Restructuring

Little Rock School District New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year? A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses. Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations. Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates Guidance and counseling function of each staff member emphasized.3 On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students. In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a "quick fix" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills
study and learning skills
thinking and reasoning strategies
test-taking strategies
special reading strategies such as
skimming/scanning, improved reading rate, identifying individual reading and learning styles
and technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled "AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS
12 , AND FOR OTHER PURPOSES." 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: "6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall: 25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests
they must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner 22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203
che plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205
and the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons." 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6
1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\j Q. 3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not "quick fix" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have "bought into" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to "student perceptions" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go "the extra mile" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say "we'll never go back to the old ways." They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are "alive" and "growing." These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs
on-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, "academic acceleration" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities
employment preparation and job referrals
transportation
tutoring
counseling, psychological evaluation or drug and alcohol treatment
child protection
physical health
and mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program
all other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)
operational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright
Over the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available
however, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes 25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class 20 1st Grade - 1 Class 23 2nd Grade - 1 Class 23 3rd Grade - 1 Class 23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes 25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class 20 1st Grade -1 Class 23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes 25 = 50 Kg - 1 Class 20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes 25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class 25 Sth Grade - 1 Class 25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, b Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet
Booker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet
Moving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet
The original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet
Changing Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet
The middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-
propriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.
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.