and English (Content Area Supervisors, Staff Development Department) 5.2 5.2 5.2 5.2 5.2 Written evaluation by participants (increase in achievement for all students in Academic Support Programs) (Decrease In achievement gap in representative population) (Decrease in number of students requiring academic support services) (Principal will observe through classroom observations and teacher conferences) 08/05/93 10/04/93 10/04/93 10/04/93 10/08/93 10/15/93 10/12/93 08/05/93 10/14/93 10/04/93 10/04/93 11/11/93 11/12/93 10/13/93Program Seq /t: 21 Program Name: Staff Development Page
14 Revision Date: May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation o1 the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. Developing Thematic Units - Voluntary Districtwide I. Cooperative Learning Refresher - Voluntary District-wide J. Literature Instruction/Shared Reading and Writing - Voluntary District-wide K. Literature-Based Instruction Grades 1-3 - Voluntary District-wide L. Hands-On Equations Grades 5-8 - Voluntary District-wide M. Cooperative Learning Cycle - Voluntary District-wide N. Hands-On Science Grade 3 - Voluntary District- wide 0. Integrating Math and Science Grades 1-2 - Voluntary District-wide P. Hands-On Science Grade 6 - Voluntary Districtwide Q. Hands-On Equations Grades 5-8 - Voluntary District-wide R. Cooperative Learning Refresher - Voluntary District-wide S. Cooperative Learning in Social Studies and Science - Williams Magnet T. Integrating Math and Science - Gibbs Magnet 10/21/93 10/29/93 11/02/93 11/04/93 11/09/93 11/10/93 11/11/93 11/15/93 11/18/93 11/29/93 11/30/93 12/06/93 12/07/93 10/21/93 10/29/93 11/03/93 11/04/93 11/16/93 11/17/93 11/11/93 11/15/93 11/18/93 12/06/93 11/30/93 12/06/93 12/07/93 U. Hands-On Science Grade 5, Voluntary Districtwide 12/09/93 12/09/93 V. Flips, Slides, Turns Grades 4-6 Math Teachers 12/09/93 12/09/93 46Page: 15 Program Sag #: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatiorrs and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria W. Hands-On Science - Bale Elementary 01/05/94 01/05/94 K Hands-On Math - Science (New Teachers Grades K-6) Y. Three (3) Training Sessions Integrating Math and Science - Voluntary District-wide (2-6) Z Two (2) Math In Literature - Voluntary Districtwide (Grades K-6) AA. Integrating Geography Through Childrens Literature (Grades 4-6) BB. Three (3) Hands-On Science - Voluntary District-wide CC. Makine Language Learning Meaningful Session 3-4 - Southwest Junior High School DD. Cooperative Team Learning (2 cycles) - Voluntary District-wide EE. Skills Through Literature - Stephens FF. Language Arts Integration - Rightsell GG. Increasing Effectiveness in Working with Groups - Incentive School Instructional Assistants HH. Fractions, Fractions, Fractions (Grades 4-8) - Voluntary District-wide II. Positive/Negative Numbers (Grades 6-6) - Voluntary District-wide 47 01/05/94 01/11/94 01/13/94 01/19/94 01/20/94 01/27/94 01/27/94 01/31/94 02/07/94 03/09/94 03/10/94 03/15/94 01/19/94 02/17/94 02/24/94 01/19/94 03/17/94 01/27/94 03/17/94 01/31/94 02/07/94 03/10/94 03/10/94 03/15/94Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader
Program Goal
Plan Reference Page Number L 127 L 127 Page: 16 Revision Date: Donita Hudspeth To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in Improved academic achievement.) Objectives 6.0 Provide Ineervice to aeelet principal and faculties with strategies for promoting student achievement and growth Strategies Beginning Date Completion Date Responsibility (07/01/93) (06/30/94) (Asst. Superintendent, Planning, Research and Evaluation, Staff Development, Content Area Supervisors) 3 May 7, 1994 6.0 6.0 Evaluation Criteria (Increase In achievement for ail students) (Decrease In achievement gap in representative population) 6.1 Continue to provide inservice for principals on methods for developing their school improvement plan A. "What Works - directed sharing for new principals B. Evaluating Literature Based Instruction - District Administrators C. Portfolio Assessment - District Administrators D. Monitoring the At-Risk Child - District Administrators E. Monitoring Instructional Effectiveness - District Administrators F. Next Step in Portfolio Writing - Jefferson G. Redesign Portfolios - Garland Incentive 48 Fall 1968 (07/01/93) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/14/93 Ongoing (06/30/94) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/15/93 Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) 6.1 6.1 6.1 Comprehensive and accurate product (Number of workshops in Integrating the Curriculum, Literature-based Instruction, Authentic Assessment and/or other relevant methodologies) (Better school improvement plans are submitted) JPao*: 17 Prooram Seq #: 21 Revision Date: Program Name: Staff Development May 7, 1994 Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader
Program Goal
To provide etaff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Donita Hudspeth Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. Writing/Getting Started - Pulaski Heights Elementary 09/23/93 09/23/93 I. Integrating the Curriculum/Thematic Units - Washington/Woodruff 09/28/93 09/28/93 J. Portfolio Assessment Wilson Elementary 10/18/93 10/18/93 K. Grant Writing Workshop - Academic Incentive Grant L Portfolio Assessment - Washington Magnet M. Portfolio Assessment - Watson Elementary N. Portfolio Assessment (2 Sessions) Rockefeller Incentive School O. Focus Group - Technical Assistance * Academic Incentive Grants P. Portfolio Assessment - Bale Elementary 0. Six (6) Portfolio Assessment Training Sessions R. Effective Schools Training Leadership Class S. Achieving Equity Leadership Class T. Seven (7) Reading Inservices to Promote Instructional Practices 6.2 Continue to assist principals in revising school improvement plans through the analysis of disaggregated data 49 10/27/93 11/01/93 11/02/93 11/08/93 11/17/93 12/06/93 01/04/94 02/08/94 03/15/94 02/02/94 July 1991 (07/01/93) 10/27/93 11/01/93 11/02/93 12/06/93 11/17/93 12/06/93 03/09/94 02/22/94 03/15/94 03/15/94 Ongoing (06/30/94) Assoc and Asst Supts 6.2 6.2 6.2 Completed plans (Provide written feedback and opportunities for sharing "What Works" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) 1Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Program Goal: Plan Reference Page Number .itiiS. .(Mi, U jSi jHf jia Page: 18 Revision Date: May 7, 1994 Dennis Glasgow Secondary Leader: To provide ataff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in Improved academic achievement.) Donita Hudspeth Objectives Strategies 6.3 Continue to provide special school-based program and content area irtservice meetings scheduled on a regular basis with specific sessions on content methodology and interpersonal relations for program implementation in a desegregated setting A Integrated Learning - Garland Incentive B. Hands-On Science > Rightsell Incentive C. Making Language Learning Meaningful Session 1-2 - Southwest Junior High D. Positive Discipline - Brady Elementary E. Discipline Management - Cloverdale Elementary F. Making Language Learning Meaningful Session 1-2 Cloverdate Jr. High Q. Race Relations Inservice - Metropolitan H. Portfolio Assessment - Wilson I. Classroom Discipline - Watson J. Race Relations Inservice - Baseline K. L M. Portfolio Assessment - Washington Magnet Portfolio Assessment - Watson Elementary Positive Discipline - McDermott N. Positive Discipline - Garland Incentive 50 Beginning Date 1991 School Year (07/01/93) 10/04/93 10/04/93 10/08/93 10/11/93 10/11/93 10/15/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Completion Date Ongoing (06/30/94) 10/04/93 10/04/93 11/11/93 10/11/93 10/11/93 11/12/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Resportsibiiity Staff Dev Dept Content Area Supervisors Principals 6.3 6.3 6.3 Evaluation Criteria Workshop agendas and evaluations (A computer based compilation of individual employees/school-wide staff development activities will be available) (Student achievement will increase
disparity gap in representative population will decrease) JProgram Seq #: 21 Program Name
Staff Development Program Code
09 Primary Leader: Dennis Glasgow Secondary Leader: Program Goal
Plan Rsfsrsncs Page Number Page: 19 Revision Date: To provide staff development to improve race relations and equity. (To provide MaH development activities that will promote the Implementation of the desegregation plan resulting In improved academic achievement.) Donita Hudspeth Object] vea Strategies Beginning Date Completion Date Responsibility May 7, 1994 Evaluation Criteria O. Cooperative Discipline Cycle Stephens Incentive 11/08/93 11/29/93 P. Portfolio Assessment (2 Sessions) - Rockefeller Incentive 11/08/93 12/06/93 O. Positive Discipline * Mabelvale Elementary R. Working with At-Risk - Brady Elementary S. Operationalizing Equity - Fair Sr. High T. Cooperative Learning in Social Studies and Science - Williams Magnet U. Portfolio Assessment - Bale Elementary V. Integrating Math and Science - Gibbs Magnet W. Portfolio Assessment Brady X. Hands-On Science - Bale Y. Positive Discipline - Mabelvale Junior High Z AA. Comptons Encyclopedia Computers Franklin . Children's Writing - Franklin BB. More Portfolios - Rockefeller CC. Making Language Meaningful - Southwest Junior High DD. Race Relations > Dodd EE. Language Arts Strategies - Stephens FF. Race Relations - Brady QG. Language Arts Integration - Rightsell HH. Improving Human Relations * Mitchell 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 51 1 Page: 20 Program Seq #: 21 Revision Date
May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 128 Objectivea Strategies Beginning Date Completion Date Responsibility Evaluation Criteria II. Portfolio Assessment - Dodd JJ. Positive Confrontation - Bale KK. Portfolio Assessment > Hall LL Learning Styles * Mabelvale Elementary MM. Cross-Cultural Relations - Baseling NN. Integrating Math/Science - Mitchell 00. Uterature in Social Studies - Geyer Springs PP. Cooperative Learning Refresher - Geyer Springs 6.4 To provide special assistance for teachers as requested. 02/21/94 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 07/01/93 02/21/94 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 06/30/94 7.0 Form tri-district committee for collaborative procedures July 1, 1991 (07/01/93) Ongoing (06/30/94) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.0 7.0 Ongoing analysis (Tri-district workshops will be held) 7.1 Establish tri-district committee A. Tri-district Committee is formed 52 July 1, 1991 Ongoing (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.1 7.1 Ongoing analysis (Tri-district committee was formed in August, 1991).BUUl. 1^1 Psge: 21 Program Saq #: 21 Revision Date: May 11, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide ataff development to Improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in Improved academic achievement.) Plan Reference Page Number Objactlvaa Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7.2 Meet four times per year, two times each semester. The committee functions will be to Identify and Implement staff development strateqles that will assist the districts in fulfilling expectations of maintainina quality" desegregated school districts. A. First meeting is scheduled for October 1, 1993 B. Tri*District Committee Meeting 7.3 Plan any activities appropriate for collaboration, e.g., community meetings, etc. A. Teachers from LRSD were recruited for Equity In Excellence class taught by PCSSD and will receive salary credit at Its completion B. Meeting with Media Speciaists and Curriculum Specialists from North Little Rock and Pulaski County to plan Multicultural Fair C. Teachers from LRSD were granted salary credit for classes taken through Pulaski County Staff Development Department D. Meeting with Associate Superintendent for Desegregation from Pulaski County E. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit F. Tri-district Multicultural Fair 53 (07/01/93) 07/01/93 10/01/93 10/01/93 (07/01/93) 08/26/93 11/16/93 09/01/93 11/30/93 12/01/93 02/23/94 (06/30/94) 06/30/94 10/01/93 10/01/93 (06/30/94) 12/15/93 11/16/93 12/17/93 11/30/93 01/07/94 02/23/94 ({^rectors of Staff Development from LRSD, PCSSD. and NLRSD) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.2 (Record of meetings and collaborative nature of areas addressed) 7.3 (Documentation of number of activities among the three districts) -Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Program Qoal: Plan Reference Page Number L 128 Page: 22 Revieton Date: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Donita Hudspeth Objectivea 8.0 Provide staff development comportent lor effective staff development in desegregated school setting Strategies Beginning Date Completion Date Responsibility May 7, 1994 Evaluation Criteria (07/01/93) (06/30/94) (Board of Directors, Superintendent Director of Staff Development) 8.0 (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their specific needs) 8.1 Establish staff development component a. Staff Development Dept Personnel b. Staff Development Office c. Staff Development Catalogue/Calendar July 1991 July 1991 July 1991 (07/01/93) Ongoing Ongoing Ongoing (06/30/94) Board of Directors/Supt Human Resources Dir of Staff Dev 8.1 Implementation of Staff Development Dept Employment of Director, four specialists and one secretary 8.1a (Implementation of Staff Development Department in July, 1991) 8.1b Office is operational 8.1b (Office was established in July, 1991 8.1c Distribution of catalogue/ calendar 8.1c (Staff Development Catalogue/Calendar distributed annually A. Department personnel Is functioning at 86% B. Office Is operational 07/01/91 06/30/94 C. Catalogue was distributed on October 1 09/01/93 10/01/93 8.2 Certified staff members (administrators and teachers! shall be trained to teach and counsel black an educationally-advantaged students. 07/01/93 06/30/94 8-3 The Uttle Rock School District will hire a five- member staff development team for this purpose. 07/01/93 06/30/94 54Page: 23 Program Seq If: 21 Revbion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectivea Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.4 The Little Rock School District Staff Development Department will be responsible for implementing the staff development services. 8.5 The staff development goals and programs currently used by the District, such as TESA, PET and others, will be continued, but a far more creative and comprehensive staff development program suitable for the needs of all employees and volunteers will be Implemented, 8.6 The districts will cooperate in designing a fresh and extended approach to staff development. Included In the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 8.7 Staff development will based upon certain basic principles of human behavior, learning process and change dynamics. 8.8 The diverse training needs of staff at all employment levels will be met. 6.9 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 55 07/01/93 06/30/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 JKklUi Page: 24 Program Seq #: 21 Reviaion Date: May 7. 1994 Program Name
Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.| Plan Reference Page Number Objectivea Strategiea Beginning Date Completion Date Reaponaibility Evaluation Criteria 8.10 Computer data bases will be used to record each employee's staff development history. 8.11 Carefully planned "training of trainers* events will be actively used to expand inhouse training expertise. 8.12 Interdistrict training activities will be frequently offered for groups of employees and volunteers. 8-13 The District will deal decisively with the Issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. 8.14 Certain areas of training and staff development will be specially emphasized: utilization of voulnteer resources, preparation of substitute teachers and aids, and training for parents. 56 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94c LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq *: 22 Page: 1 Revision Data: May 11, 1994 Program Name: Library/Media Program Coda: 32 Primary Leader: Dennis Glasgow Secondary Leader: Lucy Lyon Program Description: District Goal Support: Program Goal: Plan References: Each child in the Little Rock School District should be given access to his/her full measure of the Instructional resources. Ubrary/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups. Because students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian, they will be able to approach learning In a variety of ways, thus accommodating their individual styles and also providing for the additional "time on task* or enrichment that many students need in order to internalize the material initially presented. The District's plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning styles, relevance of Instruction, support of multicultural school curriculum, and the application of learning to real-life situations. Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning styles of students In different instructional groups. Students will have opportunities to work and learn In the library/media center unde_r the direction of a trained teacher-librarian. The Little Rock School Districts library/media program will fulfill Its potential as an essential contributor to the District's successful desegregation plan. Upon Implementation of the elementary prooram a review of the secondary program will commence with special attention being given to meeting the interests and needs of the Districts diverse population. Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society 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 2l8t Century. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Ran. L 106, L 107, L 109. L 110 I FY Program Budget: $479,954.32 1st Qtr Expend: $61,560.87 3rd Qtr Expand: $91,974.51 FTE 30 YTD Expenditures: $264,476.35 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codas: ] 57TO Program Seq *: 22 Program Name: Ubrary/Media Program Code: 32 Program Qoal: Plan Reference Page Number L109 L106 L109 L109 L109 Ba LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthls Secondary Leader: The district will provide each student with llbrary/media services in accordance with the essential role outlined In the district's Desegregation Plan Objective* Strategies Beginning Date Completion Date Page: 2 Revbion Date: May 11, 1994 Lucy Lyon Reaponsibiiity Evaluation Criteria 1. implement the dtetrict's proposed rtew elementary llbrary/media program. 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all students.) 1.1 Hire consultant, coordinator, and clerical help A Consultant, coordinator, clerical help were hired. 1.2 Review recommendation/outlirM new program. A. New was program outlined. 1.3 Identify equipment and material necessary for naw llbrary/media program and determine the necessary equipment to ensure each district student equity of access In standard instructional offerings. 58 (July 1, 1993) (June 30, 1994) (Coordinator of Library Services, Principals, Librarians) Dir of Human Serv, Supv of Inst Tech 09/20/88 09/01/88 10/16/88 11/01/88 1. Comparison of survey result* 1988-1993 will show increased use. 1. Comparison of data collected monthly will show: Student visits will increase. Volume of books checked out will increase. Independent research by students will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. 1.1 Contracts (Contracts are on file in Human Resources.) Consultant, Supv of Inst Tech, Advisory Committee Librarians Coordinator of Library Service* 1.2 Agenda for meetings (Agendas are on file in the Dept, of Instructional Technology.) 1.3 Report/List (Surveys and list are on file in the Dept, of Instructional Technology.) 1Program 8eq 22 Program Name: Ubrary/Media Program Code: 32 Program Goal: Plan Reference Psge Number L109 L109 L109 L109 L109 L109 Ba Primary Leader: Estelle Matthis Secondary Leader: The district wiil provide each student with iibraty/media services in accordance with the essential role outlined In the district's Desegregation Han Objectivea Strategiet A. Equipment/materials were identified. 1.4 Order equipment and materials rvecessary including AV software. (Determine/purchase core materials needed for each elementary school.) A Books and reference materials supporting curriculum ordered for each school. 1.5 Prepare a tentative aupplerrtental list of new AV film/videos, etc., and distribute. A. List of film/videos was prepared. 1.6 Develop procedures, guidelines, policy statements, and curriculum guides. A Procedures, guidelines, policy statements and curriculum guides were completed. 1.7 Conduct inservice and curriculum development for classes for librarians, principals, and teachers. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. A. Inservice and curriculum classes were held. 1.8 Process new material including cataloging. A. New material was processed. 1.9 Receive requests for AV materials for fall semester 1989. A AV requests for fall semester 1989 were received. 59 Beginning Date Completion Date Page: 10/16/88 12/05/88 (July 1, 1993) (June 30, 1994) 01/03/94 02/01/89 (12/01/89) 07/01/93 12/01/89 11/01/88 April 1, 1989 04/01/89 03/31/94 03/01/89 05/30/90 06/30/94 05/30/90 10/01/89 May 30, 1989 05/30/89 WB 3 Re^alon Date: Lucy Lyon Responeibility Supv of Inst Tech, Coor of Lib Services, (Librarians) Supv of Inst Tech Consultant, Supv of Inst Tech, Coor and Advisory Committee Cortsultant, Supv of Inst Tech. Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech May 11, 1994 Evaluation Criteria 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.5 Supplemental list (List on file in Dept, of Instructional Technology.) 1.6 File copies (Curriculum guide, polices, and procedures on file in Dept, of Instructional Technology.) 1.7 (Agendas and memos) (Agendas and memos on file in Dept, of Instructional Technology.) 1.8 Completion memo 1.9 Checkoff list (List on file in Dept, of Instructional Technology.) I JPage
4 Program Seq f
22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code
32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal
The district will provide each student with llbrary/medla services In accordance with the essential role outlined In the districts Desegregation Plan Plan Reference Page Number L109 L110 L110 L110 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.10 Schedule films\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of 16mm film is outdated.) A. Videos are scheduled daily and were current on 09/30/93. B. Videos are scheduled daily and were current on 12/17/93 C. Videos are scheduled daily and were current on 03/25/94. 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. A Full-time librarians were in place in all elementary libraries. Clerks were in place according to LRSD formula. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) A Third quarter repair record: 145 AV machines repaired - 63 within one (1) week or receipt
70 computer monitors repaired
33 computer cable jobs completed 1.13 Notify teachers via librarians of the fall schedule (films/videoel, (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is outdated.) 60 (July 1, 1993) 08/23/93 10/01/93 01/03/94 July 1, 1993 07/01/93 July 1, 1993 01/03/94 July 1, 1993 (June 30, 1994) 35% 70% 84% June 30, 1994 09/30/93 June 30, 1994 03/31/94 June 30, 1994 Supv of Inst Tech (Coor Lib Serv) Dir of Human Serv, Supv of Inst Tech, Coor Lib Serv, Principals Supv of Inst Tech (Coor Lib Serv) Supv of Irtst Tech (Coor Lib Serv) 1.10 Schedule (Videos correlated to curriculum will be used In each school.) 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will be staffed according to LRSD formula, based on enrollment.) 1.12 Copy of proposal Ninety percent of equipment sent in will be repaired within a week. 1.13 File copy (Videos correlated to the curriculum will be used in each school.) 1Page: 5 Program Sag #: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthls Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number L109 L110 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. B. C. Teachers are notified weekly of current videos. Teachers are notified weekly of current videos Teachers are notified weekly of current videos 1.14 Supply films/videos per schedule. A. B. C. 09/30/93 10/01/93 01/03/94 July 1. 1993 35% 70% 60% June 30, 1994 Supv of Inst Tech (Coor Ub Serv) 1.14 Weekly delivery (Videos correlated to curriculum will show Videos are supplied weekly. Videos are supplied weekly, Videos are supplied weekly. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideratiorts. The goat b to deviee a plan which will provide the district with consistent tine item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is new required A An AV equipment purchase plan was developed. 1.16 Order supplies and printing. A. Supplies and printing were ordered. 1.17 Conduct inservice for librarians and library cbrks. A. Inservice for elementary librarians held 08/12/93, and for secondary on 08/10/93. 61 08/23/93 10/01/93 01/03/94 Sept. 5, 1989 09/05/89 Oct. 15, 1988 August each yr. (July 1) 08/10/93 35% 70% 80% Nov. 1, 1989 11/01/89 June 30, 1990 Ongoing (June 30) 08/12/93 Supv of Inst Tech Supv of Inst Tech Coor of Lib Serv Librarians 1.15 Copy of plan (Copy of plan on file In Department of Instructional Technology.) 1.16 Copies of purchase ordere (Copies of purchase orders on file in Dept, of Instructional Technology.) Agendas (Quarterly data will reflect an increase in library use.)E u u bj ij y a s m s Page: 6 Program Seq *: 22 Revieion Date: May 11, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthls Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services In accordance with the essential role outlined In the district's Desegregation Plan Plan Reference Page Number L106 L107 Objectivee 2. (To extend and enrich the basic skills in ways that meet students varied learning styles and promote life long learning.) Strategies Beginning Date July 1. 1993 Completion Date June 30, 1994 Reeponsibility Principals, Librariarte Evaluation Criteria 2. (As a result of increased planning and instruction by LM Specialist, test scores will increase on norm and criterion- referenced tests.) B. Inservice for librarians offered as follows: Abacus * October 26, 27
Great Books - December 2, 3, 6, 7
Secondary Inservice * December 2 C. Inservice offered third quarter as follows
Tri- District 01/11/04
Celebrate Literacy 03/09/94
Secondary Chapter II 03/16/94 2.1 (Plan with classroom teachers for materials needed for classroom units.) A. Librarian/Teacher Planning for Materials: Secondary Librarians have consulted with teachers 1,950 times
Elementary Librarians have consulted with teachers 4,828 times 10/01/93 01/03/94 July 1, 1993 10/01/93 12/31/93 03/31/94 June 30, 1994 12/31/93 Principals, Librarians 2.1 (Improved planning with teachers will increase student tests scores.) 2.1 An Increase in test scores for reference/studv skills will be evident utilizing norm- and criterion-referenced tests B. Librarians/Teacher planning for Materials for Dec., Jan., Feb.: Secondary Librarians consulted with teachers 4,518 times
Elementary Librarians consulted with teachers 10,375 times 01/03/94 03/31/94 LI 07 2.2 (Hold at least one reading motivation activity each year.) July 1, 1993 June 30, 1994 Principals. Librarians 2.2 (More books will be checked out in each school.) L107 A. Reading Motivation Activities Held: Secondary = 20 sessions
Elementary = 23 sessions B. Reading motivation activities held in Dec., Jan., Feb.: Secondary = 36
Elementary = 67 2.3 (Plan with teachers for library Instruction to be correlated to classroom instruction.) 62 10/01/93 12/31/93 01/03/94 03/31/94 July 1, 1993 June 30, 1994 Principals, Librarians 2.3 (Improved planning with teachers will result in higher achievement for students.) 1a-a-a-a-g-g-a-a-a-g-a-a-g. Page: 7 Program Saq *
22 Revision Date: May 11, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelfe Matthis Secondary Leader: Lucy Lyon Program Goal
The district will provide each student with library/media services in accordance with the essential role outlined In the district's Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L107 133 1. The selection of materials/resourcee to support the curriculum in desegregated school districts is a multi-district goal of the library media programs. A Ubrarian/Teacher planning for Instruction: Secondary = 345 sessions
Elementary 774 sessions B. Ubrarian/Teacher planning for instruction: Secondary 1,146
Elementary = 3,339 2.4 (instruct students in literary/reference skills) A Instruction of students in Library skills: Secondary = 22,674 sessions
Elementary = 29,212 sessions B. Instruction of students in library skills: Secondary = 59,401
Elernentary 88,254 2.5 Ubrarv media specialists will plan with classroom teachers for materials needed for classroom units. 2.6 Library media specialists will plan with classroom buildlno staff for at least one school - wide reading motivation activity each year. 2.7. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom Instruction. 2.8 Library media specialists will instruct students in literary skills and reference/study skills. 1.1 Continue hosting Multi-District, Multicultural Resource Sharing Fair. In the future, the fair site will rotate among the three districts. 63 10/01/93 01/03/94 July 1, 1993 10/01/93 01/03/94 07/01/93 07/01/93 07/01/93 07/01/93 Annually 12/31/93 03/31/94 June 30, 1994 Principals, Librarians 2.4 (Abacus assessment will show mastery of reference/study skills.) 12/31/93 03/31/94 06/30/94 06/30/94 06/30/94 06/30/94 Ongoing Library Media Director or responsible person including NRLSD) Resources wilt be selected, purchased, and utilized by teachers and students as they teach the cuiricuium of the I desegregated school districts.Program Seq *: 22 Program Name: Ubrary/Media Program Code: 32 Program Goal: Plan Reference Page Number 133 134 isi Primary Leader: s^ asi Estelle Matthis is' IS aa W W Secondary Leader: The district will provide each student with library/media services In accordance with the essential role outlined In the district's Desegregation Plan Objectivea Strategies Beginning Date Completion Date Page: 8 Revision Date: Lucy Lyon Resporwibility May 11, 1994 Evaluation Criteria A. Two tri-district meetings held to plan Fair. Dato of Fair set for 02/22/94 with NLR hosting B. Multiculturai Materials Fair, with NLR hosting, held at North Uttle Rock High School, East Campus. 1.2 Begin hosting Multi-District Resource Sharing Fair with book and AV materials, vendors, rotating the site among the three districts. 11/30/93 11/30/93 02/22/94 07/01/93 02/22/94 06/30/94 2. The inservice training library media staff members to desegregated school districts is a multi-district goal of the library media programs. 2.1 Plan to host multi-dietrict inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain the new national guidelines for school library media program planning. 2.2 Plan to host inservice training for multidistrict library media specialists using district employees. A. Tri District meeting planned for 01/11/94. B. Tri-District Inservice held 01/11/94. Ongoing Ongoing Ubrary Media Directors or responsible person (including NLRSD) Inservice training will develop skills for library medial specialists who work in desegregated school districts To be established 11/16/93 01/11/94 Ongoing 11/16/93 01/11/94 3. Utilization of television technology In desegregated school districts is a multi-district goal of the library media programs. 3.1 Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basis skills, etc. To be established To be established Ubrary Media Directors or responsible person Students will gain practical vocational experience in running a television studio
students will benefit from instructional units provided over cable system or recorded for later classroom use 4. Recruitment of minority Library Media Specialists in desegregated school districts is multi-district goal of library media programs. 4.1 Contact teachers training institutions/recruit teachers for training programs in library media certification. Ongoing Ongoing Ubrary Media Directors or responsible person (including NLRSD Hiring and placement of minority media specialists will occur Em 64 I Ill aw M TO? Page: 9 Program Seq #: 22 Revision Date: May 11. 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthls Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined In the districts Desegregation Plan Plan Reference Page Number Oblectives Strategies Beginning Date Completion Date Reaponsibiiity Evaluation Criteria 5. Muhi-district communication for library media program administrators is a goal for the programs. 6. The summative evaluation will Involve a pre- and poet-survey instrument for a compargion between the classroom teacher responses from the survey done In 1988 and from a follow-up survey to be conducted in 1993, 5.1 Copy memos relating staff development opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Met 11/20/93 for informal sharing session. 65 Ongoing 11/30/93 07/01/93 Ongoing 11/30/93 06/30/94 Ubrary Media Directors or responsible person (Including NLRSD) Better communication will be achieved 6.1 Three - fifths Instead of 1/4 of the teachers will consider themselves freguent users of the school library. 6.2 Students will have access at the point of need. 6.3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go the library to use the library/media center materials for a class assignment. 6.4 Only 1 /5 Instead of 1 /2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction.Page: 10 Program Seq *: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthls Secortdary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined In the districts Desegregation Plan Plan Reference Psge Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.5 Major barriers or constraints noted In the spring 1988 survey will not repeat as major stumbling blocks to the prooram. 6.6 Increased student visits to the library medial center on a daily and weekly basis will be evidenced through documentation. 6.7 Increase will evidenced by the volume of books checked out by categories: fiction and Dewey catagorles. 6.8 The number of students who visit the library for independent research will be documented to Indicate an Increase In usage, and the qualitv of research conducted by students will be improved, 6.9 The number of classes/ groups scheduled and supervised by the classroom teacher will be documented. 7. Library media specialist will annually evaluate the colleetlon for adequacy of multicultural materials and wilt continually evaluate rtew materials to be considered for purchase. 07/01/93 06/30/94 66w Pao: 11 Program Saq #: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program
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.